Download Rex Regis (Imager Portfolio, Book 8) by L. E. Modesitt Jr. PDF

By L. E. Modesitt Jr.

The saga of the Imager Quaeryt, Commander within the forces of Lord Bhayar, reaches a brand new climax because the nice fight to unify the continent of Lydar enters its ultimate part. merely the land of Khel continues to be uncommitted to Bhayar’s rule. Their determination may perhaps suggest a long-lasting peace, or extra clash throughout an already war-ravaged realm.

While the conqueror of Bovaria awaits emissaries to reach with information of Khel’s determination, different weighty issues occupy Bhayar, his sister Velora, and her husband Quaeryt—not the least of that is the achievement of Quaeryt's dream to create the world's first Imager academy, the place the mystical talents of those strong casters might be honed, controlled, and positioned to the carrier of the typical good.

But earlier than that dream can be learned, or Khel’s fateful selection made recognized, the spectre of excessive treason threatens to resolve all that Quaeryt has accomplished, catapulting him towards a fateful disagreement with Bhayar's strongest army leaders.

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Extra resources for Rex Regis (Imager Portfolio, Book 8)

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Thus, our conclusion is that critics who maintain that the shift from lifelong education to lifelong learning debases education, are closing off in advance possibilities for developing viable understandings of the learning society. Since learning is clearly a wider notion than education, it was only to be expected that, unlike the case of lifelong education, understandings of lifelong learning would tend towards a maximalist view. That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur.

Chapter three), we critique various instances of this formal education response to lifelong education and lifelong learning. This is part of our overall claim that policy responses to lifelong learning have been too heavily weighted towards formal education arrangements. Shifting the balance towards informal learning, in the ways that we recommend later in the book, will serve to alleviate this criticism of lifelong learning. 5 Lifelong Learning as Encouraging Abdication of Responsibility by Governments Bagnall (1990) presented the following conceptual argument against the notion of lifelong education: If all learning is to count as education, then governments will be tempted to close down, or at least severely reduce, formal and non-formal education provision.

That is, that the favoured notion of lifelong learning would embrace learning in any type of setting ranging from formal educational systems of all kinds, through diverse sorts of non-formal educational provision, to the 24 CHAPTER ONE limitless situations and contexts in which informal learning can occur. Certainly, a maximalist view of this sort is implied in much of the policy literature on lifelong learning. However, as Duke cautioned, the hegemony exerted by the formal education system in deciding what learning is to be valued and how it is to be assessed and accredited, ensured that ‘learning’ was read by most as ‘formal learning’.

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