Sometimes, the simplest stories are the best... This is a lovely, tender book... Stan and Nan are all of our grandparents, their stability and infinite kindness much mourned as our ever-changing worlds spin frantically on.' Rachel Cooke, Observer My nan wrote me many letters back in 2011. They were about the love of her life, my grandad, Stanley Burndred. I’ve never met him, he died long before I was born, but his drawings, paintings and ceramics have been in my life for as long as I can remember. Every wall of Nan’s house would be decorated by his artworks and every windowsill bore his ceramic creations. Whenever we visited Nan in the Black Country I would study the ornaments and pictures, wondering who had made them. It wasn’t until I wrote to Nan many years later, receiving in return beautiful handwritten letters detailing his life, that it became apparent that the work was his. The letters were so beautiful I felt my nan’s story had to be told. Stan and Nan is the story of an ordinary couple and the people who loved them. The narrative follows their lives from Stan’s working-class background, to his premature death, through to Nan’s struggle to cope, and the perils of ageing. It is a memoir about the importance of family, and about death, love, living and human connection.

My nan wrote me many letters back in 2011. They were about the love of her life, my grandad, Stanley Burndred. Iâe(tm)ve never met him, he died long before I was born, but his drawings, paintings and ceramics have been in my life for as long as I can remember. Every wall of Nanâe(tm)s house would be decorated by his artworks and every windowsill bore his ceramic creations. Whenever we visited Nan in the Black Country I would study the ornaments and pictures, wondering who had made them. It wasnâe(tm)t until I wrote to Nan many years later, receiving in return beautiful handwritten letters detailing his life, that it became apparent that the work was his. The letters were so beautiful I felt my nanâe(tm)s story had to be told. Stan and Nan is the story of an ordinary couple and the people who loved them. The narrative follows their lives from Stanâe(tm)s working-class background, to his premature death, through to Nanâe(tm)s struggle to cope, and the perils of ageing. It is a memoir about the importance of family, and about death, love, living and human connection.

A moving, often very funny graphic memoir about what it is like to grow up with an illness that no one can diagnose. When the headaches started, Sarah Lippett would stand alone on a different side of the playground from the other children. When she started to drag one of her legs, her parents took her to hospital, and so began the visits to many different doctors, each one more bewildered by her illness than the last. Initially schooled at home, when Sarah went back to school she was placed with the struggling kids, and still so often ill, she felt even more alone. But although Sarah's parents often despaired of the stream of appointments and no cure, they never showed it and she grew up in the midst of a boisterous, loving family and found good friends at last, as well as venturing into bands, art, boys, books and records. Finally, when Sarah turned sixteen, she was admitted to Great Ormond Street Hospital where the doctors diagnosed her with the rare disease, Moyamoya. The book ends with Sarah waking up after brain surgery.

Accompanying DVD-ROM features a 50-minute audiovisual presentation providing discussion and PowerPoint slides that reinforce concepts discussed in the book.

This text collates Stan Allen's writings and projects that propose architectural strategies for the contemporary city. It presents speculative texts outlining Allen's general principles with specific projects created by his office in an interplay of theory and practice. Projects include: the Cardiff Bay Opera House, Wales; the Korean-American Museum of Art, Los Angeles; the Museo del Prado, Madrid; and White Columns Gallery, New York. Each project is accompanied by explanatory text as well as drawings, models, photographs and computer renderings.

"In this beautifully written book, esteemed clinical psychologist and therapist Stan Steindl takes us on a personal journey into the ups and downs of what it is to be human and reveals both the challenges and the joys of building one’s compassionate mind.” — Professor Paul Gilbert OBE, Founder of Compassion Focused Therapy and bestselling author Life can be complicated. And sometimes, really very difficult. We may struggle with many common life challenges: in relationships, parenting, and work, just to name a few. We can end up suffering from stress, anxiety, and depression, or loneliness, isolation or shame. But did you know that a lot of that suffering comes from within? Rumination and self-criticism are uniquely human thought processes, developed over hundreds of thousands of years. Our brains evolved into an impressive and complex organ that helped us to survive a primitive world, and yet today may yell at us with harsh and hostile criticism, sometimes even over the smallest thing! In fact, critical self-talk is very common. And it flies just under the radar of our conscious mind — condemning and undermining us with its inner voice. This book will show you how to do better — to turn anguish into delight through the use of our Compassionate Self. Through a clear series of steps and practices, noted clinical psychologist Dr Stan Steindl explains how compassion evolved as a vital part of our nature and thought, and the way we look after one another, and even ourselves. He then shows how to use our compassion as a key to a healthier mental life. With personal vignettes illustrating the therapeutic benefits of compassion focused therapy, practical exercises that use mindfulness and imagery to help us develop attention to the present moment, and a wealth of guidance on self-criticism, shame and forgiveness, this book can change your life.

ABOUT THIS READING BOOK SERIES These cumulative, decodable phonics ebooks provide an effective and enjoyable 'stand-alone' approach to teach beginning reading. They are also designed to complement No Nonsense Phonics Skills (Pupil Books 1 to 8) and the Phonics International programme - a FREE online programme (Units 1 to 6 of 12 Units). The books can be used to complement and supplement other early reading programmes and reading instruction. The series is colour-coded for ease of organisation and management. The back covers indicate the code featured cumulatively in each book. Purpose – these books are designed for children: 1. to practise the technical skill of decoding new printed words by sounding out and blending (‘lifting the words off the page’) using their knowledge of letter/s-sound correspondences (the alphabetic code) 2. to learn the meaning of new words, enriching their vocabulary, in the context of events in the storylines 3. to practise reading aloud with increasing confidence and fluency – learning how to use expression when re-reading The books are challenging: The books are structured to be ‘cumulative’ and ‘decodable’ and they are also challenging. They include shorter and longer words from the outset and some words that are likely to be new to children’s spoken language. Generally, there are many words on most pages to provide plenty of accurate decoding practice. After the children have decoded any new words they do not automatically recognise, the supporting adult can discuss the storylines, including with reference to the illustrations, to explain new words. There is ‘Vocabulary Support’ in the back of the books. Capital letters are code for the same sounds as their lower case letters. Children should attempt to decode the words, sentences or pages by themselves at first with the adult encouraging, supporting, re-reading words, sentences and pages as required. Some beginners may only manage one page in any one reading session until they have perfected the phonics skill of sounding out in response to letters and letter groups, and blending the sounds (synthesising) to decode new words. Children learn at different rates and have different needs: Debbie’s approach includes incidental phonics teaching and support as well as systematic provision. Some children may need reminding of letter/s-sound correspondences that are not yet embedded in memory. Some children will self-teach as they learn more about the alphabetic code, and some children will recognise words they’ve previously read more easily than others. Some children may be able to ‘discern’ (detect) a word they’ve sounded out because they know the word in their spoken language, but struggle to ‘discern’ a new printed word that is not in their spoken language. This will improve over time as children decode and learn new words from the literature they read not just the words they hear and speak. Using the books in the school and at home advisedly: In school, teachers may decide to use these books lagging behind the introduction of the various letter/s-sound correspondences for additional reading practice. Both the No Nonsense Phonics and the Phonics International programmes already provide plain ‘matched texts’ for children’s reading, writing, spelling and language comprehension. These reading books are additional and complementary to the phonics programmes. Teachers may decide to cascade these books to children for home-reading starting with the children who are the quickest and most adept at sounding out and blending to decode new words. Teachers may decide to use these books in school for supported practice in school before sending them home for re-reading in the home. Again, this may depend on the children themselves and how teachers decide the books will be most beneficial – particularly when children are beginners. Teachers may use later books differently according to children’s changing needs over time. Children can be introduced to letter/s-sound correspondences ‘incidentally’ and this will add to their code knowledge and capacity to self-teach over time. Illustrations: The pictures in children’s books enhance the storylines and often tell a story beyond the words on the pages. It is important that the ‘back and forth’ discussions between adults and children always take place with these phonics reading books no less than with storybooks. In addition, ‘homophones’ are so common in the English language that it is helpful, as adults, to point out that the same words can have various meanings in different contexts – and to engage children fully with this notion. About the ‘sounds’ and the alphabetic code: Parents and carers can ‘hear’ the sounds via an audio Alphabetic Code Chart at alphabeticcodecharts.com . There are also free printable alphabetic code charts at this site. Tweaking or modifying pronunciation: It is very common that a spoken word’s final pronunciation needs to be ‘tweaked’ or ‘modified’ after sounding out and blending. Early examples of this are words such as ‘is’, ‘his’, ‘as, ‘has’. In reality, these words are pronounced ‘iz’, ‘hiz’, ‘az’, ‘haz’ with a /z/ sound at the end, not a /s/ sound, but most children who are decoding these words will automatically sound them out and then say them with their correct pronunciation even without thinking about it. The sooner adults and children alike understand this constant process of slight modification of pronunciation (as required), the sooner a wider range of words can be included for beginners.