This book describes the relationship of Christian Public Theology to other religions and their ways of contributing to the common good. It also promotes mutual learning processes in public education to strengthen the public role and responsibility of religions in pluralistic societies. This volume brings together not only public education and public theology, but also scholars from a variety of disciplines such as philosophy, cultural studies, and sociology, and from different parts of the world. By doing so, the book intends to widen the horizon and provide fresh impulses for public theology as well as the discourse on public religious education.

In order to draw out the relationship between publicly-oriented Christianity and education, this book demonstrates that education is an important method and prerequisite of public theology, as well as an urgent object of public theology research's attention. Featuring work from diverse academic disciplines-including religion education, theology, philosophy, and religious studies-this edited collection also contends with the educational challenges that come with the decline of religion on the one hand and its transformation and regained public relevance on the other. Taken together, the contributions to this volume provide a comprehensive argument for why education deserves systematic attention in the context of public theology discourse, and vice versa.

In order to draw out the relationship between publicly-oriented Christianity and education, this book demonstrates that education is an important method and prerequisite of public theology, as well as an urgent object of public theology research's attention. Featuring work from diverse academic disciplines-including religion education, theology, philosophy, and religious studies-this edited collection also contends with the educational challenges that come with the decline of religion on the one hand and its transformation and regained public relevance on the other. Taken together, the contributions to this volume provide a comprehensive argument for why education deserves systematic attention in the context of public theology discourse, and vice versa.

This book describes the relationship of Christian Public Theology to other religions and their ways of contributing to the common good. It also promotes mutual learning processes in public education to strengthen the public role and responsibility of religions in pluralistic societies. This volume brings together not only public education and public theology, but also scholars from a variety of disciplines such as philosophy, cultural studies, and sociology, and from different parts of the world. By doing so, the book intends to widen the horizon and provide fresh impulses for public theology as well as the discourse on public religious education.

Newly available in paperback, this edition is an important volume of international significance, drawing together contributions from some of the leading scholars in the field and edited by a team headed by the acclaimed historian David Richardson. The book sets Liverpool in the wider context of transatlantic slavery and addresses issues in the scholarship of transatlantic slavery, including African agency and trade experience. Emphasis is placed on the human characteristics and impacts of transatlantic slavery. It also opens up new areas of debate on Liverpool's participation in the slave trade and helps to frame the research agenda for the future.

Re-envisages what we know about African political economies through its examination of one of the key questions in colonial and African history, that of commercial agriculture and its relationship to slavery. This book considers commercial agriculture in Africa in relation to the trans-Atlantic slave trade and the institution of slavery within Africa itself, from the beginnings of Afro-European maritime trade in the fifteenth century to the early stages of colonial rule in the twentieth century. For Europeans, the export of agricultural produce represented a potential alternative to the slave trade from the outset and there was recurrent interest in establishing plantations in Africa or in purchasing crops from African producers. This idea gained greater currency in the context of the movement for the abolition of the slave trade from the late eighteenth century onwards, when the promotion of commercial agriculture in Africa was seen as a means of suppressing the slave trade. Robin Law is Emeritus Professor of African History, University of Stirling; Suzanne Schwarz is Professor of History, University ofWorcester; Silke Strickrodt is a Visiting Research Fellow in the Department of African Studies and Anthropology at the University of Birmingham.

Re-envisages what we know about African political economies through its examination of one of the key questions in colonial and African history, that of commercial agriculture and its relationship to slavery. This book considers commercial agriculture in Africa in relation to the trans-Atlantic slave trade and the institution of slavery within Africa itself, from the beginnings of European maritime trade in the fifteenth century to theearly stages of colonial rule in the twentieth century. From the outset, the export of agricultural produce from Africa represented a potential alternative to the slave trade: although the predominant trend was to transport enslaved Africans to the Americas to cultivate crops, there was recurrent interest in the possibility of establishing plantations in Africa to produce such crops, or to purchase them from independent African producers. Thisidea gained greater currency in the context of the movement for the abolition of the slave trade from the late eighteenth century onwards, when the promotion of commercial agriculture in Africa was seen as a means of suppressing the slave trade. At the same time, the slave trade itself stimulated commercial agriculture in Africa, to supply provisions for slave-ships in the Middle Passage. Commercial agriculture was also linked to slavery within Africa, since slaves were widely employed there in agricultural production. Although Abolitionists hoped that production of export crops in Africa would be based on free labour, in practice it often employed enslaved labour, so that slaveryin Africa persisted into the colonial period. Robin Law is Emeritus Professor of African History, University of Stirling; Suzanne Schwarz is Professor of History, University of Worcester; Silke Strickrodt is Visiting Research Fellow at the Department of African Studies and Anthropology, University of Birmingham.

100 kleine Gedichte, die in meinem Leben als Malerin, Autorin, Arztin, Therapeutin, Mensch und Mutter entstanden sind, mochten Ihnen viele kleine Ein- und Ausblicke geben...

Was ist eigentlich...? Wie lauft denn...? Was macht man bei..? Kennen Sie...? In unserem Fachgebiet interessieren sich die Menschen fur viele Dinge. Jeder glaubt, er weiss was, dabei haufen sich die Legenden. Seit uber 15 Jahren bin ich in der Psychiatrie und Psychotherapie tatig und habe die Dinge gesammelt, die mich die Menschen gefragt, fur die sie sich interessiert haben, und die sie spannend fanden. Ich hoffe, damit ein bisschen Klarheit auf dem Fachgebiet und ganz viel Begeisterung fur das Wunder-Bare unseres Korper-Seele-Geist-Systems schaffen zu konnen.

In der BELLA-Studie des Robert-Koch-Instituts zeigten etwa 5,4% der untersuchten Kinder spezifische Anzeichen f r eine Depression. Neben dieser vergleichsweise hohen Pr valenz an depressiven Er-krankungen im Kindes- und Jugendalter gibt es au erdem eine hohe Wahrscheinlichkeit f r eine Wiedererkrankung oder eine Chronifizierung der St rung. Damit wird im vorliegenden Buch die Notwendigkeit eines diagnostischen Verfahrens begr ndet, das depressive Symptome bei Kindern und Jugendlichen objektiv und valide erfasst. Das Testverfahren soll in kurzem zeitlichem Abstand einsetzbar sein und dabei auch kleinste Ver nderungen in der Schwere der Symptome genau abbilden. Ziel der im Buch sehr anschaulich beschriebenen Untersuchung war es, ein bereits vorhandenes, valides und nderungssensitives Verfahren aus der internationalen Erwachsenendiagnostik, die Montgomery Asberg Depression Rating Scale (MADRS), hinsichtlich seiner Anwendbarkeit bei deutschsprachigen Kindern und Jugendlichen, die depressive Symptome zeigen, zu berpr fen. Dazu wurden eine Querschnittuntersuchung an 76 depressiven Kindern und Jugendlichen zwischen sechs und 18 Jahren sowie eine L ngsschnittuntersuchung ber acht Wochen durchgef hrt. Gezeigt wird, dass sich die MADRS auch f r diese Patientengruppe als schnell durchf hrbares und sehr genaues Testverfahren mit ausgezeichneten Testg tekriterien erweist. Sie ist also ein Test, der ohne gro e praktische Erfahrung seitens des Diagnostikers bei Kindern ab sechs Jahren zur Therapieverlaufskontrolle und zur Krankheitserforschung eingesetzt werden kann. Dabei erlaubt sie eine Verlaufsdiagnostik bis ins Erwachsenenalter hinein.