Charles Dickens is arguably the greatest storyteller in English Literature and his novels have been loved and respected for nearly two hundred years. As accurate reflections of Victorian society they are unparalleled. Vivid characters and realistic settings are created in the mind of the reader, all laced with Dickens inimitable humour, wit and lacerating political comment.

This book aims to bring alive these characters and settings in the minds of children. It provides a comprehensive resource for children not only to learn about the literary heritage of the English language, but also to encourage them to create meanings from these classic stories through their personal, social and cultural experiences. The authors set each novel in context, providing a synopsis of the book, as well as characters, settings themes and symbolism. Works covered include:

• A Christmas Carol
• Bleak House
• David Copperfield
• Great Expectations
• Hard Times
• Oliver Twist

But this book doesn t just aim to introduce classic literature to children; it also provides a wide range of truly contemporary tools with which they can respond creatively, including: drama and film, blogs, web 2.0 technologies, multimodality and animation and graphic novels.

The book is also accompanied by a CD which contains chapter outlines, extended text extracts, and practical resource sheets, including PowerPoint presentations, book review templates and flash cards, as well as a set of 8 week lesson plans for each novel.

The Essential Charles Dickens School Resource provides essential classroom learning material for teachers and literacy co-ordinators teaching Key Stages 1 -3, as well as CPD students and those studying on PGCE English/Drama courses.

Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective we use it every day and we see the positive effect that it has on our children.

However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency teachers and parents can only create an appropriate environment in which a robust sense of self can grow and develop.

This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise.

What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions.

Features include:

• Case studies and children s work samples;
• Points for reflection which could be used for CPD sessions;
• Appendices containing behaviour policy samples;
• Pupil, teacher and parental perspectives.

This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.

In 1965, 16-year-old Robin Lee Graham began a solo around-the-world voyage from San Pedro, California, in his 24-foot sloop, Dove. Five years and 33,000 miles later, he had accomplished what few would dare attempt, returning to port with a wife and daughter and enough extraordinary experiences to fill this bestselling book. Originally published in 1972. 32 pages of photographs.

English teachers are always keen to explore new ways of motivating their pupils to engage with reading, both for learning and for pleasure. Literacy Activities for Classic and Contemporary Texts 7-14 is a practical, friendly book which uses the 'whoosh' to cover some of our best known classic and contemporary texts and offers a thoroughly enjoyable way for pupils to become part of the story, rather than just passive recipients of it. As an innovative and active learning strategy, the whoosh technique allows all students, regardless of gender, age, ability, learning need or command of language, to partake on an equal footing. For younger pupils, the activities in this book provide an ideal way to internalise structure and key elements in story telling through physical response. For older students, they provide an enjoyable way to engage with challenging texts as well as facilitating the analysis of themes, issues, characterisation and setting. Students themselves become the story as its characters, sounds and even objects - once they are familiar with whooshing, many students will want to write and produce a whoosh of their own. Classic authors and texts covered by this book include:- Aesop's fables, Greek myths and legends; Beowulf, Sir Gawain and the Green Knight, Oscar Wilde; Shakespeare (The Tempest, Twelfth Night, Hamlet, A Midsummer Night's Dream); Charlotte Bronte, Charles Dickens, George Eliot, Robert Louis Stevenson, Mary Shelley; Andrew Norriss , Frank Cottrell Boyce, Nina Bawden, Michelle Magorian and much more... You can use a whoosh to introduce a new text, to examine conflict, dilemma, plot, setting or characterisation, whoosh a controversial section of text to provoke discussion, or overcome reluctance to engage with archaic language by whooshing key sections of a story. Discussion starters, lesson objectives and follow-up activities are included throughout the text alongside the whooshes, and scripts enabling pupils to deliver dialogue are provided on the book's eResource. This book is an invaluable resource, providing whooshes across a wide range of genres to meet the learning needs of children from 7 to 14, for both practising primary and lower secondary teachers.

Charles Dickens is arguably the greatest storyteller in English Literature and his novels have been loved and respected for nearly two hundred years. As accurate reflections of Victorian society they are unparalleled. Vivid characters and realistic settings are created in the mind of the reader, all laced with Dickens inimitable humour, wit and lacerating political comment. This book aims to bring alive these characters and settings in the minds of children. It provides a comprehensive resource for children not only to learn about the literary heritage of the English language, but also to encourage them to create meanings from these classic stories through their personal, social and cultural experiences. The authors set each novel in context, providing a synopsis of the book, as well as characters, settings themes and symbolism. Works covered include: A Christmas Carol Bleak House David Copperfield Great Expectations Hard Times Oliver Twist But this book doesn't just aim to introduce classic literature to children; it also provides a wide range of truly contemporary tools with which they can respond creatively, including: drama and film, blogs, web 2.0 technologies, multimodality and animation and graphic novels. The book is also accompanied by downloadable resources which contain chapter outlines, extended text extracts, and practical resource sheets, including PowerPoint presentations, book review templates and flash cards, as well as a set of 8 week lesson plans for each novel. The Essential Charles Dickens School Resource provides essential classroom learning material for teachers and literacy co-ordinators teaching Key Stages 1 -3, as well as CPD students and those studying on PGCE English/Drama courses.

English teachers are always keen to explore new ways of motivating their pupils to engage with reading, both for learning and for pleasure. Literacy Activities for Classic and Contemporary Texts 7-14 is a practical, friendly book which uses the 'whoosh' to cover some of our best known classic and contemporary texts and offers a thoroughly enjoyable way for pupils to become part of the story, rather than just passive recipients of it. As an innovative and active learning strategy, the whoosh technique allows all students, regardless of gender, age, ability, learning need or command of language, to partake on an equal footing. For younger pupils, the activities in this book provide an ideal way to internalise structure and key elements in story telling through physical response. For older students, they provide an enjoyable way to engage with challenging texts as well as facilitating the analysis of themes, issues, characterisation and setting. Students themselves become the story as its characters, sounds and even objects - once they are familiar with whooshing, many students will want to write and produce a whoosh of their own. Classic authors and texts covered by this book include:- Aesop's fables, Greek myths and legends; Beowulf, Sir Gawain and the Green Knight, Oscar Wilde; Shakespeare (The Tempest, Twelfth Night, Hamlet, A Midsummer Night's Dream); Charlotte Bronte, Charles Dickens, George Eliot, Robert Louis Stevenson, Mary Shelley; Andrew Norriss , Frank Cottrell Boyce, Nina Bawden, Michelle Magorian and much more... You can use a whoosh to introduce a new text, to examine conflict, dilemma, plot, setting or characterisation, whoosh a controversial section of text to provoke discussion, or overcome reluctance to engage with archaic language by whooshing key sections of a story. Discussion starters, lesson objectives and follow-up activities are included throughout the text alongside the whooshes, and scripts enabling pupils to deliver dialogue are provided on the book's eResource. This book is an invaluable resource, providing whooshes across a wide range of genres to meet the learning needs of children from 7 to 14, for both practising primary and lower secondary teachers.

For centuries, Stoicism was virtually the unofficial religion of the Roman world Yet the stress on endurance, self-restraint and the power of the will to withstand calamity can often seem coldhearted. It is Epictetus, a lame former slave exiled by the Emperor Domitian, who offers by far the most positive and humane version of Stoic ideals. "The Discourses, " assembled by his pupil Arrian, catch him in action, publicly setting out his views on ethical dilemmas. Committed to communicating with the widest possible audience, Epictetus uses humor, imaginary conversations and homely comparisons to put his message across. The result is a perfect summary of 'the Roman virtues' --the brotherhood of man, universal justice, calm indifference in the face pain--which have proved so influential throughout Western history.

The main theme of this volume of the Yearbook of International Humanitarian Law is weapons law. In several chapters, how International Humanitarian Law (IHL) copes with old and new weapons as well as political developments in regard to military technology is discussed, while in two chapters the significance of non- or less-lethal weapons in peace-keeping and law enforcement operations as well as the legality of lethal autonomous weapon systems under IHL are analysed. Moreover, the volume describes the current status of nuclear deterrence under international law. Another layer is added by examining how IHL influences the programming of automatic target recognition systems using artificial intelligence. The second part of the book contains a historic perspective on the roots of IHL in Europe, which can be traced back to the ninth century, as well as a Year in Review describing the most important events and legal developments in the area of IHL that took place in 2018. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

The main theme of this volume of the Yearbook of International Humanitarian Law is the 70th anniversary of the Geneva Conventions. The evolution of these crucial treaties and international humanitarian law more generally comes back in six chapters addressing topics such as sieges, compliance, indiscriminate attacks and non-state armed groups. The second part of the book contains a chapter on the acquittal on appeal of Jean-Pierre Bemba Gombo by the International Criminal Court on the basis of command responsibility for war crimes, as well as an extensive Year in Review describing the most important events and legal developments in the area of international humanitarian law that took place in 2019. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

This volume commemorates the centenary of the First World War (1914-2014) and aims to capture 100 years of warfare evolution. Among the main issues addressed are the changing nature of means and methods of warfare, the law of weaponry, and challenges to humanitarian assistance and protection of the civilian population affected by armed conflict. Specific topics include the legal regime governing nuclear weapons, the prohibition of chemical weapons and arms control, the evolution of naval warfare, asymmetric conflicts, the law of occupation and cultural property. A comprehensive Year in Review also describes the most important events and legal developments that took place in 2014. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

This volume contains several articles on the topic 'Detention in non-international armed conflict', including the Copenhagen Process, and moreover features contributions on autonomous weapons systems, Apartheid and the second Turkel Report. It also contains an elaborate Year in Review and a special section on the high-level Boundaries of the Battlefield symposium, including a conference report and several in-depth reflections on various other aspects of the symposium. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

'Child Soldiers and the Lubanga Case' and 'The Tallinn Manual on the International Law Applicable to Cyber Warfare' are the two central themes of this volume. Each of these timely topics is addressed from three different angles, providing a truly comprehensive analysis of the subject. The book also features an article on the duty to investigate civilian casualties during armed conflict and its implementation in practice and an elaborate year in review, discussing developments that occurred in 2012. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective we use it every day and we see the positive effect that it has on our children.

However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency teachers and parents can only create an appropriate environment in which a robust sense of self can grow and develop.

This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise.

What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions.

Features include:

• Case studies and children s work samples;
• Points for reflection which could be used for CPD sessions;
• Appendices containing behaviour policy samples;
• Pupil, teacher and parental perspectives.

This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.

This volume of the Yearbook of International Humanitarian Law takes a close look at the role of so-called "expert manuals" in the interpretation and development of the international law of armed conflict and connected branches of international law relating to military operations. While these manuals can and do play an undoubtedly useful role, their proliferation raises a number of questions. What degree of authority do they have and how much weight should be given to the views expressed in them? What is the methodology they employ and how effective is it in ensuring an as objective and impartial interpretation of the law as possible? What is their place in the doctrine of sources? While there is already a considerable body of literature addressing these and other relevant questions, this volume aims to contribute further to this discussion with contributions by three experts involved in one or more of these manuals in one capacity or another. Alongside these three contributions on this year's special theme, the second part of the book comprises three chapters that address timely and relevant issues of International Humanitarian Law. These range from starvation as a method of warfare, to emerging technologies of warfare, and also includes reflections on humanitarian assistance. Lastly, the volume concludes with the Year in Review, describing the most important armed conflict-related events and legal developments that took place in 2020. The Yearbook of International Humanitarian Law is a leading annual publication devoted to the study of international humanitarian law. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.

The main theme of this volume of the Yearbook of International Humanitarian Law is weapons law. In several chapters, how International Humanitarian Law (IHL) copes with old and new weapons as well as political developments in regard to military technology is discussed, while in two chapters the significance of non- or less-lethal weapons in peace-keeping and law enforcement operations as well as the legality of lethal autonomous weapon systems under IHL are analysed. Moreover, the volume describes the current status of nuclear deterrence under international law. Another layer is added by examining how IHL influences the programming of automatic target recognition systems using artificial intelligence. The second part of the book contains a historic perspective on the roots of IHL in Europe, which can be traced back to the ninth century, as well as a Year in Review describing the most important events and legal developments in the area of IHL that took place in 2018. The Yearbook of International Humanitarian Law is the world's only annual publication devoted to the study of the laws governing armed conflict. It provides a truly international forum for high-quality, peer-reviewed academic articles focusing on this crucial branch of international law. Distinguished by contemporary relevance, the Yearbook of International Humanitarian Law bridges the gap between theory and practice and serves as a useful reference tool for scholars, practitioners, military personnel, civil servants, diplomats, human rights workers and students.