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Individual stations reflect the personal experience of the author: Margaret Mizen, whose son Jimmy was murdered in an unprovoked attack in a baker's shop in South London in 2008, identifies with Jesus' mother Mary at the foot of the Cross; physicist Russell Stannard reflects on space in the Empty Tomb; Kelly Connor who, at the age of 17, ran over and killed an innocent victim, writes about the need to be forgiven.   Other contributions come from an Army chaplain, the Chief Executive of mental health charity MIND, Anne Maguire (of the wrongfully convicted Maguire Seven, who spent nine years in prison), and a former Director of High Security in the prison service.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49583335866641,"sku":"GOR004818978","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ GOOD \/ INTERNAL","offer_id":51510102196497,"sku":"GOR006182734","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1408182076.jpg?v=1750954409"},{"product_id":"teaching-the-holocaust-in-school-history-book-lucy-russell-9780826490827","title":"Teaching the Holocaust in School History","description":"If we expose students to a study of human suffering, we have a responsibility to guide them through it. But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. 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But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. 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This book is about what is like to submit yourself to the process of doing a doctorate. It is about how is feels to be a research student; the elation, the guilt, the isolation, the self-doubt, the loneliness. It also describes the practical issues such as choosing a topic, finding funding, writing a research proposal, different methods of research, the literature review, academic writing, the question of  truth  in research, the relationship between student and supervisor, maintaining a clear focus, and the viva examination. 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