Robert Ellis – författare

He was hiding in the shadows, staring at her. And he was close. He must have crept around the row of cars when she turned her back. They were alone. All alone . . .When disgraced LA homicide detective Lena Gamble is finally given a new case, she suspects she's being set up. The body of a young woman is discovered in a rubbish truck on Hollywood Boulevard. There are no apparent witnesses, and no clues. Just a naked body - badly mutilated, and gruesome enough to ensure that, once again, the media will be following Lena's every move.Desperate to prove herself, she teams up with colleague Stan Rhodes and together they follow a tip which leads them to ID the girl.Jennifer McBride was a twenty-five-year-old prostitute with a wealthy clientele - but Lena discovers something about her which no-one could ever have imagined. As the body count continues to rise, everything looks as the killer wants it to look, and Lena comes to understand that he is cleaning house. The question is why? And will she survive long enough to find the shocking answer?

When a businessman arrives home to find his wife in bed, carved from belly to throat with a very sharp knife, the elite Robbery-Homicide division of the L.A.P.D responds in full force and Detective Lena Gamble prepares for her first major case.At first all fingers point towards the victim’s husband, but best-case scenarios only happen in films and it soon transpires that this murder is one of a series of brutal crimes against women and the work of a killer dubbed ‘Romeo’ by the ravenous Hollywood media.Lena is all too aware of the peril of the public eye - she has found herself in it before, on the night of her rock-star brother’s unsolved murder five years ago. And now she risks a far more dangerous fame as a cloud of conspiracy descends on her investigation and she edges towards Romeo’s deadly line of sight . . .Lena must catch this psychopath before she becomes his next glamorous victim . . .'Ellis's writing is a cut above that of most authors in the crowded serial-killer field' Sunday Times

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.

An exploration of modern sport as a theologically significant activity, revealing sport's own quasi-religious aspects and its complex history with Christianity.In 'The Games People Play', Robert Ellis constructs a theology around the global cultural phenomenon of modern sport, paying particular attention to its British and American manifestations. Using historical narrative and social analysis to enter the debate on sport as religion, Ellis shows that modern sport may be said to have taken on some of the functions previously vested in organized religion. Through biblical and theological reflection, he presents a practical theology of sport's appeal and value, with special attention to the theological concept of transcendence. Throughout, he draws on original empirical work with sports participants and spectators.'The Games People Play' addresses issues often considered problematic in theological discussions of sport such as gender, race, consumerism, and the role of the modern media, as well as problems associated with excessive competition and performance-enhancing substances.

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.