The phenomenon of so-called 'snuff movies' (films that allegedly document real acts of murder, specifically designed to 'entertain' and sexually arouse the spectator) represents a fascinating socio-cultural paradox. At once unproven, yet accepted by many, as emblematic of the very worst extremes of pornography and horror, moral detractors have argued that the mere idea of snuff constitutes the logical (and terminal) extension of generic forms that are dependent primarily upon the excitement, stimulation and, ultimately, corruption of the senses. Snuff: Real Death and Screen Media brings together scholars from film and media studies to assess the longevity of one of screen media's most enduring cultural myths. Thorough, provocative, and well argued, the contributions to this volume address areas ranging from exploitation movies, the video industry, trends in contemporary horror cinema, pornography and Web 2.0.

This work contains a foreword by Dame Lesley Southgate, President, Royal Free and University College Medical School, London. Assessment is a key method of improving standards as well as establishing competency. However, despite major developments in the assessment of clinical competence in the last two decades, there is still more bad practice and ignorance of significant issues in this area than any other aspect of medical higher education. This book comprehensively covers all aspects of assessment. It considers current and future policy and practice, including the Modernising Medical Careers training programme; it promotes a system incorporating more meaningful assessments, rather than just 'tests' of knowledge and skill. "Assessment in Medical Education and Training" will be useful to everyone involved in healthcare education, including tutors, trainers, clinical supervisors and assessors in both primary and secondary care. It will also be important reading for consultants and general practitioners with responsibility for registrars, and healthcare education policy makers and shapers. 'Acquisition of knowledge and skills is not sufficient alone; we need to be able to apply the knowledge, skills and strategies learnt, and in turn these can be the appropriate targets of assessment. There is a movement away from traditional, multiple-choice tests to assessments that include a wide variety of methods and so provide for more meaningful assessments which can better capture significant outcomes in order to assure their future success.' - Neil Jackson, Alex Jamieson and Anwar Khan, in the Introduction. 'This thoughtful, provocative and eclectic book is published at a time of enormous change in the content, structure and quality assurance of postgraduate medical education in the United Kingdom. The reader will be challenged and stimulated by the variety of views and emphases. Essential.' - Dame Lesley Southgate, in the Foreword.

This work provides a survey of Modern Movement houses constructed with steel frames. Arranged chronologically and thematically, it traces the development since the 1920s of steel houses in Europe, Australia and the United States, with special reference to London, Paris, Sydney and Los Angeles, and to the work elsewhere of Mies van der Rohe, Philip Johnson and Jean Prouve. The author considers the interpretation of steel as marble and the expression of the steel house as a temple. The possibilities of pre-fabrication and the ease of construction this allows is examined, and the text argues in favour of the mass production of economic steel houses for the mass housing market. Examples of steel houses from around the world demonstrate that steel structures can provide a better quality of life within a cleaner, lighter home environment. This book should be of interest to architects, engineers and architectural historians.

The field of medical education and training has undergone dramatic changes within the past few years, and continues to evolve. Modernising Medical Careers, changes in the statutory role of the Postgraduate Medical Education and Training Board, and the Good Doctors, Safer Patients report from Liam Donaldson, Chief Medical Officer, are just some of the factors affecting the way doctors are now learning. In this book, Yvonne Carter and Neil Jackson, experienced medical educators of both undergraduates and postgraduates who have demonstrated a long standing commitment to multi-professional education and training, bring together a prestigious team of contributors with a wide variety of experience across diverse academic, service and lay backgrounds, to provide a comprehensive, up to date review of medical education and training.
With the demands on young doctors increasing, along with higher patient expectations, the need for ongoing education and training within the medical profession has never been higher. This book offers theoretical and practical guidance for those planning, delivering, and receiving education and training in ever-changing healthcare environments. Themes covered include assessment, professionalism and medical regulation, educational standards, patients' expectations, Continuing Professional Development, leadership and management, the European Working Time Directive, Fitness to Practice, interprofessional learning, the development of the NHS workforce, equality and diversity, and ethical and legal issues. Medical education needs to be a lifelong process, and this book integrates both undergraduate and postgraduate issues throughout, to encourage continued learning.
This book will help ensure that future generations of doctors are trained to meet the changing needs of our population.

This book discusses the architectural influence that Japan and the West have had on each other during the last 150 years. While the recent histories of Western and Japanese architecture have been well recorded, they have rarely been interwoven. Based on extensive research, this book provides a synthetic overview that brings together the main themes of Japanese and Western architecture since 1850 and shows that neither could exist in its present state without the other. It should be no surprise that the Bank of Japan in Tokyo is based upon the national banks in Brussels and London, or that Le Corbusier's cabanon at Cap Martin in the south of France is based upon an eight mat tatami room. In considering these histories, this book demonstrates the mutual inter-dependence of both architectural cultures while, at the same time, acknowledging their differences. In conclusion, the book moves beyond style and structure to the Japanese concept of ma - the pause or the space between, and demonstrates how this Zen Buddhist concept has found a place in Western architecture.

'For patients, good quality primary healthcare is of fundamental importance. In order to provide quality care education and training is paramount to professionals in primary care. Yvonne Carter and Neil Jackson have brought together a group of well-known practitioners to help them give an up to date and comprehensive overview of education and training in primary care. Readers will find much here which will help them chart the way forward in their own practice teams in ways which should lead to good results for patients and that enhanced professionalism in practitioners so crucial to their satisfaction and morals.' from the foreword by Sir Donald Irvine

With the advent of PCGs/PCTs and a huge government programme of primary care development comes a great need to understand the education and training system, and its relation to other systems in the NHS, ie. service provision and research and development - a 'three systems approach'.The book encourages and facilitates strategic thinking and planning in relation to education and training at various levels including organisation, team and individual healthcare professional. The Handbook of Education and Training in Primary Care contains up to date information on educational concepts and practice for the benefit of all healthcare professionals in primary care and the wider NHS.

The handbook covers a range of issues paramount to education and training including clinical governance, quality and audit, research methods, clinical effectiveness and evidence-based primary care. A chapter devoted to learning from patients and coverarge of the interface between primary and secondary care make this handbook a unique and valuable resource for all in primary care.

About the Editors

Professor Yvonne Carter is Professor of General Practice and Primary Care and Head of Department at Barts and the London, Queen Mary's School of Medicine and Dentistry, University of London. She is editor of many books and is committed to increasing the research capacity in primary care and is particularly interested in the accreditation of research practices and the development of primary care research networks.

Dr Neil Jackson is Dean of Postgraduate General Practice London Deanery, University of London. He is currently advising the Governments of Georgia and Uzbekistan to develop systems of Primary Care, a network of GP trainers and Family medicine Training programme in collaboration with the Department for International Development and Imperial College, London.

In this remarkable and gorgeously illustrated book, Neil Jackson presents a vibrant profile of the Los Angeles architect Pierre Koenig, who Time magazine said lived long enough to become "cool twice." From the influences of Koenig's youth in San Francisco and his military service during World War II to the Case Study Houses and his later award-laden years, Jackson's study plots the evolution of Koenig's oeuvre against the backdrop of Los Angeles-a city that both shaped and was shaped by his architecture. The book is anchored by Jackson's exciting discoveries in Koenig's archive at the Getty Research Institute. Drawings, photographs, diaries, letters, lecture notes, building contracts, and university projects-many of which are published for the first time-provide an expanded understanding of Koenig and additional context for his architectural achievements. An examination of Koenig's Case Study Houses shows how his often single-minded and pragmatic approach to domestic architecture recognised the advantages of production housing and presciently embraced sustainable, ecologically responsible design. A new account of the Chemehuevi housing project in Havasu Lake, California, demonstrates the special role that learning and teaching played in the development of his architecture. Over his fifty-year career, Koenig not only designed iconic houses but also directed their restoration and curated their legacy, ensuring that his work could be seen and appreciated by present and future admirers of midcentury Los Angeles.

The phenomenon of so-called 'snuff movies' (films that allegedly document real acts of murder, specifically designed to 'entertain' and sexually arouse the spectator) represents a fascinating socio-cultural paradox. At once unproven, yet accepted by many, as emblematic of the very worst extremes of pornography and horror, moral detractors have argued that the mere idea of snuff constitutes the logical (and terminal) extension of generic forms that are dependent primarily upon the excitement, stimulation and, ultimately, corruption of the senses. Snuff: Real Death and Screen Media brings together scholars from film and media studies to assess the longevity of one of screen media's most enduring cultural myths. Thorough, provocative, and well argued, the contributions to this volume address areas ranging from exploitation movies, the video industry, trends in contemporary horror cinema, pornography and Web 2.0.

This comprehensive book provides up-to-date information examining the breadth and depth of postgraduate general practice education at the outset of the 21st century. It includes many keynote contributions from representatives of the Department of Health, undergraduate medicine and the Royal College of General Practitioners. The journey of general practice is challenging and eventful, from undergraduate education through vocational training and on to the Higher Professional Education (HPE). This book provides guidance for readers to benefit from the changing structures of general practice by sharing knowledge and best practice on eduction and professional development. It is essential reading for all general practitioners involved in training and all members of the primary healthcare team facing change and opportunities within their organisations.

Doctors of today and of the future must have appropriate knowledge, skills and attitudes to meet the challenges of a fast changing world, medical advances, new technologies and new approaches to patient care. In addition to being highly trained and motivated they must also become lifelong learners and reflective practitioners for the duration of their working lives.Postgraduate Medical Education and Training explores the various components of the NHS education and training system and how it supports doctors in postgraduate training programmes and thereafter in their continuing professional development. It brings together a group of committed and experienced professionals from both primary and secondary care, who collectively review the system and give a comprehensive account of its present state and future development. This handbook helps to facilitate and promote strategic thinking and planning in relation to education and training at various levels, including organisational, team and individual health-care professionals.

The books are short, simply laid out, easy to use with practical advice and exercises. The case studies seem to be taken from real life scenarios. Clients, staff and families would find these books very useful. They put in print the ordinariness of community living and how seemingly small incidences can impact on people. They may remind us to be more conscious and aware in our practice and to be creative in finding solutions and developing programmes.' - Irish Social Worker Focusing on the nature of relationships with other people, Helping People with a Learning Disability Explore Relationships continues the story of John, Danny, Terry, Lucy and Liz - the five people with learning disabilities who share a house - from where Helping People with a Learning Disability Explore Choice ended. In this book, Lucy grieves when her old friend Mrs Coles dies, Terry learns to stand up for himself in the factory where he works, and Danny falls in love. Sections for the carer draw out the issues raised in each chapter - friendships, bullying, loss, depression and romance - and suggest ways of exploring them in discussions and exercises for groups and individuals. The book is designed for adults with learning disabilities to read alone or with a carer. It can also be used as a teaching aid for workshops, group work or drama sessions; and can be read in conjunction with its companion volume, Helping People with a Learning Disability Explore Choice, or alone. Illustrations by Tim Baker help the reader to visualise the characters and engage with the topics raised.

The books are short, simply laid out, easy to use with practical advice and exercises. The case studies seem to be taken from real life scenarios. Clients, staff and families would find these books very useful. They put in print the ordinariness of community living and how seemingly small incidences can impact on people. They may remind us to be more conscious and aware in our practice and to be creative in finding solutions and developing programmes.' - Irish Social Worker How can you make an informed choice when you have never had to decide anything for yourself? How can a carer help someone with a learning disability to a greater degree of autonomy? Helping People with a Learning Disability Explore Choice is an enjoyable and accessible resource to aid the improvement of social skills. Following the experiences of five adults with learning disabilities - John, Terry, Danny, Lucy and Liz - and their carers, it comprises a series of short stories focusing on different areas of decision-making. Sections for the carer explore the issues raised in the story, while Tim Baker's illustrations help the reader to engage imaginatively with the stories and the issues involved. The book is designed for adults with learning disabilities to read by themselves or with a carer, and can also be used as a teaching aid or as a resource for workshops, group work or drama sessions.