Kirjahaku
Etsi kirjoja tekijän nimen, kirjan nimen tai ISBN:n perusteella.
1000 tulosta hakusanalla Richard Proctor
A New Star Atlas for the Library, the School, and the Observatory in Twelve Circular Maps
Richard A. Proctor
Antigonos Verlag
2025
nidottu
The People's Bible Commentary: Matthew, Mark, Luke, John, Acts
John Proctor; Dick France; Henry Wansbrough; Richard Burridge; Loveday Alexander
BRF (The Bible Reading Fellowship)
2022
tuotepaketti
The People’s Bible Commentary series presents scholarly insights in straightforward terms, aiming to instruct the head but also to warm the heart, and pointing to how the truths received can be applied personally. A special boxed set edition brings together five best-loved titles in the series to mark BRF’s centenary. Matthew's gospel is clear, organised and practical, giving prominence to Jesus' teaching about lifestyle and relationships. Mark’s gospel is the shortest of the four first-century books which share the story of Jesus of Nazareth, and the most vividly told. Luke's gospel stresses how acceptance of Jesus’ message means a complete reversal of worldly standards of success. John's gospel is a sublime masterpiece that has fascinated theologians and mystics for centuries. Acts is the story of the birth of the church and the beginnings of its journey around the world.
The science of criminology is at a crossroads. Despite accumulating a dizzying array of facts about crime, the field has yet to identify a body of theories that allows for the adequate prediction, explanation, and control of phenomena of central interest to criminologists. Mechanistic Criminology locates this problem within the field’s failure to conform to the expectations of scientific fields and reliance on antiquated methods of theory construction. The authors contend that this failure has resulted in an inability of criminologists to engage in theory falsification and competition—two central activities of science—that produce the forms of reliable knowledge that are unique to scientific fields.Mechanistic Criminology advocates for the adoption of a mechanistic mode of theorizing to allow criminologists to engage in theory falsification and competition and ignite rapid scientific discovery in the field. The proposed method is the same one employed within the biological sciences, which is responsible for their rapid scientific progress in the late twentieth and early twenty-first centuries. Should criminologists adopt this mechanistic approach, criminology could experience the same scientific revolution that is occurring in the biological sciences, and criminologists would generate the knowledge necessary for the prediction, explanation, and control of crime.
The science of criminology is at a crossroads. Despite accumulating a dizzying array of facts about crime, the field has yet to identify a body of theories that allows for the adequate prediction, explanation, and control of phenomena of central interest to criminologists. Mechanistic Criminology locates this problem within the field’s failure to conform to the expectations of scientific fields and reliance on antiquated methods of theory construction. The authors contend that this failure has resulted in an inability of criminologists to engage in theory falsification and competition—two central activities of science—that produce the forms of reliable knowledge that are unique to scientific fields.Mechanistic Criminology advocates for the adoption of a mechanistic mode of theorizing to allow criminologists to engage in theory falsification and competition and ignite rapid scientific discovery in the field. The proposed method is the same one employed within the biological sciences, which is responsible for their rapid scientific progress in the late twentieth and early twenty-first centuries. Should criminologists adopt this mechanistic approach, criminology could experience the same scientific revolution that is occurring in the biological sciences, and criminologists would generate the knowledge necessary for the prediction, explanation, and control of crime.
A Report of the Proceedings in an Action Brought by the REV. John Herdman, M.D. & A.M. Against the REV. Richard Procter, A.M. Curate of Lesbury, for Slander
Gale Ecco, Making of Modern Law
2012
pokkari
Researching and Understanding Educational Networks
Robert McCormick; Alison Fox; Patrick Carmichael; Richard Procter
Routledge
2010
sidottu
In the twenty-first century, what could be more important than networks? Such is the power of their influence and attendant technologies that it is unsurprising that our thinking about networks is permeated with images and metaphors from electronic networks. This orientation may equally influence thinking about education, whether that is of students or teachers.Researching and Understanding Educational Networks extends the discussion of educational networks in a unique and novel way by relating it to teacher learning. Following an investigation of teacher and school networks in the UK, the authors found that theoretical perspectives taken from existing work on such networks were not adequate to provide an understanding of their potential, nor to provide the basis for researching them in ways that reflected the variety of teacher experience.This book presents analyses of the problems with existing theories of teacher learning, which for example draw on ideas of 'communities of practice', and explores what network theories can be brought to the problem of how teachers and schools create and share new knowledge about practice. Innovative networking theories discussed include:social network analysissocial capital theoriesactor-network theoryinvestigations of electronic networks including computer-meditated conferencinghow people learn at events such as conferences.Researching and Understanding Educational Networks explores a new application of networks theories derived from quite different fields of work, and extends it both by being concerned about networks beyond organisations and specifically about educational networks. Their application to educational networks, and to teacher learning in particular, is a unique contribution of the book. This enables it to be of interest to both researchers and those studying for higher degrees, including students who are professionals working in schools.
Researching and Understanding Educational Networks
Robert McCormick; Alison Fox; Patrick Carmichael; Richard Procter
Routledge
2010
nidottu
In the twenty-first century, what could be more important than networks? Such is the power of their influence and attendant technologies that it is unsurprising that our thinking about networks is permeated with images and metaphors from electronic networks. This orientation may equally influence thinking about education, whether that is of students or teachers.Researching and Understanding Educational Networks extends the discussion of educational networks in a unique and novel way by relating it to teacher learning. Following an investigation of teacher and school networks in the UK, the authors found that theoretical perspectives taken from existing work on such networks were not adequate to provide an understanding of their potential, nor to provide the basis for researching them in ways that reflected the variety of teacher experience.This book presents analyses of the problems with existing theories of teacher learning, which for example draw on ideas of 'communities of practice', and explores what network theories can be brought to the problem of how teachers and schools create and share new knowledge about practice. Innovative networking theories discussed include:social network analysissocial capital theoriesactor-network theoryinvestigations of electronic networks including computer-meditated conferencinghow people learn at events such as conferences.Researching and Understanding Educational Networks explores a new application of networks theories derived from quite different fields of work, and extends it both by being concerned about networks beyond organisations and specifically about educational networks. Their application to educational networks, and to teacher learning in particular, is a unique contribution of the book. This enables it to be of interest to both researchers and those studying for higher degrees, including students who are professionals working in schools.
Improving Learning How to Learn
Mary James; Robert McCormick; Paul Black; Patrick Carmichael; Mary-Jane Drummond; Alison Fox; John MacBeath; Bethan Marshall; David Pedder; Richard Procter; Sue Swaffield; Joanna Swann; Dylan Wiliam
Routledge
2007
sidottu
Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
Improving Learning How to Learn
Mary James; Robert McCormick; Paul Black; Patrick Carmichael; Mary-Jane Drummond; Alison Fox; John MacBeath; Bethan Marshall; David Pedder; Richard Procter; Sue Swaffield; Joanna Swann; Dylan Wiliam
Routledge
2007
nidottu
Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
Literary Reminiscences And Gleanings (1860)
Richard Wright Procter
KESSINGER PUBLISHING CO
2009
pokkari
Our Turf, Our Stage, And Our Ring (1862)
Richard Wright Procter
KESSINGER PUBLISHING, LLC
2009
pokkari
Memorials Of Manchester Streets (1874)
Richard Wright Procter
KESSINGER PUBLISHING, LLC
2010
sidottu
Our Turf, Our Stage, And Our Ring (1862)
Richard Wright Procter
KESSINGER PUBLISHING, LLC
2010
sidottu
Manchester in Holiday Dress.
Richard Wright Procter
British Library, Historical Print Editions
2011
pokkari
Memorials of Manchester Streets.
Richard Wright Procter
British Library, Historical Print Editions
2011
pokkari
Title: Memorials of Manchester Streets.Publisher: British Library, Historical Print EditionsThe British Library is the national library of the United Kingdom. It is one of the world's largest research libraries holding over 150 million items in all known languages and formats: books, journals, newspapers, sound recordings, patents, maps, stamps, prints and much more. Its collections include around 14 million books, along with substantial additional collections of manuscripts and historical items dating back as far as 300 BC.The HISTORY OF BRITAIN & IRELAND collection includes books from the British Library digitised by Microsoft. As well as historical works, this collection includes geographies, travelogues, and titles covering periods of competition and cooperation among the people of Great Britain and Ireland. Works also explore the countries' relations with France, Germany, the Low Countries, Denmark, and Scandinavia. ++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++ British Library Procter, Richard Wright; 1874. 8 . 10360.ff.29.
