A fun and fearless anthology of feminist tales, by fifteen bestselling, award-winning writers:

Margaret Atwood, Susie Boyt, Eleanor Crewes, Emma Donoghue, Stella Duffy, Linda Grant, Claire Kohda, CN Lester, Kirsty Logan, Caroline O'Donoghue, Chibundu Onuzo, Helen Oyeymi, Rachel Seiffert, Kamila Shamsie and Ali Smith - introduced by Sandi Toksvig.

DRAGON. TYGRESS. SHE-DEVIL. HUSSY. SIREN. WENCH. HARRIDAN. MUCKRAKER. SPITFIRE. VITUPERATOR. CHURAIL. TERMAGANT. FURY. WARRIOR. VIRAGO.

For centuries past, and all across the world, there are words that have defined and decried us. Words that raise our hackles, fire up our blood; words that tell a story.

In this blazing cauldron of a book, fifteen bestselling, award-winning writers have taken up their pens and reclaimed these words, creating an entertaining and irresistible collection of feminist tales for our time.

In April 2013 a global breaking-news story surfaced on social media and in the world press, and rapidly gathered momentum. A South African man had fallen overboard in the night during a storm in remote Indonesian waters, without anyone else on board realising. Eight hours later a frantic search was underway. The incident caught the world’s attention as readers were instantly transported into the terror of the moment – imagine being left alone, 100 kilometres out to sea in the middle of a storm, watching your friends sail into the distance… Had he been dealt a fraction more bad luck, Brett would have died immediately.

According to the experts, he should have died within 10 to 14 hours. But he chose not to die. Instead for 28-and-a-half hours Brett Archibald endured – the ocean, the elements, the creatures of the deep, and his own inner demons. Alone: The Search For Brett Archibald is the incredible but true story of what it takes to defy needle-in-a-haystack odds and survive what should have been certain death. Outdoor savvy, astonishing imagination, mental toughness, a refusal to give up hope and a canny rescuer with an unbelievable background ultimately saw him through.

Most of all this is a story of the power of the human spirit that defies rational explanation.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

2023's HOTTEST SUMMER READ 'Funny, nostalgic, sexy ... it's everything I want in a summer book' MONICA HEISEY, author of Really Good, Actually 'Sharply witty, warm-hearted and wise' GUARDIAN, BEST SUMMER READS 'A stormer of a novel' I NEWS 'Deeply relatable and extremely funny' OBSERVER 'You will love The Rachel Incident' GABRIELLE ZEVIN, author of Tomorrow and Tomorrow and Tomorrow 'A headlong read about being young and hopelessly in lust' SUNDAY TIMES, BEST SUMMER READS 'Easily 13/10 ... Funny, lovely, romantic, drenched in nostalgia' MARIAN KEYES ___________________________________________ The Rachel Incident is an all-consuming love story. But it's not the one you're expecting. It's unconventional and messy. It's young and foolish. It's about losing and finding yourself. But it is always about love. When Rachel falls in love with her married professor, Dr Byrne, her best friend James helps her devise a plan to seduce him. But what begins as a harmless crush soon pushes their friendship to its limits. Over the course of a year they will find their lives ever more entwined with the Byrnes' and be faced with impossible choices and a lie that can't be taken back... 'A deliciously complicated and very real romance with some refreshing twists. O'Donoghue captures all the intensity of messy young love' MAIL ON SUNDAY 'A book full of love, and it is extremely easy to love reading it' VOGUE 'Perfectly captures the intensity and high and lows of first love, and it's also very, very funny' RED MAGAZINE 'Chaos at its finest' STYLIST 'Books by Irish women writers are hot these days, and this novel is on fire' PEOPLE MAGAZINE, Book of the Week 'Filled with humour and heart ... You'll gobble up The Rachel Incident in one bite' DAILY EXPRESS ___________________________________________________________ Early readers are falling in love with The Rachel Incident: 'Her best book yet - this is going to be huge' READER REVIEW 'A triumph of a novel' READER REVIEW 'Extremely witty, charming and humorous' READER REVIEW 'Perfection. I want to delete it from my brain so I can read it for the first time again' READER REVIEW 'Delightfully addictive' READER REVIEW 'Big-hearted, witty and expertly crafted' - SLOANE CROSLEY, author of Cult Classic 'Hilarious' - ANNIE LORD, author of Notes on Heartbreak 'Funny, poignant, heart-breaking' - BARBARA TRAPIDO, author of Brother of the More Famous Jack 'I really loved this book' - EMER MCLYSAGHT, author of Oh My God What a Complete Aisling 'Absorbing and funny and honest and horny' LIZZIE HUXLEY-JONES, author of Make You Mine This Christmas

The international bestseller: a hilarious, heartfelt story of all-consuming and unexpected love. Shortlisted for a TikTok Book Award - Book of the Year (UK and Ireland).

Everyone in Cork remembers the Rachel Incident. But what really happened?

It's simple. It's complicated. It's about love, sex and friendship. It's definitely about betrayal.

And, above all, it's the story of Rachel and James, two twenty-somethings who met at a bookshop, became best friends, and spent one unforgettable year screwing up and growing up.

Representative of a unique literary genre and composed in the 13th and 14th centuries, the Icelandic Family Sagas rank among some of the world's greatest literature. Here, Heather O'Donoghue skilfully examines the notions of time and the singular textual voice of the Sagas, offering a fresh perspective on the foundational texts of Old Norse and medieval Icelandic heritage. With a conspicuous absence of giants, dragons, and fairy tale magic, these sagas reflect a real-world society in transition, grappling with major new challenges of identity and development. As this book reveals, the stance of the narrator and the role of time - from the representation of external time passing to the audience's experience of moving through a narrative - are crucial to these stories. As such, Narrative in the Icelandic Family Saga draws on modern narratological theory to explore the ways in which saga authors maintain the urgency and complexity of their material, handle the narrative and chronological line, and offer perceptive insights into saga society. In doing so, O'Donoghue presents a new poetics of family sagas and redefines the literary rhetoric of saga narratives.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

This book considers metaphor as a communicative phenomenon in the poetry of Emily Dickinson, Elizabeth Bishop and Seamus Heaney, in light of the relevance theory account of communication first developed by Dan Sperber and Deirdre Wilson in the 1980s. The first half of the book introduces relevance theory, situating it in relation to literary criticism, and then surveys the history of metaphor in literary studies and assesses relevance theory's account of metaphor, including recent developments within the theory such as Robyn Carston's notion of 'the lingering of the literal'. The second half of the book considers the role of metaphor in the work of three nineteenth- and twentieth-century poets through the lens of three terms central to relevance theory: inference, implicature and mutual manifestness. The volume will be of interest to students and scholars working in literary studies, pragmatics and stylistics, as well as to relevance theorists.

Responding to the specific needs of each student, personalized learning has the potential to refocus education on the individual rather than the institution. ""Technology-Supported Environments for Personalized Learning: Methods and Case Studies"" explores the metaphor of anytime and anywhere individual education as well as the idea of tailoring instruction to meet individual needs. A critical mass of the most sought after industry findings, this innovative collection explores a variety of leading research in educational skills, knowledge, expertise, and experience to create the perfect learning space for each person.

This book focuses on the phenomenon of a '21st century curriculum' and its role in preparing students for work and life in a rapidly changing global knowledge society. Its context is the global and diverse national influences on education policy agendas. The central concepts in the academic literature that underpins the phenomenon are globalisation, curriculum, and policy. The analysis spans global influences on the development of '21st century curriculum' policy, the construction of such policy at the national and State levels in Australia, and the enactment of such policy in three select case-study schools and in relation to which both similarities and differences are identified. The global to local span and the international relevance of the exposition are both revisited to highlight major findings, to discuss them in relation to recent literature and to offer propositions about '21st century curriculum' development that are of wide interest and relevance. Recommendations for policy and practice as well as possible future directions for research in the field follow.

The lack of serious study on how dangerous schools as institutions can be is a little surprising given that the matter was put squarely on the research agenda in persuasive fashion by Waller back in 1932. The lack of response to the possibilities opened up means that a vibrant research agenda still awaits construction. This book will stimulate debate on the matter from the historical perspective. It consists of fifteen chapters drawing on historical case studies from the United States, Canada, England, Ireland, Scotland, and Australia written by international scholars in the field. These chapters are helpfully grouped into three sections. The first section focuses on certain dangers to which pupils were exposed in the past and on certain dangerous practices which they promoted. The second section examines dangers to which teachers were exposed in the past along with dangerous practices which they themselves promoted. In the final and third section, the chapters explore the dangers to which teachers and students were exposed in the past at the university level. Throughout the book, the emphases range from dangers emanating from the institutions themselves and the patterns of relationships that developed in them, to what occurred due to particular ideologies and practices connected with sport, sex, religion, and science. Schools as Dangerous Places delivers a historical perspective of schools in a manner that is most unusual. This unique study helps us examine education through a very different lens.

This book, which is the first to be published in the emerging field of farm-level microsimulation, highlights the different methodological components of microsimulation modelling: hypothetical, static, dynamic, behavioural, spatial and macro-micro. The author applies various microsimulation-based methodological tools to farms in a consistent manner and, supported by a set of Stata codes, undertakes analysis of a wide range of farming systems from OECD countries. To these case studies, O'Donoghue incorporates farming policies such as CAP income support payments, agri-environmental schemes, forestry planting incentives and biomass incentives - in doing so, he illuminates the merits of microsimulation in this environment.

Australia is a vast sparsely populated land and from an early date this created problems in terms of providing educational facilities. As part of the solution the nation has had a long tradition of using distance education methods to provide an education for its isolated primary and secondary school students. Western Australia epitomises the problems inherent in having a large land area with a highly urbanised population and a small but scattered rural one. Initially, the State established a Correspondence School in 1918. There have been various developments since then, culminating in the establishment of the Schools of Isolated and Distance Education (SIDE) in 1995. Since then the staff at SIDE have investigated and developed ways of providing their students with innovative educational materials in an effort to ensure that the best possible services are provided. Despite its innovative nature, very little research has been conducted on SIDE. The research project reported in this book is one contribution to rectifying the deficit. It had three main aims. The first was to develop an understanding of the emergence of SIDE. Secondly, an understanding of the key functions of SIDE was sought. The third aim was to develop an understanding of the issues which present themselves for those working at SIDE.. Implications for policy, practice and future research in relation to the education of children in geographically remote regions through distance education are deduced, and not just in relation to the state of Western Australia, but internationally.

Adopting a life story approach, this book explores the memories of those who attended Irish secondary schools prior to 1967. It serves to initiate and enhance the practice of remembering secondary school education amongst those who attended secondary schools not just in Ireland, but around the world.