Senin, 29 September 2014

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Testimony, by Rachel Muers

This book brings Quaker thought on theological ethics into constructive dialogue with Christian tradition while engaging with key contemporary ethical debates and with wider questions about the public role of church-communities in a post-secular context. The focus for the discussion is the distinctive Quaker concept and practice of ‘testimony’ – understood as a sustained pattern of action and life within and by the community and the individuals within it, in communicative and transformative relation to its context, and located in everyday life.

In the first section, Rachel Muers presents a constructive theological account of testimony, drawing on historical and contemporary Quaker sources, that makes explicit its roots in Johannine Christology and pneumatology, as well as its connections with other Quaker “distinctives” such as unprogrammed worship and non-creedalism. She focuses in particular on the character of testimonies as sustained refusals of specific practices and structures, and on the way in which this sustained opposition gives rise to new attitudes and forms of life.

Articulating the ongoing relevance of this approach for theology, Rachel Muers engages with the “ethics of witness” in contemporary Protestant theology and with a longer tradition of thought (and debates) about the significance of Christian ascesis.

In the second section, she develops this general account through a series of case studies in Quaker testimony, written and practised. She uses each one to explore aspects of the meaning of, and need for, shared and individual testimony.

  • Sales Rank: #1969261 in Books
  • Published on: 2015-03-31
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.50" h x .49" w x 5.51" l, .0 pounds
  • Binding: Paperback
  • 192 pages

About the Author
Rachel Muers is Senior Lecturer in Christian Studies in the University of Leeds.

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Sabtu, 27 September 2014

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"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."
Educational Review

  • What, if anything, is ‘special’ about teaching children with special or exceptional learning needs?
This book addresses this question, looking at pupils’ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.

Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ‘good teaching is good teaching for all’ and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book.

Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion.

This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion.

Shortlisted for the TES / NASEN Book Awards 2005

  • Sales Rank: #3955132 in Books
  • Published on: 2004-11-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.80" h x .71" w x 5.90" l, .79 pounds
  • Binding: Paperback
  • 256 pages

About the Author
Editors

Ann Lewis is Professor of Special Education and Educational Psychology at the University of Birmingham. Her publications include Researching Children’s Perspectives (Open University Press 2000), Children’s Understanding of Disability (1995), Working with Children with Special Needs in the Primary School (2005).

Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter. His publications include Psychology and Education in Interaction:working with uncertainty in connected fields (2000), and Moderate Learning Difficulties and the Future of Inclusion.(2004)

Contributors

Paul Cooper, Professor of Education, Centre for Innovation in Raising Educational Achievement, University of Leicester, UK

Graeme Douglas, Research Fellow, School of Education, University of Birmingham, Birmingham, UK

Alan Dyson, Professor of Education, Faculty of Education, University of Manchester, UK

Felicity Fletcher-Cambell, Principal Research Officer, Department of Professional and Curriculum Studies, NFER, UK. UK National Co-ordinator, European Agency for Development in Special Needs Education

Susan Gregory, Consultant, previously Senior Lecturer in Hearing Impairment, School of Education, University of Birmingham, UK

Liz Hodges, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Rita Jordan is Reader in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Ann Lewis, Professor in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Deirdre Martin, Senior Lecturer, School of Education, University of Birmingham, Birmingham, UK

Mike McLinden, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Olga Miller, Course Leader, Disabilities of Sight, Institute of Education, University of London, London, UK

Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, School of Education and Lifelong Learning, University of Exeter, Exeter, UK

Tim O’Brien, Consultant in the area of EBD, UK

Jill Porter, School of Education, University of Birmingham, Birmingham UK

Dr Madeleine Portwood, Senior Educational Psychologist, Durham LEA, Dyspraxia Foundation Trustee, Chair of the Education Committee, UK

Dr Gavin Reid, Senior Lecturer, Faculty of Education, University of Edinburgh, Edinburgh, UK

Dr Jean Ware, Director of Special Education, St Patrick's College, Dublin, Ireland

Jennifer Wishart, Professor of Special Education, Moray House School of Education, University of Edinburgh, Scotland, UK

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Jumat, 26 September 2014

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* How can criminological, sociological and historical perspectives illuminate the elusive concept of crime prevention?

* Are we witnessing a new governance of crime control?

* What are the futures of crime prevention in late modernity?

This book offers a comprehensive overview of current and historical debates about crime prevention in particular and social control more generally. It moves beyond the traditional boundaries of criminology and offers an original re-framing of the field of crime prevention based on a synthesis of exciting new thinking in social theory. In particular, recent theorising around late modernity, risk society, communitarianism and globalization are put forward as important ways of linking trends in crime prevention to wider social transformations.

This innovative text looks at the contested history of crime prevention in the modern era and considers present and future trends in social control in late modernity. Hughes focuses on the question of the "managerialization" of crime prevention in recent decades, the extent to which crime control may become dominated by privatized security and insurance against risks, and the attractions and pitfalls of informal community-based approaches. Understanding Crime Prevention will be essential reading for students and researchers in the field as well as many professional and lay people interested in crime prevention and community safety.

  • Sales Rank: #7030079 in Books
  • Published on: 1998-10-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.10" h x .59" w x 6.00" l, .71 pounds
  • Binding: Paperback
  • 192 pages

Review
"...this is as good and as readily understandable on the subject of crime statistics as you are ever likely to find." -New Law Journal

About the Author
Gordon Hughes is a lecturer in Social Policy at the Open University. He has taught Sociology, Criminology and Social Policy at undergraduate and postgraduate level for over twenty years. He has researched and written widely in the fields of multi-agency crime prevention, social welfare, regulation and accountability of public services and communitarianism. His recent publications include Imagining Welfare Futures (1998) which he edited and Unsettling Welfare (1998), which he co-edited with Gail Lewis.

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What are the characteristics of a successful learning community? How are successful communities facilitated and maintained? What lessons can be learnt from existing learning communities? What type of learning community will suit your organisation or situation? This user-friendly guide is written to help managers, professionals and learners, planning, facilitating or participating in online learning communities, as part of a structured learning programme, as an approach to continuous professional development, as a means of improving performance at work, or as a dynamic approach to innovation and collaborative working. The book is relevant to senior mangers with a responsibility for strategic planning and change management. This can include new work practices involving working in multi-professional teams across traditional boundaries. It aims to engage readers in identifying key issues in relation to their own work situation and prompts readers to find their own solutions. "Virtual Learning Communities" provides practical guidance and includes extensive examples, case studies, and activities. It is key reading for those involved in e-learning courses, professional trainers and staff developers with a responsibility for CPD, and professionals involved in facilitating new approaches to group work.

  • Sales Rank: #13860778 in Books
  • Brand: Brand: Open University Press
  • Published on: 2004-11-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.30" h x .71" w x 6.10" l, .0 pounds
  • Binding: Hardcover
  • 224 pages
Features
  • Used Book in Good Condition

About the Author
Dina Lewis is the Head of the Centre for Lifelong Learning at the University of Hull. Her research interest is in work-based learning, based upon her extensive experience of working with public, private, community and voluntary organisations using learning technologies to support work-based learning and improved performance at work. She has extensive experience of working with senior managers within organisations and across regions to support the strategic implementation of e-learning.

Barbara Allan is a Senior Lecturer in Student and Management Learning in the Business School and Deputy Director of the Centre for Management and Organisational Learning at the University of Hull. Her previous experience includes managing academic and workplace libraries, and working as an independent researcher, trainer and author. Her research interests include independent learning to online communities of practice.

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Rabu, 24 September 2014

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  • Sales Rank: #14248239 in Books
  • Brand: Brand: Open Univ Pr
  • Published on: 1988-05
  • Original language: English
  • Number of items: 3
  • Binding: Hardcover
  • 208 pages
Features
  • Used Book in Good Condition

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Selasa, 23 September 2014

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Understanding Criminology: Current Theoretical Debates (Crime and Justice), by Sandra Walklate, D. Walklate

This text offers a critical overview of the criminological enterprise since the late 1970s. The author is concerned to identify the continuities underpinning criminological theory and to situate these continuities within a contemporary criminological and political context. She offers the student an in-depth appreciation of criminological theorizing, paying particular attention to left realism, right realism and the influence of feminism. An exploration is also undertaken of the interface between the substansive concerns of criminological and social policy. Drawing on a critical understanding of current political concerns about crime, Walklate sets out a framework for the future development of criminological work informed by the notions of social justice, risk and trust.

  • Sales Rank: #7399166 in Books
  • Brand: Brand: Open University Press
  • Published on: 1998-01
  • Original language: English
  • Number of items: 1
  • Dimensions: .40" h x 5.99" w x 9.02" l,
  • Binding: Paperback
  • 160 pages
Features
  • Used Book in Good Condition

Review
"This is a stimulating attempt to set issues of crime and victimisation in a broader context of social policy and social justice." - New Law Journal "In the spirit of the Open University, this book offers an accessible, thought provoking and enjoyable introduction to new students of old problems." - BSANetwork

About the Author
Sandra Walklate is currently Professor of Sociology at Manchester Metropolitan University and has published widely on policing and victim issues. Her other publications include Critical Victimology (with R. Mawby, 1994), Zero Tolerance or Community Tolerance: Managing Crime in High Crime Areas (with K. Evans, 1999) and Gender, Crime and Criminal Justice (2000). She has worked extensively with professionals in the criminal justice system.

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  • Published on: 1998-02-02
  • Format: Import
  • Original language: English
  • Number of items: 1
  • Binding: Paperback
  • 112 pages

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You see it in every school playground: the girls play only with girls, the boys play only with boys. Why? And what do children themselves think about this? Breaking with familiar conventions for thinking about children and gender, "Gender Play" develops fresh insights into the everyday social worlds of kids in schools. Barrie Thorne draws on her daily observations in the classroom and in the playground to show how children construct and experience gender in school. She looks in detail at the "play of gender" in the organization of groups of children and activities. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes the reader on journey of discovery, provides new insights into the behaviour of children, and offers teachers practical suggestions for increasing co-operative, mixed-gender interaction.

  • Sales Rank: #1335645 in Books
  • Published on: 1993-06-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.02" h x .57" w x 5.98" l, .0 pounds
  • Binding: Paperback
  • 252 pages

Review
"...highly recommendable for students who like books whichchallenge the conventionalframework of analysis and who want to learnabout a relatively neglected area." - Cambridge Review of International Affairs "...provides a very complete analysis of a number of salient issues which will be of interest to students of gender studies, political science, development studies, and area studies. The book is clearly structured, the material is well-organized and carefully chosen, and the reader is given a useful synopsis of theories of gender, democratization and development." - Political Studies "...useful and readable book." - Australian Journal of International Affairs "...an excellent introduction to the fact that there are gender issues in Third World (and Western) politics, for undergraduates of both genders." - The Journal of Commonwealth & Comparative Politics

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Rabu, 17 September 2014

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The politics of old age in Europe have entered a critical new phase. This timely collection of essays by leading authorities examines the new politics of old age from the perspectives of individual countries and the European Union as a whole. Case studies of Austria, France, Germany, Italy, the Netherlands, Sweden and the UK provide a broad representation of EU countries. In addition there are case studies of Hungary and the USA to provide comparative reference points in Central/Eastern Europe and North America. Each country study provides an overview of the politics of old age (main developments, organizations and actors), an account of recent developments and measures taken by national or local government to increase the participation of older people, analysis of the barriers to participation and a forward look at the likely direction of policies, forms of representation and generational relations. The country examples are preceded by European overviews of political participation and representation, the machinery of representation and recent innovations. The authors provide an introduction to the key issues and review the main lessons in a concluding chapter.

The Politics of Old Age in Europe will be of interest to policymakers and practitioners working with older people, as well as students of social policy, political science and gerontology.

  • Sales Rank: #12639600 in Books
  • Published on: 1999-05-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x .59" w x 6.10" l, 1.07 pounds
  • Binding: Paperback
  • 242 pages

Review
"In short, this is a good book for those who are beginningthe study of policy at University level, or for practitioners who would like an introduction to the analytic literature available." - The Critical Edge

About the Author
Alan Walker is Professor of Social Policy at the University of Sheffield and specializes in social gerontology and European social policy. He chaired the European Commission's Observatory on Ageing and Older People and currently chairs the European Foundation on Social Quality. Previous books include The Caring Relationship (with H. Qureshi) (1989); The New Generational Contract (1997); Changing Services for Older People (with Lorna Warren) (1996) and Ageing Europe (with Tony Maltby) (1996).

Gerhard Naegele is Professor of Social Gerontology and Director of the Institute of Gerontology at the University of Dortmund. He specializes in social gerontology, social policy and poverty research. He is a member of the Board of Experts of the Bundestag Inquiry Commission 'Demographic Changes' and of numerous socio-political and socio-gerontological organizations and associations. Previous books include Introduction to Social Policy (with G. Backer, R. Bispinck and K. Hofemann) (1989); Changes and Risks of Older Workers (1992); Working and Caring in a National and International Perspective (with Monika Reichert) (1998).

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Sociolinguists and lawyers will find insight and relevance in this account of the language of the courtroom, as exemplified in the criminal trial of O.J. Simpson. The trial is examined as the site of linguistic power and persuasion, focusing on the role of language in (re)presenting and (re)constructing the crime. In addition to the trial transcripts, the book draws on Simpson's post-arrest interview, media reports and post-trial interviews with jurors. The result is a unique multi-dimensional insight into the 'Trial of the Century' from a linguistic and discursive perspective.

  • Sales Rank: #5044411 in Books
  • Published on: 2003-12-19
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.50" h x .75" w x 5.50" l, .94 pounds
  • Binding: Hardcover
  • 245 pages

Review

'Language and Power in Court is a riveting treatment of the many ways that linguistics applies to a criminal case. Most forensic linguistics books and articles deal with bits and pieces of trials. Not Cotterill. She analyzes mountains of data from the beginning jury selection process to the post-acquittal aftermath of this nine month trial - a holistic approach if there ever was one. Impressively she draws on research from a number of disciplines besides linguistics, including psychology, sociology, criminology and law. She calls on discourse analysis to describe how both the prosecution and the defense told the different stories they wanted the jury to hear. She Calls on the CobuildDirect corpus to provide a powerful analysis of connotations used by both sides in the case. As might be expected there is also an abundance of attention to the questions and answers that frame a jury trial. She shows how lawyers use their own metaphors and reframe the opposition's metaphors to their own advantage. The underpinning message of the book, however, is language power - what it is, how it is managed, and what it accomplishes. Since a host of fields are now trying to determine just how power works, the verbal duels of the trial of a century provide a memorable battlefield for Cotterill's analysis.' - Professor Roger Shuy, Distinguished Research Professor Emeritus, Georgetown University

'Cotterill's skills as a linguist...combine with this rich source of data to produce an original piece of work that goes well beyond current scholarship in analyzing the various power relationships in the trial process through close examination of the language used.' - Lawrence M. Solan, Professor of Law, Brooklyn Law School

About the Author
JANET COTTERILL is Lecturer in Language and Communication, at the Centre for Language and Communication Research at Cardiff University, UK. She is joint editor of Forensic Linguistics: The International Journal of Speech, Language and the Law. She edited the book Language in the Legal Process, published in 2002.

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Sabtu, 13 September 2014

* Download Ebook British Imperialism (Histories and Controversies), by Robert Johnson

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British Imperialism (Histories and Controversies), by Robert Johnson

This essential guide offers a succinct, easy-to-read introduction to the key issues and historiography of British imperialism from the late 18th century to the present. Each chapter addresses questions posed by the nature of imperialism in its various military, economic, political, and cultural forms, while current controversies--including the impact of Orientalism and post-colonialism--are explained and set in the context of previous debates. The first book in Palgrave Macmillan's new Histories and Controversies series, British Imperialism enables readers to rapidly assimilate both historiography and key aspects of Britain's imperial power and influence.

  • Sales Rank: #1114669 in Books
  • Published on: 2003-02-08
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.50" h x .68" w x 5.50" l, .84 pounds
  • Binding: Paperback
  • 240 pages

Review
'The focus on debates in imperial history (rather than the usual narrative) will make this useful.' - Zoe Laidlaw, University of Sheffield 'Very useful - and concise - overview.' - Dr M. Farr, University of Newcastle '...a crisp and thoughtful analysis...his book will be read with profit...' - D.George Boyce, The Journal of Military History '...a crisp and thoughtful analysis...his book will be read with profit...' - D. George Boyce, The Journal of Military History

About the Author
Robert Johnson is Lecturer in History, Richard Huish College, Taunton.

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8 of 9 people found the following review helpful.
A Good Beginning to a Vast Topic
By Kang Joung Yo
It must be said that the previous reviewer seems to have an issue with the fact that the author fails to adequately slam the "evil imperialists" of the British Empire. I suspect that the last line of his review contains all that we need to know. This is an enormously ambitious topic to cover in a single volume and purports to be merely an introduction to some, not all, of the main debates/controversies related to the continuing discussion of the motives, methods, and effects of British imperialism. The author is careful not to fall into the old trap of reading our modern values back into history and is certainly no fan of post-colonial theory, which, is all the rage on US campuses. However, while he may not be overtly 'PC', neither is he a frothing apologist of empire. Rather, he presents the major arguments of both sides as they have developed and as they stand at the present. Of course he injects something of his own views but certainly there is nothing there to offend unless one has a prior viewpoint that must be pandered to. American readers should be aware that the academics cited throughout are overwhelmingly British or Indian, and all the greats are there from MacKenzie and Porter to Said and Hopkins. A good start to a fascinating and very involved subject.

3 of 3 people found the following review helpful.
A Good Resource
By Rebecca Graf
Are you looking for a good book for your research in British, Africa, American, World, or Asian history? Do you want to learn more about British imperialism? Robert Johnson's British Imperialism might be the one for you.

When one researches or just wants to get a clear understanding of any historical point, they have to research all sides and get all takes on the subject. Robert John's British Imperialism is another argument in the subject of British imperialism that is a great addition to any library.

If you are looking for a book that is anti-British, you have not found it. If you are looking for one where the British are perfect in every way, this is not it. This book, while not entirely unbiased, gives an excellent attempt at looking at the effects of the British Empire on the lands it conquered.

This is a dry read. It is an academic book and not meant to be one easily read quickly in an afternoon. You will find more information than you had planned on.

Sadly, the only images available were three maps in the beginning of the book which is useful but actually so little hinders those of visual learning style. The rest of the book was text and not easily read.

I really did like the fact there was version of timeline in the book as well as a notes and bibliography section that was extremely useful.

Do I think this is THE book to have for history? No, but I do believe it is a valuable addition to your historical research library.

Note: This book was part of a class the author was in.

1 of 1 people found the following review helpful.
Good book!
By D. J. C.
I got this book for a class I was taking, it was on the optional list but as I am overly interested in the subject I decided to buy it. I was not at all disappointed. It is a fantastic book to read and research in an effort to understand British Imperialism and its goals. It helped me to understand a bit better how the British Empire worked as a unified machine, and even how the American colonies fit into the picture.

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Kamis, 04 September 2014

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Under Educating Women (Feminist Educational Thinking (Paperback)), by Jacky Brine, D. Brine, Brine

What does globalization mean for education and training policy? What does it mean for women, particularly women of the working classes? In this wide ranging book, Jacky Brine shows that global changes are gendered, racialized and classed. Rejecting a deterministic reading, the book explores the many conflicting and collaborative interests and the possibilities for opportunity and change as well as resistance: from the regionalized and national state, to training providers, femocrats and feminist educators, and unemployed working class women.

  • Sales Rank: #8993348 in Books
  • Published on: 1999-01-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.02" h x .41" w x 5.98" l, .68 pounds
  • Binding: Paperback
  • 194 pages

About the Author
Jacky Brine is a Lecturer in Post-compulsory education and training at the University of Sheffield. She has published widely on European education, training and social policy.

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