Sue Heath - Böcker

‘A delicious story that wraps itself around your heart’ Evie Woods, bestselling author of The Lost BookshopIt’s been three years, two weeks and one day since Kate Shaw’s life changed forever. Three years, two weeks and one day that Kate has been angry – with herself and life.But today is different. Different because Kate has finally taken the step she’s been avoiding…back into the kitchen. Now, what begins as a (disastrous) attempt to make pancakes becomes a culinary journey that is not only a love letter to someone so important to her, but also an unexpected means of connection to a community she never knew she had…Readers are loving The Secret Ingredient:⭐⭐⭐⭐⭐ ‘It's a long time since a book provoked this much emotional attachment… absolutely wonderful’⭐⭐⭐⭐⭐ ‘A love story on so many levels … It made me cry a lot but it was also uplifting and a real feel good read. Definitely one to curl up with and read in one go!’⭐⭐⭐⭐⭐ ‘Beautifully heralds the importance of friendship and connections during times of loss … If you enjoyed The Reading List by Sara Nisha Adams, I really think you will appreciate this’⭐⭐⭐⭐⭐ ‘All the characters are so special … A feel good story with loss, love, romance, friendship and more’⭐⭐⭐⭐ ‘What a delight … a stunning book that examines are individual relationships with food and how it has the power to evoke memories, create friendships and to transform our lives’⭐⭐⭐⭐⭐ ‘A poignant tribute to love, resilience, and the transformative power of shared experiences, making it a compelling and emotionally resonant read that transcends the boundaries of grief and ultimately leaves readers with a taste of hope’

'A delicious story that wraps itself around your heart' Evie Woods 'This book felt like a cozy blanket—comforting, gentle, and full of charm.' ⭐⭐⭐⭐⭐ Everyone has a story… The local library is a place for community members to enjoy a cup of coffee, to read a book, to swap a book, to exchange ideas, and maybe even share a piece of themselves. It’s also a refuge for people like Hattie, looking to reconnect with her past, and Avril, trying to hide from the future, and Stuart, searching for a new purpose, and librarian Will, whose life has been spun in an unexpected direction.Apart, they could not be more different from one another, but when a flyer for a writing competition draws Hattie, Avril, Stuart and Will together, they come to discover that a good story doesn't just open your eyes, but also your world…–Readers are LOVING The Storytellers!'Such a unique story and so well-written. Worth the read!' ⭐⭐⭐⭐⭐'This was an enchantingly captivating book that completely drew me in from the very start. I was totally invested in the characters and the story line. I loved it' ⭐⭐⭐⭐⭐'This story is proof that books and stories are the perfect tonic. A truly heartwarming story' ⭐⭐⭐⭐⭐'This was such a wonderful read. It’s not a book packed with action or wild twists—and that’s exactly what made it so special. The story was simple, but the characters were full of heart.' ⭐⭐⭐⭐⭐'A perfect escape read about life's journeys and friendship.' ⭐⭐⭐⭐⭐'All the characters were people you would like to have a cup of tea with. The story that was being written by the group made this a bit like two books in one. Loved it.' ⭐⭐⭐⭐⭐'I stayed up most of the night because I was just gripped by the story' ⭐⭐⭐⭐⭐'A real feel good read.' ⭐⭐⭐⭐⭐'This novel drew me in from the very first page and kept me hooked until the end. The characters were vibrant and relatable, the writing was engaging, and the story had just the right balance of heart and humor. Highly recommend!' ⭐⭐⭐⭐⭐'Sue has a gift of making characters come to life and these ones all felt like my friends by the end and I felt like I had grown with them all too.' ⭐⭐⭐⭐⭐'I really appreciate all the thought, care and love that went into this novel.' ⭐⭐⭐⭐⭐'This author is quickly becoming a favorite of mine. Her stories are wonderful and so are her characters.’ ⭐⭐⭐⭐⭐'I thoroughly enjoyed loosing myself in this book and couldn't wait to pick it up and start reading again.’ ⭐⭐⭐⭐⭐

‘There’s just one other thing I need to ask you about, our Thursday night Slow Cooker Supper Club…’ When professional housesitter Erin moves into Marie’s cosy home at Station Cottages while the widow takes a four-month cruise, the job seems pretty easy:1. Stay in the house to take care of Marie’s pup, Bella.2. Keep an eye on Marie’s plantings in the community allotment.3. Host the Thursday Night Slow Cooker Supper Club in Marie’s kitchen.But sitting still isn’t easy for a woman who has spent her life running away, and with a distractingly gorgeous neighbour who seems to be keeping secrets of his own, Erin realises that her ‘easy’ gig is going to be anything but simple. In fact, it just might change her life…

What should you do when results don't match your expectations? How is it possible to make the best of existing evidence? Is it acceptable to adapt your research question in the middle of a project? This book examines how experienced researchers have tackled these questions in their own projects. Moving beyond abstract discussions of method, it explores how social scientists collect and construct evidence in real-life practice.Looking critically at nine examples of recent research, Doing Social Science gives a thorough yet accessible examination of how research is planned, carried out, recorded and analysed in real-life situations. The book covers core and new areas of social science, with each chapter looking at a different contemporary study that taps into a key aspect of modern everyday life. Diverse and globally relevant, these studies include themes from online gaming and news interviews to post-colonial life and Goth subculture. The book relates the theory behind such social issues to the methods being used, as it gives critical evaluation alongside careful explanation and invaluable advice. Showing how the choice and use of particular methods and techniques can critically shape the findings of social science research, the authors also explain how to deal with complex research issues.Written and edited by experts in the field, this innovative book highlights the excitement as well as the challenge of conducting real-life research. After reading this, students throughout the social sciences will have the confidence and skills to evaluate the research of others and carry out their own research projects.

What should you do when results don't match your expectations? How is it possible to make the best of existing evidence? Is it acceptable to adapt your research question in the middle of a project? This book examines how experienced researchers have tackled these questions in their own projects. Moving beyond abstract discussions of method, it explores how social scientists collect and construct evidence in real-life practice.Looking critically at nine examples of recent research, Doing Social Science gives a thorough yet accessible examination of how research is planned, carried out, recorded and analysed in real-life situations. The book covers core and new areas of social science, with each chapter looking at a different contemporary study that taps into a key aspect of modern everyday life. Diverse and globally relevant, these studies include themes from online gaming and news interviews to post-colonial life and Goth subculture. The book relates the theory behind such social issues to the methods being used, as it gives critical evaluation alongside careful explanation and invaluable advice. Showing how the choice and use of particular methods and techniques can critically shape the findings of social science research, the authors also explain how to deal with complex research issues.Written and edited by experts in the field, this innovative book highlights the excitement as well as the challenge of conducting real-life research. After reading this, students throughout the social sciences will have the confidence and skills to evaluate the research of others and carry out their own research projects.

This book seeks to introduce students to the challenges of 'real life' social research through a detailed consideration of eight recent empirical studies. Designed to complement existing introductory methods texts, it emphasises the importance of context in understanding and interpreting both the practice and 'product' of empirical research. The book focuses on research from eight key sub-areas of sociology, making it a useful secondary text for introductory courses on contemporary British society.

This book seeks to introduce students to the challenges of 'real life' social research through a detailed consideration of eight recent empirical studies. Designed to complement existing introductory methods texts, it emphasises the importance of context in understanding and interpreting both the practice and 'product' of empirical research. The book focuses on research from eight key sub-areas of sociology, making it a useful secondary text for introductory courses on contemporary British society.

With a growing population, rising housing costs and housing providers struggling to meet demand for affordable accommodation, more and more people in the UK find themselves sharing their living spaces with people from outside of their families at some point in their lives.Focusing on sharers in a wide variety of contexts and at all stages of the life course, Shared Housing, Shared Lives demonstrates how personal relationships are the key to whether shared living arrangements falter or flourish. Indeed, this book demonstrates how issues such as finances, domestic space and daily routines are all factors which can impact upon personal relationships and wider understandings of the home and privacy. By directing attention towards people and relationships rather than bricks and mortar, Shared Housing, Shared Lives is essential reading for students and researchers in fields such as sociology, housing studies, social policy, cultural anthropology and demography, as well as for researchers and practitioners working in these areas

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Extending the chance for people from diverse backgrounds to participate in Higher Education (HE) is a priority in the UK and many countries internationally. Previous work on widening participation in HE however has focussed on why people choose to go to university but this vital new research has focussed on looking at why people choose not to go. Moreover, much of the extant literature concentrates on the participation decisions of teenagers and young adults whereas this book foregrounds adult decision-making across the life-course. The book is also distinctive because it focuses on interview data generated from across the membership of inter-generational networks rather than on individuals in isolation, in order to explore how decision-making about educational participation is a socially embedded, rather than an individualised, process. It draws on a recent UK-based empirical study to argue that this network approach to exploring educational decision making is very productive and helps create a comprehensive understanding of the historically dependent, personal and collective aspects of participation decisions. This book examines, therefore, the ways in which (non-) decision-making about HE is embedded within a range of social networks consisting of family, partners and friends, and to what extent future participation in HE is conceived as within the bounds of possibility. It: provides a conceptual framework for understanding the value of network-based decision-making about participation in HE, in the light of the changing historical and policy contexts in which it is always located;highlights the importance of researching the socially embedded narratives of ‘ordinary people’ in order to critique the deficit discourse which dominates debates about widening participation in HE;discusses the policy and practice implications of the network-based approach for widening participation and educational institutions.

Extending the chance for people from diverse backgrounds to participate in Higher Education (HE) is a priority in the UK and many countries internationally. Previous work on widening participation in HE however has focussed on why people choose to go to university but this vital new research has focussed on looking at why people choose not to go. Moreover, much of the extant literature concentrates on the participation decisions of teenagers and young adults whereas this book foregrounds adult decision-making across the life-course. The book is also distinctive because it focuses on interview data generated from across the membership of inter-generational networks rather than on individuals in isolation, in order to explore how decision-making about educational participation is a socially embedded, rather than an individualised, process. It draws on a recent UK-based empirical study to argue that this network approach to exploring educational decision making is very productive and helps create a comprehensive understanding of the historically dependent, personal and collective aspects of participation decisions. This book examines, therefore, the ways in which (non-) decision-making about HE is embedded within a range of social networks consisting of family, partners and friends, and to what extent future participation in HE is conceived as within the bounds of possibility. It: provides a conceptual framework for understanding the value of network-based decision-making about participation in HE, in the light of the changing historical and policy contexts in which it is always located;highlights the importance of researching the socially embedded narratives of ‘ordinary people’ in order to critique the deficit discourse which dominates debates about widening participation in HE;discusses the policy and practice implications of the network-based approach for widening participation and educational institutions.

First published in 1997, this volume contributes to the debate on the ground-breaking Technical and Vocational Education Initiative (TVEI) introduced by Margaret Thatcher by exploring the implications of its equal opportunities policy. The scheme was announced in 1982, piloted in 1983, extended nationally in 1987 and ended in 1997. It responded to criticisms that the education system was failing to meet the needs of employers and committed to equal opportunities for boys and girls along with increasing access to technology at the genesis of the computing era. The TVEI represented the first major intervention by central Government in curriculum development in England and was organised on a local authority level. The author, Sue Heath, had experienced mixed messages for what students of each gender could expect to achieve and she remained fascinated by the implications of the TVEI for 1980s school curriculums. Based on research begun in 1989, the volume reassesses the significance of the TEVI as a landmark policy in education. Heath examines areas including vocationalism, the issue of gender, implementing the TVEI locally, the curricular experiences of TVEI pupils and whether the TVEI succeeded in preparing students for the world of work and later life.

First published in 1997, this volume contributes to the debate on the ground-breaking Technical and Vocational Education Initiative (TVEI) introduced by Margaret Thatcher by exploring the implications of its equal opportunities policy. The scheme was announced in 1982, piloted in 1983, extended nationally in 1987 and ended in 1997. It responded to criticisms that the education system was failing to meet the needs of employers and committed to equal opportunities for boys and girls along with increasing access to technology at the genesis of the computing era. The TVEI represented the first major intervention by central Government in curriculum development in England and was organised on a local authority level. The author, Sue Heath, had experienced mixed messages for what students of each gender could expect to achieve and she remained fascinated by the implications of the TVEI for 1980s school curriculums. Based on research begun in 1989, the volume reassesses the significance of the TEVI as a landmark policy in education. Heath examines areas including vocationalism, the issue of gender, implementing the TVEI locally, the curricular experiences of TVEI pupils and whether the TVEI succeeded in preparing students for the world of work and later life.

With a growing population, rising housing costs and housing providers struggling to meet demand for affordable accommodation, more and more people in the UK find themselves sharing their living spaces with people from outside of their families at some point in their lives.Focusing on sharers in a wide variety of contexts and at all stages of the life course, Shared Housing, Shared Lives demonstrates how personal relationships are the key to whether shared living arrangements falter or flourish. Indeed, this book demonstrates how issues such as finances, domestic space and daily routines are all factors which can impact upon personal relationships and wider understandings of the home and privacy. By directing attention towards people and relationships rather than bricks and mortar, Shared Housing, Shared Lives is essential reading for students and researchers in fields such as sociology, housing studies, social policy, cultural anthropology and demography, as well as for researchers and practitioners working in these areas

'Researching young people's lives will be useful to both the novice researcher and anyone interested in learning about new methods of practice' - Youth Studies Australia

Researching Young People's Lives provides an overview of some of the key methodological challenges facing youth researchers and an introduction to the broad repertoire of methods used in youth-orientated research.

The book is split into two sections. In the first half of the book, the authors consider the broad methodological and contextual concerns of relevance to the design and conduct of youth research, including ethical issues, the importance of context, and the rise of participatory approaches to youth research. The second part of the book focuses on the use of specific research methods in the conduct of youth research, ranging from surveys and secondary analysis through to interviewing, ethnography, visual methods, and the use of the internet in youth research. Throughout the book, the emphasis is on research in practice, and examples are drawn from recent youth research projects from a wide range of disciplines and substantive areas, and from a range of both UK and non-UK contexts.

This is an ideal introduction to the field for novice researchers, in particular students studying and researching in the broad area of youth studies. It should also appeal to practitioners engaged in evaluation of service provision to young people, and to established youth researchers who might wish to explore the potential of using a different set of methods to those with which they are already familiar.