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Cooper is the acknowledged international expert on Zen and
psychoanalysis/psychotherapy * First book to offer an fully
integrated mode of Zen and psychoanalysis * Focus on theory and
clinical practice
This is a clear and concise guide to classroom practice for
teachers dealing with pupils with attention deficit / hyperactivity
disorder, a condition that is estimated to affect on average one in
every twenty-five children. In this new and revised edition, the
authors present in an accessible style and with regard for the
everyday realities of the classroom life: key issues commonly
raised by teachers about AD/HD; sources of information on the
nature and assessment of AD/HD; advice to teachers on how to
communicate with both parents and professionals; and practical
classroom strategies and interventions for effectively tackling the
condition.
All teachers of pupils in the 5-16 age range will benefit from the
explanation and advice on AD/HD offered in this resource book. It
will be of particular interest to SENCOs, teachers concerned with
Home School Liaison and those concerned with emotional and
behavioral difficulties in the classroom.
Forget tired rows of carnations interspersed with a few clumped
impatiens: these stunning "New Tech" layouts redefine what a garden
can be! Award-winning designer Paul Cooper presents the best
contemporary garden designs from all around the world. From the
innovative to the controversial, this unique collection features
kinetic, portable, and radical gardens that defy convention. Using
distressed concrete, stainless steel, elastic netting, and other
man-made materials interspersed with lush plantings, these
distinctive plans provide unexpected visuals and rich textures that
challenge perceived notions of landscape design. More than 140
color photographs and numerous garden plans make this an ideal
sourcebook for professional landscapers and adventurous home
gardeners alike.
Cooper is the acknowledged international expert on Zen and
psychoanalysis/psychotherapy * First book to offer an fully
integrated mode of Zen and psychoanalysis * Focus on theory and
clinical practice
Major cities have long been seen as centres of secularisation.
However, the number of congregations in London grew by 50% between
1979 and the present. London's churches have been characterised
more by growth than by decline in the decades since 1980. The
Desecularisation of the City provides the first academic survey of
churches in London over recent decades, linking them to similar
developments in other major cities across the West. Produced by a
large team of scholars from a range of disciplines, this volume
offers a striking and original portrait of congregational life in
London since 1980. Seventeen chapters explore the diverse
localities, ethnicities and denominations that make up the church
in contemporary London. The vitality of London's churches in the
last four decades shows that secularisation is far from inevitable
in the cities of the future. This study necessitates a significant
reassessment of the dominant academic portrayal of Christianity in
Britain and the West, which has, mostly, depicted cities as secular
spaces within a secularising culture. It will be of great interest
to scholars working across a wide range of disciplines, including
history, sociology, religious studies and theology.
Teachers in mainstream schools are increasingly confronted with
children with severe emotional and behavioural difficulties, for
whose performance and effect on the rest of the class they are held
accountable. Often exclusion seems to be the only option. This book
shows that it is not. It provides a concise, clearly written guide
to the major approaches which can be used to deal with emotional
and behavioural difficulties - their possibilities and their
pitfalls. It will be invaluable reading for special needs
coordinators, individual teachers reflecting on the issue in their
own classrooms and heads wishing to establish whole school
approaches to the problem.
Major cities have long been seen as centres of secularisation.
However, the number of congregations in London grew by 50% between
1979 and the present. London's churches have been characterised
more by growth than by decline in the decades since 1980. The
Desecularisation of the City provides the first academic survey of
churches in London over recent decades, linking them to similar
developments in other major cities across the West. Produced by a
large team of scholars from a range of disciplines, this volume
offers a striking and original portrait of congregational life in
London since 1980. Seventeen chapters explore the diverse
localities, ethnicities and denominations that make up the church
in contemporary London. The vitality of London's churches in the
last four decades shows that secularisation is far from inevitable
in the cities of the future. This study necessitates a significant
reassessment of the dominant academic portrayal of Christianity in
Britain and the West, which has, mostly, depicted cities as secular
spaces within a secularising culture. It will be of great interest
to scholars working across a wide range of disciplines, including
history, sociology, religious studies and theology.
As of 2016 the Department for Education (DfE) want to ensure all
trainee teachers have an understanding of emotional development and
attachment, and so this book presents the key concepts that are
essential for training in this area to ensure all teachers are up
to date. Attachment issues and mental health have a huge impact on
pupils' performance and so an understanding of young people's
emotional development is crucial for any teacher. Increasing
teachers understanding and skills around emotional development can
prevent many long term mental health difficulties in our schools
and in our communities. Key topics such as attachment theory,
emotion coaching, tackling disruptive behaviour and the trauma
continuum are introduced and explained, with advice and tips for a
classroom setting offered throughout. The experiences of
practitioners in the field are presented alongside those of
researchers, offering a range of diverse perspectives including
education, psychology and health. This is an essential text for
trainee and practising teachers.
Positive Alternatives to School Exclusion looks at what schools can
do to build more harmonious communities and engage students -
particularly those at risk of exclusion - more productively in all
areas of school life. It describes the Positive Alternatives to
School Exclusion Project, a multi-phase, collaborative initiative
based at the School of Education, University of Cambridge.Drawing
on the perspectives of staff and pupils, the authors provide
detailed case studies of the approaches and strategies being
adopted in a variety of settings (primary, secondary and FE) to
foster inclusion and reduce and prevent exclusion. It also
identifies a number of different frameworks, drawn from the case
studies, which can be used by practitioners working in other
settings to support their own reflection and development work.
Particular importance is placed, throughout the book, on valuing
the domain of personal experience in the life of the school
community. The authors explore this theme in detail, suggesting
ways in which it might become a priority focus of further
development work in schools.
School exclusion is becoming increasingly viewed as being out-dated
and misguided and almost all practitioners and leaders are
committed in inclusion. However, many schools aiming for full
inclusion can find it difficult "not" to "exclude" some students.
This book shows teachers and managers how five schools have
successfully implemented policy and practice to avoid excluding any
students. Based around five in-depth case studies (four secondary
and one primary), the book describes positive strategies for
preventing children from being excluded. The book begins with a
look at different definitions and levels of school exclusion,
identifies the different reasons for exclusion and the individuals
and groups who tend to suffer most from being excluded. The editors
go on to specify positive alternatives to the issue of school
exclusion. The book is based upon a major research project
undertaken at the School of Education, University of Cambridge. It
includes detailed case studies from both the primary and secondary
sector.
Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common
behavioural disorder affecting up to five per cent of children in
the UK. This book provides a concise and comprehensive guide to
educating children with AD/HD, offering a theoretical introduction
to the disorder, and practical guidance for the classroom teacher
on how to support children with this condition. This practical
guide is divided into three clear sections which focus on: * the
nature of AD/HD and its impact on the individual in school, as well
as the ways in which it can be most accurately diagnosed * the
principles and practices of intervention, including specific
educational interventions and behaviour management techniques * a
series of case studies illustrating the nature of AD/HD and its
relationship with other difficulties making suggestions for
school-based interventions. Rooted in the experiences of
practitioners who work with children with AD/HD every day, this
book draws on up-to-date research evidence to challenge crude
assumptions about AD/HD and argue that the best way to understand
it is as a condition in which biological and environmental factors
interact.
Designed for individual teachers and school teams alike, this text
demonstrates how to approach and manage disruptive students and
behaviour. At the book's core is a series of detailed strategies
for dealing with commonly occurring problems. Some of the chapters
in the book focus on: * The Nature and Causes of Disruption *
Responding to Disruption * Basic Principles * Understanding and
Dealing with Gambits * Sharing Good Practice The ideas and theories
are presented in the context of a research base and come complete
with case studies. This text is published in association with the
Times Educational Supplement.
Teachers in mainstream schools are increasingly confronted with
children with severe emotional and behavioural difficulties. This
text provides a concise guide to the major approaches which can be
used to deal with emotional and behavioural difficulties. The
authors discuss counselling, behavioural approaches, family therapy
and class management based on analysis of social interaction. The
final chapters look at the development of whole school policies
through an extended case study and at the relevance of recent
research in school effectiveness to the tackling of emotional and
behavioural difficulties. The work should be useful reading for
special needs co-ordinators, individual teachers reflecting on the
issue in their own classrooms and heads wishing to establish whole
school approaches to the problem.
Disaffected pupils respond well in circumstances where they feel
secure, where they have a sense of being valued and respected, and
where they perceive there to be opportunities for them to succeed.
Paul Cooper offers some insights into how these outcomes might be
achieved in both mainstream and segregated settings. Paul Cooper
grounds his investigation in the views expressed by a group of
pupils who have been excluded from mainstream schools and placed in
residential schools for pupils with emotional and behavioural
difficulties. He charts the perceptions these pupils have of their
current and former experience of schooling, as well as their views
on the nature and causes of their difficulties. Connecting the
insights gained from these pupils to work that has been done in the
area of school effectiveness, he offers some guidelines on ways in
which teachers and managers can work towards reducing disaffection
in schools. The book's practical research base emphasizes the need
to find solutions to educational problems within the real life
contexts in which they occur; it will be of interest to all those
whose concerns are with the everyday realities of schooling.
This is a clear and concise guide to classroom practice for
teachers dealing with pupils with attention deficit / hyperactivity
disorder, a condition that is estimated to affect on average one in
every twenty-five children. In this new and revised edition, the
authors present in an accessible style and with regard for the
everyday realities of the classroom life: key issues commonly
raised by teachers about AD/HD; sources of information on the
nature and assessment of AD/HD; advice to teachers on how to
communicate with both parents and professionals; and practical
classroom strategies and interventions for effectively tackling the
condition. All teachers of pupils in the 5-16 age range will
benefit from the explanation and advice on AD/HD offered in this
resource book. It will be of particular interest to SENCOs,
teachers concerned with Home School Liaison and those concerned
with emotional and behavioral difficulties in the classroom.
Digital Theology is a rapidly emerging field of academic research
and gaining traction with scholars of Computer Science, Theology,
Sociology of Religion and the wider Humanities. This book explores
Digital Theology from a Computer Science perspective, providing a
comprehensive definition of the subject and setting the agenda for
future work in the field for both academics and practitioners. A
range of Digital Theology case studies highlight the challenges,
and successes, and the lessons learned which can be applied to
future situations. The book also includes a timely analysis of the
role that digital technology has played in the response of the
global church to specific world events; clarifying a number of
turning points which have driven dramatic and rapid change in
church operating models.
Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder, affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD. It offers a theoretical introduction to AD/HD and practical guidance to the classroom teacher on how to support children with this condition. The book is divided into three sections: * Part One focuses on the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed *Part Two addresses the principles and practices of intervention, including specific educational interventions and behaviour management techniques *Part Three is structured around a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties, and makes suggestions for school-based interventions. The book is rooted in the experience of practitioners who work on a daily basis with children with AD/HD, and draws upon up-to-date research evidence on the topic. The authors challenge crude assumptions about AD/HD and argue that the best way to understand AD/HD is as a condition in which biological and environmental factors interact. Suitable for use as a teaching manual and a training resource, Educating Children with AD/HD will help teachers, other educational workers and students develop a sense of empowerment in relation to AD/HD. eBook available with sample pages: 0203461495
Drawing from original source material, contemporary scholarship,
and Wilfred Bion's psychoanalytic writings, Zen Insight,
Psychoanalytic Action: Two Arrows Meeting introduces the Zen notion
of "gujin," or total exertion, and elaborates a realizational
perspective that integrates Zen Buddhism and psychoanalysis.
Developed by the thirteenth century Zen teacher and founder of the
Japanese Soto Zen school, Eihei Dogen, gujin finds expression and
is referenced in various contemporary scholarly and religious
commentaries. This book explains this pivotal Zen concept and
addresses themes by drawing from translated source material,
academic scholarship, traditional Zen koans and teaching stories,
extensive commentarial literature, interpretive writings by
contemporary Soto Zen teachers, psychoanalytic theory, clinical
material, and poetry, as well as the author's thirty years of
personal experience as a psychoanalyst, supervisor, psychoanalytic
educator, ordained Soto Zen priest, and transmitted Soto Zen
teacher. From a realizational perspective that integrates Zen and
psychoanalytic concepts, the book addresses anxiety-driven
interferences to deepened Zen practice, extends the scope and
increases the effectiveness of clinical work for the
psychotherapist, and facilitates deepened experiences for both the
Buddhist and the secular meditation practitioner. Two Arrows
Meeting will be of great interest to researchers in the fields of
Zen Buddhism and psychoanalysis. It will also appeal to meditation
practitioners and psychoanalysts in practice and training.
Drawing from original source material, contemporary scholarship,
and Wilfred Bion's psychoanalytic writings, Zen Insight,
Psychoanalytic Action: Two Arrows Meeting introduces the Zen notion
of "gujin," or total exertion, and elaborates a realizational
perspective that integrates Zen Buddhism and psychoanalysis.
Developed by the thirteenth century Zen teacher and founder of the
Japanese Soto Zen school, Eihei Dogen, gujin finds expression and
is referenced in various contemporary scholarly and religious
commentaries. This book explains this pivotal Zen concept and
addresses themes by drawing from translated source material,
academic scholarship, traditional Zen koans and teaching stories,
extensive commentarial literature, interpretive writings by
contemporary Soto Zen teachers, psychoanalytic theory, clinical
material, and poetry, as well as the author's thirty years of
personal experience as a psychoanalyst, supervisor, psychoanalytic
educator, ordained Soto Zen priest, and transmitted Soto Zen
teacher. From a realizational perspective that integrates Zen and
psychoanalytic concepts, the book addresses anxiety-driven
interferences to deepened Zen practice, extends the scope and
increases the effectiveness of clinical work for the
psychotherapist, and facilitates deepened experiences for both the
Buddhist and the secular meditation practitioner. Two Arrows
Meeting will be of great interest to researchers in the fields of
Zen Buddhism and psychoanalysis. It will also appeal to meditation
practitioners and psychoanalysts in practice and training.
Publisher's Note: Products purchased from Third Party sellers are
not guaranteed by the publisher for quality, authenticity, or
access to any online entitlements included with the product. Rely
on the #1 Guide to Pump Design and Application--Now Updated with
the Latest Technological Breakthroughs Long-established as the
leading guide to pump design and application, the Pump Handbook has
been fully revised and updated with the latest developments in pump
technology. Packed with 1,150 detailed illustrations and written by
a team of over 100 internationally renowned pump experts, this
vital tool shows you how to select, purchase, install, operate,
maintain, and troubleshoot cutting-edge pumps for all types of
uses. The Fourth Edition of the Pump Handbook features:
State-of-the-art guidance on every aspect of pump theory, design,
application, and technology Over 100 internationally renowned
contributors SI units used throughout the book New sections on
centrifugal pump mechanical performance, flow analysis, bearings,
adjustable-speed drives, and application to cryogenic LNG services;
completely revised sections on pump theory, mechanical seals,
intakes and suction piping, gears, and waterhammer; application to
pulp and paper mills Inside This Updated Guide to Pump Technology *
Classification and Selection of Pumps * Centrifugal Pumps *
Displacement Pumps * Solids Pumping * Pump Sealing * Pump Bearings
* Jet Pumps * Materials of Construction * Pump Drivers and Power
Transmission * Pump Noise * Pump Systems * Pump Services * Intakes
and Suction Piping * Selecting and Purchasing Pumps * Installation,
Operation, and Maintenance * Pump Testing * Technical Data
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