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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.
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 19th 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 20th
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 19th century, still have relevance
in 2001.
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