Personal, social, health and economic education (PSHE) and relationships, (sex) and health education (R(S)HE) are often undervalued in school and are frequently seen as an add-ons. But when taught well, PSHE and R(S)HE can enhance not only other subjects but strengthen school safeguarding, develop pupil well-being and improve pupils’ progress and resilience in learning. Underpinned by a range of contemporary research and illustrated through examples of classroom practice, the expert team of teacher educators look at a range of curriculum areas and contemporary issues to explore how PSHE and R(S)HE education can enhance other curriculum areas. As well as showing how pupils’ life skills can be developed, they also explore how teachers’ understanding of how PSHE and R(S)HE can be implemented without additional planning or expensive resources. The book takes an inclusive understanding of both diverse families and relationships throughout. Topics covered include: -social media, online presence and critical literacy skills -mental health coping strategies -plastic reducing -topical, sensitive, controversial issues (TSCIs) Covering the whole primary spectrum from Early Years to Key Stage 2, case studies from each phase are included within each chapter to help practitioners to relate the material to their own classroom. Points to consider for your setting are included and guidance on further reading provides reliable direction for additional information.

This book examines the ways in which religious communities experimentally engage the world and function as fallible inquisitive agents, despite frequent protests to the contrary. Using the philosophy of inquiry and semiotics of Charles Sanders Peirce, it develops unique naturalist conceptions of religious meaning and ultimate orientation while also arguing for a reappraisal of the ways in which the world's venerable religious traditions enable novel forms of communal inquiry into what Peirce termed "vital matters." Pragmatic inquiry, it argues, is a ubiquitous and continuous phenomenon. Thus, religious participation, though cautiously conservative in many ways, is best understood as a variety of inhabited experimentation. Religious communities embody historically mediated hypotheses about how best to engage the world and curate networks of semiotic resources for rendering those engagements meaningful. Religions best fulfill their inquisitive function when they both deploy and reform their sign systems as they learn better to engage reality.

Why did the influential Christian thinker, Tertullian of Carthage (160-220 C.E.), while addressing the critical issue of salvation of the flesh, write about clothing? Why did he care what Christians wore? Carly Daniel-Hughes answers that in early Christian communities clothing tied to identity and theology. Placing Tertullian's writings in the Roman culture of dress, she shows that in them men's dress is used to envision Christian masculinity as non-Roman and anti-imperial. His concerns about women's dress, however, reveal internal Christian debates about the nature of the flesh and the possibility of its transformation in to a resurrected, glorious body.

Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:

• What are schools and what are they for?
• What knowledge should schools teach?
• How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?
• What influence does educational policy have on improving schools?
• What influence does research have on our understanding of education and schooling?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.

How do religion, gender and sexuality interact? How have they impacted, and continue to impact, human culture? The Bloomsbury Reader in Religion, Sexuality and Gender brings together, for the first time, the key texts in the field. Designed as a textbook for use in a classroom setting, it offers thought-provoking selections of some of the most compelling and timely readings available today. The Reader is divided into three parts (bodies; desires; performances). Each considers, from a thematic perspective, the ways in which people have made sense of their religious and sexual experiences, the ways they imagine and talk about gender, sex and the sacred, and the multiple meanings they ascribe to them. Traditions represented include indigenous spiritualities, Christianity, Judaism, Islam, Asian traditions and new religious movements. Some readings are more theoretical or historical in nature, thereby providing wide-ranging contexts for reflection and discussion. The reader includes extensive introductions to the book as a whole and to each of the three parts, as well as short paragraphs contextualizing each of the readings. Each section includes discussion questions for classroom use; additional readings and resources, as well as a glossary of key terms, are also provided. The Bloomsbury Reader in Religion, Sexuality and Gender is an ideal resource for courses on religion and sexuality, religion and gender, or religion and contemporary culture more generally.

The past two decades have witnessed a proliferation of scholarship on dress in the ancient world. These recent studies have established the extent to which Greece and Rome were vestimentary cultures, and they have demonstrated the critical role dress played in communicating individuals' identities, status, and authority. Despite this emerging interest in ancient dress, little work has been done to understand religious aspects and uses of dress. This volume aims to fill this gap by examining a diverse range of religious sources, including literature, art, performance, coinage, economic markets, and memories. Employing theoretical frames from a range of disciplines, contributors to the volume demonstrate how dress developed as a topos within Judean and Christian rhetoric, symbolism, and performance from the first century BCE to the fifth century CE. Specifically, they demonstrate how religious meanings were entangled with other social logics, revealing the many layers of meaning attached to ancient dress, as well as the extent to which dress was implicated in numerous domains of ancient religious life.

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:

• What role does culture play in our understanding of pedagogy?
• What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
• How does language influence our thinking about education?
• What implications does our view of childhood have for education?
• How do learners negotiate the transition between the different phases of education?
• How best can children learn the 'school knowledge'?
• What is a teacher? And how do teachers learn?
• How do we understand learners, their minds, identity and development?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.

Action adventure directed by David Flores. In light of the Roswell invasion, a team of elite soldiers are trained in secret for 25 years to counter a possible extraterrestrial threat. However, the group of five ageing soldiers find themselves retired when the Government deems them to be no longer necessary. But seven years later, when aliens again make their presence known on Earth, former group leader Patrick (Greg Evigan) resolves to reunite the team, believing them to be their planet's only hope. As the invaders hover in the skies above major cities across the U.S. and proceed to wreak havoc on the population, the soldiers rush to finally put their training into action to save their fellow citizens.

All children need love, but for troubled children, a loving home is not always enough. Children who have experienced trauma need to be parented in a special way that helps them feel safe and secure, builds attachments and allows them to heal. Playfulness, acceptance, curiosity and empathy (PACE) are four valuable elements of parenting that, combined with love, can help children to feel confident and secure. This book shows why these elements are so important to a child's development, and demonstrates to parents and carers how they can incorporate them into their day-to-day parenting. Real life examples and typical dialogues between parents and children illustrate how this can be done in everyday life, and simple stories highlight the ideas behind each element of PACE. This positive book will help parents and carers understand how parenting with love and PACE is invaluable to a child's development, and will guide them through using this parenting attitude to help their child feel happy, confident and secure.

Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for? What knowledge should schools teach? How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability? What influence does educational policy have on improving schools? What influence does research have on our understanding of education and schooling? To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.

This book examines the ways in which religious communities experimentally engage the world and function as fallible inquisitive agents, despite frequent protests to the contrary. Using the philosophy of inquiry and semiotics of Charles Sanders Peirce, it develops unique naturalist conceptions of religious meaning and ultimate orientation while also arguing for a reappraisal of the ways in which the world's venerable religious traditions enable novel forms of communal inquiry into what Peirce termed "vital matters." Pragmatic inquiry, it argues, is a ubiquitous and continuous phenomenon. Thus, religious participation, though cautiously conservative in many ways, is best understood as a variety of inhabited experimentation. Religious communities embody historically mediated hypotheses about how best to engage the world and curate networks of semiotic resources for rendering those engagements meaningful. Religions best fulfill their inquisitive function when they both deploy and reform their sign systems as they learn better to engage reality.

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:

• What role does culture play in our understanding of pedagogy?
• What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
• How does language influence our thinking about education?
• What implications does our view of childhood have for education?
• How do learners negotiate the transition between the different phases of education?
• How best can children learn the 'school knowledge'?
• What is a teacher? And how do teachers learn?
• How do we understand learners, their minds, identity and development?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.

Examines Tertullian of Carthage's (160-220 C.E.) writings on dress within Roman vestimentary culture. It employs a socio-historical approach, together with insights from performance theory and feminist rhetorical analysis, to situate Tertullian's comments in the broader context of the Roman Empire.

It was in Paris in 1927, at an exhibition dedicated to Picasso, that Francis Bacon grasped his vocation as a painter. In 1946, he moved to Monaco on the French Riviera where he lived for four years, his time in the Principality marking a turning point in his art; with his popes series, he became a painter of the human figure. In Paris he befriended artists and intellectuals, such as Giacometti and Leiris, whilst the city would become the setting for the crystalisation of his reputation in 1971 with the retrospective at the Grand Palais. In 1975, Bacon would take a studio in the Marais district. This bilingual publication co-published by Albin Michel and The Francis Bacon MB Art Foundation tells of Bacon s deep ties with France and Monaco, and has been overseen by Martin Harrison, author of Francis Bacon: Catalogue Raisonne and curator of the coinciding exhibition Francis Bacon, Monaco et la culture franc aise which runs at Grimaldi Forum, Monaco from 2 July 2016 until 4 September 2

Personal, social, health and economic education (PSHE) and relationships, (sex) and health education (R(S)HE) are often undervalued in school and are frequently seen as an add-ons. But when taught well, PSHE and R(S)HE can enhance not only other subjects but strengthen school safeguarding, develop pupil well-being and improve pupils’ progress and resilience in learning. Underpinned by a range of contemporary research and illustrated through examples of classroom practice, the expert team of teacher educators look at a range of curriculum areas and contemporary issues to explore how PSHE and R(S)HE education can enhance other curriculum areas. As well as showing how pupils’ life skills can be developed, they also explore how teachers’ understanding of how PSHE and R(S)HE can be implemented without additional planning or expensive resources. The book takes an inclusive understanding of both diverse families and relationships throughout. Topics covered include: -social media, online presence and critical literacy skills -mental health coping strategies -plastic reducing -topical, sensitive, controversial issues (TSCIs) Covering the whole primary spectrum from Early Years to Key Stage 2, case studies from each phase are included within each chapter to help practitioners to relate the material to their own classroom. Points to consider for your setting are included and guidance on further reading provides reliable direction for additional information.