Alan Hurst

From the searing heat of the desert to the vastness of the savannah, The Onyx Crown tells the story of Jorann, Gesi, and Sania, threechildren who grow up in a pre-medieval era of wars and successions, not fifteen years after the greatest king in the history of thecontinent has been deposed and assassinated.When the legendary warrior of Numerian history, K'Nan of Loffri ishired to guide a hunting expedition he is astonished to discover thatone of the hunter's slaves, Jorann, a boy of thirteen, bears thelegendary mark of the Onyx Crown, a mark he's been searching for sincethe death of his sworn king many years before.Many miles to the east, Gesi is despairing of his life in East Rhydoras a commoner companion to Zoe and Zadeemo, the twin siblings of thetribal prince. Good enough to run their errands, but not learn theways of nobility, he astonishes them when one day he shows the uncannyability to match the famous knight, Jorell Boro, in single combat.Deep within the savannah, Sania is working as an errand runner in thepleasure house where she has been raised since young. As usual, sheis wreaking havoc on the customers with her practical jokes andtantrums-except this time her antics will lead her on an adventure shemay not be prepared for.Join this trio on their epic journey as they discover their destinyand the true meaning of the Onyx Crown.

How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment.Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.

How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment.Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.