There's hell to pay when a lawful bounty hunter rides into a mining boomtown, and is sentenced to hang by a corrupt sheriff who is terrorizing the town. Original.
Catching A Murderous Monster Ain't Going To Be Cheap. . . In Oklahoma Indian Territory just over the Kansas line, settlers are losing their heads. Literally, that is. Decapitated bodies are turning up and businessman Cyrus Warwick, who's aiming to make this town bigger than Dodge City, wants it to stop--bad for business, he says. It's bad for his only daughter too: she's the next victim of this "Monster of Osage." Warwick's $20,000 bounty goes up. . . . and all hell breaks loose. Asa Cain, Hardcase The good, the bad, and the just plain trigger-happy come looking to claim the bounty, and up goes the body count. But it's not Wyatt Earp or Doc Watson picking up the killer's trail--it's the bloodiest bounty hunter of them all, Asa Cain, and his undertaker partner Cemetery John. But what's at the end of this trail is something even Asa Cain never imagined in his darkest dreams . . . "Hodgson is a gift to western writing."--Roundup "A first-rate writer." --Dale L. Walker, past president, Western Writers of America
When Pat Gunn torched his house for the insurance money, he was simply attempting to hang on to his beloved movie-house home, the Starlight Theatre, until World War II was over and the closed gold mines that had been the life blood of Wisdom, New Mexico, reopened. When a state arson detective is killed and the local marshal is wounded in an ambush on the outskirts of the dying town, a furious manhunt is started with Pat Gunn as the prime suspect. Surviving Wisdom is a historical mystery that builds to its surprising climax which will surprise the most thoughtful mystery fan.
Jarbridge, Nevada, hosted the last big gold rush in the continental United States. Milo Goodman was there to witness it. He was seventeen at the time. Milo is of the impression that it should be easy to find the fabulously rich Lost Sheepherder's Mine. He isn't discouraged that he has never prospected for any kind of mineral and might not know what gold looks like if he does find it. The first person he meets in Jarbridge is Dave Bourne. Somehow Milo ends up owning Bourne's saloon business so that Bourne can leave town before he is lynched. God's Pocket is a magnificent story, filled with many unforgettable characters, based on a town that actually once existed, told as only Ken Hodgson can tell it, with style, humor, romance, and drama.Ken Hodgson was born in the shadow of Pike's Peak in 1945. He and his wife live in San Angelo, Texas.
They came to dusty, desolate Parsons, Kansas in a dilapidated wagon with a beautiful daughter and a plan to build an inn. No one knew where they had been. No one knew where they got the money to spend lavishly on supplies. And no one could guess at the carnage they would leave behind-until it was too late. Now, the law is closing in on the Bender clan, led by a shopkeeper turned sheriff, a Texas ranger turned undertaker, and a man seeking votes and revenge. Igniting a furious manhunt, the Benders will lead a ramshackle parade of bounty hunters, glory mongers and one remorseless outlaw on a violent journey across the American frontier-amongst such real-life characters as Jesse James and John Wesley Hardin.""--BOOK COVER
When Jake Crabtree, a luckless and lazy prospector, comes out of wintertime hibernation -- a time when Jake goes on one long alcoholic binge -- he discovers that his partner, Doc McNair, has died. In digging the doc's grave, Jake hits a rich vein. And when the news hits the papers, poor Jake finds himself surrounded by masses of people itching to rob him of his gold.
Bounty hunter Asa Cain tracks outlaws through the Wild West, but his job suddenly becomes personal after the Dolven gang destroys his family ranch in West Texas and kidnaps his mother and sister.
Focuses on the 14-19 curriculum and qualification debates around the Dearing Review. It identifies the main parameters of this area of policy development for the future and argues strongly for a staged process to reform which ultimately leads to a unified 14-19 qualifications system.
New Mexico, 1943. A hot summer scorches up when residents of a small town begin burning to death. Spontaneous human combustion or some very strange assassinations? It's up to Sheriff Sam Sinrod and the county coroner, Bryce Whitlock, to find out. But how do you investigate an unexplained death when all you have is a box of ashes? And what possible connection could an elderly nun, an insane former state employee, and an itinerant banjo player have to the case?
14-19 education and training is a complex, fast changing and contested terrain which has been the focus of enormous controversy. This book will help those involved in the education of young people understand the wider context for 14-19 reform, the main dimensions of government policy and how it is likely to affect practice. It also offers alternative views about the way forward. The authors provide a comprehensive and up-to-date account of the emerging 14-19 phase in England, with a focus on A Levels and GCSEs, the 14-19 Diplomas, vocational learning, apprenticeships and institutional collaboration. Drawing on international and historical analysis, recent research and practice, as well as interviews with key policy actors, they set out the case for a more unified and strongly collaborative approach. The book is intended for education practitioners, policy-makers and researchers. It will also be of particular relevance to post-graduate students on PGCE, Masters and Doctoral programmes. The authors are both Readers of Education at the Institute of Education, University of London, and are co-directors of the Nuffield Review of 14-19 Education and Training in England and Wales.
This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title—Samuel Pepys and Isaac Newton—need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ’s Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ’s Hospital in 1673. It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taught to 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world’s first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America. The book has been written from the perspective of the history of school mathematics. Ellerton and Clements’s analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16. Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ’s Hospital.
This is one of four volumes of music books that are a learning resource to play the guitar. They consist of seven chapters on how to master playing, theory, rhythm, scales, chords, scales that work with the chords, solo's, and how to read and write notes and songs of many styles such as classical, rock, blues, jazz, reggae, and country. The book also includes hundreds of original written songs. The books teach you how to teach yourself with the multitude of information they contain. Volume 4: Scales, Scales that Work with the Chords, pages 574-785
This is one of four volumes of music books that are a learning resource to play the guitar. They consist of seven chapters on how to master playing, theory, rhythm, scales, scales that work with the chords, chords, solo's, and how read and write notes and songs of many styles such as classical, rock, blues, jazz, reggae, and country. The books teach you how to teach yourself with the multitude of information they contain. Volume two: Blue's Solo's, pages 193-364
These four volumes of music books are a learning resource to play the guitar. They consist of seven chapters on how to master playing, theory, rhythm, scales, scales that work with the chords, chords, solo's, and how to read and write songs of many styles such as classical, rock, blues, jazz, reggae and country. The book also includes hundreds of original written songs. The books teach you how to teach yourself with the multitude of information they contain. Volume one: Theory and Rhythm, pages 1-192
There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment: What counts as an educated 19 year old today? Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community? Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond. The authors acknowledge that much has been achieved by the respective governments – massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms – enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education – a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy. Education for All should be read by everyone working in – or with an interest in – secondary-level education in England and Wales and beyond.
Thirty nine year old con artist Sam Ransom leaves California in a hurry before he is locked away or beaten to death by a hitman hired by a swindled investor. Besides he has his next scheme set in depression dying Shakespeare, New Mexico where the silver mines no longer work. The townsfolk look at Sam as a savior.
This paper discusses how to build a more unified curriculum and qualifications system to support lifelong learning in the UK. It shows the different approaches of the Tomlinson Report on 14-19 Curriculum and Qualifications Reform (primarily for young people) and The Framework for Achievement (primarily for adults), and how they can be brought together to serve the needs of all learners. The authors argue that it is possible to produce an openness in the design of diplomas which allows not only a broader approach to vocational education and training, but also the eventual integration of general education.
How can opportunities for teaching and learning be improved to ensure that many more people participate, gain qualifications and obtain decent jobs? Will government policies enable us to achieve these goals? What new ideas do we need to ensure a more inclusive, equitable and efficient learning system? These are some of the main concerns which underlie this thought-provoking book coming from a major research project looking at how policies affect learners, tutors, managers and institutional leaders in Further Education Colleges, Adult and Community Learning centres and in Work Based Learning sites. Post compulsory education in the UK has been constantly restructured by the New Labour government and has been subject to considerable policy turbulence over the last few years. This book attempts to understand this important but poorly understood sector by both talking to students and front-line staff and by interviewing the officials responsible for managing post-compulsory education and lifelong learning. By examining the sector simultaneously from the ‘bottom up’ and from ‘top down’, the authors show how recent policy is affecting three disadvantaged groups - 16-19 year olds who have fared poorly in official tests at school; unemployed adults learning basic skills; and employees at work learning basic skills. The authors conclude that there are serious failings and suggest principles and features of a more equitable and effective learning system.
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade.
This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title—Samuel Pepys and Isaac Newton—need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ’s Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ’s Hospital in 1673. It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taught to 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world’s first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America. The book has been written from the perspective of the history of school mathematics. Ellerton and Clements’s analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16. Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ’s Hospital.
Since its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduction of Curriculum 2000, and an increasing number of calls for Baccalaureate-style examinations, vocational qualifications and more, the need for serious debate - and change in this field is clear. Based on primary research by two of the leading commentators on the qualifications, this book is a wide-ranging and critical view of the fundamental approaches of the education system in Britain today. With government action on this subject looking inevitable, this will be a challenging and important book for anyone interested in this debate.
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.