Argues for a new reading of Beowulf in its contemporary context, where honour and violence are intimately linked.This book examines violence in its social setting, and especially as an essential element in the heroic system of exchange (sometimes called the Economy of Honour). It situates Beowulf in a northern European culture where violence was not stigmatized as evidence of a breakdown in social order but rather was seen as a reasonable way to get things done; where kings and their retainers saw themselves above all as warriors whose chief occupation was thepursuit of honour; and where most successful kings were those perceived as most predatory. Though kings and their subjects yearned for peace, the political and religious institutions of the time did little to restrain their violent impulses. Drawing on works from Britain, Scandinavia, and Ireland, which show how the practice of violence was governed by rules and customs which were observed, with variations, over a wide area, this book makes use of historicist and anthropological approaches to its subject. It takes a neutral attitude towards the phenomena it examines, but at the same time describes them fortnightly, avoiding euphemism and excuse-making on the one hand and condemnation on the other. In this it attempts to avoid the errors of critics who have sometimes been led astray by modern assumptions about the morality of violence. PETER S. BAKER is Professor of English at the Universityof Virginia.

The intent behind this book is to provide grist for the mill for research students and other interested readers. Chapter one, by author Allan Savage, presents an understanding of the social construction of religious activity, which maintains that social construction of religion arises from a dialectical engagement within the world from a phenomenological philosophical point of view. Co-author Peter Stuart presents a classical and traditional point of view, and readers expecting academic accord between the authors will be disappointed. A further rationale for writing this book is that both Savage and Stuart desire to express their personal convictions in the public forum. Both have interests in the ebb and flow of civilization, especially as it pertains to the place of faith, religion, politics, and a variety of social phenomena, including economics, culture, gender, ethnicity, and the family, as well as the ebb and flow of money, power, property, and prestige, as articulated throughout history. They believe that writing about the place of faith and religion in French Canada is crucial if one is to understand the place that this keystone civilization occupies within confederation and its enduring ambivalence regarding its belonging, or not, to Canada.

Learning in science :the implications of children's science.

This book provides an introduction to what it means to be numerate, and how numeracy can best be developed and nurtured in children and in adults. It also presents a cohesive coverage of numeracy development from early childhood to adulthood. This book draws on international research and practice to provide a comprehensive overview on the topic. It depicts and draws connections with the National Curriculum in the United Kingdom, the Australian Curriculum, and the Common Core State Standards in the United States. This book identifies skills and concepts involved in achieving functional numeracy, and provides practical advice on effective teaching, learning and assessment. It serves as a valuable guide to educators who teach mathematics in primary and secondary schools, but who are not specifically trained in the subject.

The 2nd edition of Peter Westwood's best-selling Numeracy and Learning Difficulties addresses recent initiatives around the teaching of numeracy, the increased focus on numeracy standards, and international research around numeracy teaching, learning and pedagogy. Drawing on research from the fields of developmental and cognitive psychology, Peter Westwood presents a case for high-quality 'first teaching' to prevent students failing in the initial acquisition of numeracy skills. Numeracy and Learning Difficulties provides guidance on how to develop flexible teaching methods and strategies to improve mathematical skills of students. It discusses common areas of learning difficulty in mathematics and looks at ways teachers can determine gaps in students' knowledge, as well as how to develop curricula and problem-solving strategies to address these gaps.