Engage students with religion, philosophy and ethics at Key Stage 3 and encourage them to develop the skills they need to succeed at GCSE. This accessible Student Book is designed to provide a firm foundation for the reformed GCSE specifications, while still allowing you to teach a broad and balanced KS3 curriculum. - Easily introduce a new scheme of work for KS3 with this cost-effective, single-book course that provides 120 ready-made lessons that can be used flexibly over a 2-year or 3-year KS3 - Teach KS3 RE with confidence whatever your level of expertise; this structured course is ready to pick up and teach whether you are an RE specialist or new to teaching the subject - Capture your students' interest with engaging lessons and activities that will encourage them to pursue Religious Education at GCSE - Lay the groundwork for GCSE, equipping your students with a solid grasp of the six major world religions, as well as the core philosophical and ethical issues - Test knowledge and understanding with regular formative assessments that enable students to keep track of their progress throughout the course - Prepare your students for assessment at GCSE, with practice questions for each lesson designed to build the confidence, understanding and evaluative skills needed for GCSE success

Exam Board: OCR Level: GCSE Subject: RS First Teaching: September 2016 First Exam: June 2018 Motivate every student to deepen their understanding and fulfil their potential by following a stimulating, well-paced course through the strengthened content requirements; produced by subject specialists and OCR's Publishing Partner. - Equips students with the detailed knowledge they need to succeed with clear, lively explanations that make key concepts accessible to all ability levels. - Provides opportunities for students to learn, review and develop their knowledge and skills through a variety of engaging activities, discussion points and extension tasks to stretch high achievers. - Ensures that your lessons are both innovative and inclusive, supplying a bank of tasks that draw on best practice teaching methods. - Encourages students to take an active interest in every topic, using relevant news articles, real-life viewpoints and quotations from sacred texts to bring religious principles and practices to life. - Boosts students' confidence approaching assessment via practice questions and guidance on tackling different question types. - Enables you to teach the systematic study content confidently with comprehensive coverage of Christianity and Islam. OCR GCSE RS Spec Content covered: Christianity - Beliefs and teachings - Practices Islam - Beliefs and teachings - Practices Religion, philosophy and ethics in the modern world from a Christian perspective - Relationships and families - The existence of God - Religion, peace and conflict - Dialogue between religious and non-religious beliefs and attitudes - Covers the short course content.

This innovative course gives you the flexibility to deliver Key Stage 3 Religious Education however you want - both thematically and/or by religion. InspiRE comprises two parallel sets of books: Themes to InspiRE, three books (one for each year of Key Stage 3) that cover the non-statutory Programme of Study for Religious Education through an exploration of thematic issues and concepts. Religions to InspiRE, seven 'by religion' books that exemplify the themes and expand them from the points of view of the major religions of the UK. Each book is supported by an accompanying Teacher's Resource Book. Each title: - Contains a series of lessons in three major themes - each with a 'big assignment' at the end which allows you to asses pupil's progress against the eight level scale - Engages all your pupils in their learning and enable them to progress with differentiated pupil centered activities and variety of stimulus material for each lesson - Helps you teach, plan and assess learning whether you are a non-specialist or a time-strapped Religious Education teacher. Themes to Inspire Book 2 This title explores concepts like: 'Is there a purpose to life?' 'How do people celebrate?' 'Do humans have rights?' and 'Are we responsible for planet Earth?'

In this extraordinary and bold book, S.H. Clark explores and constructs a history of poetic misogyny. For the first time, a wide range of English poetry by men is examined for evidence of the articulation of heterosexual masculine desires.
But Clark goes beyond a straightforward oppositional model of reading the male canon, to ask how we read this work 'after feminism', and whether it is possible to value these texts as misogynist texts in the light of feminist theory?
Sordid Images is a challenging, controversial book. It will excite and unsettle its readers, and inspire many to look again at some of the cornerstone works of English literature.

During the 18th century medicine became an autonomous discipline and practice. Surgeons justified themselves as skilled practitioners and set themselves apart from the unspecialized, hack barber-surgeons of early modernity. This title presents 17 essays on the relationship between medicine and literature during the Enlightenment.

In this extraordinary and bold book, S.H. Clark explores and constructs a history of poetic misogyny. For the first time, a wide range of English poetry by men is examined for evidence of the articulation of heterosexual masculine desires.
But Clark goes beyond a straightforward oppositional model of reading the male canon, to ask how we read this work 'after feminism', and whether it is possible to value these texts as misogynist texts in the light of feminist theory?
Sordid Images is a challenging, controversial book. It will excite and unsettle its readers, and inspire many to look again at some of the cornerstone works of English literature.

There is some connexion
(I like the way the English spell it
They're so clever about some things
Probably smarter generally than we are
Although there is supposed to be something
We have that they don''t--'don't ask me
What it is. . . .)
--John Ashbery, "Tenth Symphony"
"Something We Have That They Don't" presents a variety of essays on the relationship between British and American poetry since 1925. The essays collected here all explore some aspect of the rich and complex history of Anglo-American poetic relations of the last seventy years. Since the dawn of Modernism poets either side of the Atlantic have frequently inspired each other's developments, from Frost's galvanizing advice to Edward Thomas to rearrange his prose as verse, to Eliot's and Auden's enormous influence on the poetry of their adopted nations ("whichever Auden is," Eliot once replied when asked if he were a British or an American poet, "I suppose, I must be the other"); from the impact of Charles Olson and other Black Mountain poets on J. H. Prynne and the Cambridge School, to the widespread influence of Frank O'Hara and Robert Lowell on a diverse range of contemporary British poets. Clark and Ford's study aims to chart some of the currents of these ever-shifting relations. Poets discussed in these essays include John Ashbery, W. H. Auden, Elizabeth Bishop, T. S. Eliot, Mark Ford, Robert Graves, Thom Gunn, Lee Harwood, Geoffrey Hill, Michael Hofmann, Susan Howe, Robert Lowell, and W. B. Yeats.
"Poetry and sovereignty," Philip Larkin remarked in an interview of 1982, "are very primitive things": these essays consider the ways in which even seemingly very "unprimitive" poetriescan be seen as reflecting and engaging with issues of national sovereignty and self-interest, and in the process they pose a series of fascinating questions about the national narratives that currently dominate definitions of the British and American poetic traditions.
This innovative and exciting new collection will be of great interest to students and scholars of British and American poetry and comparative literature.

First published in 1998, this volume's primary concern is to demonstrate how a metaphysics can be developed which enables us to make do in an uncertain world and to develop a pragmatic alternative to postmodernism. Opposing unificationist view of science, Clarke suggests, needs to be understood in the context of the perceived threat of metaphysical disorder. He explores this through issues including epistemology, fundamentalism, pluralism and idealisation and identifies a potential solution similar to the work of Otto Neurath.

Quality care of patients requires evaluating large amounts of data at the right time and place and in the correct context. With the advent of electronic health records, data warehouses now provide information at the point of care and facilitate a continuous learning environment in which lessons learned can provide updates to clinical, administrative, and financial processes. Given the advancement of the information tools and techniques of today's knowledge economy, utilizing these resources are imperative for effective healthcare. Thus, the principles of Knowledge Management (KM) are now essential for quality healthcare management.

The Healthcare Knowledge Management Primer explores and explains essential KM principles in healthcare settings in an introductory and easy to understand fashion. This concise book is ideal for both students and professionals who need to learn more about key aspects of the KM field as it pertains to effecting superior healthcare delivery. It provides readers with an understanding of approaches to KM by examining the purpose and nature of its key components and demystifies the KM field by explaining in an accessible manner the key concepts of KM tools, strategies and techniques, and their benefits to contemporary healthcare organizations.

Quality care of patients requires evaluating large amounts of data at the right time and place and in the correct context. With the advent of electronic health records, data warehouses now provide information at the point of care and facilitate a continuous learning environment in which lessons learned can provide updates to clinical, administrative, and financial processes. Given the advancement of the information tools and techniques of today s knowledge economy, utilizing these resources are imperative for effective healthcare. Thus, the principles of Knowledge Management (KM) are now essential for quality healthcare management.

The Healthcare Knowledge Management Primer explores and explains essential KM principles in healthcare settings in an introductory and easy to understand fashion. This concise book is ideal for both students and professionals who need to learn more about key aspects of the KM field as it pertains to effecting superior healthcare delivery. It provides readers with an understanding of approaches to KM by examining the purpose and nature of its key components and demystifies the KM field by explaining in an accessible manner the key concepts of KM tools, strategies and techniques, and their benefits to contemporary healthcare organizations.

During the 18th century medicine became an autonomous discipline and practice. Surgeons justified themselves as skilled practitioners and set themselves apart from the unspecialized, hack barber-surgeons of early modernity. This title presents 17 essays on the relationship between medicine and literature during the Enlightenment.

This innovative course gives you the flexibility to deliver Key Stage 3 Religious Education however you want - both thematically and/or by religion. InspiRE comprises two parallel sets of books: Themes to InspiRE, three books (one for each year of Key Stage 3) that cover the non-statutory Programme of Study for Religious Education through an exploration of thematic issues and concepts. Religions to InspiRE, seven 'by religion' books that exemplify the themes and expand them from the points of view of the major religions of the UK. Each book is supported by an accompanying Teacher's Resource Book. Each title: - Contains a series of lessons in three major themes - each with a 'big assignment' at the end which allows you to asses pupil's progress against the eight level scale - Engages all your pupils in their learning and enable them to progress with differentiated pupil centered activities and variety of stimulus material for each lesson - Helps you teach, plan and assess learning whether you are a non-specialist or a time-strapped Religious Education teacher. Themes to Inspire Book 1 This title, explores concepts like: 'Who am I?' 'Who or what is God?' 'How did religion develop?' and 'Why is forgiveness important?'

First published in 1998, this volume's primary concern is to demonstrate how a metaphysics can be developed which enables us to make do in an uncertain world and to develop a pragmatic alternative to postmodernism. Opposing unificationist view of science, Clarke suggests, needs to be understood in the context of the perceived threat of metaphysical disorder. He explores this through issues including epistemology, fundamentalism, pluralism and idealisation and identifies a potential solution similar to the work of Otto Neurath.

This innovative course gives you the flexibility to deliver Key Stage 3 Religious Education however you want - both thematically and/or by religion. InspiRE comprises two parallel sets of books: Themes to InspiRE, three books (one for each year of Key Stage 3) that cover the non-statutory Programme of Study for Religious Education through an exploration of thematic issues and concepts. Religions to InspiRE, seven 'by religion' books that exemplify the themes and expand them from the points of view of the major religions of the UK. Each book is supported by an accompanying Teacher's Resource Book. Each title: - Contains a series of lessons in three major themes - each with a 'big assignment' at the end which allows you to asses pupil's progress against the eight level scale - Engages all your pupils in their learning and enable them to progress with differentiated pupil centered activities and variety of stimulus material for each lesson - Helps you teach, plan and assess learning whether you are a non-specialist or a time-strapped Religious Education teacher Themes to Inspire Book 3 This title explores concepts like: 'Are we free to choose?' 'Why do people say God exists?' 'What makes a good leader?' and 'Is it ever right to kill?'

Exam Board: WJEC Level: GCSE Subject: Religious Studies First Teaching: September 2016 First Exam: Summer 2018 For the new Welsh specification for first teaching 2017 Stretch and challenge your students to achieve their full potential with learning materials that guide them through the new Unit 1 content and assessment requirements; developed by subject experts with examining experience and the leading Religious Studies publisher - Enables you to teach philosophical themes confidently with clear explanations of Christian, Muslim, Jewish and Buddhist beliefs and practices. - Motivates students to build and cement their knowledge and skills using a range of imaginative, innovative activities that support learning and revision. - Prepares students for examination with exam focus sections at the end of each unit that provide guidance on how to tackle questions. - Helps students of all abilities fulfil their potential and increase their understanding through clear, detailed explanations of the key content and concepts. WJEC GCSE Religious Studies Unit 1 Religious Responses to Philosophical Themes Covering: - Christianity - Islam - Judaism - Buddhism - Life and Death - Good and Evil

Contesting the idea that the study of Anglophone literature and literary studies is simply a foreign import in Asia, this collection addresses the genealogies of textual critique and institutionalized forms of teaching of English language and literature in Asia through the 19th and 20th centuries, along with an examination of how its present options and possible future directions relate to these historical contexts. It argues that the establishment of Anglophone literature in Asia did not simply "happen": there were extra-literary and -academic forces at work, inserting and domesticating in Asian universities both the English language and Anglo-American literature, and their attendant cultural and political values. Offering new perspectives for ongoing conversations surrounding the globalization of Anglophone literature in literary and cultural studies, the book also considers the practicalities of teaching both the language and its canon of classic texts, and that the historical formation and shape of English studies in Asia offers lessons that relate not only to the discipline but also may be applied to the humanities as a whole.

This collection of essays expands the study of that immensely widely read and much-adapted novel, beyond the first book - The Life and Strange Surprising Adventures of Robinson Crusoe (usually known simply as Robinson Crusoe) - to take in the far less well-known Farther Adventures and the almost unread Serious Reflections, beyond Defoe's texts, to their re-writing and adaptation and beyond the Atlantic and South American context to an Asian and Pacific context. The essays consider both how Asia is represented in the books (in terms of politics, economics, religion), and how the book has been received, adapted, and taught, particularly in Asian contexts.

What, and when, is British Romanticism, if seen not in island isolation but cosmopolitan integration with European Romantic literature, history and culture? The essays here range from poetry and the novel to science writing, philosophy, visual art, opera and melodrama; from France and Germany to Italy and Bosnia.

For the new Welsh specification for first teaching 2017. Trust the experts; let the market-leading publisher and subject specialists with examining experience provide accessible content that draws out the key ethical theories, helping to ensure your students have a thorough understanding - Teach the Unit 2 content confidently with comprehensive coverage of Christian, Muslim, Jewish and Buddhist beliefs and practices. - Enable students to build a strong core of knowledge with engaging activities throughout the textbook. - Boost students' confidence approaching assessment with guidance on tackling different question types. - Equip students' with the detailed knowledge they need to succeed with clear, lively explanations that make key concepts accessible to all ability levels. Covers: - Christianity: Beliefs and teachings - Islam: Beliefs and teachings - Judaism: Beliefs and teachings - Buddhism: Beliefs and teachings - Relationships - Human Rights

Who Is Steve Clark and Why Should You Read This Book?

In his thirty year sales career he has made over 10,000 sales calls. He has sold pest control services, pots and pans, security systems, vitamins, laundry detergent, life and health insurance, annuities, mutual funds, stocks and bonds and school service products.

In 1996, Steve was making $53,000 per year as a salesperson and he had over $40,000 of credit card debt. Taking out a second mortgage on his house and borrowing $10,000 from his Mother, he set out into the world of sales and marketing consulting with zero clients, zero income, a wife and two pre-teen daughters.

It was a gutsy leap of faith that has paid big dividends!

Today as founder and CEO of New School Selling he consults and coaches hundreds of sales executives and business owners each year in Australia, Canada and the US.

Blake said of his works, 'Tho' I call them Mine I know they are not Mine'. So who owns Blake? Blake has always been more than words on a page. This volume takes Blake 2.0 as an interactive concept, examining digital dissemination of his works and reinvention by artists, writers, musicians, and filmmakers across a variety of twentieth-century media.

This fully revised and updated second edition of "Information Systems Strategic Management "continues to provide an accessible yet critical analysis of the strategic aspects of information systems. The second edition continues to provide a working text for Information Systems Strategy (ISS), covering the relevant practical and theoretical material supported by extensive case studies, student activities and problem scenarios. The ISS issues will be fully integrated into current thinking about corporate strategy, addressing the fact that a range of emerging strategic issues are often ill-addressed in IS strategy books, which also fail to differentiate between IT (the application of technology) and IS, the participative, human-centered approaches to information and knowledge management. Specific changes include; Expansion and internationalization of case studies Broader focus beyond social and critical theory New chapters on Strategy and e-business; Strategic Management as a technical or social process; Strategic implications of information security; Applications portfolio and technology management The focus on strategic issues and the integration of IT and IS issues will ensure this text is ideal for MBA students studying MIS, as well as being suitable for MSC students in IS/IT.

This book follows on from Elayne Coakes'previous book in the CSCW series, The New SocioTech (published April 2000). Whereas that book gave a broad introduction to the re-emerging area of sociotechnical design, this one applies these principles specifically to the area of Knowledge Management (KM). KM has been a key tool in ensuring that people and technology work together to optimum effect within organisations for many years, but recent studies have called for a more systemic approach to the topic. This book examines that problem via sociotechnical principles which have recently re-emerged as one of the most widely used approaches to information systems and organisational design. Including contributions from academics and practitioners, this book looks at key aspects of the field such as:- Knowledge management strategy formulation- Knowledge requirements- Case studies from corporate learning environments and industryIt will be of interest to practitioners, researchers, and managers who are involved in any aspect of information systems/sociotechnical design or knowledge management. It will also useful for advanced students on information systems or related courses.

The 1990s have witnessed a major reassessment of Blake initiated by a new and more rigorous comprehension of his modes of production, which in turn has led to re-evaluation of other literary and cultural contexts for his work. Blake in the Nineties grapples with the implications of the new bibliography for Blake studies, in its editorial, interpretative, and historical dimensions. As well as providing an international overview of recent Blake criticism, the collection contributes to current debates in a variety of disciplines dealing with the Romantic period, including art history, counter-Enlightenment-scholarship, theology and hermeneutic theory.