This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic. The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project's work; it concludes with reflections by the director of the project and a participant teacher.

Sir William Wilde (1815 76), surgeon and father of Oscar Wilde, was an Irish patriot and antiquarian with a keen interest in the history of his country. This life of Gabriel Beranger (1729 1817), published in 1880, describes the activities of an Irish antiquarian in the eighteenth century. Born in Rotterdam, the Huguenot Beranger moved to Dublin in 1750 and opened a print shop. Historical pursuits were becoming popular in Dublin society at the time, and Beranger's sketches of ruins and monuments found great popularity. He went on several tours of Ireland, keeping a journal of his observations and the people he encountered, while making plans and drawings of antiquities with a view to later publication. Wilde's work, drawn from Beranger's journal and from the memories of people who had known him in his old age, offers an engaging insight into early antiquarian practice in Ireland."

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic.

The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project s work; it concludes with reflections by the director of the project and a participant teacher.

Sacred Natural Sites are the world's oldest protected places. This book focuses on a wide spread of both iconic and lesser known examples such as sacred groves of the Western Ghats (India), Sagarmatha /Chomolongma (Mt Everest, Nepal, Tibet - and China), the Golden Mountains of Altai (Russia), Holy Island of Lindisfarne (UK) and the sacred lakes of the Niger Delta (Nigeria). The book illustrates that sacred natural sites, although often under threat, exist within and outside formally recognised protected areas, heritage sites. Sacred natural sites may well be some of the last strongholds for building resilient networks of connected landscapes. They also form important nodes for maintaining a dynamic socio-cultural fabric in the face of global change. The diverse authors bridge the gap between approaches to the conservation of cultural and biological diversity by taking into account cultural and spiritual values together with the socio-economic interests of the custodian communities and other relevant stakeholders.