Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

From Asgard to Valhalla takes readers deep inside Odin’s cavernous hall and tells of the adventures, tragedies and lessons of the Viking Gods. Here, Heather O’Donoghue skillfully uncovers both the history and legacy of these myths to provide the authoritative student text on Old Norse mythology. From the magnificent tales of A Song of Ice and Fire and the supernatural wonders of Valkyries to Tolkien’s Riders of Rohan and Marvel’s mighty Thor, Norse mythology is a fundamental part of western culture. Drawing from a wealth of sources and scholarly debates, this fully-updated and expanded 2nd edition offers both an engaging survey of the Old Norse myths and an accessible introduction to how such strange and fragmentary material has been seized, repurposed and at times abused throughout the centuries. Notably, this important and timely study explores how Old Norse mythology has been – and continues to be – weaponized by far right movements across the world. Containing 2 brand new chapters on post-medieval reception, 30 illustrations for a stronger visual context and pedagogical updates throughout to aid further study, this new edition of From Asgard to Valhalla: The Remarkable History of the Norse Myths is a vital resource for all students of Old Norse mythology.

Representative of a unique literary genre and composed in the 13th and 14th centuries, the Icelandic Family Sagas rank among some of the world's greatest literature. Here, Heather O'Donoghue skilfully examines the notions of time and the singular textual voice of the Sagas, offering a fresh perspective on the foundational texts of Old Norse and medieval Icelandic heritage. With a conspicuous absence of giants, dragons, and fairy tale magic, these sagas reflect a real-world society in transition, grappling with major new challenges of identity and development. As this book reveals, the stance of the narrator and the role of time - from the representation of external time passing to the audience's experience of moving through a narrative - are crucial to these stories. As such, Narrative in the Icelandic Family Saga draws on modern narratological theory to explore the ways in which saga authors maintain the urgency and complexity of their material, handle the narrative and chronological line, and offer perceptive insights into saga society. In doing so, O'Donoghue presents a new poetics of family sagas and redefines the literary rhetoric of saga narratives.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

Responding to the specific needs of each student, personalized learning has the potential to refocus education on the individual rather than the institution. ""Technology-Supported Environments for Personalized Learning: Methods and Case Studies"" explores the metaphor of anytime and anywhere individual education as well as the idea of tailoring instruction to meet individual needs. A critical mass of the most sought after industry findings, this innovative collection explores a variety of leading research in educational skills, knowledge, expertise, and experience to create the perfect learning space for each person.

This book considers metaphor as a communicative phenomenon in the poetry of Emily Dickinson, Elizabeth Bishop and Seamus Heaney, in light of the relevance theory account of communication first developed by Dan Sperber and Deirdre Wilson in the 1980s. The first half of the book introduces relevance theory, situating it in relation to literary criticism, and then surveys the history of metaphor in literary studies and assesses relevance theory's account of metaphor, including recent developments within the theory such as Robyn Carston's notion of 'the lingering of the literal'. The second half of the book considers the role of metaphor in the work of three nineteenth- and twentieth-century poets through the lens of three terms central to relevance theory: inference, implicature and mutual manifestness. The volume will be of interest to students and scholars working in literary studies, pragmatics and stylistics, as well as to relevance theorists.

This book focuses on the phenomenon of a '21st century curriculum' and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of '21st century curriculum' policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about '21st century curriculum' development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow.

This book, which is the first to be published in the emerging field of farm-level microsimulation, highlights the different methodological components of microsimulation modelling: hypothetical, static, dynamic, behavioural, spatial and macro-micro. The author applies various microsimulation-based methodological tools to farms in a consistent manner and, supported by a set of Stata codes, undertakes analysis of a wide range of farming systems from OECD countries. To these case studies, O'Donoghue incorporates farming policies such as CAP income support payments, agri-environmental schemes, forestry planting incentives and biomass incentives - in doing so, he illuminates the merits of microsimulation in this environment.

Australia is a vast sparsely populated land and from an early date this created problems in terms of providing educational facilities. As part of the solution the nation has had a long tradition of using distance education methods to provide an education for its isolated primary and secondary school students. Western Australia epitomises the problems inherent in having a large land area with a highly urbanised population and a small but scattered rural one. Initially, the State established a Correspondence School in 1918. There have been various developments since then, culminating in the establishment of the Schools of Isolated and Distance Education (SIDE) in 1995. Since then the staff at SIDE have investigated and developed ways of providing their students with innovative educational materials in an effort to ensure that the best possible services are provided. Despite its innovative nature, very little research has been conducted on SIDE. The research project reported in this book is one contribution to rectifying the deficit. It had three main aims. The first was to develop an understanding of the emergence of SIDE. Secondly, an understanding of the key functions of SIDE was sought. The third aim was to develop an understanding of the issues which present themselves for those working at SIDE.. Implications for policy, practice and future research in relation to the education of children in geographically remote regions through distance education are deduced, and not just in relation to the state of Western Australia, but internationally.

Adopting a life story approach, this book explores the memories of those who attended Irish secondary schools prior to 1967. It serves to initiate and enhance the practice of remembering secondary school education amongst those who attended secondary schools not just in Ireland, but around the world.

Featuring essays by scholars from around the globe, Kate Chopin in Context revitalizes discussions on the famed 19th-century author of The Awakening . Expanding the horizons of Chopin's influence, contributors offer readers glimpses into the multi-national appreciation and versatility of the author's works, including within the classroom setting.

2023's HOTTEST SUMMER READ 'Funny, nostalgic, sexy ... it's everything I want in a summer book' MONICA HEISEY, author of Really Good, Actually 'Sharply witty, warm-hearted and wise' GUARDIAN, BEST SUMMER READS 'A stormer of a novel' I NEWS 'Deeply relatable and extremely funny' OBSERVER 'You will love The Rachel Incident' GABRIELLE ZEVIN, author of Tomorrow and Tomorrow and Tomorrow 'A headlong read about being young and hopelessly in lust' SUNDAY TIMES, BEST SUMMER READS 'Easily 13/10 ... Funny, lovely, romantic, drenched in nostalgia' MARIAN KEYES ___________________________________________ The Rachel Incident is an all-consuming love story. But it's not the one you're expecting. It's unconventional and messy. It's young and foolish. It's about losing and finding yourself. But it is always about love. When Rachel falls in love with her married professor, Dr Byrne, her best friend James helps her devise a plan to seduce him. But what begins as a harmless crush soon pushes their friendship to its limits. Over the course of a year they will find their lives ever more entwined with the Byrnes' and be faced with impossible choices and a lie that can't be taken back... 'A deliciously complicated and very real romance with some refreshing twists. O'Donoghue captures all the intensity of messy young love' MAIL ON SUNDAY 'A book full of love, and it is extremely easy to love reading it' VOGUE 'Perfectly captures the intensity and high and lows of first love, and it's also very, very funny' RED MAGAZINE 'Chaos at its finest' STYLIST 'Books by Irish women writers are hot these days, and this novel is on fire' PEOPLE MAGAZINE, Book of the Week 'Filled with humour and heart ... You'll gobble up The Rachel Incident in one bite' DAILY EXPRESS ___________________________________________________________ Early readers are falling in love with The Rachel Incident: 'Her best book yet - this is going to be huge' READER REVIEW 'A triumph of a novel' READER REVIEW 'Extremely witty, charming and humorous' READER REVIEW 'Perfection. I want to delete it from my brain so I can read it for the first time again' READER REVIEW 'Delightfully addictive' READER REVIEW 'Big-hearted, witty and expertly crafted' - SLOANE CROSLEY, author of Cult Classic 'Hilarious' - ANNIE LORD, author of Notes on Heartbreak 'Funny, poignant, heart-breaking' - BARBARA TRAPIDO, author of Brother of the More Famous Jack 'I really loved this book' - EMER MCLYSAGHT, author of Oh My God What a Complete Aisling 'Absorbing and funny and honest and horny' LIZZIE HUXLEY-JONES, author of Make You Mine This Christmas

This book explores the current status of primary schools in Rwanda and the history behind their development. It argues that current primary school leaders in the area encounter a wide range of problems relating to conflict prevention, teachers' and school leaders' professionalism, financial and resourcing constraints, student attrition, and parental disengagement, many of which can be attributed to the legacies of war and the genocide in 1994. The book also presents a range of strategies that are pursued by school leaders while dealing with these concerns, as the Rwandan government invests in reconstructing education following the country's turmoil. Through examining the issues of the past and the present, the book provides valuable insights for researchers of educational leadership, school leaders, education policy makers, and those in charge of preparing, developing, and implementing professional development programmes for school leaders and teachers in Rwanda, as well as in other post-war and developing countries.