This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
The predominant view of moral virtue can be traced back to Aristotle. He believed that moral virtue must involve intellectual excellence. To have moral virtue one must have practical wisdom - the ability to deliberate well and to see what is morally relevant in a given context. Julia Driver challenges this classical theory of virtue, arguing that it fails to take into account virtues which do seem to involve ignorance or epistemic defect. Some 'virtues of ignorance' are counterexamples to accounts of virtue which hold that moral virtue must involve practical wisdom. Modesty, for example, is generally considered to be a virtue even though the modest person may be making an inaccurate assessment of his or her accomplishments. Driver argues that we should abandon the highly intellectualist view of virtue and instead adopt a consequentialist perspective which holds that virtue is simply a character trait which systematically produces good consequences.
Wounded in action courageously fighting pirates, the notorious Greville Anders returns to society with neither the dress nor conduct considered proper for a gentleman. Even more scandalous is that well-brought-up debutante Amanda Neville finds this rogue irresistibly tempting…. It was her mama's last wish that her beautiful daughter have a glittering London Season, shine on society's stage and marry a lord. But now Amanda's greatest desire is just one more secret rendezvous—with the most disreputable man in town!
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
A quest is never what you expect it to be. Elizabeth Madeline Martin spends her days in a retirement home in Cape Town, watching the pigeons and squirrels on the branch of a tree outside her window. Bedridden, her memory fading, she can recall her early childhood spent in a small wood-and-iron house in Blackridge on the outskirts of Pietermaritzburg. Though she remembers the place in detail – dogs, a mango tree, a stream – she has no idea of where exactly it is. 'My memory is full of blotches,' she tells her daughter Julia, 'like ink left about and knocked over.' Julia resolves to find the Blackridge house: with her mother lonely and confused, would this, perhaps, bring some measure of closure? A journey begins that traverses family history, forgotten documents, old photographs, and the maps that stake out a country's troubled past – maps whose boundaries nature remains determined to resist. Kind strangers, willing to assist in the search, lead to unexpected discoveries of ancestors and wars and lullabies. Folded into this quest are the tender conversations between a daughter and a mother who does not have long to live. Taken as one, The Blackridge House is a meditation on belonging, of the stories we tell of home and family, of the precarious footprint of life.
An extraordinary account of heroism and sacrifice. An unexpected and important story, rivetingly told. Rip roaring stuff. Get this into the paws of the sea dog in your life.' - Griff Rhys Jones 'A book that had to be written' - Let's Talk 'People ashore don't realise what a grim war we are waging at sea with the Germans. A cold-blooded war, in a way I think requiring the maximum of bravery from the men of both sides in the long run, as it is so ceaseless and intangible. You just don't know whether the next moment will be your last.' Robert Hichens, RNVSR Several years ago, Julia Jones was searching through long-forgotten items stored at her house and discovered some suitcases of old written material, which turned out to be accounts by her father of his experiences in the RNVSR (Royal Naval Volunteer Supplementary Reserve). She realised that as a child she'd met some of the people mentioned, and although she was too young to truly know them, these youthful impressions spurred her on to rediscovery and understanding. In this absorbing book Julia tells the compelling stories of the yachtsmen. Some were famous (such as Sir Peter Scott), others were wealthy (such as August Courtauld, who returned his pay to help with the war effort) but the majority were just 'ordinary' professionals such as publishers, lawyers and advertising agents, who signed up because they loved sailing. Few could ever have dreamed that they would end up acting in areas that were so far beyond their normal lives, as they found themselves commanding destroyers and submarines, and undertaking covert missions of sabotage. Some undertook the dangerous daily drudgery of minesweeping; others tackled unexploded bombs, engaged the enemy in high-speed attacks or played key roles in Ian Fleming's famous intelligence commandos. This varied crew of men were given tasks vital to the war effort, requiring endurance, extraordinary bravery, resourcefulness and quick thinking. Some died in the process, but for the ones who survived, Julia asks how their experiences changed them. Could their love of sailing and the sea survive the harsh realities of war?
How does knowledge of a first or second language develop, and how is that knowledge used in real time comprehension and production of one or two languages? Language development and processing are the central topics that this book explores, initially in terms of first language(s) and then in terms of additional languages. Human growth and development necessarily involve the passage of time, implicating this orthogonal factor and leading to the observation that capacities may vary across the lifespan. Two theoretical frameworks have historically attributed explanations for knowledge and use of language, nature versus nurture approaches: the former credits biogenetic intrinsic characteristics, while the latter ascribes environmental extrinsic experiences as the causes of developmental change. The evidence examined throughout this book offers a more nuanced and complex view, eschewing dichotomy and favoring a hybrid approach that takes into account a range of internal and external influences.
This edited book guides students and researchers through the processes of researching everyday stories about families. Showcasing the wide range methods and data sources currently used in narrative research, it features: Examples of real research into historical and contemporary family practices from around the world. Coverage of both traditional and cutting-edge topics, like multi-method approaches, online research, and paradata. Practical advice from leading figures in the field on how to incorporate these methods and data sources into family narrative research. With accessible language and features that help readers reflect on and internalize key concepts, this book helps readers navigate researching family lives with confidence and ease.
Promotion Text for Children’s Human Rights and Public Schooling in the United States Julia Hall The United States tends to portray itself as a human rights leader. However, human rights concerns are confronted everyday by people in this democracy, including children. The purpose of this volume is to bring attention to the fact that against the backdrop of neoliberal expansion, serious human rights violations are taking place among children everywhere, including in the US. The daily struggles among groups of school children in the US are specifically considered here, such as children who are sorted by race, homeless children, transient children, child refugees, children as targeted by human traffickers, and/or child migrant workers. As the economy continues to constrict, more and more young people find themselves struggling to grow up on these razor thin margins of survival. Given current economic arrangements, such margins are widening. The definition of “children’s human rights” as understood in this analysis is taken directly from the UN Convention on the Rights of the Child [CRC]. Here emphasis is placed on ways in which the CRC could be used to serve more effectively the needs of the most vulnerable populations of school-age children in the US and elsewhere. Public schools could be the very place where children come to understand they have rights. Unfortunately, many children do not get this information. Instead the protections stated in the CRC and the realities of the lives of so many children are often worlds apart. This volume sets out to be a part of changing this.
The third edition of the Collins Cambridge IGCSE® English Teacher’s Guide supports the Student’s Book, giving teachers everything they need to teach the Cambridge IGCSE® and IGCSE® (9–1) First Language English syllabuses 0500 and 0990. This Teacher’s Guide supports the new syllabuses for first examination in 2020.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.