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.

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.

Underpinned by a philosophy of empowerment, athlete-centred approaches to coaching are defined by a style that promotes learning through ownership, responsibility, initiative and awareness. Perspectives on Athlete-Centred Coaching offers an in-depth theoretical examination of player-focused coaching models, and provides professional guidance for practising coaches. Written by a cast of world-leading scholars and practitioners, and offering a breadth of approaches to, and critiques of, the application of athlete-centred coaching, the book covers topics including: * athlete-centred coaching and holistic development * coaching tactical creativity * athlete-centred coaching in disability sport * team culture and athlete-centred coaching * developing thinking players through Game Sense coaching * supporting athlete wellbeing * athlete-centred coaching and Teaching Games for Understanding * athlete-centred coaching in masters sport. Based on the latest research and offering the most comprehensive enquiry into this central area of coaching theory, Perspectives on Athlete-Centred Coaching is important reading for any students and lecturers of sports coaching or physical education, and practising coaches across any sport.

In Beckett before Godot, John Pilling (editor of the Cambridge Companion to Beckett) re-evaluates the formative years of Beckett between the publication of his first work in 1929 and the composition late in 1946 of The Calmative, his last work before the 'trilogy'. Using a wealth of unpublished manuscripts and correspondence from around the world, Pilling offers a detailed account of Beckett's early psychological and aesthetic development, and shows how his artistic growth was paradoxically linked to the likelihood of failure, to which he was always temperamentally attracted. Pilling's treatment of the first two decades of Beckett's career as a writer offers for the first time a coherent critical narrative of his development during this long period of apprenticeship. Beckett before Godot links biographical fact with a series of powerful close readings to modify and enhance our understanding of one of this century's most influential authors.

564 pages - In English Bartolom? Mitre, in spite of his manifold occupations as politician and statesman, journalist and writer, worked strenuously the biography and significance of general Jos? de San Martin. His preface is dated at the jail in Lujan in March 1875, during his incarceration and trial accused of having led a rebellion against the national government. As a matter of fact the three volumes long final version appeared in 1887, an amplification and completion of the original text published in the "La Naci?n" newspaper ob Buenos Aires twelve years before. Mitre expected this work to be, along with his writings about Manuel Belgrano published some years before, the basis of a clear vision on the origins of Argentina, supported by a solid foundation of documents and a serious and scientific methodology. In 1890, before travelling to Europe, general Bartolom? Mitre asked William Pilling to publish in London an English translation of his "History of San Martin," authorising the translator to condense the text, if necessary. William Pilling's book is an accurate expression of the sense and content of the work by Mitre, and constitutes an excellent contribution to the historiography of the independentist revolution in Latin America. This edition is based upon the original Pilling English version, a successful sinthesis of this classic argentine historiographic text.

This is the most complete chronological account of Samuel Beckett's life and work, with full details of how, when, and where each work by him came to be written, many details of which have only recently come to light and are often not known to scholars working in the field.

This Tutor Delivery Pack for AQA GCSE (9-1) Biology Foundation has a curriculum that matches tutor packs for a whole academic year and contains everything needed for a whole academic year of private tutoring: homework Detailed explanation on the use of the pack Information for parents Specification guidance Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

Before his death in 1997, leading Marxist theoretician Geoff Pilling was preparing a collection that brought together some of his most important articles, along with some previously unpublished material. Work on the volume has now been completed by Doria Pilling, and it includes a new introduction by Ben Fine.

This is a timely publication, as Pilling 's analyses were remarkably prescient of the situation that the world 's economy finds itself in today. In particular, he analyses the crises of post-war capitalism, providing a state of the art analysis of the deep-seated and fundamental problems of the capitalist system. Chapters include an explanation of the fundamental concepts of Marx 's analysis of capitalism, their irreconcilability with Keynes theoretical system and refute the contention that all Marxist theoretical development post-Marx was distorted by Stalinism. Pilling also shows how problems in British capitalism were forerunners of those in world capitalism, and defends Engels contention that the greatest significance of the industrial revolution was the development of a working class that was forced to fight against its conditions of oppression.

Marx's Capital has of course been widely read; this revival of a systematic study by Geoffrey Pilling, originally published in 1980, argues powerfully that, in order to understand Capital fully, it is necessary to have read and understood Hegel's Logic. This argument leads to a detailed examination of the opening chapters of Capital, and a re-examination of their significance for the work as a whole.

Pilling emphasizes the fundamental nature of the break between Marx's Capital and all forms of classical political economy, and stresses the revolutionary nature of Marx's critique of political economy as one of the foundations of Capital. He also lays particular emphasis on the philosophical aspects of the work, so often neglected by British commentators, and puts forward the view that Marx's notion of fetishism, often looked upon as incidental to his work, is in fact central to his entire critique of political economy.

This book offers new perspectives on game-based coaching (GBC), one of the most important practices for session design and instructional delivery in sport coaching. GBC emphasises the sport coach as educator and the development of 'thinking players', and this book demonstrates what that means in practice. It brings together leading and innovative thinkers and practitioners in coaching pedagogy, and aims to stimulate reflection by the reader on their own coaching practice. Reviewing recent theoretical developments and current research in GBC, the book provides in-depth examples on how research can be applied in practice, including the use of digital video games, immersive scenario-based coaching narratives, and the Game Sense approach as 'play with purpose'. Representing the most up-to-date and engaging introduction to the theory and practice of GBC, this book is invaluable reading for all students of physical education and sport coaching, as well as practising coaches and coach educators.

Contents:
Preface. Foreword -Robin Nicholson. 1. Architectural Education and the Profession: preparing for the future -David Nicol and Simon Pilling. 2. The Changing context of professional practice -John Worthington. Section One: Communication - developing sensitivity to the needs of users and clients. Introduction. 3. Architectural assumptions and environmental discrimination - Ruth Morrow. 4. Seeing the world through another person's eyes -Robert Brown and Denitza Moreau Yates 5. Social practice - design and education in everyday life -Christopher Jarrett 6. The degree laboratory -Nick Callicott and Bob Sheil 7. Introducing clients and users into the studio project -Rachel Sara 8. The development of group working skills and role play -Judith Torrington 9. The 'real' client and the 'unreal' project -Prue Chiles 10. Reviewing the review -Margaret Wilkin 11. Introducing alternative formats for the design project review -Charles Doidge, Tim Brindley and Ross Willmott Section Two: Collaboration - Developing teamworking skills for practice Introduction. 12. Habits and habitats: interdisciplinary collaboration in a community architecture studio -Katerina Ruedi 13. Is working together working? -Jaki Howes 14. Developing skills with people -Angela Fisher 15. Integrated architectural design -Stirling Howieson 16. Achieving richness and diversity -Sandra Manley and Jim Claydon 17. Interdisciplinary working in built environment education -Gerard Wood Section Three: Life-Long Learning - developing independence in learning Introduction. 18. Learning in practice - retreat, opportunity or imperative -Judith Farren Bradley 19. The role of personal development plans and learning contracts in self-directed student learning -Derek Cottrell 20. Establishing and managing a student learning contract -Helena Webster 21. The student-led crit as a learning device -Rosie White Section Four: A Renewed Professionalism - embedding change in schools of architecture 22. Delight in transgression - shifting boundaries in architectural education -Leonie Milliner 23. Schools and practice in the United States -Robert Gutman 24. The design studio as a vehicle for change - Wendy Potts 25. Embedding change -George Henderson 26. The 'crit' as a ritualized legitimation procedure in architectural education -Hannah Vowles 27. Preparation and support of part-time teachers - designing a tutor training programme -Nicholas Weaver, Dave O'Reilly and Mary Caddick 28. Evaluation and feedback in architectural education -John Cowan Appendices 1. Workshop Plans: Teamwork

In this textbook the instructional processes specific to coaching will be presented from a wholistic perspective, one that is cohesive and unified. The Book is based on researched framework and applies theory to practice. It is a timely text that relates the spectrum of teaching styles to a coaching context, and the practical direction of how to employ these There is a simple and coherent plan to discuss the theories, and this would be easy for readers to follow.

This book offers new perspectives on game-based coaching (GBC), one of the most important practices for session design and instructional delivery in sport coaching. GBC emphasises the sport coach as educator and the development of ‘thinking players’, and this book demonstrates what that means in practice. It brings together leading and innovative thinkers and practitioners in coaching pedagogy, and aims to stimulate reflection by the reader on their own coaching practice. Reviewing recent theoretical developments and current research in GBC, the book provides in-depth examples on how research can be applied in practice, including the use of digital video games, immersive scenario-based coaching narratives, and the Game Sense approach as ‘play with purpose’. Representing the most up-to-date and engaging introduction to the theory and practice of GBC, this book is invaluable reading for all students of physical education and sport coaching, as well as practising coaches and coach educators.

The leading academic vehicle for scholarly publication in the field of medieval warfare. Medieval Warfare The articles here focus on activities in north-western Europe, with a reconsideration of the location of the battle of Stamford Bridge (1066), an examination of the role of open battles in the civil wars of the Anglo-Norman and Angevin kings, a re-assessment of the strategy of Edward I's war against Philip IV in 1297-98, and an analysis of the role of cavalry "coureurs" in late-medieval France. But regions further to the south and east are by no means neglected, with a dissection of the military rhetoric of Pere III of Aragon and his queen, Elionor of Sicily, and a discussion of the earliest European gunpowder recipes, from Friuli (1336) and Augsburg (1338- c. 1350). The volume also offers studies of the campaigns culminating in the battles of Firad in 634 and Qinnasrin in 1134.

This book represents several schools of thought within this area (e.g., Constraints-Led Approach; Game Sense; Positive Pedagogy; Tactical Games Model) and brings together the diversity and richness of the field into a sense of coherence. Volume provides a complete picture of the field of games and sport teaching. Presents theories as a lens (not the lens) on the world of games and sport teaching coaching to help develop thinking players There is currently no recently published comparative book.