C. Neil MacRae – författare

`Practising Human Geography lucidly, comprehensively, and sometimes passionately shows why methodology matters, and why it is often so hard. To choose a method is to choose the kind of geographical values one wants to uphold. You need to get it right.These authors do' - Trevor Barnes, University of British Columbia

`Practising Human Geography is a godsend for students. Written in an accessible and engaging style, the book demystifies the study of geographical methodology, offering a wealth of practical advice from the authors' own research experience. This is not a manual of approved geographical techniques. It is a reflexive, critical and highly personal account, combining historical depth with up-to-the-minute examples of research in practice. Practising Human Geography is a comprehensive and theoretically informed introduction to the practices of fieldwork, data collection, interpretation and writing, enabling students to make sense of their own data and to develop a critical perspective on the existing literature. The book makes complicated ideas approachable through the effective use of case studies and a firm grasp of contemporary debates' - Peter Jackson, Professor of Human Geography, University of Sheffield

Practising Human Geography is a critical introduction to key issues in the practice of human geography, informed by the question 'how do geographers do research?' In examining those methods and practices that are essential to doing geography, the text presents a theoretically-informed discussion of the construction and interpretation of geographical data - including: the use of core research methodologies; using official and non-official sources; and the interpretative role of the researcher.

Framed by an overview of how ideas of practising human geography have changed, the twelve chapters offer a comprehensive and integrated overview of research methodologies. The text is illustrated throughout with text boxes, case studies, and definitions of key terms. Practising Human Geography will introduce geographers - from undergraduate to faculty - to the core issues that inform research design and practice.

Following an introductory look at the 'uniqueness of social cognition', the Handbook goes on to explore basic and underlying processes of social cognition, from implicit social cognition and consciousness and meta-cognition to judgment and decision-making. Also, the wide-ranging applications of social cognition research in 'the real world' from the burgeoning and relatively recent fields of social cognitive development and social cognitive aging to the social cognition of relationships are investigated. Finally, there is a critical and exciting exploration of the future directions in this field.

The SAGE Handbook of Social Cognition will be an indispensable volume for any advanced student or academic wanting or needing to understand the landscape of social cognition research in the 21st century.

How to Teach Fiction Writing at Key Stage 3 is a practical manual to help teachers of 11-14 year-olds to develop effective modeling and scaffolding strategies for the teaching of narrative writing. Using a step-by-step approach, based on the ''word/sentence/text level'' convention, the book shows how teachers can help pupils to build work in various genres and to move out from these to more complex writing. Each section has a workshop approach that leads into a narrative writing activity, giving pupils the chance to complete a fully realized piece of work at the end each time.

The workshops focus on genre features, the craft of the writer, and specific year-related needs (taken from the KS3 Framework).

The book has a clear progression through KS3, and extension and support activities for the most and least able pupils are provided as an integral part of each section.

How to Teach Fiction Writing at Key Stage 3 is a practical manual to help teachers of 11-14 year-olds to develop effective modeling and scaffolding strategies for the teaching of narrative writing. Using a step-by-step approach, based on the ''word/sentence/text level'' convention, the book shows how teachers can help pupils to build work in various genres and to move out from these to more complex writing. Each section has a workshop approach that leads into a narrative writing activity, giving pupils the chance to complete a fully realized piece of work at the end each time.

The workshops focus on genre features, the craft of the writer, and specific year-related needs (taken from the KS3 Framework).

The book has a clear progression through KS3, and extension and support activities for the most and least able pupils are provided as an integral part of each section.

Following an introductory look at the ′uniqueness of social cognition′, the Handbook goes on to explore basic and underlying processes of social cognition, from implicit social cognition and consciousness and meta-cognition to judgment and decision-making. Also, the wide-ranging applications of social cognition research in ′the real world′ from the burgeoning and relatively recent fields of social cognitive development and social cognitive aging to the social cognition of relationships are investigated. Finally, there is a critical and exciting exploration of the future directions in this field.

The SAGE Handbook of Social Cognition will be an indispensable volume for any advanced student or academic wanting or needing to understand the landscape of social cognition research in the 21st century.