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Futureproof shows school leaders and teachers how they can educate
for digital citizenship through the adoption of a new,
comprehensive and coherent framework. The book addresses a gap as
there are currently no well-known frameworks that provide a
comprehensive approach to teaching digital citizenship education in
UK schools. This is surprising given how digital technologies are
part and parcel of most young people's lives today and will
continue to be so in the future. Given that the technologies are
constantly changing, it might be said that those responsible for
teaching digital citizenship are shooting in the dark whilst trying
to hit a moving target. The book brings clarity by explaining the
theory and research behind the Futureproof framework, and through
its focus on how it can be implemented in primary and secondary
schools. The book includes details of the digital citizenship
framework, an overview of learning and teaching outcomes and
examples from practice throughout.
This book focuses on the influence of classical authors on Ben
Jonson's dramaturgy, with particular emphasis on the Greek and
Roman playwrights and satirists. It illuminates the interdependence
of the aspects of Jonson's creative personality by considering how
classical performance elements, including the Aristophanic 'Great
Idea,' chorus, Terentian/Plautine performative strategies, and
'performative' elements from literary satire, manifest themselves
in the structuring and staging of his plays. This fascinating
exploration contributes to the 'performative turn' in early modern
studies by reframing Jonson's classicism as essential to his
dramaturgy as well as his erudition. The book is also a case study
for how the early modern education system's emphasis on
imitative-contaminative practices prepared its students, many of
whom became professional playwrights, for writing for a theatre
that had a similar emphasis on recycling and recombining
performative tropes and structures.
Teaching Character and Virtue in Schools addresses the contemporary
issues of quantification and measurement in educational settings.
The authors draw on the research of the Jubilee Centre at the
University of Birmingham in order to investigate the concern that
the conventional wisdom, sound judgement and professional
discretion of teachers is being diminished and control mistakenly
given over to administrators, policymakers and inspectors which in
turn is negatively effecting pupils' character development. The
books calls for subject competence to be complemented by practical
wisdom and good character in teaching staff. It posits that the
constituent virtues of good character can be learned and taught,
that education is an intrinsically moral enterprise and that
character education should be intentional, organised and
reflective. The book draws on the Jubilee Centre's expertise in
support of its claims and successfully integrates the fields of
educational studies, psychology, sociology, philosophy and theology
in its examination of contemporary educational practices and their
wider effect on society as a whole. It offers sample lessons as
well as a framework for character education in schools. The book
encourages the view that character education is about helping
students grasp what is ethically important and how to act for the
right reasons so that they can become more autonomous and
reflective individuals within the framework of a democratic
society. Particularly interested readers will be educational
leaders, teachers, those undertaking research in the field of
education as well as policy analysts with a keen interest in
developing the character and good sense of learners today.
Teaching Character and Virtue in Schools addresses the contemporary
issues of quantification and measurement in educational settings.
The authors draw on the research of the Jubilee Centre at the
University of Birmingham in order to investigate the concern that
the conventional wisdom, sound judgement and professional
discretion of teachers is being diminished and control mistakenly
given over to administrators, policymakers and inspectors which in
turn is negatively effecting pupils' character development. The
books calls for subject competence to be complemented by practical
wisdom and good character in teaching staff. It posits that the
constituent virtues of good character can be learned and taught,
that education is an intrinsically moral enterprise and that
character education should be intentional, organised and
reflective. The book draws on the Jubilee Centre's expertise in
support of its claims and successfully integrates the fields of
educational studies, psychology, sociology, philosophy and theology
in its examination of contemporary educational practices and their
wider effect on society as a whole. It offers sample lessons as
well as a framework for character education in schools. The book
encourages the view that character education is about helping
students grasp what is ethically important and how to act for the
right reasons so that they can become more autonomous and
reflective individuals within the framework of a democratic
society. Particularly interested readers will be educational
leaders, teachers, those undertaking research in the field of
education as well as policy analysts with a keen interest in
developing the character and good sense of learners today.
The Theory and Practice of Virtue Education offers the reader a
comprehensive and authoritative account of both the theoretical and
practical complexities of cultivating virtue in education and
beyond. The book moves beyond the usual philosophical literature
that merely discusses virtue in the abstract, and offers scholarly,
research-informed suggestions for practice. Drawn from a highly
successful international conference organised by the Jubilee Centre
for Character and Virtues, the chapters in this volume offer a
unique insight into the varieties of approaches that leading
scholars have identified for putting the learning and nurturing of
virtues into practice. Featured are chapters from internationally
acclaimed scholars primarily in the fields of philosophy,
psychology and education, which are categorised under three
headings: philosophical and theoretical foundations for cultivating
virtues; developing virtues in practice; and nurturing specific
virtues. Beginning with chapters that examine differing theoretical
complexities of virtue education, the book then moves on to explore
different approaches to nurturing virtue in the classroom and
beyond. This practical approach is further evidenced in the final
section, where individual virtues are discussed. The Theory and
Practice of Virtue Education highlights the theoretical complexity
of putting virtue education into practice and, as a result, is of
real use to researchers, academics and postgraduates in the fields
of education, philosophy, psychology, sociology and theology. It
should also be essential reading for educators in character and
virtue.
One of the co-founders of the Mass Observation project, Tom
Harrison used many of the then-unpublished records of the
organisation to put together this record of people's experiences on
the British home front during the bombings of the Second World War-
first-hand accounts recorded by people as they lived through the
Blitz. Unlike earlier histories of the war, whether propagandist or
simply patriotic, Harrisson's version doesn't close its eyes to the
terrors and misery of the bombings, nor to the failure of the
authorities to alleviate the suffering caused by the raids.
Published posthumously in 1976, Living through the Blitz was
part of the first wave of revisionism that washed clear the
rose-tinting of earlier historians and made the blitz experience
comprehensible for future generations.
"Teaching Character in the Primary Classroom provides an excellent
and very accessible overview of the emerging field of character
education. It covers, in detail, the theory of character education
as well as advice and guidance about how this should be applied in
practice in primary schools." Professor James Arthur, University of
Birmingham Character matters. As more and more schools are choosing
to teach Character Education, trainee and beginning teachers need
to know more. What is Character Education? Can it really be
'taught'? How does children's learning benefit from discussions
around character in the classroom? How do I teach it? What does
good teaching of Character Education look like in the classroom?
Teaching Character Education in Primary schools tackles these
questions, and many more. This is a practical guide to why and how
we can teach character in primary schools. It begins by exploring
why character matters and considers what 'character' is and
(importantly) what it is not. It goes on to discuss the place for
teaching character in primary education and includes practical
guidance on how it can be taught. The text also looks at character
beyond the classroom, how parents and the wider community can be
included in the teaching of character and how outdoor learning and
education can contribute. This book is written for all those who
are new to teaching character.
All maps have color-coded symbols and trails, mileages between
trail junctions, latitude/longitude, UTM grids, contour lines,
vegetation, and elevations at trail junctions. Tom Harrison Maps is
famous for the beauty and accuracy of its maps. Include the entire
Tahoe Rim Trail.
"Teaching Character in the Primary Classroom provides an excellent
and very accessible overview of the emerging field of character
education. It covers, in detail, the theory of character education
as well as advice and guidance about how this should be applied in
practice in primary schools." Professor James Arthur, University of
Birmingham Character matters. As more and more schools are choosing
to teach Character Education, trainee and beginning teachers need
to know more. What is Character Education? Can it really be
'taught'? How does children's learning benefit from discussions
around character in the classroom? How do I teach it? What does
good teaching of Character Education look like in the classroom?
Teaching Character Education in Primary schools tackles these
questions, and many more. This is a practical guide to why and how
we can teach character in primary schools. It begins by exploring
why character matters and considers what 'character' is and
(importantly) what it is not. It goes on to discuss the place for
teaching character in primary education and includes practical
guidance on how it can be taught. The text also looks at character
beyond the classroom, how parents and the wider community can be
included in the teaching of character and how outdoor learning and
education can contribute. This book is written for all those who
are new to teaching character.
The Theory and Practice of Virtue Education offers the reader a
comprehensive and authoritative account of both the theoretical and
practical complexities of cultivating virtue in education and
beyond. The book moves beyond the usual philosophical literature
that merely discusses virtue in the abstract, and offers scholarly,
research-informed suggestions for practice. Drawn from a highly
successful international conference organised by the Jubilee Centre
for Character and Virtues, the chapters in this volume offer a
unique insight into the varieties of approaches that leading
scholars have identified for putting the learning and nurturing of
virtues into practice. Featured are chapters from internationally
acclaimed scholars primarily in the fields of philosophy,
psychology and education, which are categorised under three
headings: philosophical and theoretical foundations for cultivating
virtues; developing virtues in practice; and nurturing specific
virtues. Beginning with chapters that examine differing theoretical
complexities of virtue education, the book then moves on to explore
different approaches to nurturing virtue in the classroom and
beyond. This practical approach is further evidenced in the final
section, where individual virtues are discussed. The Theory and
Practice of Virtue Education highlights the theoretical complexity
of putting virtue education into practice and, as a result, is of
real use to researchers, academics and postgraduates in the fields
of education, philosophy, psychology, sociology and theology. It
should also be essential reading for educators in character and
virtue.
All maps have color-coded symbols and trails, mileages between
trail junctions, latitude/longitude, UTM grids, contour lines,
vegetation, and elevations at trail junctions. Tom Harrison Maps is
famous for the beauty and accuracy of its maps. All maps printed on
waterproof and tear resistant material
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Kassel (Paperback)
Tom Harrison
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R1,703
Discovery Miles 17 030
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Ships in 10 - 15 working days
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Discipline is one of the most confusing words in the English
language because, while a very important word, it has two almost
opposite, and therefore confusing, uses - punishment and training.
But, in any case, the normal connotation is one of bad not good,
dread not delight - even if the ultimate objective (to properly
train) is good, the process of discipline, to get there, is
considered agony. It is too often considered a 4-letter, dirty,
word synonymous with pain (and certainly, most people feel,
something to grow out of as we age). Properly and maturely view,
however, discipline is not punishment - rather it is what keeps us
from being punished Discipline is the tool of self-control -
without discipline we will not achieve the focus of effort
necessary for any meaningful accomplishment.
The Bible is a large book. But, it shrinks quickly (becoming
clearer and more understandable) when we discover and consider its
themes (plots and subplots) as we read and seek to follow it.
"History," "lessons," "sayings," "annals," "accounts," "narrative,"
"story," "chronicles," "record" . . . God had many options to
choose as an analogy for His Word - He chose Gospel (Good News)
because it is indeed news and good - in contrast to the bad news we
hear all the time It is not coincidental (almost humorous) that God
uses the term "Gospel" (Good News) to describe His Word and message
- which has more meaning in the early 21st Century than ever
before. There has never been a greater need for Good News than now
- even with (and maybe because of) our unprecedented wealth,
leisure and comfort. CHAUTAUQUA HEADLINE NEWS is written to help
show the Gospel is indeed Good News - not as a replacement for
reading the Bible, but to assist the Bible reader see its critical
relevance in the everyday trials of life.
The author's lifetime of experiences with psychic Physical
Phenomena, particularly in their spiritualist Home Circle between
1946 and 1958, with his mother, Minnie Harrison, as the medium,
where he met and spoke with over 1500 materialised spirit people. A
fine, readable, definitive book on Psychic Phenomena. Now revised,
with many more photographs, additional material with regard to the
Stewart Alexander circle and Spiritual healing and Index.
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