By Jacqueline Wilson
Diamond wasn't continually a celebrity. Born to penniless mom and dad who longed for a powerful, fit son, she was once a dainty, tender daughter - and a sour disappointment.
Discovering she has a rare present for acrobatics, Diamond makes use of her expertise to earn a couple of pennies, yet brings disgrace on her kinfolk. Then a mysterious, cruel-eyed stranger spots her acting, and makes a care for her father. Diamond is offered for 5 guineas, and is taken to turn into an acrobat at Tanglefield's vacationing Circus.
The crowds adore Diamond, yet existence at the back of the velvet curtains is way from glamorous. Her depraved grasp forces Diamond to try ever extra bold and unsafe methods, till she is terrified to step into the hoop. yet there are real pals to be came across on the circus, too: the mild Mister surprise; the kindly Madame Adeline; and the wonderful Emerald superstar, Tanglefield's brand-new ringmaster, and Diamond's heroine.
When existence on the circus turns into too risky to endure any more, what is going to the long run carry for Diamond? and should her loved Emerald join it?
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Additional info for Diamond (Hetty Feather)
An interactive videodisc system typically consists of a computer (including a disk drive and keyboard) which is linked to (interfaced with) a videodisc player and a colour monitor. Often the system can be operated by a light pen, a mouse, a concept keyboard, a bar-code reader or a tracer ball, as well as the keyboard. Users of IV can control or ‘interact’ with the system to choose their own sequence of video, sound, text, computer graphics or even still pictures. IV can provide a combination of images, sounds and computer-generated text and diagrams which, at its inception, was perhaps unique in a learning situation.
IT is commonplace in work and in homes, growing numbers of people have access to multimedia and are linking up to the Internet. What impact will these changes have on the future curriculum? The questions we have raised in this summary underpin the discussions in the following chapters. Chapters 3, 4 and 5 focus in particular on learners and software, Chapters 6 and 7 consider teachers and institutions. The final chapter provides an overview of the book and explicitly addresses the critical questions we have raised here.
Learners and reading 37 However, whenever children use a computer with adult help, the language experience will be enriched, and so on the occasions when an adult was available, the interchange of language was much enhanced by different aspects of questioning and checking the children’s understanding. (Burns 1995:18) Her account of the discussion generated about the characters and their antics in Naughty Stories is in sharp contrast to the slightly stilted readings we observed when children were working without adult intervention.