A young girl who must fend for herself and her little brother after a brutal bear attack in this "emotional tour de force" (Megan Abbott)
While camping with her family on a remote island, five-year-old Anna awakes in the night to the sound of screaming. A rogue black bear has entered the family's campsite and is attacking her parents.
At her dying mother's urging, Anna manages to get her brother into the family's canoe and paddle away. But when the canoe runs aground on the edge of the woods, the sister and brother must battle hunger, the elements, and a wilderness alive with danger. Lost and completely alone, they find that their only hope resides in Anna's struggle to be brave when nothing in her world seems safe anymore.
Told in the innocent voice of a child, THE BEAR is a transporting tale about love, loss, and the raw instincts that enable us to survive.

Care Work in Europe provides a cross-national and cross-sectoral study of care work in Europe today, covering policy, provision and practice, as well as exploring how care work is conceptualized and understood. Drawing on a study which looks at care work across the life course in a number of European countries, this book:

• explores the context and emerging policy agendas
• provides an analysis of how different countries and sectors understand and structure care work
• examines key issues, such as the extreme gendering of the workforce, increasing problems of recruitment and turnover, what kinds of knowledge and education the work requires and what conditions are needed to ensure good quality employment
• considers possible future directions, including the option of a generic professional worker, educated to work across the life course and whether care will, or should, remain a distinct field of policy and employment.

This groundbreaking comparative study provokes much-needed new thinking about the current situation and future direction of care work, an area essential to the social and economic well-being of Europe.

Care Work in Europe provides a cross-national and cross-sectoral study of care work in Europe today, covering policy, provision and practice, as well as exploring how care work is conceptualized and understood. Drawing on a study which looks at care work across the life course in a number of European countries, this book:

• explores the context and emerging policy agendas
• provides an analysis of how different countries and sectors understand and structure care work
• examines key issues, such as the extreme gendering of the workforce, increasing problems of recruitment and turnover, what kinds of knowledge and education the work requires and what conditions are needed to ensure good quality employment
• considers possible future directions, including the option of a generic professional worker, educated to work across the life course and whether 'care' will, or should, remain a distinct field of policy and employment.

This groundbreaking comparative study provokes much-needed new thinking about the current situation and future direction of care work, an area essential to the social and economic well-being of Europe.

Care Work considers the current situation of care work and care workers, from childcare to eldercare, and from family carers to paid carers. It examines the composition of the current workforce (more than a million in the UK alone), the knowledge and education needed for care work, and the significance of where care work is undertaken (in the home, in institutions).

Considering potential challenges and scenarios, the book poses big questions about the future of care work a " offering some possible answers. Wide-ranging and innovative, Care Work will be of great interest to academic and policy audiences, and managers or practitioners working in health, social care, childcare, youth work and social policy.

Care Work considers the current situation of care work and care workers, from childcare to eldercare, and from family carers to paid carers. It examines the composition of the current workforce (more than a million in the UK alone), the knowledge and education needed for care work, and the significance of where care work is undertaken (in the home, in institutions).

Considering potential challenges and scenarios, the book poses big questions about the future of care work a " offering some possible answers. Wide-ranging and innovative, Care Work will be of great interest to academic and policy audiences, and managers or practitioners working in health, social care, childcare, youth work and social policy.

Children and young people in care rarely match the academic achievements of their peers and policy and procedures to address this inequality have not yet remedied the problem. Drawing on ideas from social pedagogy, the authors present a new approach - learning placements and caring schools. They show that education and care must be considered integral to both out of home placements and schools. Packed with practice examples, it includes chapters on early childhood education and care, as well as alternatives to school and higher education, covering everything from birth up to the age of 25. It highlights the potential benefits of a range of learning opportunities, from drama and outdoor activities, to bedtime stories and mentoring as well as providing support for teachers in their role as carer. Chapters include key points, case studies, practice points and useful resources. This is a unique evidence-informed practical guide for students and professionals in the fields of social work, social care, psychology and education.

Across Europe young people in public care are around five times less likely to attend tertiary education than those who have not been in care. This book provides a comprehensive account of why this shocking discrepancy exists and outlines ways to address the imbalance. Drawing extensively on a substantial three-year long European Union funded research project led by the authors, this book examines the participation of young people in care in further and higher education in Europe. It provides a historical and legislative overview of the topic and in-depth national case studies look at the situation in England, Denmark, Sweden, Spain and Hungary. The authors set out clearly what we can learn from these cross-national comparisons and how to create more equal opportunities for children and young people in care. This important book will be essential reading for researchers and policy makers working on child welfare or young people in care, including government and local authority policy-makers, managers of children's and education services, school governors, and academics working in the fields of education, sociology, psychology, social work and social policy.

Welcome to the College of Magic!Where gods and demons hone their skills, wizards and sorcerers read their booksand dragons can learn to burn downa house without too many consequences!Join the journey of Saber, Skye andRein. Three of the Colleges mostpromising students as they train throughtheir final year, ready to face their ownpersonal challenges.Saber, The future Demon Lord, seeks thepower he needs to defeat his father.Skye, a young god, training to one daybecome the Elder of the gods.Rein, a mortal that carries out the biddingof the Earth Mother.Follow each of their stories as they work together to survive their final year!This Graphic Novel series is the remaking of the original Another Day at College comic series, with more story, improved art and larger book size

Across Europe young people in public care are around five times less likely to attend tertiary education than those who have not been in care. This book provides a comprehensive account of why this shocking discrepancy exists and outlines ways to address the imbalance. Drawing extensively on new original research, the book examines the participation of young people in care in further and higher education. It provides a historical and legislative overview of the topic and in-depth national case studies look at the situation in England compared with Denmark, Sweden, Spain and Hungary. The authors set out clearly what we can learn from these comparisons and how to create more equal opportunities for children and young people in care today. This important book will be essential reading for those dedicated to removing barriers to accessing to further and higher education, including FE and HE lecturers, student support staff, social workers, policymakers and researchers working across fields of education, sociology, psychology, social work and social policy.

'This informative and wide-ranging book argues persuasively for the value of multiple perspectives, both international and disciplinary, in the study and practice of early childhood education, because they feed our imaginations and provoke us to think. And while illustrating the many differences that exist between countries, it highlights the shared issues confronting us, wherever we live.' - Emeritus Professor Peter Moss, Institute of Education, University of London Stemming from original research in the field, a range of expert contributors explore the key themes and debates surrounding international perspectives on Early Childhood Education and Care (ECEC). Drawing on studies carried out in Norway, Mexico, France, Hungary and many more countries, the book covers a wide range of topics including: the relationship between early childhood and primary education gender and play in ECEC curriculum inclusion early interventions working with families place-based learning With case studies, detailed suggestions for further reading at different levels and discussion points, this is a key text for students of Early Years at all levels, from Foundation Degree to Masters, as well as current early years practitioners. Linda Miller is Professor Emeritus of Early Years, The Open University. Claire Cameron is Senior Reader in Education at the Thomas Coram Research Unit, Institute of Education, University of London.

Highly Commended (Third prize) in the Standing Conference on Studies in Education book prize for books published in 1999. `It was a breath of fresh air to see 'contentious' issues dealt with in an enlightened and informative way. We are certain it will move the debate on years!' - Chrissie Meleady, Sheffield Childrens' Centre `Looks most interesting and will certainly be very useful' - Bronwen Cohen, Director, Children in Scotland `It's a challenging and exciting book and I hope it is widely used' - Margy Whalley, Director, Pen Green Research, Development and Training Base, Pen Green Centre for Under 5's and Their Families `An extremely interesting account. This book highlights some very important tensions and contradictions about the role of men in childcare work. The differing perceptions of women and men concerning men's involvement in childcare are particularly thoughtfully documented' - Peter Aggleton, Director, Thomas Coram Research Unit, University of London `An essential book for the debate on gender and childcare... the more academic childcare students will cope with it, will be good for Second year BTEC students, `A' Level students' - Robin Wright, Lecturer, Bournemouth and Poole College of Higher Education `Having been a lone male worker, this book has stimulate discussion on gender and how we need to wrestle and value difference. For that reason alone its worth buying' - Practical Parenting

'This informative and wide-ranging book argues persuasively for the value of multiple perspectives, both international and disciplinary, in the study and practice of early childhood education, because they feed our imaginations and provoke us to think. And while illustrating the many differences that exist between countries, it highlights the shared issues confronting us, wherever we live.' - Emeritus Professor Peter Moss, Institute of Education, University of London Stemming from original research in the field, a range of expert contributors explore the key themes and debates surrounding international perspectives on Early Childhood Education and Care (ECEC). Drawing on studies carried out in Norway, Mexico, France, Hungary and many more countries, the book covers a wide range of topics including: the relationship between early childhood and primary education gender and play in ECEC curriculum inclusion early interventions working with families place-based learning With case studies, detailed suggestions for further reading at different levels and discussion points, this is a key text for students of Early Years at all levels, from Foundation Degree to Masters, as well as current early years practitioners. Linda Miller is Professor Emeritus of Early Years, The Open University. Claire Cameron is Senior Reader in Education at the Thomas Coram Research Unit, Institute of Education, University of London.