odreutbridge: April 2014

Rabu, 30 April 2014

? Free PDF Wording a Radiance: Parting Conversations on God and the Church, by Daniel Hardy, David Ford, Deborah Hardy Ford, Peter Ochs

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Daniel W. Hardy was one of the foremost ecclesial theologians of the twentieth and twenty-first centuries in the English-speaking world. 'Wording a radiance' is a theology of the Spirit and of the Eucharistic foundations of the Church. It is also the last testament of a great ecclesial theologian, and the editors present his theology in a manner that honours its character as testament. They situate his theology in the context of the last year of his life, which included a spiritual pilgrimage to the Holy Land and his conscious effort to dictate a brief theology as his parting words to the Church and the academy.

Sales Rank: #2373697 in Books
Published on: 2010-09-30
Original language: English
Number of items: 1
Dimensions: 8.53" h x .56" w x 6.61" l, .50 pounds
Binding: Paperback
192 pages

About the Author
David F. Ford (Ph.D., University of Cambridge) is Regius Professor of Divinity and Fellow of Selwyn College at the University of Cambridge and author or editor of many well-received books, including The Shape of Living. Daniel W. Hardy (Ph.D., University of Oxford), former director of the Center of Theological Inquiry in Princeton, New Jersey, is the author of many books, including God's Ways with the World.

David Ford, Professor of Marketing, University of Bath

Debbie Ford was an internationally recognized expert in the field of personal transformation. She was the best-selling author of many books, including: "The Dark Side of the Light Chasers, The Secret of the Shadow, Spiritual Divorce, The Right Questions, The Best Year of Your Life, Why Good People Do Bad Things, The 21-Day Consciousness Cleanse, " and "The Shadow Effect." A transformational coach, speaker, and teacher for more than 20 years, Debbie created the renowned "Shadow Process Workshop, " was the executive producer of "The Shadow Effect" transformational documentary, and founder of The Ford Institute, the world-renowned personal and professional training organization. Visit: www.DebbieFord.com.

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Sabtu, 26 April 2014

* Download PDF Early Childhood Services, by Penn

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This book explores the relationships between theory, policy and practice in early childhood services. Although primarily focused on the UK, it draws on contributions from Europe and further afield to explore the strengths and limitations of present practices and suggests ways in which new initiatives might be developed.

The book considers six interlinked themes:

* How do young children learn? What assumptions are made about children as learners?
* What should young children be learning? What is an appropriate approach to curriculum for young children?
* Where should young children learn? What arrangements are made for them? What kinds of spaces do children inhabit?
* Who should help them learn? What role do adults take in supporting children's learning?
* Children as participants and knowledgeable persons. What contribution can children themselves make to the plans that are made for them?
* Developing practice - how does practice, particularly embedded practice, change or develop?

The book will be important reading for students undertaking courses in early childhood studies, early years education, social policy and child welfare as well as academics, researchers and policymakers in these fields.

Sales Rank: #8090447 in Books
Published on: 1999-12-01
Original language: English
Number of items: 1
Dimensions: 9.00" h x .71" w x 6.10" l, .63 pounds
Binding: Paperback
208 pages

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Jumat, 25 April 2014

~ Download Transference And Projection: Mirrors to the Self (Core Concepts in Therapy), by Jan Grant, Jim Crawley

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This book describes, defines and demonstrates the clinical applications of transference and projection and how they are used by psychotherapists as 'mirrors to the self' - as reflections of a client's internal structure and core ways of relating to other people. There is an emphasis on understanding transference as a normal organizing process that helps individuals make sense of interpersonal experiences. There is also a focus on how to respond effectively to transference and projection in the day-to-day practice of counselling and psychotherapy. Comprehensive coverage of the ways in which the major schools of psychotherapy understand and utilize such phenomena is also provided. Theoretical principles are illustrated by lively clinical anecdotes from the authors' own psychotherapy practices.

Transference and Projection is aimed at advanced undergraduate and postgraduate students of psychotherapy, counselling, counselling psychology and clinical psychology. It will also be of interest to therapy students in professional training courses and experienced clinicians who want to know more about this aspect of psychotherapy.

Sales Rank: #2261401 in Books
Published on: 2002-07
Original language: English
Number of items: 1
Dimensions: 8.50" h x .39" w x 5.30" l, .50 pounds
Binding: Paperback
176 pages

About the Author
Dr Jan Grant is Associate Professor and Course Co-ordinator of the Master of Psychology (Counselling Psychology) at Curtin University of Technology, in Perth, Western Australia. She is also in private practice as a psychotherapist working with individuals and couples. She is immediate past president of SCAPE (Society of Counselling and Psychotherapy Educators, Australia), and is on the national management committee of PACFA (Psychotherapy and Counselling Federation of Australia). Trained originally as a counselling psychologist, she has over twenty-five years experience as a psychotherapist in diverse settings including private practice, schools, universities, and community mental health settings. She has published in academic and professional journals on psychotherapy processes, psychodynamic models, gender and work.

Jim Crawley is Senior Lecturer and Course Coordinator of the Master of Social Science (Counselling) at Edith Cowan University, in Perth, Western Australia. He is also in private practice specialising in couple therapy and individual psychodynamic psychotherapy and he is president of PACFA (Psychotherapy and Counselling Federation of Australia). Trained originally as a psychiatric social worker, he has over thirty years of experience as a psychotherapist working in adult and child psychiatric settings, university settings and as Director of a large counselling agency (Marriage Guidance Council of Western Australia). He has published extensively in the area of couples therapy, family therapy and psychodynamic psychotherapy.

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1 of 1 people found the following review helpful.
Three Stars
By Kevin Brady
Dry subject explained in a dry manner, but informative.

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Selasa, 22 April 2014

? Free PDF Towards Strategic Staff Development in Higher Education, by Richard Blackwell

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'All members of the academic community - staff and students - are indebted to the authors of this exciting new publication which gives voice to those who have quietly and effectively redefined the staff development imperative and repositioned its professional agenda at the heart of organisational change and development' - Professor Dianne Willcocks, Principal, York St John College. 'Towards Strategic Staff Development in Higher Education is an important addition to items of essential reading for senior managers as well as staff developers. This collection of essays will stimulate discussion, debate and action among members of the higher education community' - Professor Robert Burgess, Vice-Chancellor, University of Leicester.This book focuses on strategic staff development in higher education, a sector in which staff development has been largely viewed as an operational activity with little organizational relevance. The book demonstrates how staff development needs to engage with recent scholarship on 'organizational learning', aligning itself with institutional and departmental needs as well as the needs of individual staff. Using a broad definition of staff development, the book seeks to cover all aspects of the academic role and the interests of all staff. Authors are drawn from a range of backgrounds including senior staff, and thus the book addresses a wider readership than just the staff development community. "Towards Strategic Staff Development in Higher Education" combines a scholarly review of relevant literature with practical strategies and suggestions for readers.

Sales Rank: #17048512 in Books
Brand: Brand: Open University Press
Published on: 2003-09-01
Original language: English
Number of items: 1
Dimensions: 9.25" h x 6.25" w x .75" l, .0 pounds
Binding: Hardcover
192 pages

Features

Used Book in Good Condition

About the Author
Richard Blackwell is Senior Adviser in the LTSN Generic Centre, UK. Previously he was Director of Training and Staff Development at University of Nottingham. An industrial relations specialist by background, for 10 years he researched and taught human resource management, including at Coventry and Oxford Universities. He is a member of the Research Committee of the Staff and Educational Development Association and of the governing council of the Society for Research into Higher Education. Recent publications focus on staff development and quality enhancement. Paul Blackmore is Director of the Centre for Academic Practice at the University of Warwick and was formerly at De Montfort University. He developed teaching accreditation programmes at both institutions. At Warwick he is responsible for the University's strategy and policy in academic staff development. His research interests are in conceptualizations of professional expertise and in the development of higher level capabilities. He is convenor of the Standing Conference on Academic Practice, a grouping of heads of academic development in research-intensive institutions.

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Despite the plethora of textbooks available on the European Union and the wide range of interdisciplinary and non-specialist courses on which it is studied, there has, surprisingly, until now been no single text providing concise coverage of all its major dimensions and implications. Rather than focusing just on the history or the politics or the economics of the EU or on detailed coverage of its institutions and/or policies, John McCormick's new book introduces all aspects of European integration combining a very clear and accessible thematic narrative with boxed summaries of a wide range of essential facts and figures.

Sales Rank: #2205884 in Books
Published on: 2002-05-31
Original language: English
Number of items: 1
Dimensions: .60" h x 6.30" w x 9.18" l, 1.10 pounds
Binding: Paperback
288 pages

Review
"Clear and concise - easily accessible - exactly what we need." --Mirjam Van Bergen, University of Groningen

"All in all this is a useful resource for the "ignorant", the perplexed and those who are trying to convey the bare fact to others." --Sylvia Mingay, author of European Information

About the Author
John McCormick is Associate Professor of Political Science at Indiana University/Purdue University.

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10 of 10 people found the following review helpful.
Excellent Introduction
By dlw546
As an undergraduate political science major, this book was immensely helpful to me. I read it before studying the EU during my junior year abroad. It's clear, uses easy language, and provides the necessary basics for understanding the institution. I highly recommend it.

14 of 22 people found the following review helpful.
A must read for poli-sci majors
By A college student
This is a bit dry, if this is not your area of interests, but anyone who is curious about what's been going on in Europe should read this. The EU is a like nothing this world has ever seen before. This unique institution willl heavily influence global politics in the next century. It behoovs anyone interested in government to learn the basics of what the EU is all about.

0 of 0 people found the following review helpful.
Four Stars
By Heidi
This book was essential with the class I was taking for Peace & Conflict Studies.

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Rabu, 16 April 2014

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Sales Rank: #6898837 in Books
Brand: Brand: Open University
Published on: 1985-11-01
Original language: English
Number of items: 1
Dimensions: 10.00" h x 2.00" w x 8.00" l,
Binding: Paperback
160 pages

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** PDF Download Writing Methods in Theological Reflection, by Heather Walton

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Writing Methods in Theological Reflection offers a stimulating, provocative and accessible book that will be of use to students and practitioners who are seeking ways to use their own experience in the work of spiritual and theological reflection, This work is intended for use by the many students of theology/ministry/chaplaincy who are charged with the task of producing works of theological reflection upon placements, life experiences and faithful practiceIt will also be of general interest to a wide range of readers trying to correlate their life experiences with their spiritual beliefs.

Sales Rank: #644540 in Books
Published on: 2014-06-28
Original language: English
Number of items: 1
Dimensions: 9.21" h x .49" w x 6.14" l, .69 pounds
Binding: Paperback
256 pages

Review
Only Heather Walton, with her passion for literary creativity and her academic insight and imagination, could pull off a book that is at once eminently useful for all who write theology across a range of venues―student and scholar alike―and intellectually astute, probing epistemologies, pedagogies, and the plight and possibilities for doing theology today. Innovative. Provocative. Profound. A pleasure to read. A game-changer. (Bonnie J. Miller-McLemore)

‘Heather Walton is one of the most original and creative practical theologians of our day, whose work defies easy categorisation. Drawing eclectically on an extraordinary range of life experience and theory, she writes with exquisite skill and craft, as well as acute intelligence, engaging the specificity of her own life (infertility, motherhood, political engagement, teaching and writing) with some of the major issues concerning theology today (the complexity of faith and ecclesial belonging, the capacity of theology to speak into the public arena, the vulnerability as well as the power of religious discourse in our time, and so on). This is a book that both inspires and teaches us how to do practical theology; it will be of immense value in theological education in a wide variety of contexts, particularly for its patient attention to the processes and forms of creative writing, with their potential for critical and reflexive practice. But I hope it has wider currency amongst all theologians who care about the quality of their work, for it models a way of doing theology that is vibrant, risky, truthful, fleshy, endlessly innovative and profoundly engaged.’ (Nicola Slee)

Writing Methods in Theological Reflection is highly recommended reading for ministry and theology students and teachers, for practitioners using writing to reflect on practice, and for writers looking for courage and guidance in broadening into more creative writin (Darren Cronshaw)

"Offers critical reflection on how to write well in different genres and examples of good practice...Writing Methods in Theological Reflection is highly recommended reading for ministry and teachers, for practitioners using writing to reflect on practice, and for writers looking for courage and broadening into more creative writing." (Darren Cronshaw Sight)

About the Author
Heather Walton is Senior Lecturer in Theology and Religious Studies at the University of Glasgow and Co-director of the Centre for Literature, Theology and the Arts at the University of Glasgow.

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3 of 3 people found the following review helpful.
Great read and really useful
By S. Pattison
This is a delightful book which is a truly great, enjoyable read. I felt irritated when interrupted while reading it, and sad when I had finished it. Many of the images, stories and turns of phrase lived on in my mind long after I have put the book down, and I am already looking forward to reading parts of it again.
It is certainly does what it says in the title – it describes, evaluates and illustrates some important methods for theological reflection such as journaling, life writing and autoethnography. But the title does not really indicate that this is a wonderful read of Heather Walton’s own terrific and poignant writing. This is truly inspiring and embodied practical theology, artfully and mindfully crafted, which not only provides useful tools, but also provides a beckoning vision of what might be possible if creative writing is really taken up centrally into theological work. If it does not turn theological reflection into a deep, delectable pool into which you want to dive and swim, nothing will! It provides a fascinating way of talking about a lifetime’s work, theorisation and reflection in a slant, sticky way. You feel you really know Heather Walton at the end – but part of the subtlety of the book, as she warns, is that representation in writing does not necessarily directly refer to the writer or their experience!
I am biased here, because I am friend and long-standing colleague of Heather’s (and I even have a walk on part at one point as a classically trained walking dictionary, by which I was greatly honoured). But even if you know nothing of Heather the person and her previous work, I think you will find her a winsome, interesting and challenging companion in the pages of this book.
So there is here a vision of life and practical theology that is incredibly rich, diverse and creative as well as being extremely academically rigorous and steeped in sophisticated thought and analysis, lightly and clearly conveyed. It ends with a firm but acute challenge to practical theology as presently practised (by blokes like me) to engage more deeply with poetics and creativity alongside phronesis (practical wisdom). She spells out the difficulties that the theological tradition has with this approach. Thus she sets out a new, exciting agenda that will make practical theology more lively and life affirming. It will also value the weft and warp of everyday experience and objects more, in all their dazzling plurality. Roberta Bondi has described theology as healing work. The kind of theology that Heather Walton revels in is not only practical, healing and nurturing, but also risky and exciting. Furthermore, as she consistently points out, it is certainly not innocent, unequivocally good, or indeed unequivocally anything. This sounds like, and is, a profoundly humane and reality affirming position to me.
This is one of the most enjoyable and important books in practical theology that I have ever read, enabling transformation in theory, theology and practice simultaneously. It deserves the over-used description, ‘ground breaking’. I can’t wait to read Heather Walton’ next book and I am sure this one is going to inspire and enable others to get writing. I cannot recommend it highly enough.

0 of 0 people found the following review helpful.
A tool box for the art of writing theology + beautifully crafted examples
By Darren Cronshaw
As a practical theologian I am interested in the ”so what?” implications of where theology makes a difference and its productive potential. But my training is largely in the Classical Western academic mould. Story-writing and other creative expression is largely about what I used to enjoy in primary school, rather than part of my toolbox or palette as a theologian. But I want to stretch and reconnect with creative writing that I both enjoy and that connects with otherwise untapped wisdom in the recesses of my mind. Thus Writing Methods in Theological Reflection was a timely book to find and enjoy over two summer afternoons.

Heather Walton is Senior Lecturer in Theology and Religious Studies and Co-director of the Centre for Literature, Theology and the Arts at the University of Glasgow. She is passionate about the craft of writing, as a creative writer herself and when training others. She appeals for attention to excellent writing processes and form in three genres: autoethnography, journaling and life writing – with introductory frameworks for each and then several beautifully crafted examples of her own writing.

Autoethnography uses personal experience as a lens to interrogate issues of cultural experience. It is becoming a more widely accepted important research methodology that acknowledges the self as research instrument. I especially appreciated Walton’s autoethnographical description of her engagement with the politics of church assemblies and advocating against injustices in society.

Journaling uses experience to see changes over time. It is key in learning processes because analysis of what we write in the heat of the moment helps tune self-awareness and development insights. Walton encouraged me in using journaling across a range of different uses – a spiritual journal to reflect on where God is in good or dark times, a creative journal to playfully sketch my response to issues, and a research journal to reflect on a project’s development, obstacles and opportunities. My favourite chapter of the book was “The Course Outline: Teaching Theology Through Creative Writing”, narrating how Walton navigated the development of a creative writing workshop and offer space for students to be surprised by their writing journeys. I was tempted to google the course and enroll for a sabbatical!

Life writing analyses how our experience shapes our identity, gifts and calling. It is thus helpful for vocational exploration and formation, spiritual awareness and pastoral care. Walton writes transparently about how her own loves, infertility and parenting that have helped make her the unique person and theologian she is today.

In a fourth section, Walton unpacks the practicalities of poetics and writing conventions. She applies this to practical theology, public theology, pastoral care and everyday life. We need the best of writing to help underline the important messages of these different fields. For example, when speaking on public issues with a Christian voice, we need poetics to sharpen how we prophetically challenge the status quo.

As Walton explains, forms of creative writing are growing in theology and theological education, especially for students who reflect on their experience in Supervised Theological Field Education and chaplaincy training programs. But we need more of this sort of guidebook that offers critical reflection on how to write well in different creative genres and examples of good practice. The book encouraged me to better tune assessment pieces when I invite students to write a gospel-reading journal, to communicate their faith story, and to reflect on their experience of missional engagement for Field Education units. Students need scaffolding to make the most of these more creative expressions and not just write another essay or treat alternative assessment formats as a shortcut. But Walton’s offerings are at their best in making the reader feel like an eavesdropper outside Walton’s study window, resulting in inspiring insights into the life and vocation of a writer/ preacher/ parent/ academic/ literary scholar. Writing Methods in Theological Reflection is highly recommended reading for ministry and theology students and teachers, for practitioners using writing to reflect on practice, and for writers looking for courage and guidance in broadening into more creative writing.

This review was originally published in Australian eJournal of Theology 22:1 (April 2015), 61-62.

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Selasa, 15 April 2014

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This text seeks to support school teachers in developing children's literacy skills through the use of information and communication technology. The editor and contributors indicate where we are at present and where we may be going in terms of learning literacy using ICT, basing their findings on research evidence and their own extensive experience in education. Specific chapters deal with literacy learning in schools; national literacy strategies as exemplified within the National Literacy Programme; the effectiveness of software; connections with oracy; and the use of the internet. Whilst the contributors note that ICT has much to offer in terms of providing valuable support to learners, they also stress that the context where this learning takes place is vitally important and that technology alone can never take the place of good classroom practice.

Sales Rank: #15960890 in Books
Brand: Brand: Open Univ Pr
Published on: 2002-10
Original language: English
Number of items: 1
Dimensions: 8.66" h x .76" w x 6.72" l, 1.03 pounds
Binding: Hardcover
192 pages

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Used Book in Good Condition

About the Author
Geoff Barton began teaching English at Garforth Comprehensive School, Leeds, in September 1985. He is currently Headteacher at King Edward VI School in Suffolk. In 1986 he was asked to write a textbook about language skills and since then he has written around 40 English text books. He also writes and lectures on literacy, behaviour management and school leadership.

Sue Brindley is currently a lecturer in Education at the University of Cambridge where she is course manager for the secondary PGCE and leads the English PGCE. She also co-ordinates the MEd module on Researching Practice: Early Career Teachers. She is general editor of the forthcoming Open University Press series on teaching and ICT and co-author of the volume on secondary English teaching with ICT Before this post, she was Professional Officer for English at QCA, and wrote the Open University Secondary English PGCE.

Charles Crook is Reader in Education at the University of Nottingham where he is attached to the Learning Sciences Research Institute. His research takes a cultural psychological perspective on young people's use of new technology.

Roy Dymott was a graduate student at Loughborough University and now works in industry.

Kwok-Wing Lai is an Associate Professor and Head of the Faculty of Education, University of Otago. He has a keen interest in studying and researching into the use of computer-mediated communication in the school curriculum, teacher development, as well as the social and ethical aspects of ICT use in education. He is the founding editor of Computers in New Zealand Schools.

Guy Merchant after teaching for many years now co-ordinates the work of the Language and Literacy Research Group in the School of Education at Sheffield Hallam University. He has published widely in the area of curriculum English and is particularly interested in the impact of new technology on the ways in which we define and use literacy. He is currently researching the use of onscreen writing in the early years.

Moira Monteith is currently an educational consultant and was previously principal lecturer in ICT in education at Sheffield Hallam University and before that an English teacher. She has written and edited a number of books concerned with the use of ICT and with writing. Recent research includes student use of a 'virtual campus' at Sheffield Hallam University and student web-based study.

Sarah Monteith received a BA hons in English Literature from Lancaster University, and a PGCE in middle years education from Edge Hill University College. She is currently teaching English to years seven to eleven at Lathom High School, a mixed comprehensive in Skelmersdale, Lancashire. She has taught the literacy summer school at Lathom and is the ICT co-ordinator for the English department there.

Rachel Pilkington (C.Psychol., ILTM) is a Senior Lecturer in ICT and manages the e-learning team at the School of Education, University of Birmingham. Rachel received a B.Sc. in Psychology from York University in 1984 and a Ph.D. in Education from the Computer Based Learning Unit, University of Leeds in 1988. She has researched dialogue in a variety of computer based and networked learning contexts from developing literacy in disadvantaged school children to tutoring diagnostic skills in medicine and developing communities of practice in Education.

Christopher Turner lectures at Manchester Metropolitan University's Institute of Education, mainly as a member of the Secondary English Team. Before joining the University, he was a Head of English in a Stockport comprehensive school. He has research interests in and has written about ICT and English, and Literary Theory and Reading.

Alison Tyldesley lectures at the Institute of Education, Manchester Metropolitan University. Previously she was a Literacy Consultan

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It is now widely accepted that improving schools invest in teacher leadership and build the capacity for improvement by distributing leadership responsibilities to teachers. In primary, secondary and special schools, teachers are uniquely placed to influence the quality of teaching and learning and they are important gatekeepers to development and change.

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Sales Rank: #3780812 in Books
Published on: 2004-12-01
Original language: English
Number of items: 1
Dimensions: 9.10" h x .47" w x 6.00" l, .66 pounds
Binding: Paperback
176 pages

About the Author
Professor Alma Harris is Director of the Institute of Education at the University of Warwick. Daniel Muijs is also at the Institute of Education within University of Warwick.

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What sort of conditions provoke aggressive behaviour among humans?
Why are some people more aggressive than others?
How do normal human characteristics like thoughts and feelings enter into aggressive behaviour?

The fully revised and updated edition of this successful book offers a brief introduction to the psychology of human aggression. Aggression is defined as an act of intentional harm inflicted on another person in response to some provoking circumstance, through a process involving thought, feeling, judgement and motivation. Several theoretical schemes are discussed, according to which these psychological processes are shown to interact with each other to determine the likelihood and intensity of aggressive behaviour. The theoretical material is followed by chapters in which the psychological processes are used to analyse such practical problems as sexual and partner abuse, bullying, delinquency, and the effects of violence in the media, video games, and sporting events.

The second edition includes new material on the difference between proactive versus reactive aggression, on social information-processing, and on the effects of violent games. It also pays increased attention to instrumental versus affective aggression, to age, sex and personality as moderators, and to the impact of aggression on everyday life.

In all, the book provides an accessible text for students of psychology and others interested in obtaining a concise overview of research and theory on human aggression and violence.

Sales Rank: #1520234 in Books
Published on: 2001-11-09
Original language: English
Number of items: 1
Dimensions: 9.60" h x .43" w x 6.90" l, .82 pounds
Binding: Paperback
170 pages

About the Author
Russell G. Geen is Curators' Professor of Psychology at the University of Missouri. A graduate of the University of Wisconsin, he is the author of numerous research articles, chapters and reviews, and is author or co-author of seven books on aggression, personality, and motivation.

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Isaiah and the Assyrians Judgement Coming Through Assyria 701 and Immediately Before: Isaiah denounced the rebellion of Judah and the Egyptian alliance that supported it, and he predicted disaster.

Sales Rank: #3700780 in Books
Published on: 1967-05
Original language: English
Number of items: 1
Binding: Paperback
144 pages

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