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Children Moving, introduces a process of teaching that provides a
background for adapting, adjusting, and modifying lessons so they
are interesting and worthwhile for all children - from the lowest
to the highest skill and fitness levels. The ultimate goal is to
guide youngsters in the process of becoming physically active for a
lifetime. Rather than simply describing games and activities,
Children Moving emphasizes the importance of children learning to
move by focusing on developmentally appropriate skill themes that
are used in virtually all sports and physical activities. The
intended result is children becoming skillful movers and eager
participants in physical activity.
The Disordered Mind, Third Edition, is a wide-ranging introduction
to the philosophy of mental disorder or illness. It examines and
explains, from a philosophical standpoint, what mental disorder is:
Its reality, causes, consequences, compassionate treatment, and
more. Revised and updated throughout, the third edition includes
enhanced discussions of the distinction between mental health and
illness, selfhood and delusions about the self, impairments of
basic psychological capacities in mental disorder, and the distinct
roles that mental causation and neural mechanisms play in mental
illness. The book is organized around four questions: * What is a
mental disorder or illness? * What makes mental disorder something
bad? * What are various mental disorders and what do they tell us
about the mind? * What is mental health and how may it be restored?
Numerous disorders are discussed, including addiction, agoraphobia,
delusion, depression, dissociative identity disorder,
obsession-compulsion, schizophrenia, and religious scrupulosity,
among others. Several neurological disorders are examined. Various
problems associated with DSM-5 and with psychiatric diagnosis are
explored. Including chapter summaries and suggestions for further
reading, The Disordered Mind is an ideal text for courses in
philosophy and should appeal to not just philosophers, but to
readers in cognitive science, psychology, psychiatry, and related
mental health professions.
The Disordered Mind, Third Edition, is a wide-ranging introduction
to the philosophy of mental disorder or illness. It examines and
explains, from a philosophical standpoint, what mental disorder is:
Its reality, causes, consequences, compassionate treatment, and
more. Revised and updated throughout, the third edition includes
enhanced discussions of the distinction between mental health and
illness, selfhood and delusions about the self, impairments of
basic psychological capacities in mental disorder, and the distinct
roles that mental causation and neural mechanisms play in mental
illness. The book is organized around four questions: * What is a
mental disorder or illness? * What makes mental disorder something
bad? * What are various mental disorders and what do they tell us
about the mind? * What is mental health and how may it be restored?
Numerous disorders are discussed, including addiction, agoraphobia,
delusion, depression, dissociative identity disorder,
obsession-compulsion, schizophrenia, and religious scrupulosity,
among others. Several neurological disorders are examined. Various
problems associated with DSM-5 and with psychiatric diagnosis are
explored. Including chapter summaries and suggestions for further
reading, The Disordered Mind is an ideal text for courses in
philosophy and should appeal to not just philosophers, but to
readers in cognitive science, psychology, psychiatry, and related
mental health professions.
Ancients and moderns alike have constructed arguments and assessed
theories on the basis of common sense and intuitive judgments. Yet,
despite the important role intuitions play in philosophy, there has
been little reflection on fundamental questions concerning the sort
of data intuitions provide, how they are supposed to lead us to the
truth, and why we should treat them as important. In addition,
recent psychological research seems to pose serious challenges to
traditional intuition-driven philosophical inquiry. Rethinking
Intuition brings together a distinguished group of philosophers and
psychologists to discuss these important issues. Students and
scholars in both fields will find this book to be of great value.
A man with schizophrenia believes that God is instructing him
through the public address system in a bus station. A nun falls
into a decades-long depression because she believes that God
refuses to answer her prayers. A neighborhood parishioner is
bedeviled with anxiety because he believes that a certain religious
ritual must be repeated, repeated, and repeated lest God punish
him. To what extent are such manifestations of religious thinking
analogous to mental disorder? Does mental dysfunction bring an
individual closer to religious experience or thought? Hearing
Voices and Other Unusual Experiences explores these questions using
the tools of the cognitive science of religion and the philosophy
of psychopathology. Robert McCauley and George Graham emphasize
underlying cognitive continuities between familiar features of
religiosity, of mental disorders, and of everyday thinking and
action. They contend that much religious thought and behavior can
be explained as the cultural activation of our natural cognitive
systems, which address matters that are essential to human
survival: hazard precautions, agency detection, language
processing, and theory of mind. Those systems produce responses to
cultural stimuli that may mimic features of cognition and conduct
associated with mental disorders, but which are sometimes coded as
"religious" depending on the context. The authors examine
hallucinations of the voice of God and of other supernatural
agents, spiritual depression often described as a "dark night of
the soul," religious scrupulosity and compulsiveness, and
challenges to theistic cognition that Autistic Spectrum Disorder
poses. Their approach promises to shed light on both mental
abnormalities and religiosity.
It’s never been more challenging to teach physical education to
children and adolescents. Between managing difficult behavior and
adapting lessons for students with diverse needs, teachers have
their hands full. Teaching Children and Adolescents Physical
Education: Becoming a Master Teacher has been helping both new and
experienced physical educators meet these challenges for many
years, and this revised edition has been updated to address many of
the new challenges that have emerged in the past decade. Expanded
to address teaching across elementary, middle, and high school,
this classic resource demonstrates the techniques and skills master
teachers rely on. Many of these skills are illustrated with
videotapes of actual K-12 teachers in action. This
already-successful text goes beyond pedagogy to include concrete
curriculum strategies for making classes vibrant, fun, and
developmentally appropriate. Written in conversational language,
the book is readily applicable. Teaching Children and Adolescents
Physical Education has been refreshed to be more valuable than ever
to veteran and future physical educators navigating the elementary,
middle, and high school environment. New features include the
following: • New research and examples from the world of
secondary physical education • Technology tips and app ideas
contributed by real physical educators • Linked directly to
national standards and grade-level outcomes (SHAPE America, 2014),
a new approach to planning and teaching lessons to meet the needs
of all students • Many sample task sheets and assessment examples
for middle and high school In addition, this resource features
three new chapters that add even more depth to the topics covered.
The chapters address long-term planning, writing, and teaching the
lesson plan. The value of this book can be attributed to the
authors’ years of experience teaching physical education in
elementary, middle, and high school. George Graham, Eloise Elliott,
and Steve Palmer understand all aspects of quality physical
education and the teaching challenges that come with the
territory—because they have been there. Emphasizing real-world
strategies, the authors weave instructional scenarios throughout
the book. Readers will see in action the decision-making process
master teachers go through when writing and teaching lesson plans.
Because every class is different, this resource also highlights how
to plan for diverse students and how to adjust lessons accordingly.
The text is packed with tried-and-true advice for motivating
students to practice, building positive feelings, observing and
analyzing, providing feedback, and assessing students through
formative assessment. Examples show what effective physical
education instruction really looks like in secondary gymnasiums and
on playgrounds. Rich with firsthand advice and insight, this book
will guide educators toward becoming master teachers of physical
education.
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Claude Lorrain
George Grahame
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R431
Discovery Miles 4 310
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Ships in 10 - 15 working days
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