Nothing in the papers, not the most vivid and heart-rending descriptions, have made me realise war like your letters'' Vera Brittain to Roland Leighton, 17 April 1915.This selection of letters, written between 1913 & 1918, between Vera Brittain and four young men - her fiance Roland Leighton, her brother Edward and their close friends Victor Richardson & Geoffrey Thurlow present a remarkable and profoundly moving portrait of five young people caught up in the cataclysm of total war. Roland, ''Monseigneur'', is the ''leader'' & his letters most clearly trace the path leading from idealism to disillusionment. Edward, '' Immaculate of the Trenches'', was orderly & controlled, down even to his attire. Geoffrey, the ''non-militarist at heart'' had not rushed to enlist but put aside his objections to the war for patriotism''s sake. Victor on the other hand, possessed a very sweet character and was known as ''Father Confessor''. An important historical testimony telling a powerful story of idealism, disillusionment and personal tragedy.

A selection of the powerful and poignant wartime letters of Vera Brittain and her friends.‘If war spares me,’ wrote Vera Brittain to her brother Edward in 1916, ‘it will be my one aim to immortalise in a book the story of us four.’ Seventeen years later, Vera was to achieve her aim with the acclaimed Testament of Youth.This series of letters was the inspiration behind Testament. Written between Vera, her brother, her fiancé Roland Leighton and their two best friends Victor Richardson and Geoffrey Thurlow, they give a unique perspective on the most horrifying conflict the world has ever seen. They show the heartbreaking disillusionment of an idealistic public-school generation, raised on ideas of patriotism and duty, as the reality of war emerged. Yet they also give a fascinating insight into the era as a whole: their generation’s literary tastes and the place of women in society. Read by Amanda Root, Jonathan Firth, Rupert Graves, James Wallace and Robert Portal, and first heard on BBC Radio 4, these deeply moving letters let us hear for ourselves the voices of Vera Brittain’s lost generation.

This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. 

The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction.

The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.

Nothing in the papers, not the most vivid and heart-rending descriptions, have made me realise war like your letters'' Vera Brittain to Roland Leighton, 17 April 1915.This selection of letters, written between 1913 & 1918, between Vera Brittain and four young men - her fiance Roland Leighton, her brother Edward and their close friends Victor Richardson & Geoffrey Thurlow present a remarkable and profoundly moving portrait of five young people caught up in the cataclysm of total war. Roland, ''Monseigneur'', is the ''leader'' & his letters most clearly trace the path leading from idealism to disillusionment. Edward, '' Immaculate of the Trenches'', was orderly & controlled, down even to his attire. Geoffrey, the ''non-militarist at heart'' had not rushed to enlist but put aside his objections to the war for patriotism''s sake. Victor on the other hand, possessed a very sweet character and was known as ''Father Confessor''. An important historical testimony telling a powerful story of idealism, disillusionment and personal tragedy.

A selection of the powerful and poignant wartime letters of Vera Brittain and her friends.‘If war spares me,’ wrote Vera Brittain to her brother Edward in 1916, ‘it will be my one aim to immortalise in a book the story of us four.’ Seventeen years later, Vera was to achieve her aim with the acclaimed Testament of Youth.This series of letters was the inspiration behind Testament. Written between Vera, her brother, her fiancé Roland Leighton and their two best friends Victor Richardson and Geoffrey Thurlow, they give a unique perspective on the most horrifying conflict the world has ever seen. They show the heartbreaking disillusionment of an idealistic public-school generation, raised on ideas of patriotism and duty, as the reality of war emerged. Yet they also give a fascinating insight into the era as a whole: their generation’s literary tastes and the place of women in society. Read by Amanda Root, Jonathan Firth, Rupert Graves, James Wallace and Robert Portal, and first heard on BBC Radio 4, these deeply moving letters let us hear for ourselves the voices of Vera Brittain’s lost generation.

This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. 

The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction.

The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.