Böcker av Susan Hart

FBI agent Lili Foxworthy is assigned to the Santa Barbara, California area to try and track down a serial killer of many women. She is invited to a fancy wine tasting party at German composer Lothar von Rabenhorst's Montecito mansion and there, an irreversible love affair begins. This novel takes you through the ups and downs of a tumultuous love affair that involves a charismatic composer, Mozart, and plenty of sensuous love scenes. This is all in part one and part two leads Lili into an even more intense adventure leading off of part one.

FBI agent Lili Foxworthy and her actor husband Peter von Rabenhorst, travel first to England where Peter is to teach a master class at the Royal Shakespeare Company and then later, to Germany where they plan a visit to the family castle. In both countries they run into men with unspeakably evil minds. This book is made in large print, 16 pt. type, for easy on the eyes reading.

These further adventures of FBI agent Lili Foxworthy and her brilliant actor husband Peter von Rabenhorst, send them locally to an antique shop owner who is far from normal, then deep into the Mayan jungle for research and some R&R for a new play, End Game. This book is in large print 16 pt. type for easy reading.

This two part family saga romantic thriller starts in historical Santa Barbara, California, when a young Spanish officer is brought over to supervise the building of Santa Barbara's Presidio (partially standing today) and falls in love with a Chumash woman. Part Two is set in contemporary Santa Barbara and carries on with its own thriller story when a ranch foreman is murdered on the vast estate now belonging to the three Segovia brothers.

How early infant-parent interactions can explain adult social and emotional relationships.

''Susan Hart''s book is a welcome relief from the prescriptive empiricism of much current writing on how to respond to the difficulties in learning experienced by many children and young people. The detail of the sustained analysis is also in marked contrast to the superficial summarising that often passes for critique'' - Support for Learning''The author places a refreshing emphasis upon the dynamic, interactional nature of learning and teaching, reminding us of the need to recognize the active part played by all pupils in shaping their own learning, which is mediated through the agendas which they bring to bear on classroom activities and which may be quite different from those of their teachers'' - International Journal of Inclusive EducationThis book offers practitioners a new way of thinking about and pursuing concerns about children''s learning. It sets aside the limiting language of ''learning difficulties'' and ''special needs'', and suggests an approach which starts from a different perspective. This approach assumes that any learning situation always has the potential to yield new ideas for enhancing children''s learning, if we do the kinds of thinking that open up new possibilities.The author offers an account of this innovative thinking, suggesting a framework of questions that teachers can use, drawing on their existing knowledge and expertise, to generate new insight and possibilities for practice. She also provides a basis for deciding which possibilities to pursue in the case of a particular child. The approach is explained in a practical and usable way for classroom teachers, drawing on detailed accounts of children''s learning and the outcomes of a research study from which the ideas were derived.

This work offers a challenging approach to enhancing children's learning through a process of reflective analysis called "innovative thinking". The author provides a framework for reviewing classroom experience, emphasizing strategies that can be incorporated into work with the whole class.

Explores the different ways of teaching that are free from determinist beliefs about ability. Drawing on a research project at the University of Cambridge, this book features 9 case studies that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.