Rupert 1959

With a protective hard slipcase and certificate, this is the facsimile of the 1959 "Rupert Bear Annual" which contains 5 adventures.

A genuine reproduction of the original publication that first appeared in 1965. Each beautifully presented copy is a limited edition of only 5,000 copies and bears its own individual number, making it a unique and highly desirable collectors item. Features classic stories, much-loved characters and activities.

Shadows (1959), John Cassavetes' first film as director, ends with the title card - 'The film you have just seen was an improvisation'. Just before his death, however, Cassavetes confessed to Ray Carney something he had never before revealed - that much of his so-called 'masterpiece of improvisation' was actually written by him and Robert Alan Aurthur, a professional Hollywood screenwriter. In the ten years that followed Carney tracked down all of the surviving members of the cast and crew in order to piece together the true story of the making of Shadows. This book is the result of that research. Carney takes the reader behind the scenes to follow every step in the creation of the film - chronicling the hopes and dreams, the struggles and frustrations, and the ultimate triumph of their collaboration on one of the seminal masterworks of American independent film-making.

The question of when and how the basic concepts that characterize modern science arose in Western Europe has long been central to the history of science. This book examines the transition from Renaissance engineering and philosophy of nature to classical mechanics oriented on the central concept of velocity. For this new edition, the authors include a new discussion of the doctrine of proportions, an analysis of the role of traditional statics in the construction of Descartes' impact rules, and go deeper into the debate between Descartes and Hobbes on the explanation of refraction. They also provide significant new material on the early development of Galileo's work on mechanics and the law of fall.

Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.

Educational technology is controversial – some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a ‘dialogic’ theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence. Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design. A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching or making decisions about the use of technologies within educational contexts.

In Dialogic: Education for the Internet Age, Rupert Wegerif argues that the traditional model of schooling, is built on the logic of print and tends to assume that there is a single true representation of reality, which schools exist to transmit to new generations.