Jamie and Todd are horrified to learn that the grand plan, which they thought had been defeated, might be about to be implemented in 1775, America. Hector and Catherine have to go back in time and thwart Travis - an agent of the grand plan - who is hell bent on world domination. Jamie and Todd go with Hector and Catherine on a mission to 1775, to prevent a super gun from being used in the battle of bunker hill, during the American war of independence, but they have only days to stop history from being altered.

A special stone hidden in a quiet cove in Cornwall more than 200 years ago, is the object of a desperate search by two opposing factions. When Harry and his school friends discover a code whilst holidaying in the cove, they assume it will lead them to hidden treasure. But dark forces, with seemingly supernatural powers, are working against them. The teenagers soon find themselves caught up in a deadly battle, and will be lucky to escape with their lives, let alone get their hands on the treasure.

Who was the mysterious Hector Lightfoot? What was he up to when he disappeared, and who were the two ghosts once seen in his house? School friends Jamie and Todd are destined to find out when they go to London to spend a weekend with Jamie's Uncle Simon, who now lives in that very house. Soon after they arrive, Jamie has a frightening encounter with the two ghosts. Hector, a veteran from the First Afghan War, joined a covert expedition to China, and afterwards worked on a secret Government project in an underground lab at the British Museum. He vanished suddenly, and was never heard from again. Simon takes the boys to the lab, where they find a strange contraption - which, unknown to any of them, is a time-travel device. When the building is struck by lightning, the device is energised, and sends the boys back in time to the year 1862. There, surrounded by danger and exposed to disease, they are sucked into a life of crime in order to survive. Only if they can find Hector will they have any chance of getting home again. But why has he gone into hiding? Who is the man after him and what does he want? As the boys struggle to escape back to their own time, Jamie becomes convinced that the two ghosts he saw earlier are following them...

This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research directions. Based on empirical studies, it explores research agendas in five emerging domains: language learning and teaching in developing countries; social censure and teacher autonomy; learner autonomy and groups; learner autonomy and digital practice; and finally, learner autonomy and space. In doing so, it sheds new light on the impact of digital media, group dynamics and the application of ecological perspectives on learner autonomy. The contributors present a novel reconsideration of new learning affordances, and their discussion of spatial dimensions provides much needed expansion in the field. This book will have international appeal and provide an invaluable resource for students and scholars of second language learning and higher education, as well as teacher educators. Chapter 2 of this book is open access under a CC BY 4.0 license via https://link.springer.com/content/pdf/10.1057%2F978-1-137-52998-5_2.pdf.

When General Stephen Watts Kearny's Army of the West marched into Santa Fe, New Mexico, on August 18, 1846, Richard Smith Elliott, a young Missouri volunteer, was included in its ranks. In addition to Lieutenant Elliott's duties in the Laclede Rangers, he served as a regular correspondent to the St. Louis Reveille. An entertaining and educated observer, Elliott provided readers back home with an account of the grueling march over the famous Santa Fe Trail, the triumphant entry of the army into Santa Fe, the U.S. occupation of New Mexico, and the volunteers' eventual return to St. Louis. Noted southwestern scholars Mark L. Gardner and Marc Simmons present here, for the first time, all of Elliott's letters published in the Reveille under his nom-de-plume, John Brown, using passages from his autobiography for the same period to fill in a break resulting from a few missing letters. Also included are Elliott's literary sketches, drawn from his Mexican War experiences and the people he met and served with. The editors' introduction and comprehensive notes provide insight into Elliott's political, social, and literary milieu and into the historical background of the people and places he portrayed. Elliott's correspondence invokes the hopes and fears of the men, the drudgery and hardship of the long march to Santa Fe, and the comraderie of the troops. Including details of the resistance to U.S. occupation, the bloody Taos Revolt, and the military campaign that crushed the insurgents, Richard Smith Elliott's writings provide a fascinating firsthand account of the American Southwest during perhaps its most tumultuous period.

Illuminating one of the most pervasive issues of our time, Popular Culture is the first book to link the importance and implications of popular culture with pedagogical practice. It shows how cultural forms such as Hollywood films, pop music, soap operas, and televangelism are organized by gender, age, class, race, and ethnicity, thus providing the contradictory text that both enables and disables emancipatory interest, so fundamental to the formation of self and society. What emerges is a redefinition of the very notion of popular culture.

ELLENBALKA Simon Fraser University ebalka@Sfu. ca 1. INTRODUCTION In developing the call for papers for the 7th International Federation of Information Processors (IFIP) Women, Work and Computerization Conference, we sought to cast our net widely. We wanted to encourage presenters to think broadly about women, work and computerization. Towards this end, the programme committee developed a call for papers that, in its final form, requested paper submissions around four related themes. These are (1) Setting the Course: Taking Stock of Where We Are and Where We're Going; (2) Charting Undiscovered Terrain: Creating Models, Tools and Theories; (3) Navigating the Unknown: Sex, Time, Space and Place, and (4) Taking the Helm: Education and Pedagogy. Our overall conference theme, 'Charting a Course to the Future' was inspired in part by Vancouver's geography, which is both coastal and mountainous. As such, navigation plays an important part in the lives of many as we seek to enjoy our environs. In addition, as the first Women, Work and Computerization conference of the new millennium, we hoped to encourage the broad community of scholars that has made past Women, Work and Computerization conferences a success to actively engage in imagining--and working towards-- a better future for women in relation to computers. The contributions to this volume are both a reflection of the hard work undertaken by many to improve the situation of women in relation to computerization, and a testament to how much work is yet to be done.

Questions of discipline and order arise wherever formal education is practised, and are particularly acute for those training to teach or in their first school posts. For many years now writing on these topics has tended to depict teaching as the deployment of 'skills' and 'techniques' and competent teachers as those who successfully 'manage' their classes. This approach is criticised by Richard Smith as manipulative and destructive of the kind of pupil-teacher relationship conducive to any but the most trivial sorts of learning. Thus the philosophical issues which the book explores are shown throughout to have their roots in problems associated with established thinking and practice, and the author's ideas have considerable practical relevance. He argues for a thorough reappraisal of the nature and basis of the teacher's authority and demonstrates the importance of a proper understanding of the function of punishment. He suggests that many of the problems of discipline that teachers meet may actually stem from inappropriate ways of treating pupils, and shows that solutions to these problems must be compatible with the degree of initiative and personal responsibility that it is the business of education to foster. Schools have changed in many ways, largely for the better, since the first edition of this book appeared: the young people in them are generally treated with far more respect than was the case a quarter of a century ago. The voices of a more repressive tradition however still make themselves heard from time to time. It is therefore important continually to re-state the principles on which civilised relationships between pupils and teachers need to be based.

Following on from Foundations of Foreign Language Teaching, this set charts the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the Twentieth Century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

This volume forms part of a five volume set charting the progress of the nineteenth century movement which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.