Robert Ellis – författare

Developed in partnership with the National Geographic Society, OCEANOGRAPHY: AN INVITATION TO MARINE SCIENCE, 10th edition gives you a basic understanding of the complexities and uncertainties involved in ocean use as well as its role in sustaining life on Earth. Thoroughly updated with the latest findings from the field, the text includes new coverage of important issues such as climate change. Emphasizing the science process throughout, it helps you see how concepts from other scientific fields relate to topics in oceanography. Co-author Robert Ellis draws from his experience managing research projects and educational programs throughout the world, and a diverse group of National Geographic Explorers share their unique insights on key concepts. In addition, MindTap equips you with a wealth of anywhere, anytime digital learning solutions.

Students’ Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges.Students’ Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and: Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience Reports research on students’ experiences with e-learning conducted by authors in the United States, Europe, and Australia Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

Students’ Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges.Students’ Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and: Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience Reports research on students’ experiences with e-learning conducted by authors in the United States, Europe, and Australia Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

The balance struck in this volume between discussion of theory and reports on and suggestions for practice make it an invaluable collection for all those engaged in researching and teaching academic writing. Most of the contributions present work influenced by systemic functional linguistics, but the collection will also be of interest to those adopting alternative approaches.' Martin Hewings, Senior Lecturer, English Department, University of Birmingham and Co-Editor, English for Specific Purposes. This book presents international research by renowned linguists and second language experts across different languages on issues surrounding Academic Writing. Academic Writing is an important skill for students entering tertiary education to learn. Each discipline has its own rules and formulae of acceptable academic and pedagogic discourse, and the essays collected in this volume analyze how these vary according to subject. Using a primarily Systemic Functional Linguistic approach, the contributors foreground the relations between academic writing and the social, cultural and educational context in which such written discourse is undertaken.This volume covers the writing not only native speakers of the language in which they are being taught, but also that of those to whom the language of pedagogy is secondary.Academic Writing uses case studies drawn from EFL students, the affect of the International English Language Testing System on academic writing, the role of technology in pedagogic discourse, writing within specific disciplines and across different subjects, the problems of constructing an evaluative stance in academic writing, and technical writing in a second language.

'The balance struck in this volume between discussion of theory and reports on and suggestions for practice make it an invaluable collection for all those engaged in researching and teaching academic writing. Most of the contributions present work influenced by systemic functional linguistics, but the collection will also be of interest to those adopting alternative approaches.' Martin Hewings, Senior Lecturer, English Department, University of Birmingham and Co-Editor, English for Specific Purposes. This book presents international research by renowned linguists and second language experts across different languages on issues surrounding academic writing. Academic writing is an essential resource for students entering tertiary education. Each discipline has its standards of acceptable academic and pedagogic discourse, and the essays collected in this volume analyse how these vary according to relations between academic writing and the social, cultural and educational context in which such written discourse is undertaken.This volume covers the writing not only of native speakers of the language in which they are being taught, but also that of those to whom the language of pedagogy is secondary. Analysing Academic Writing uses case studies drawn from EFL students; the effect of the International Language Testing System on academic writing; the role of technology in pedagogic discourse; writing within specific disciplines and across different subjects; the problems of constructing an evaluative stance in academic writing; and technical writing in a second language.

Focusing on the role that automorphisms and equivalence relations play in the algebraic theory of minimal sets provides an original treatment of some key aspects of abstract topological dynamics. Such an approach is presented in this lucid and self-contained book, leading to simpler proofs of classical results, as well as providing motivation for further study. Minimal flows on compact Hausdorff spaces are studied as icers on the universal minimal flow M. The group of the icer representing a minimal flow is defined as a subgroup of the automorphism group G of M, and icers are constructed explicitly as relative products using subgroups of G. Many classical results are then obtained by examining the structure of the icers on M, including a proof of the Furstenberg structure theorem for distal extensions. This book is designed as both a guide for graduate students, and a source of interesting new ideas for researchers.

The controversy over the route taken by Hannibal, the Carthaginian army and his famous elephants in their crossing of the Alps to attack Rome in 218 BCE began within fifty years of the event and has continued for many centuries. A particular scholarly dispute emerged in the 1850s between Robert Ellis (1819/20-85) and William John Law (1786-1869), and was fought in the pages of the Journal of Classical and Sacred Philology and in books. Ellis, a classical scholar, had surveyed the Alpine passes in 1852 and again in 1853, when he published his Treatise on Hannibal's Passage of the Alps (also reissued in this series), claiming that the Little Mount Cenis route was the one used. Law responded immediately in the Journal, and later published his own theory, to which Ellis riposted in 1867 with this work. Modern scholarship doubts, however, that either man was right.

The controversy over the route taken by Hannibal, the Carthaginian army and his famous elephants in their crossing of the Alps to attack Rome in 218 BCE began within fifty years of the event and has continued for many centuries. A particular scholarly dispute emerged in the 1850s between Robert Ellis (1819/20-85) and William John Law (1786-1869), and was fought in the pages of the Journal of Classical and Sacred Philology and in books. Ellis, a classical scholar, had surveyed the Alpine passes in 1852 and again in 1853, when he published this work, claiming that the Little Mount Cenis route was the one used. Law responded immediately in the Journal, and later published his own theory, to which Ellis riposted in 1867 with An Enquiry into the Ancient Routes between Italy and Gaul, also reissued in this series. Modern scholarship doubts, however, that either man was right.

This book offers construction managers and students a readable account of management ideas and practices, concentrating particularly on the human side of construction management. It pulls together what has been learned both from management practice and research, and summarises the main themes and trends.The text has been substantially revised to reflect the latest management thinking and to include new sections on communication, conflict management and managing innovation.