Roland Emmerich directs this political thriller based around the notion that William Shakespeare was not in fact the author of the canon of plays attributed to him. In Elizabethan England, political intrigue abounds as the Tudors and the Cecils battle it out over the succession of Queen Elizabeth I (Joely Richardson/Vanessa Redgrave), and the Essex Rebellion mobilises against her. Enter the dashing and wildly talented Edward de Vere, 17th Earl of Oxford (Jamie Campbell Bower/Rhys Ifans), who not only fathers an illegitimate son in a clandestine incestuous relationship with Queen Elizabeth, but is also the secret author of the plays labeled with the name of William Shakespeare (Rafe Spall).

Anonymous
In Elizabethan England, political intrigue abounds as the Tudors and the Cecils battle it out over the succession of Queen Elizabeth I (Joely Richardson/Vanessa Redgrave), and the Essex Rebellion mobilises against her. Enter the dashing and wildly talented Edward de Vere, 17th Earl of Oxford (Jamie Campbell Bower/Rhys Ifans), who not only fathers an illegitimate son in a clandestine incestuous relationship with Queen Elizabeth, but is also the secret author of the plays labeled with the name of William Shakespeare (Rafe Spall).

Shakespeare in Love
Young Will Shakespeare is the up-and-coming playwright of the time but has been disastrously struck by the bane of the writer's life - writer's block. His comedy "Romeo and Ethel the Pirate's Daughter" is not going anywhere and the playhouse is under threat of closure. What Will needs is a muse - and she appears in the form of the beautiful (and betrothed) Lady Viola. The path of true love doesn't run smooth for Will, however - Viola is engaged to be married to the insufferable Lord Wessex at the command of Queen Elizabeth. The joys and tragedy of his own life soon find their way onto the page in a moving, witty and spellbinding tale.

A double bill of CGI chipmunk madness. 'Alvin and the Chipmunks' (2007) is a live action, big screen outing for everyone's favourite Chipmunks - Alvin, Simon and Theodore. Discovered and adopted by struggling songwriter Dave Seville (Jason Lee), the dynamic trio decide to join forces and embark on a singing career, performing Dave's songs. When success beckons however, unscrupulous record company boss Ian Hawke (David Cross) decides that he could make a lot more money from the boys if Dave was out of the picture. In the sequel 'Alvin and the Chipmunks 2' (2009), when Alvin (voice of Justin Long), Simon (Matthew Gray Gubler) and Theodore (Jesse McCartney) are forced to put aside their music superstardom and go back to school, they are given the challenge of saving the school's music department by winning the $25,000 prize in a battle of the bands. But the Chipmunks unexpectedly meet their match in three singing female chipmunks known as The Chipettes: Brittany (Anna Faris), Eleanor (Amy Poehler) and Jeanette (Christina Applegate). Romantic and musical sparks fly in the face off that ensues between The Chipmunks and The Chipettes.

Animated version of the 2003 film 'Elf' and the Broadway production 'Elf - The Musical', featuring the voices of Jim Parsons and Mark Hamill. Buddy (Parsons) has been raised by Santa (Edward Asner), living and working among the elves at the North Pole. When Santa tells him he is actually a human being and his real father, Walter Hobbs (Hamill), resides in New York Buddy goes on a journey to the Big Apple. He begins to adapt to the unfamiliar surroundings and gets to know his family and new friend Jovie (Kate Micucci), though Walter is not immediately taken with his son. When, on Christmas Eve, Santa encounters problems with his sleigh it is down to Buddy to save the day with his endless holiday cheer.

Specialist Periodical Reports provide systematic and detailed review coverage of progress in the major areas of chemical research. Written by experts in their specialist fields the series creates a unique service for the active research chemist, supplying regular critical in-depth accounts of progress in particular areas of chemistry. For over 80 years the Royal Society of Chemistry and its predecessor, the Chemical Society, have been publishing reports charting developments in chemistry, which originally took the form of Annual Reports. However, by 1967 the whole spectrum of chemistry could no longer be contained within one volume and the series Specialist Periodical Reports was born. The Annual Reports themselves still existed but were divided into two, and subsequently three, volumes covering Inorganic, Organic and Physical Chemistry. For more general coverage of the highlights in chemistry they remain a 'must'. Since that time the SPR series has altered according to the fluctuating degree of activity in various fields of chemistry. Some titles have remained unchanged, while others have altered their emphasis along with their titles; some have been combined under a new name whereas others have had to be discontinued. The current list of Specialist Periodical Reports can be seen on the inside flap of this volume.

Clinical experiences, supported by well-prepared mentor teachers and university-based teacher educators, are essential for developing successful teacher candidates. While the design and structure of these significant learning opportunities often vary among preparation programs, a common feature is teacher candidates work in partnered educational settings engaged in teaching that is closely aligned with coursework and in collaboration with individuals tasked with supporting their growth, development, and entry into the profession. The primary purpose of this text is to provide readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches. The text endeavors to shine a bright light on those programmatic efforts shaping teacher preparation in impactful, meaningful, and sustainable ways. This text will be of primary interest to all those working in organizations, institutes of higher education, alternative licensure programs, and schools and districts involved with the preparation of teacher candidates.

The research in this book on the geographical context of drug addiction contributes to better understanding the etiology of addiction, its diffusion, its interaction with geographically variable environmental, social, and economic factors, and the strategies for its treatment and prevention. This book explores links between geography and drug abuse and identifies research ideas, connections, and research pathways which point to some promising avenues for future work in this area.

The topics explored in Geography and Drug Addiction include: (1) Spatial patterns of drug use and addiction. (2) Linking spatial models with drug abuse research. (3) Interaction of social and environmental factors with biochemical processes of addiction. (4) Locational analyses of drug addiction treatment and service delivery facilities. (5) Neighborhood scale studies of geographic factors (including the built environment) and their interaction with drug addiction, treatment, or prevention. (6) Use of Geographic Information Systems (GIS) to better understanding and respond to drug addiction. (7) Spatial diffusion modeling of addictive drug usage and its changing characteristics, including also predictive modeling. (8) Social epidemiology and GIS.

This book is an outcome of the jointly sponsored AAG/NIDA Geography and Drug Symposium. It will serve as an excellent resource to geographers and drug abuse researchers, including sociologists, epidemiologists, social scientists in general and public health researchers, both in policy and academia.

Clinical experiences, supported by well-prepared mentor teachers and university-based teacher educators, are essential for developing successful teacher candidates. While the design and structure of these significant learning opportunities often vary among preparation programs, a common feature is teacher candidates work in partnered educational settings engaged in teaching that is closely aligned with coursework and in collaboration with individuals tasked with supporting their growth, development, and entry into the profession. The primary purpose of this text is to provide readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches. The text endeavors to shine a bright light on those programmatic efforts shaping teacher preparation in impactful, meaningful, and sustainable ways. This text will be of primary interest to all those working in organizations, institutes of higher education, alternative licensure programs, and schools and districts involved with the preparation of teacher candidates.

This edited text provides readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches.

This edited text provides readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches.

The contribution of this book to the field of reconciliation is both theoretical and practical, recognizing that good theory guides effective practice and practice is the ground for compelling theory. Using a Girardian hermeneutic as a starting point, a new conceptual Gestalt emerges in these essays, one not fully integrated in a formal way but showing a clear understanding of some of the challenges and possibilities for dealing with the deep divisions, enmity, hatred, and other effects of violence. By situating discourse about reconciliation within the context of Girardian thought, it becomes clear that like Peter who vowed he would never deny Jesus but ended up doing it three times any of us is susceptible to the siren call of angry resentment and retaliation. It is with a profound awareness of the power of violence that the emergence of mimetic discourse around reconciliation takes on particular urgency.