Charlie lives with her Nan in Deptford. In the early days of the Blitz they are bombed out and Charlie becomes separated from the only people she knows and trusts. Although just nine, she salvages what she can from the wreckage and determines to build herself a new life. All she has, however, are fragments of the real world, uncertain memories of life in a far-off land, images from all the books and comics she reads, and glimpses of other worlds that may or may not be real. Stealing food and dodging the authorities, watching ghost children play, she carves out a precarious niche in the ruins. But, just as she finds friendship and the prospect of security, she crosses the path of a monster who stalks and kills young girls in the blacked out streets. Determined to protect what she has fought so hard to create, Charlie sets out to destroy the one tangible element of all the evil that has blighted her young life. This is the first of a quartet of novels that take us through fragments of the twentieth century as they were and as they might have been. Powerful, rich, and imbued with a sense of magic, they offer a glimpse into the ways we cope when the world is torn apart around us.
Charlotte Jennifer Grace Cornelius - As a child, she survived war and loneliness. How, as she grows to adulthood, will she fare with peace and companionship? How will she cope with love?
Torn from the sweet embrace of victory and freedom, Jeniche and Alltud find themselves once more in the clutches of the Occassans. They are borne across the ocean to the city of Amparo in the very heart of their enemy's territory. There, not knowing each other's fate, they are imprisoned by the Order and face an uncertain future. Yet in that darkness, Jeniche finally learns to unlock the power that others have torn the world apart to find. And as Occassus descends into civil conflict, she stands face-to-face with the ultimate enemy - herself.
Described by GEM as 'a very informative and practical book... worth having on any museum shelf', the Museum Educator's Handbook is a realistic guide to setting up and running education services in all types of museums, even the smallest. This new edition has been thoroughly revised and updated, with advice on the use of websites, interactive displays, databases and other technology added throughout, and a new chapter on loan services, reflecting new research into their importance. The new edition reassesses funding, curriculum needs and educational policy in the light of recent reports and gives more advice on meeting informal education needs, from evening classes to museum-initiated courses.
Described by GEM* as 'a very informative and practical book ... worth having on any museum shelf', the Museum Educator's Handbook is a thorough and practical guide to setting up and running education services in all types of museum, even the smallest, in any geographical setting. This third edition has been comprehensively updated to reflect the increased emphasis on the role of museums at all levels of education, from schools to further and higher education. There are new sections which deal with the importance of risk management and quality assurance, as well as guidance on the prevalent use of policy documents and new marketing methods. *Group for Education in Museums
Visits to museums have long been an important aspect of the education of young people and in recent years it has been increasingly recognised that education is core to the purpose of the museum. Not only do they introduce students to the many and varied forms of our material culture, they also introduce them to social, historical and scientific encounters that are difficult to find elsewhere. The second edition of this popular book takes account of the ongoing changes in both museums and education to provide a comprehensive introduction for student teachers, practising teachers and other educators to all that is required to make good educational use of museums. It explores what a museum is, their value in primary and secondary education and why they require special teaching skills. It then goes on to look at the practicalities of planning, preparing and conducting a visit, including risk assessment. Next, it introduces the basic skills involved in working with the resources that are required to make the best educational use of museums, including online and digital resources. Finally, the author considers ways of following-up work done outside the classroom, including some of the longer term strategies that teachers should consider.
Graeme K Talboys has been Druid for a long time. An encounter with a spirit in a beech grove fifty years ago convinced him that the eye rarely sees all there is to see. A few years later he realised there were ways to discover more about those other worlds amongst the trees. The word Druid didn't drift into his consciousness until he was a teenager, but by then he was already exploring the Forest and fascinated by the history and archaeology of ancestral Celts. Since then, Graeme has been a teacher in schools and museums. He now writes, passing on what he has learned through fiction and non-fiction. He spent some time in a Druid Order, completing their formal training, but is much more comfortable exploring the Forest on his own. Since 2001 he has administered the Hedge Druid Network with fellow Druid, Julie White.
This title was first published in 2000. A comprehensive and holistic guide to resourcing and running a museum education service. The author suggests how to set up a service and takes the reader through bureaucratic and logistical problems that may be encountered. The second section sets out the likely needs of various groups.
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