Lucy Russell – författare

This book explores what a PhD is and the challenges and rewards of completing this journey. There is no one way to complete a doctorate but there are a number of wrong ways, like having your ego flattered into it or because you can t think of what else you would like to do. 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. Lucy Russell Accessible and well-written, this guide will be invaluable reading for anyone thinking about, embarking on or completing a PhD.

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. This book attempts to explain and debate this phenomenon.

What is it like to undergo the process of doing a doctorate? This book provides an insight into life as a research student; the elation, the guilt, the isolation, the self-doubt, the loneliness. It provides guidance on 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. It is invaluable reading for anyone thinking about, embarking on or completing a PhD.

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. This book attempts to explain and debate this phenomenon.

Contemporary and personal reflections on Stations of the Cross and Resurrection by well-known contributors from public life.An introduction is followed by a complete set of reflections on the Stations, written by those who have made the headlines, those who write the headlines and those who reflect on the headlines in their sermons and in the broadcast media. 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.Contributors include Ann Widdecombe, Archbishop John Sentamu, Archbishop Vincent Nichols, Peter Hitchens, Fr Timothy Radcliffe, Peter Stanford, Ruth Burrows and Sister Wendy Beckett. 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.

An introduction to the Stations of the Cross and Resurrection is followed by a complete set of reflections on the Stations, written by well-known contributors from public life: those who have made the headlines, those who write the headlines and those who reflect on the headlines in their sermons and in the broadcast media. Contributors include Ann Widdecombe, Archbishop John Sentamu, Archbishop Vincent Nichols, Peter Hitchens, Fr Timothy Radcliffe, Peter Stanford, Ruth Burrows and Sister Wendy Beckett. 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.

"This book explores what a PhD is and the challenges and rewards of completing this journey. There is no one way to complete a doctorate but there are a number of wrong ways, like having your ego flattered into it or because you can't think of what else you would like to do. 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." Lucy Russell Accessible and well-written, this guide will be invaluable reading for anyone thinking about, embarking on or completing a PhD.

 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? This issue 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'' critcal 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. This book attempts to explain and debate this phenomenon.