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Tabla de Contenidos: “…List of figures List of colour plates Acknowledgements Conventions 1 Introduction 2 The effigies 2a Description of the corpus 2b Aspects of design 2c Fate and fortune 2d Conclusions 3 Monuments in context 3a Introduction 3b Freestanding monuments 3c Canopied recesses 3d Tomb chests 3e Glass and painting 3f Armour and hearses 3g Dedicated locations 3h The churchyard 3i Conclusions 4 Makers and making 4a Fundamentals 4b Techniques 4c Relationships and series 4d Conclusions 5 Patrons and patronage 5a Historical context and Yorkshire society 5b The commemorated, their families and networks 5c Symbolism 5d Conclusion 6 Complexity and conclusions 6a The enigmatic priest's monument at Welwick 6b Concluding remarks Table 1 List of Yorkshire's effigies to 1400 Table 2 Effigial representation Bibliography Index…”

Tabla de Contenidos: “….- En la frontera del artificio: La muñeca (...); 3.- 'I write as an act of survival': conflicto (...); 4.- Cine y memoria: La teta asustada. …”

Tabla de Contenidos: “…: op. 6, no. 5 -- The first meeting : op. 63, no. 4 -- Not a word, O my friend : op. 6, no. 2 -- Pimpinella : op. 38, no. 6 -- Sleep, poor, friend : op. 47, no. 4 -- I opened the window : op. 63, no. 2 -- The fires in the room were already out : op. 63, no. 5 -- Serenade : op. 63, no. 6 -- Why did I dream of you? : op. 28, no. 3 -- I did not please you : op. 63, no. 3 -- Do not believe, my friend : op. 6, no. 1 -- The fearful minute : op. 28, no. 6 -- Sleep : op. 57, no. 4 -- I di not love you at first : op. 63, no. 1 -- On the golden cornfields : op. 57, no. 2.…”

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Tabla de Contenidos: “…Learning Takes Practice -- A Trainer Reacts to Facilitation Adversity by Lou Russell -- 3. I Don't Try to Be a Good Presenter Anymore -- 4. …”

Tabla de Contenidos: “…Pontbriand -- Finding the community in the service-learning research : the 3-"I" model / Melinda Clarke -- Ethical relationships in service-learning partnerships / Marjorie A. …”

Tabla de Contenidos: “…Introduction: How we think about the impact of what we do is more important than focusing on what we do -- 1 "I am an evaluator of my impact on teacher/student learning" -- 2 "I see assessment as informing my impact and next steps" -- 3 "I collaborate with my peers and my teachers about my conceptions of progress and my impact" -- 4 "I am a change agent and believe all teachers/students can improve" -- 5 "I strive for challenge rather than merely 'doing my best'" -- 6 "I give and help students/teachers understand feedback and I interpret and act on feedback given to me" -- 7 "I engage as much in dialogue as in monologue" -- 8 "I explicitly inform teachers/students what successful impact looks like from the outset" -- 9 "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others" -- 10 "I focus on learning and the language of learning" -- Conclusion Mindframes: Successful School Leaders' Why…”