New readings demonstrate the centrality of the rood to the visual, material and devotional cultures of the Middle Ages, its richness and complexity. The rood was central to medieval Christianity and its visual culture: Christ's death on the cross was understood as the means by which humankind was able to gain salvation, and depictions of the cross, and Christ's death upon it,were ubiquitous. This volume brings together contributions offering a new perspective on the medieval rood - understood in its widest sense, as any kind of cross - within the context of Britain and Ireland, over a wide periodof time which saw significant political and cultural change. In doing so, it crosses geographical, chronological, material, and functional boundaries which have traditionally characterised many previous discussions of the medieval rood. Acknowledging and exploring the capacity of the rood to be both universal and specific to particular locations and audiences, these contributions also tease out the ways in which roods related to one another, as well as how they related to their physical and cultural surroundings, often functioning in dialogue with other images and the wider devotional topography - both material and mental - in which they were set. The chapters consider roods in a variety of media and contexts: the monumental stone crosses of early medieval England, twelfth-century Ireland, and, spreading further afield, late medieval Galicia; the three-dimensional monumental wooden roods in English monasteries, Irish friaries, and East Anglian parish churches; roods that fit in the palm of a hand, encased in precious metals, those that were painted on walls, drawn on the pages of manuscripts, and those that appeared in visions, dreams, and gesture.

Using many examples drawn from classroom practice, this guide supports and aims to extend the student teacher's own subject knowledge and understanding of science in the context of the primary classroom. It offers an accessible guide to all the main concepts of Key Stages one and two science teaching. Illustrating the importance of issues such as resourcing and assessing science in the primary classroom, the book offers guidance for practicing teachers who consider themselves "non-specialists" in science.

Using many examples drawn from classroom practice, this guide supports and aims to extend the student teacher's own subject knowledge and understanding of science in the context of the primary classroom. It offers an accessible guide to all the main concepts of Key Stages one and two science teaching. Illustrating the importance of issues such as resourcing and assessing science in the primary classroom, the book offers guidance for practicing teachers who consider themselves "non-specialists" in science.

An engagement with the huge growth in neomedievalism forms the core of this volume, with other essays testing its conclusions. Following on from previous issues, this volume continues to explore definitions of neomedievalism and its relationship to traditional medievalism. In four essays that open the volume, Harry Brown, KellyAnn Fitzpatrick, David W. Marshall, and Nils Holger Petersen underscore the elusive nature of distinctions between the two fields, particularly when assessing contemporary film, music, and electronic media. Seven articles then test the need for these distinctions, on subject matter ranging from Sir Walter Scott as a historian; M. E. Braddon's gendered medievalism; friendship models in Mary Elizabeth Haweis's Chaucer for Children; Jorge Luis Borges's Northern interests; medieval practices in Ellis Peters's Cadfael novels; innovative exhibits at the Museum of Wolframs-Eschenbach; and Celtic patterns in modern tattoos. Theory and practice are thus juxtaposed once again in a volume that is certain to fuel a central debate in not one but two of the fastest growing areas of academia. Contributors: Harry Brown, KellyAnn Fitzpatrick, David W. Marshall, Nils Holger Petersen, Mark B. Spencer, Megan L. Morris, Karla Knutson, Vladimir Brljak, Alan T. Gaylord, Alexandra Sterling-Hellenbrand, Maggie M. Williams