“Like a Gill inscription itself: controlled, full of sexual tension, human, sensitive and with all this, rather wild and a bit unsettling.” - Lida Lopes Cardozo Kindersley Maud is dedicated to the art of lettercutting. Whilst observing a century-old inscription carved by Eric Gill into the outside wall of a London church, she is mistaken by Edward for a prostitute. She accepts his offer. Why does a woman seeking the precision and discipline of perfect letterforms abandon herself so recklessly to the undisciplined and all too imperfect world of Edward? What does rich, hedonistic city banker Edward see in the purposeful and unmaterialistic woman who is at least ten years older than his normal bedmates... and one still pining for her husband from whom she is separated? Lettercutting becomes not just a background, but an analogy for the search for perfection in an imperfect world. Can such shallow beginnings lead to a relationship that carves itself into their souls? The answer comes as a surprising end to this powerful and witty debut novel.
This book offers a clear and concise introduction to transnational higher education. Drawing on research, current sector guidance and policy, it asks critical questions about the role and nature of transnational education, motivations for engaging in transnational education, how transnational education is quality assured, and how it might develop in the future. It unpacks some of the differences in practice, and their inherent complexities, in an accessible way, encouraging the reader to consider their own role and context. Critical Practice in Higher Education is a series which provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority. Having spent my time researching practitioner (both host and overseas) interactions in TNE, I passionately believe that practitioner engagement and participation is fundamental to the successful delivery of any TNE initiative. I am therefore delighted to endorse this book and recommend it to any practitioner who wishes to understand the phenomenon of TNE in greater detail to improve their knowledge and practice. Dr C M Bordogna
Wealth and the wealthy have received relatively little attention from social scientists despite a growing wealth gap. Aimed at a broad social science and public readership, this book draws on new data on wealth to answer the following key questions: What is wealth? Who has got it? Where might we draw a 'wealth line'? Who lies above it? And what might policy do about wealth and the wealthy? Using data sources from the HMRC to the Sunday Times Rich list, this book provides a comprehensive and critical discussion of these issues, and looks at potential policy responses, including 'asset-based' welfare and taxation.
When Augustus De Morgan died in 1871, he was described as ‘one of the profoundest mathematicians in the United Kingdom’ and even as ‘the greatest of our mathematicians’. But he was far more than just a mathematician. Because much of his voluminous written output on various subjects was scattered throughout journals and encyclopaedias, the breadth of his interests and contributions has been underappreciated by historians. Now, renewed interest in De Morgan’s life and work has coincided with the digitization of his extensive library, revealing the extent to which he pioneered and influenced the development of not merely mathematics but also logic, astronomy, the history of mathematics, education, and bibliography. This edited collection celebrates De Morgan as a polymath. Drawing together multiple elements of his activity from a range of publications and archives, its contributors re-assess his academic work, his place in his intellectual environment, and his legacy. The result offers new insight into De Morgan himself as well as the wider circles in which he moved, including his family life.
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