The intention of this book is to develop an increased awareness of the place of professional practice in the realms of research in teaching. The chapters investigate, from an international perspective, the emerging reflective methods of collaboration between practitioners and researchers, appreciation of teachers and teaching, and greater understanding of what they aim to promote.
* * * Special 75th Anniversary Edition * * * Hugh Sebag-Montefiore's Dunkirk: Fight to the Last Man tells the story of the rescue in May 1940 of British soldiers fleeing capture and defeat by the Nazis at Dunkirk. Dunkirk was not just about what happened at sea and on the beaches. The evacuation would never have succeeded had it not been for the tenacity of the British soldiers who stayed behind to ensure they got away. Men like Sergeant Major Gus Jennings who died smothering a German stick bomb in the church at Esquelbecq in an effort to save his comrades, and Captain Marcus Ervine-Andrews VC who single-handedly held back a German attack on the Dunkirk perimeter thereby allowing the British line to form up behind him. Told to stand and fight to the last man, these brave few battalions fought in whatever manner they could to buy precious time for the evacuation. Outnumbered and outgunned, they launched spectacular and heroic attacks time and again, despite ferocious fighting and the knowledge that for many only capture or death would end their struggle. 'A searing story . . . both meticulous military history and a deeply moving testimony to the extraordinary personal bravery of individual soldiers' Tim Gardam, The Times 'Sebag-Montefiore tells [the story] with gusto, a remarkable attention to detail and an inexhaustible appetite for tracking down the evidence' Richard Ovary, Telegraph Hugh Sebag-Montefiore was a barrister before becoming a journalist and then an author. He wrote the best-selling Enigma: The Battle for the Code. One of his ancestors was evacuated from Dunkirk.
The cultural, political, and economic influences on the changing fortunes of Hertfordshire’s great parks over the past 500 years are examined in this authoritative history. Fascinating accounts of such parks as Hatfield, Moor Park, and Knebworth are illustrated by revisiting each historical era and its prevailing fashions, such as the enthusiasm for deer hunting in the 16th century and the golden age of landscape gardening in the 18th century. Close analysis of each time period’s cartographical sources further supports this fitting record of the county’s green spaces, which ultimately outlines the ongoing decline in Hertfordshire’s parklands, now divided piecemeal between golf courses, schools, and hotels; sold as real estate; or precariously maintained as tourist attractions.
This new edition gives a clear and up-to-date picture of how the Children Act 1989 is working. All chapters have been updated with the latest case law, legislation and guidance.
First published in 1980. This book is a study of what different classes of society understood by leisure and how they enjoyed it. It argues that many of the assumptions which have underlain the history of leisure are misleading, and in particular the notions that there was a vacuum in popular leisure in the early Industrial Revolution; that with industrialisation there was sharp discontinuity with the past; that cultural forms diffuse themselves only down the social scale, and that leisure helped ease class distinctions. An alternative interpretation is suggested in which popular culture can be seen as an active agent as well as a victim. This title will be of interest to students of history.
This authoritative and thought-provoking history takes a fresh view of what was a period of unprecedented and rapid change. Assuming no prior knowledge of the subject, Hugh Cunningham provides a clear narrative of political events, and an analysis of change and continuity in ideas and in economic and social structure. Britain is set firmly in the context of world power and the possession of empire. An overarching theme is the challenge presented by democracy in a period framed by the First and Fourth Reform Acts. ‘Democracy’ had no stable meaning, and its opponents were just as vocal as its advocates. The book explores its implications for the role of the state, for the governance of empire, and for the relationship between the different nations within the United Kingdom.
One of the goals of science education is to foster critical and scientific thinking skills. However, if the meaning of the terms "thinking critically" or "thinking scientifically" is not clear, these phrases will become vacuous slogans beyond translation in teaching methods and curriculum materials. Therefore, the fundamental aspect of these terms must be embraced in the discourse of science teaching itself. Since science knowledge is growing in a way that makes it imperative for everyone to know how to handle knowledge itself, the task of getting clear about scientific thinking is imperative. Suggesting that scientific thinking (or critical thinking in science) is more than puzzle-solving and logic-wielding and avoiding a detailed philosophical and psychological treatise on the nature of thinking, some examples of what appears to pass for thinking are presented. These examples show that conventional ways of talking about "thinking" in science education are inadequate to the task of showing what students have to know as base to think scientifically. The nature of scientific knowledge is then considered to build some ideas about what it means to hold scientific knowledge, the essential points illustrated with extracts from science teaching. Implications and recommendations for science instruction are considered. (Author/JN)
This volume of the Haskins Society Journal furthers the Society's commitment to historical and interdisciplinary research on the early and central Middle Ages, especially in the Anglo-Saxon, Anglo-Norman, and Angevin worlds but also on the continent. The topics of the essays it contains range from the curious place of Francia in the historiography of medieval Europe to strategies of royal land distribution in tenth-century Anglo-Saxon England to the representation of men and masculinity in the works of Anglo-Norman historians. Essays on the place of polemical literature in Frutolf of Michelsberg's Chronicle, exploration of the relationship between chivalry and crusading in Baudry of Bourgeuil's History, and Cosmas of Prague's manipulation of historical memory in the service of ecclesiastical privilege and priority each extend the volume's engagement with medieval historiography, employing rich continental examples to do so. Investigations of comital personnel in Anjou and Henry II's management of royal forests and his foresters shed new light on the evolving nature of secular governance in the twelfth centuries and challenge and refine important aspects of our view of medieval rule in this period. The volume ends with a wide-ranging reflection on the continuing importance of the art object itself in medieval history and visual studies. Contributors: H.F. Doherty, Kathryn Dutton, Kirsten Fenton, Paul Fouracre, Herbert Kessler, Ryan Lavelle, Thomas J.H. McCarthy, Lisa Wolverton, Simon Yarrow.
Hugh Amory (1930-2001) was at once the most rigorous and the most methodologically sophisticated historian of the book in early America. Gathered here are his essays, articles, and lectures on the subject, two of them printed for the first time. An introduction by David D. Hall sets this work in context and indicates its significance; Hall has also provided headnotes for each of the essays. Amory used his training as a bibliographer to reexamine every major question about printing, bookmaking, and reading in early New England. Who owned Bibles, and in what formats? Did the colonial book trade consist of books imported from Europe or of local production? Can we go behind the iconic status of the Bay Psalm Book to recover its actual history? Was Michael Wigglesworth's Day of Doom really a bestseller? And why did an Indian gravesite contain a scrap of Psalm 98 in a medicine bundle buried with a young Pequot girl? In answering these and other questions, Amory writes broadly about the social and economic history of printing, bookselling and book ownership. At the heart of his work is a determination to connect the materialities of printed books with the workings of the book trades and, in turn, with how printed books were put to use. This is a collection of great methodological importance for anyone interested in literature and history who wants to make those same connections.
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