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The Old Testament prophets were people who looked at the world and heard God speaking. They looked at the creation and felt God's power. They looked at pain and poverty and felt God's compassion. They looked at oppression, corruption and idolatry and felt God's anger. They looked at faithful believers and felt God's encouragement. They looked to the future and envisaged God's action. They knew doubt, discouragement and rejection but they stood firm because in looking at God's world they had sensed God's love.

They were real people speaking into real situations in a world where people's...

Tolstoy's Anna Karenina is considered by many to be one of the greatest novels ever written. This study of its morally ambiguous protagonist, Anna, discusses Tolstoy's troubled relation to the feminine in terms of the fantasies, hopes, and fears that she represents.

In Reflecting on Anna Karenina, first published in 1989, Mary Evans presents an original, feminist reading of Anna's life and times for both students and the general audience. She argues that Anna is the embodiment of all those female characteristics that so captivated Tolstoy, and which he felt so...

Tolstoy s "Anna Karenina "is considered by many to be one of the greatest novels ever written. This study of its morally ambiguous protagonist, Anna, discusses Tolstoy s troubled relation to the feminine in terms of the fantasies, hopes, and fears that she represents.

In "Reflecting on Anna Karenina," first published in 1989, Mary Evans presents an original, feminist reading of Anna s life and times for both students and the general audience. She argues that Anna is the embodiment of all those female characteristics that so captivated Tolstoy, and which he felt so compelled to punish in...

The chapters gathered here present the state of the art in scholarship in the field, covering:

• Epistemology and marginality
• Literary, visual and cultural representations
• Sexuality
• Macro and microeconomics of gender
...

"The more it costs, the less it's worth." (Student slogan, London, 2003) "We are told that this world represents our best hope for intellectual vitality and creativity. We are also told that we should pay more to enter it and experience its rich resources. Yet those rich resources are increasingly marginalized by cultures of assessment and regulation, the heavy costs of which (both financial and intellectual) are to be carried by students. Increasingly students are being asked to pay for the costs of the regulation of higher education rather than education itself. Access to Higher...