Ian Smith

An exploration of Harold Pinters work in the theatre through interviews with the man himself and with actors and directors who worked with him. Eight actors and directors who worked with Pinter in the theatre talk candidly about what its like to appear in a Pinter play, to direct a Pinter play, to be directed by Pinter, to work alongside Pinter as an actor.The voices belong to directors Katie Mitchell and Sam Mendes, and to actors Barry Foster, Susan Engel, Roger Lloyd Pack, Roger Davidson, Douglas Hodge and Harry Burton. Before that come six interviews with Pinter himself, ranging from the earliest ever in 1960, when Pinter was 29, through the box-office successes of the seventies and the political plays of the eighties up to an extensive 1996 interview surveying the whole gamut of his work.Also included is an interview with Peter Hall, who directed the premieres of several of Pinters best-known plays including The Homecoming and Old Times.

There are more similarities than differences between girls and boys, but there are innate differences in how they think, feel, behave, communicate and learn. That said, not all boys and not all girls are the same. The challenge for education is to avoid gender stereotyping, while understanding and exploiting gender differences for better teaching and learning. Ian smith argues that by letting boys be boys and girls be girls we can help them become successful learners who will mature into confident adults, comfortable with themselves and with others. He covers how to motivate both boys and girls through a combination of challenge and support; how to connect with both genders; how to create a structured environment that will work for girls and for boys; how to actively involve both in their own learning; how to give effective feedback; and whether boys and girls should be taught separately or together. This is not another book that harps on about the problem with boys; it takes a refreshing look at the broader picture and gives practical classroom advice.

Listed as one of the five worst international selections ever, and described in a book about Scottish rugby as a full back slower than your average prop, Ian Smith cheerfully won eight caps for Scotland in a career that saw him score every point for his team on his debut in an historic victory over South Africa (and in so doing became the first Scottish full back to score a Test try) and defeated a star-studded England team to lift the Calcutta Cup at Murrayfield in the 1970 Five Nations. One of eight international full backs to have come out of Heriots FP, Smith also played for a dashing, innovative Edinburgh University side that revolutionised attacking back play. But this book is so much more than a story of a fleeting Test career. It is a window to another time, when a player could appear, as Smith did, for his clubs third XV and two weeks later make his international debut for his country. And then, eight Tests later, return to his club where he was only considered good enough to play for the second XV.

Good assessment focuses mainly on improvement and is used to support progress. It helps learners to know how well they have learned and provides feedback on how they can do better; it encourages learners to support and help each other; it builds self-motivation, self-confidence and self-reliance. Sound familiar? These are the principles of formative assessment. Theyre at the heart of the national Assessment for Learning initiative and they form the core of the "Assessment & Learning Pocketbook". You know the theory but how do you turn it into practice? Thats where Ian Smith comes in. Let Ian explain the difference between formative and summative assessment. Let him walk you through writing and sharing learning intentions and success criteria; promoting high quality interaction in lessons, verbal and written feedback, self- and peer- assessment. Youll find classroom strategies and inspiring ideas galore. "Great book: I am hugely impressed by it. It is very accessible, easily read and full of practical tips and strategies which can be easily implemented. I am sure that teachers will be inspired by it." Linda Kirkwood, Rector, Oban High School

«Creemos que las preocupaciones que suscita la heroína son exageradas, que es bastante probable que se despenalice o legalice en un futuro no muy lejano y, cuando ello ocurra, no será una catástrofe.

* Es el día de la coronación del nuevo rey y todo el mundo se está preparando cuando Colin, el perro del monarca, huye con la corona. * De inmediato le persiguen el mayordomo, los guardias de palacio? ¡e incluso el publico que acude al evento! Sin embargo, ¡parece que nadie es capaz de ATRAPAR A COLIN y SALVAR LA CORONA! * La pequeña Violeta cree entender cual es el problema. ¿Conseguira devolver la corona a tiempo para la ceremonia? Una divertida aventura real que se hace eco de temas tales como la ansiedad, la empatia y la vida en comunidad. Incluye una pagina de informacion sobre coronaciones al final del libro.

* És el dia de la coronació del nou rei i tothom s'està preparant quan el Colin, el gos del monarca, fuig amb la corona. * Immediatament l'empaiten el majordom, els guàrdies del palau... i fins i to