The defeat of the Scots in the Battle of Flodden in 1513 left many of the leaders of Scottish society, including King James IV, lying dead on the battlefield. The long and complex minority of King James V which followed is explored in detail in this book, bringing understanding to the evolving relationships among the Scots, English and French against the background of the wider European context of the early sixteenth century. The competing interests of England and France were personified in two of the Scottish Regents: Queen Margaret Tudor, the sister of Henry VIII, and John, Duke of Albany, James V's nearest male heir, who had been brought up in France and represented the French connection as much as the Scots. The interests of leading Scots' families, the Hamiltons and the Douglases, were also at the heart of the power struggle. The book offers a rare insight into a turbulent period of Scottish politics.
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.
Royals who have sat on the throne of England include: murderers, rapists, paedophiles, lesbians, thieves, liars, slavers and cheats. These things are often censored from history books. Secret Royal History takes you on a fact-filled millennium-long journey to discover a hidden past that many historians omit. Some are so astonishing many people will refuse to believe they happened. Beginning in 1066 we go from William the Conqueror to the present monarch. Along the way we uncover sex scandals, corruption, slave-profiteering and the constant need for personal glory by a privileged few. Finally, we focus on the present Queen and her descendents to reveal their vices, extra-marital affairs and discover which royals have dark Nazi secrets. It's a journey to re-discover history, and is not for the faint-hearted. It's a Secret Royal History.
Crossing the River with Dogs: Problem Solving for College Students, 3rd Edition promotes the philosophy that students learn best by working in groups and the skills required for real workplace problem solving are those skills of collaboration. The text aims to improve students' writing, oral communication, and collaboration skills while teaching mathematical problem-solving strategies. Focusing entirely on problem solving and using issues relevant to college students for examples, the authors continue their approach of explaining classic as well as non-traditional strategies through dialogs among fictitious students. This text is appropriate for a problem solving, quantitative reasoning, liberal arts mathematics, mathematics for elementary teachers, or developmental mathematics course.
The World Almanac 2004" continues the 135-year tradition of editorial excellence and sales success, and provides today's readers with the information they need, available anytime, anywhere.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
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.