If we expose students to a study of human suffering, we have a responsibility to guide them through it. But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

Ben Wheatley directs this jet-black British comedy in which a romantic break turns into a bloody killing spree. Sheltered teenager Tina (Alice Lowe) accompanies her new boyfriend, 30-something misanthrope Chris (Steve Oram) on an 'erotic odyssey' - aka a caravan tour of the North of England. But unbeknownst to Tina, Chris harbours a dark secret: he is a serial killer whose explosive outbursts result in the violent deaths of any random strangers who happen to mildly inconvenience him. As the body count mounts, even the clueless Tina starts to suspect that her new boyfriend may not be quite what he seems.

This book explores what a PhD is and the challenges and rewards of completing this journey. There is no one way to complete a doctorate but there are a number of wrong ways, like having your ego flattered into it or because you can t think of what else you would like to do. This book is about what is like to submit yourself to the process of doing a doctorate. It is about how is feels to be a research student; the elation, the guilt, the isolation, the self-doubt, the loneliness. It also describes the practical issues such as choosing a topic, finding funding, writing a research proposal, different methods of research, the literature review, academic writing, the question of truth in research, the relationship between student and supervisor, maintaining a clear focus, and the viva examination. Lucy Russell Accessible and well-written, this guide will be invaluable reading for anyone thinking about, embarking on or completing a PhD.

Giorgio Vasari's Lives of the Most Famous Painters, Sculptors and Architects (1550 and 1569) is a classic of cultural history. A monumental assembly of artists' lives from Giotto to Michelangelo, it paints a vivid picture of the progress of art in the hands of individual masters. No Life is more vivid than that of Leonardo, a near-contemporary of Vasari - not even Vasari's account of Michelangelo, whom he knew and idolized. This beautiful edition offers a literary translation that respects the 16th-century Italian, transposing Vasari's vocabulary into its modern equivalent. Martin Kemp is an eminent scholar, who has written on the vocabulary of Renaissance writings on art, and has co-translated Leonardo on Painting and Leonardo's Codex Leicester. Translated in partnership with Lucy Russell, the text will be the first to cover both the 1550 edition and the expanded version of 1568, and the first to integrate the texts of the two editions on the page. Discreet endnotes will provide succinct comments in the light of modern knowledge of Leonardo's career. Illustrated with all the works of art discussed by Vasari and a selection of Leonardo's studies of science and technology, this will be the perfect accompaniment to Leonardo's 500th anniversary celebrations.

Brighter Futures has been written by a team of clinical psychologists for parents and carers of children aged 4-11. This book tackles some of the challenges that face a child of this age in the modern world. Maybe your child is struggling to live life to the full. Perhaps worries are holding them back? Maybe they are finding friendships tricky? Maybe teachers have raised concerns that something is getting in the way of your child being happy or fulfilling their potential at school? The team of clinical psychologists guide you through exactly what to do, from figuring out the roots of the problem, to making and reviewing a manageable plan of action. Each chapter follows the same approach and contains tried and tested strategies that are practical and are focused on the areas of concern. You will be encouraged to consider changes which could make a big difference.This book considers the whole child and all the aspects which make up their world including environment, their routines, diet, exercise, brain development, their feelings and their views and helps you guide your child to learn the essential skills of life.

If we expose students to a study of human suffering, we have a responsibility to guide them through it. But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

This book is about what it is like to undergo the process of doing a doctorate. It provides an insight into life as a research student; the elation, the guilt, the isolation, the self-doubt, the loneliness. It provides guidance on the practical issues - such as choosing a topic, finding funding, writing a research proposal, different methods of research, the literature review, academic writing, the question of 'truth' in research, the relationship between student and supervisor, maintaining a clear focus, and the viva examination. Invaluable reading for anyone thinking about, embarking on or completing a PhD. >