! Download PDF The New SCM Dictionary of Liturgy and WorshipFrom SCM Press

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This reference incorporates the insights and expertise of leading liturgists and scholars of liturgy at work today, comprising 200 entries on important topics in the field, from vestments and offertories to ordination and divine unction. It is systematically organized and alphabetically arranged for ease of use. It also includes comprehensive bibliographies and reading lists, to bring the work fully up to date and to encourage further reading and research.

• Sales Rank: #8235569 in Books
• Published on: 2002-08-01
• Original language: English
• Number of items: 2
• Dimensions: 9.21" h x 1.54" w x 6.14" l,
• Binding: Hardcover
• 512 pages

Review
Missiologists, theological students and enthusiastic ministers will find this book challenging and rich in resources. WORLD MISSION, October 2004 The publication of this book (...) is a most welcome event. The older volume was already highly respected as an esxellent reference tool for students of worship. The "pluses" that this new, considerably revised edition brings are numerous. (...) the ecumenical dimension of the work has been broadened and strengthened. (...) The dictionary is presented very neatly and is quite easy to use, with cross-references and alternative or equivalent terms being cross-indexed. All of these characteristics make this an outstanding resource for consultation, and to introduce students to the riches of worship and liturgy not only of the Christian churches and beyond, but of ohter religions as well." James F. Puglisi, THE ECUMENICAL REVIEW, July 2004. "This excellent work of reference is for the shelves of general theological and public libraries, and for the individual scholar and student". M.McN. Heythrop Journal, December 2005.

About the Author
Paul F Bradshaw is Professor of Liturgy at the University of Notre Dame. He is author of many books, including the forthcoming "The Search for the Origins of christian Worship" (O.U.P 2002), and is editor of several others, including the "Companion to Common Worship, Vol 1" (SPCK,2001) and "The Study of Liturgy" (SPCK, 1992)

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^^ PDF Ebook Academic career handbook, by Blaxter

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Designed for those working, or seeking to work within the higher education system, this handbook has a particular relevance for those who are just starting, or even, those seeking to start, an academic career. It also has much to say to those in more established positions who want to think about their career or want to support younger colleagues in their career decisions.

• Sales Rank: #9321897 in Books
• Brand: Brand: Open University Press
• Published on: 1998-05-01
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .55" w x 5.98" l, .82 pounds
• Binding: Paperback
• 240 pages

Features

• Used Book in Good Condition

Review
"...tells you everything you need to know about academic careers, including the vital components of networking, teaching, researching and writing...accessible, with lots of 'handy hints' and useful pointers to other material and experience" - Health Service Journal "...provides a readable and well-researched guide, picking its way meticulously through every detail of academic lifein 220 pages. The authors analyse each role in some detail, providingtips and quotes from numerous useful sources...This book's healthy strand of realism is illustrated by a list of positive verbs that the authors recommend you to start using if you want to achieve academic success " - New Scientist

About the Author
Loraine Blaxter and Christina Hughes are both based at the University of Warwick. Loraine is a Research Associate in the Institute of Health, School of Health and Social Studies and Christina is a Professor within the Department of Sociology. Christina is editor of a further book from Open University Press, " Disseminating Qualitative Research" (2003).

Malcolm Tight is a Professor in the Department of Educational Research at Lancaster University. He is author of two other recently published books by Open University Press, "The Development of Higher Education in the UK since 1945" (2009) and "Researching Higher Education" (2003).

I am a Professor of Women and Gender and, currently, Chair of the Faculty of Social Sciences, University of Warwick. Previously I have taught and undertaken research at the University of Warwick in the Centre for Education, Development, Appraisal and Research (CEDAR), the Department of Applied Social Studies and the Department of Continuing Education. I have also worked for the Open University.My research interests have always been strongly feminist. This has led to work on stepfamily life, lifelong learning and higher education and more recently with artisan entrepreneurs. I try to bring a strong conceptual frame to my work and I have a number of publications that have been concerned with social capital, equality, envy and pleasure. My work with artisan entrepreneurs is leading to several streams of analysis. Through the notion of Salivary Identities this includes an exploration of the intra-actions between neuroscientific understandings of pleasure and the culture of jewellery designer making. Issues of distinction, disidentification and economic value are also of concern in further work I am developing. My research interests have also always been focussed on methodological concerns. My most recent work here has been on feminist quantitative methodologies (see Feminism Counts: Quantitative Methods and Researching Gender (2011) Oxford, Routledge (Edited with Rachel Cohen). I have also published on dissemination of qualitative research. I have been particularly interested in what, and who, gets heard and why. Again, I bring a feminist and political lens to this work as I seek to promote an 'informed practice' in the field of dissemination. Such informed practice takes account of the emotional realm of dissemination, the ethics of representation; and the challenge of 'post' (postmodernism, postcolonialism, poststructuralism) epistemological thought. I also continue to work with my colleagues Loraine Blaxter and Malcolm Tight. We have just completed the fourth edition of the highly successful text How to Research (2010) Buckingham, Open University Press.

Malcolm Tight is Professor in Higher Education at the University of Lancaster, UK, where he directs the doctoral programme for professionals working in higher and further education. His research interests include the development of higher education research, the history and meaning of higher education and patterns of participation in higher education. Two of his other books for Open University Press are "How to Research 3e" (with Loraine Blaxter and Christina Hughes, 2006) and "Researching Higher Education" (2003).

Hughes is a Senior Lecturer in the Department of Continuing Education at the University of Warwick.

Malcolm Tight is Professor in Higher Education at the University of Lancaster, UK, where he directs the doctoral programme for professionals working in higher and further education. His research interests include the development of higher education research, the history and meaning of higher education and patterns of participation in higher education. Two of his other books for Open University Press are "How to Research 3e" (with Loraine Blaxter and Christina Hughes, 2006) and "Researching Higher Education" (2003).

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26 of 26 people found the following review helpful.
Useful and friendly guide to career development
By A Customer
This is a book intended for early-career academics and advanced students who are thinking about taking up an academic career. Apart from the introductory chapter, the book deals with the nature and development of academic careers (3 chapters), and academic roles and tasks (5 chapters, on networking, teaching, research, writing and managing). The authors have drawn extensively from research into academic activities and careers, the 'advice' literature for neophyte academics, and their own experiences. The book therefore taps into a broad range of sources on most aspects of academic life and how to make and get the most out of it. A lot of the detailed material is contained in about 120 'boxes' distributed throughout the book. Each box contains a set of numbered or bulleted points or tips, or a collection of short quotes from academics, often from external sources. A typical strategy for dealing with a topic is to describe an issue (such as departmental politics), or to define some concept, in the body of the text and then refer the reader to boxed pointers or suggestions. In this way, the book presents a distillation of information from the wider literature. I found this quite an effective strategy. The coverage of the book is wide, and the style is mostly descriptive, friendly and informative. The flavour is decidedly from the UK perspective. Specific conditions and contact details of research grants bodies are of limited use outside the UK. The focus in Chapter 2 is on the UK higher education system (subsectors, enrolments, league tables and salary scales), again of more local value. Most of the issues and advice can, however, be readily translated into and interpreted within an Australasian context. Each chapter contains an annotated list of published resources, making it possible for the reader to go into depth on issues that are important to them. At the end of the book, the authors list about 30 (mostly British) organisations together with national and international journals that work towards the betterment of higher education generally. A comprehensive bibliography and a good index conclude the volume. Overall, the book makes an excellent contribution to helping budding academics develop a sensible perspective on the nature of academic work. It is a source of useful, practical ideas on becoming an academic and developing a sense of career. The tone is positive throughout, and the book is likely to be referred to repeatedly as various issues and phases arise during the course of academic life. Of course, in a book of this length (or any fixed length for that matter), choices have to be made as to what to include and what to exclude. My wish list would have included more specific advice on how to organise and manage time, on how to make decisions in favour of long term career advancement at critical choice points, and on how to balance competing claims on one's personal resources from both within and outside the institution. Blaxter, Hughes and Tight have put together a helpful, up-to-date handbook, which deserves to be available in every higher education institution. (Reproduced with permission from HERDSA News, Nov 1998, p.22.)

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~~ Download Education and Theory (Conducting Educational Research), by Gary Thomas

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'... a masterpiece ... long overdue'
Professor Judy Sebba, University of Sussex and member of 2008 RAE panel for Education

"This is an exceptional book - and one that should be essential reading for anyone seriously thinking about educational practice - for two reasons. First, it is one of the few books on thinking about education which is written with the wit and humour which makes compulsive reading. Second, the approach to theory (or thinking systematically, philosophically and evidentially) is through the author's own attempt to understand what appears to many as a mystery. In this personal journey, the author provides a comprehensive and critical review of different theoretical positions."
Professor Richard Pring, University of Oxford

• What is the role of theory in education?
• Does the pursuit of theory in education always lead to improvements in practice?
• What is the alternative to theory?

Theory holds a central place in educational inquiry: tutors urge students to embed their work in it; funding bodies demand that research proposals be located in. But in an important new analysis, Gary Thomas suggests that the pursuit of theory in education is the pursuit of a chimera.

This compelling book examines what theory means for both student and researcher and questions whether the confidence in educational theory is justified. It begins by looking at what theory is, and what use it has in education and examines some theoretically significant influences on educational thought and practice in the twentieth century. Challenging the idea that the practice of education should be based on theory, the author offers alternative, simpler frameworks for conducting inquiry, without the constraints of existing theory, contending that it is time for a discussion about how values, evidence and ideas can more straightforwardly guide educational practice.

Education and Theory is stimulating reading for academics, researchers, teachers and students of education.

• Sales Rank: #4012496 in Books
• Published on: 2007-04-01
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .55" w x 5.90" l, .74 pounds
• Binding: Paperback
• 200 pages

About the Author
Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education – at the University of Leeds, at Oxford Brookes University, UWE and University College London – his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal, the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal.

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> PDF Ebook Forms Of Ethical Thinking In Therapeutic Practice, by Derek Hill, Caroline Jones

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• Sales Rank: #11904855 in Books
• Brand: Brand: Open University Press
• Published on: 2003-10-01
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .71" w x 5.50" l, .57 pounds
• Binding: Paperback
• 216 pages

Features

• Used Book in Good Condition

About the Author
Caroline Jones is Co-ordinator of the Early Years Foundation Degree at the University of Warwick, Institute of Education. She provides consultancy at home and abroad for local education authorities and voluntary, independent and private early years settings. Caroline, an experienced teacher, owns a group of early childhood settings based on school sites in the Midlands.

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The SCM Core Text on Christian Spirituality brings together biblical, historical and pastoral reflections on the nature of Christian spirituality within community. It is written for second and third year university students who are studying Christian spirituality as an academic discipline, and would be useful for practical theologians who are reflecting on theology and practice within the Christian church, as well as for pastors and persons in a local church who want to explore the contours of Christian spirituality within their community of faith.

Rather than list a series of specific activities such as praying, fasting, meditating etc, this book seeks to examine spirituality within the context of relationship and community. It also seeks to avoid separating spirituality from doctrine, and works towards presenting Christian spirituality as an ongoing dialogue between doctrine and experience. The book also asserts that Christian spirituality must reflect the idea of search and throughout the textbook we are introduced to a variety of Christian writers in order to examine the multifarious nature of search within the Christian tradition. These three themes, belief, search and relationship are woven together and addressed throughout.

• Sales Rank: #2083941 in Books
• Brand: Brand: SCM Press
• Published on: 2007-09-27
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 8.88" w x 6.13" l, .50 pounds
• Binding: Paperback
• 288 pages

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• Used Book in Good Condition

Review
"God calls us to help people in every place and culture respond to the love and grace in his Son, Jesus Christ. To do that well in our time we need to grow many different fresh expressions of church life within and alongside our traditional parish churches: a mixed economy I hope that every Church Council and home group in the land will engage creatively with this material and take action as a result" Archbishop Rowan Williams

About the Author
Karen E. Smith teaches at the University of Wales, Cardiff and the South Wales Baptist College.

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0 of 0 people found the following review helpful.
Five Stars
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Great text -very readable .

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• Sales Rank: #16992837 in Books
• Published on: 1972
• Original language: English
• Binding: Paperback
• 79 pages

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Since the first edition of "Teaching for Quality Learning at University", the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to "the reflective institution", where it becomes a powerful underpinning to quality enhancement procedures. Also since the first edition, educational technology has become more widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put. This is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

• Sales Rank: #11068652 in Books
• Published on: 1999-07-01
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 2.00" w x 8.00" l,
• Binding: Hardcover
• 250 pages

Review
“Reading this book will change what you do in learning, teaching and assessment….This is an excellent book, and a ‘must read’ for those who seek to improve learning and teaching in the University.” – Escalate Learning & Teaching Support Network (Escalate Learning and Teaching 2003-10-30)

About the Author
John Biggs has held Chairs in Education in Australia, Canada and Hong Kong. He is currently an educational consultant in higher education, and Honarary Professor of Psychology at the University of Hong Kong. He has published extensively on teaching and learning, with special emphasis on teaching and assessment in higher education, and teaching across cultures.

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Teaching For Quality Learning at University
By Joseph Bernard Mohan
An excellent resource for teachers in territary institutions who have a passion for teaching for quality. It is a good resource for understand and implementing the outcomes based teaching and learning approach, which is helping students engage in deep learning approach. The chapters are well laid out in a simple and systematic manner.

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This text examines the confusion surrounding the concept of effectiveness; offers practical guidance to help managers explore their performance expectations; and illustrates how clarity of understanding can promote improved performance. It examines the assumptions behind terms such as "personal accountability", "clearly identifiable measures of performance" and, most notably, the belief that "effectiveness" is absolute and universal. It argues that effectiveness is a largely subjective and localized concept and that performance criteria and good managerial practice must be defined within the context of each organization. This is especially relevant for the transfer of ideas and practices from the private to the public sector. This book should be of interest to health-service managers, health professionals and students of business and management.

• Sales Rank: #16882323 in Books
• Brand: Brand: Open Univ Pr
• Published on: 1995-12
• Original language: English
• Number of items: 1
• Binding: Paperback
• 144 pages

Features

• Used Book in Good Condition

Review
"This is a welcome book which helps managers to a more sophisticated view on effectiveness and will, I hope, lead to a less slavish compliance with top-down commands, not of course to be disobedientfor the hell of it, but because such behaviour is, in the end, ineffective in satisfying the requirements of health care organisations." - Health Service Journal "...written throughoutin a straightforward and entertaining style and does not demand a deep knowledge of management theory." - Clinician in Management

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This is a major new text on the changing relationship between the European Union and the United States in the twenty-first century with a particular focus on the reasons for the contrast between the increasing policy convergence and interdependence of the US and EU on the one hand and their often intense competition on the other.

• Sales Rank: #2153118 in Books
• Published on: 2008-06-15
• Released on: 2008-06-24
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 1.00" w x 5.00" l, .92 pounds
• Binding: Paperback
• 256 pages

Review
'[A]n excellent source for understanding the depth and complexity of EU-US relations...McGuire and Smith have written a thoroughly readable, stimulating and ultimately pleasing book...that should be on the shelf of any scholar of the EU, foreign policy or political economy. [It] also can be recommended as textbook.' - Terrence R Guay, International Affairs '...interesting, well-written and convincing...A creative mixture of past, present and forward-looking analysis of contemporary EU-US issues...make it ideal course-book material, as well as a good source of information for a variety of experts.' - Marta Golonka, Journal of Common Market Studies

About the Author
STEVEN MCGUIRE is Senior Lecturer in International Business, University of Bath. MICHAEL SMITH is Professor of European Politics and Jean Monnet Chair, Loughborough University.

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? Download PDF A Handbook for Teacher Research, by Colin Lankshear, Michele Knobel

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A Handbook for Teacher Research, by Colin Lankshear, Michele Knobel

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This book identifies five features that must be present in all research and provides clear and accessible guidelines for teachers to meet these requirement in studies designed to enhance their vocation as educators. It is written in a clear and accessible manner and engages with key issues integral to all kinds of research. Suitable for upper-level undergraduate and postgraduate research and for self-directed teacher researchers who drive their own independent studies.

• Sales Rank: #620221 in Books
• Published on: 2004-04-01
• Original language: English
• Number of items: 1
• Dimensions: 9.40" h x .94" w x 6.70" l, 1.70 pounds
• Binding: Paperback
• 412 pages

About the Author
Colin Lankshear is Professor of Literacy and New Technologies at James Cook University, Australia, Visiting Scholar at McGill University, Canada, and an Adjunct Teacher at the Universidad Nacional Autonoma de Mexico.

Most helpful customer reviews

0 of 1 people found the following review helpful.
Not a teacher
By Amy Bauer
Bought this for graduate school. It was required. I remember thinking it wasn't very useful to me because I have already been researching many times. Would be good for undergraduate. Donated.

1 of 5 people found the following review helpful.
text book
By Momma2B&A
Quite possibly the worst book I have ever had to purchase. It is boring, too wordy and to top it all off the teacher decided she didn't want to use it halfway through the class. Why do texts have to be so boring??

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> Free PDF Responses to Nazism in Britain, 1933-1939: Before War and Holocaust, by D. Stone

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This book examines the large and previously-neglected body of literature on Nazism that was produced in the years 1933-1939. Shifting attention away from high politics or appeasement, it reveals that a remarkably wide range of responses was available to the reading public. From sophisticated philosophical analyzes of Nazism to pro-Nazi apologies, the book shows how Nazism informed debates over culture and politics in Britain, and how before the war and the Holocaust made Nazism anathema it was often discussed in ways that seem surprising today.

• Sales Rank: #14175068 in Books
• Published on: 2003-12-05
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .75" w x 5.50" l, 1.05 pounds
• Binding: Hardcover
• 269 pages

Review

'The responses to Nazism in Britain before 1939 were many and varied. The Right, as Nicolson said in July 1939, found it easier, in the interests of cerebral comfort, 'to regard Nazi Germany as a bulwark against Bolshevism than to confront her as a menace to our Empire and our independence' (189). Compelling reading - and should be compulsory for students of the history of the 1930s.' Deborah Vietor-Englander, Technical University of Darmstadt, Germany

'In terms of both its content and its approach Responses to Nazism covers new and/or neglected territory and in particular provides fresh and important insights into the political culture of the right in inter-war Britain. Stone begins with an analysis and contextualization of the work of a number of largely forgotten authors; the writings of people like Franz Borkenau and Aurel Kolnai are rescued from the 'enormous condescension of posterity'. He moves on to examine how British thinkers constructed and responded to the place of war and antisemitism in Nazi thinking.' E. H. H. Green, Magdalen College, University of Oxford, UK

'For those of us with an interest in anti-fascism, it further confirms that our subject is greatly variegated. Stone is right: it is surely time for historians 'to temper their fascination for the activities of British fascists with an understanding of how that fascism was combated'- in print.' Nigel Copsey, University of Teeside, UK 'Superbly written and impressively meticulous from updated preface to expansive references Responses to Nazism in Britain deserves attention by all students of interwar Britain and Nazism. Charting the years just before WWII right across the political spectrum, Stone effectively demonstrates that British perceptions of Nazi Germany ranged far wider than simple political 'appeasement' or ideologically naiveté. Highly recommended!' - Matthew Feldman, University of Northampton, UK 'The view the British public took of Hitler and National Socialism in the 1930s is critical for understanding Britain's later decision to fight Germany through six hard years of war. Dan Stone's study of British responses has established itself as the indispensable text on the complex, sometimes ambivalent reaction to fascism and the best starting point for anyone who wants to know why fascism never took root in Britain.' - Richard Overy, University of Exeter, UK

About the Author
DAN STONE Professor of Modern History at Royal Holloway, University of London, UK. He is the author of Breeding Superman: Nietzsche, Race and Eugenics in Edwardian and Interwar Britain (Liverpool University Press, 2002) and Constructing the Holocaust: A Study in Historiography (Vallentine Mitchell, 2003).

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