This study sets out to investigate the theoretical and especially the interpretative bases of eighteenth-century literary editing. Extended chapters on Shakespearean and Miltonic commentary and editing demonstrate that the work of pioneering editors and commentators, such as Patrick Hume, Lewis Theobald, Zachary Pearce, and Edward Capell, was based on developed, sophisticated, and often clearly articulated theories and methods of textual understanding and explanation. Marcus Walsh relates these interpretative theories and methods to seventeenth- and eighteenth-century Anglican biblical hermeneutics, and to a number of debates in modern editorial theory.
While the great scientists of the past recognized a need for a multidisciplinary approach, today's schools often treat math and science as subjects separate from the rest. This not only creates a disinterest among students, but also a potential learning gap once students reach college and then graduate into the workforce. Cases on Research-Based Teaching Methods in Science Education addresses the problems currently facing science education in the USA and the UK, and suggests a new hands-on approach to learning.
The book presents methods for the objective analysis of poetic language. Common objects of literary studies such as rhythm, semantic explications, interpretation and personal impressions are avoided. Only those properties of poetic texts are taken into account that could be quantified. For all methods both statistical tests, theoretical derivations, and examples are presented.
The Handbook of Methods in Cultural Anthropology, now in its second edition, maintains a strong benchmark for understanding the scope of contemporary anthropological field methods. Avoiding divisive debates over science and humanism, the contributors draw upon both traditions to explore fieldwork in practice. The second edition also reflects major developments of the past decade, including: the rising prominence of mixed methods, the emergence of new technologies, and evolving views on ethnographic writing.
