"The Thoughtful Guide to God" presents a rational approach to notions of God and soul for those who are disenchanted with organized religion. Reviving concepts of the divine that go back to the earliest human civilizations of both East and West, it shows how ideas have evolved from early scriptural revelations, through the rationalization of the Greek philosophers, to the developments of modern physics. Few works bring together ideas from so many disciplines-from religion, philosophy and science, with all the supporting detail. Packed with references for further reading, it provides a bridge between science and religion, and between many of the different religions of the world. All the terms and concepts are explained so that they are accessible to the general reader. The discoveries of Newton and Galileo, through to Einstein and contemporary scientists, and the ideas of God from a number of Jewish, Christian, Islamic and Hindu thinkers, are presented with brief biographical background to put these personalities in context. Their thoughts are fused with those of Greek and later philosophers that have shaped society in Western Europe to provide a unifying concept of the divine as Communal Soul- a one-world view which it is essential should convince more of the population in the materialist West if Earth and humankind are to survive into the 22nd century.

Originally published in 1977, Open Prisons presents research carried out in a number of prisons in the UK both ‘open’ and ‘closed’ intended to compare their effectiveness. Information was collected from inmates and prison staff through a number of exercises designed to assess the social atmosphere of the prison and how they felt about it. The book finishes with a chapter which discusses the policy implications of their findings. Today it can be read in its historical context.

In the 1970s residential care was usually seen by social workers as a regrettable necessity, to be used only as a last resort. So the important contribution it made to social wellbeing was not explored, and it remained the Cinderella of social work for resources, status and training. Originally published in 1979, Howard Jones counters this negative attitude by asking what role residential care in its various forms should play. He sees the regime as the key to the understanding of that role, and group work as the social work method on which it should be based. Among the topics dealt with in The Residential Community are regime-planning, staffing, selection for residential care, the dynamics of interpersonal relationships in the institution, relationships with neighbours and the relatives of inmates, and the rational planning of daily programmes so that they become not merely pastimes, but an active contribution towards the realisation of institutional aims. Some current controversies in social work are taken up, in so far as they are relevant to residential care, in particular the nature of the implicit contract between residents and staff, and the related question of whether residential social workers should attempt to ‘change’ their clients.

In the 1970s, social work in Britain was in crisis. A process of self-searching had begun, stimulated by changes in the organization of social services departments, by the growth of the radical movement in social work, and by the emergence of new techniques in social work. All this might have seemed a confusing and depressing prospect, but Professor Howard Jones, the editor of this collection of essays, originally published in 1975, felt on the contrary that this new situation in social work presented an opportunity for a potentially rewarding debate. He believed that the old unsatisfactory mould had been broken, and that it was now possible for the first time for many years to look at the basic issues in social work without preconceptions. The contributors to this book were all actively involved in the teaching and practice of social work at the time, and they came together to initiate a debate on the leading issues of the day. They were all concerned to find a right course for social work in this crucial period, and among the topics they cover are social work training, social workers and political action, community participation, and making use of research.

How does learning transform us biologically? What learning processes do we share with bacteria, jellyfish and monkeys? Is technology impacting on our evolution and what might the future hold for the learning brain? These are just some of the questions Paul Howard-Jones explores on a fascinating journey through 3.5 billion years of brain evolution, and discovers what it all means for how we learn today. Along the way, we discover how the E. coli in our stomachs learn to find food why a little nap can help bees find their way home the many ways that action, emotion and social interaction have shaped our ability to learn the central role of learning in our rise to top predator. An accessible writing style and numerous illustrations make Evolution of the Learning Brain an enthralling combination of biology, neuroscience and educational insight. Howard-Jones provides a fresh perspective on the nature of human learning that is exhaustively researched, exploring the implications of our most distant past for twenty-first-century education.

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously. This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn. This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously.

This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn.

This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

Gladiators, legionnaires, scheming sorcerers, and dark gods had battered Hanuvar but not stopped him. The great Volani general now returns to the land of his enemies! Hanuvar had pledged to find the remnants of his people, scattered into slavery across t

Epicureanism has had a long and complex history. Established in Greece in the fourth century BC in response to the peculiar needs of a new age, it gained an immediate and widespread following throughout the Mediterranean world, and in Roman times competed on equal terms with Stoicism for the allegiance of the citizens of the empire. It was singled out by the early Church as a dangerous enemy of the faith, and the philosophy of the Garden became the target of a bitter campaign of denunciation and distortion; it was a one-dimensional Epicurus - the champion of earthly delights - who kept the name of the School alive throughout the Middle Ages. Coinciding with a renewed interest in the antique world, an Epicureanism truer to its classical parent re-emerged to add an important dimension to Renaissance philosophical debate, and in the 16th and 17th centuries, Epicurean theory contributed significantly to the growth of the new science of physics. Howard Jones' book, which is divided equally between the classical and post-classical eras, documents the story as it unfolds. This book should be of interest to undergraduates, postgraduates and academics of classics, medieval philosophy, histo

The Oxford Guide to Middle High German is the most comprehensive self-contained treatment of Middle High German available in English. It covers the language, literature, history, and culture of German in the period from 1050 to 1350 and is designed for entry-level readers, advanced study, teaching, and reference. The book includes a large sample of texts, not only from Classical works such as Erec, the Nibelungenlied, Parzival, and Tristan, but also from mystical writing, chronicles, and legal documents; the selection represents all major dialects and the full time span of the period. The volume begins with an introduction that defines Middle High German linguistically, geographically, and chronologically. Chapter 2 then provides a detailed exploration of the grammar, covering sounds and spelling, inflectional morphology, syntax, and lexis. Each section in this chapter begins with a summary of the main points, followed by detailed paragraphs for in-depth study and reference. Chapter 3 deals with versification, discussing metre, rhyme, lines of verse in context, and verse forms, and includes practical tips for scansion. Chapter 4 offers an account of the political and social structures of Medieval Germany and a survey of the principal types of texts that originated in the period. The final chapter of the book comprises over forty texts, each placed in context and provided with explanatory footnotes; the first two texts, to be taken together with the introductory grammar sections, are aimed at newcomers. A glossary provides full coverage of the vocabulary appearing in the texts and throughout the book.

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

• Explores ?neuromyths? and their impact on educational research
• Highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn
• Argues against a ?brain-based? natural science of education
• Introduces clearly the concept of an interdisciplinary neuroeducational approach
• Builds a methodology for conducting neuroeducational research
• Draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.

How does learning transform us biologically? What learning processes do we share with bacteria, jellyfish and monkeys? Is technology impacting on our evolution and what might the future hold for the learning brain? These are just some of the questions Paul Howard-Jones explores on a fascinating journey through 3.5 billion years of brain evolution, and discovers what it all means for how we learn today. Along the way, we discover how the E. coli in our stomachs learn to find food why a little nap can help bees find their way home the many ways that action, emotion and social interaction have shaped our ability to learn the central role of learning in our rise to top predator. An accessible writing style and numerous illustrations make Evolution of the Learning Brain an enthralling combination of biology, neuroscience and educational insight. Howard-Jones provides a fresh perspective on the nature of human learning that is exhaustively researched, exploring the implications of our most distant past for twenty-first-century education.

When John F. Kennedy was shot, millions were left to wonder how America, and the world, would have been different had he lived to fulfill the enormous promise of his presidency. For many historians and political observers, what Kennedy would and would not have done in Vietnam has been a source of enduring controversy.
Now, based on convincing new evidence--including a startling revelation about the Kennedy administration's involvement in the assassination of Premier Diem--Howard Jones argues that Kennedy intended to withdraw the great bulk of American soldiers and pursue a diplomatic solution to the crisis in Vietnam.
Drawing upon recently declassified hearings by the Church Committee on the U.S. role in assassinations, newly released tapes of Kennedy White House discussions, and interviews with John Kenneth Galbraith, Robert McNamara, Dean Rusk, and others from the president's inner circle, Jones shows that Kennedy firmly believed that the outcome of the war depended on the South Vietnamese. In the spring of 1962, he instructed Secretary of Defense McNamara to draft a withdrawal plan aimed at having all special military forces home by the end of 1965. The "Comprehensive Plan for South Vietnam" was ready for approval in early May 1963, but then the Buddhist revolt erupted and postponed the program. Convinced that the war was not winnable under Diem's leadership, President Kennedy made his most critical mistake--promoting a coup as a means for facilitating a U.S. withdrawal. In the cruelest of ironies, the coup resulted in Diem's death followed by a state of turmoil in Vietnam that further obstructed disengagement. Still, these events only confirmed Kennedy's view about South Vietnam's inability to win the war and therefore did not lessen his resolve to reduce the U.S. commitment. By the end of November, however, the president was dead and Lyndon Johnson began his campaign of escalation. Jones argues forcefully that if Kennedy had not been assassinated, his withdrawal plan would have spared the lives of 58,000 Americans and countless Vietnamese.
Written with vivid immediacy, supported with authoritative research, Death of a Generation answers one of the most profoundly important questions left hanging in the aftermath of John F. Kennedy's death.
Death of a Generation was a CHOICE Outstanding Academic Title for 2003.

In the aftermath of the Second World War, civil war erupted in Greece between Western-orientated government forces and Communist rebels. The Truman administration subsequently became heavily involved in the internal conflict, including the establishment of an American military presence on Greek soil and regular arms shipments. This early containment policy, focusing on Greece as a crucial outpost in the Mediterranean arena, was symbolic of "America's Commitment to Free World Principles", and her fear that the Soviet's ultimate goal was world domination.

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

• Explores ?neuromyths? and their impact on educational research
• Highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn
• Argues against a ?brain-based? natural science of education
• Introduces clearly the concept of an interdisciplinary neuroeducational approach
• Builds a methodology for conducting neuroeducational research
• Draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.

During the 1840s the United States and England were in conflict over two unsettled territories along the undefined Canadian-American border. This riveting account of the Maine and Oregon boundary treaties is brought to life masterfully by Professors Howard Jones and Donald Rakestraw. The events in this story paved the way for one of the most far-reaching developments in American history: the age of expansion. The United States gradually came to believe in manifest destiny, the irreversible expansion of the States across the continent. The country?s success with England in resolving the two territorial disputes marked the dawn of this new era. Complicating the U.S.-English situation in the 1840s was a border conflict brewing with Mexico. Failure to resolve the disputes with England might have led the United States to war with two nations at once. Careful negotiations led to settlements with England instead of war. But the United States went to war with Mexico from 1846 to 1848. Prologue to Manifest Destiny offers a rare, detailed look at the tense Anglo-American relationship during the 1840s and the two agreements reached regarding the land in the Northeast and the Northwest. Presidents John Tyler and James Polk and the robust master of diplomacy, Daniel Webster, were among the American actors who played center stage in the drama, as well as Britain?s Lord Ashburton, who worked closely with Webster to keep the turbulent conflict over the Northeast territory from escalating into war. This gripping frontier story will fascinate as it educates. Prologue to Manifest Destiny is perfect for courses in American history, international relations, and diplomatic history.

Published for the first time in the UK to coincide with Steven Spielberg's forthcoming movie Amistad, Mutiny on the Amistad presents the first full-scale treatment of the only instance in history where African blacks, seized by slave dealers, won their freedom and returned home. Howard Jones describes how, in 1839, Joseph Cinqué led a revolt on the Spanish slave ship, the Amistad, in the Caribbean. Allowing only the captain and first mate to live in order to steer the ship back to Sierra Leone, the Africans were tricked and taken to New York. The seizure of the ship by an American naval vessel near Montauk, Long Island, the arrest of the Africans in Connecticut, and the Spanish protest against the violation of their property rights created an international controversy.

The Amistad affair united Lewis Tappan and other abolitionists who put the `law of nature' on trial in the United States by their refusal to accept a legal system that claimed to dispense justice while permitting artificial distinctions based on race or colour. The mutiny resulted in a trial before the U.S. Supreme Court that pitted former President John Quincy Adams against the federal government. Jones vividly recaptures this compelling drama--the most famous slavery case before Dred Scott--that climaxed in the court's ruling to free the captives and allow them to return to Africa.

On the early morning of March 16, 1968, American soldiers from three platoons of Charlie Company (1st Battalion, 20th Infantry Regiment, 11th Brigade, 23rd Infantry Division), entered a group of hamlets located in the Son Tinh district of South Vietnam, located near the Demilitarized Zone and known as "Pinkville" because of the high level of Vietcong infiltration. The soldiers, many still teenagers who had been in the country for three months, were on a "search and destroy" mission. The Tet Offensive had occurred only weeks earlier and in the same area and had made them jittery; so had mounting losses from booby traps and a seemingly invisible enemy. Three hours after the GIs entered the hamlets, more than five hundred unarmed villagers lay dead, killed in cold blood. The atrocity took its name from one of the hamlets, known by the Americans as My Lai 4. Military authorities attempted to suppress the news of My Lai, until some who had been there, in particular a helicopter pilot named Hugh Thompson and a door gunner named Lawrence Colburn, spoke up about what they had seen. The official line was that the villagers had been killed by artillery and gunship fire rather than by small arms. That line soon began to fray. Lieutenant William Calley, one of the platoon leaders, admitted to shooting the villagers but insisted that he had acted upon orders. An expose of the massacre and cover-up by journalist Seymour Hersh, followed by graphic photographs, incited international outrage, and Congressional and U.S. Army inquiries began. Calley and nearly thirty other officers were charged with war crimes, though Calley alone was convicted and would serve three and a half years under house arrest before being paroled in 1974. My Lai polarized American sentiment. Many saw Calley as a scapegoat, the victim of a doomed strategy in an unwinnable war. Others saw a war criminal. President Nixon was poised to offer a presidential pardon. The atrocity intensified opposition to the war, devastating any pretense of American moral superiority. Its effect on military morale and policy was profound and enduring. The Army implemented reforms and began enforcing adherence to the Hague and Geneva conventions. Before launching an offensive during Desert Storm in 1991, one general warned his brigade commanders, "No My Lais in this division-do you hear me?" Compelling, comprehensive, and haunting, based on both exhaustive archival research and extensive interviews, Howard Jones's My Lai will stand as the definitive book on one of the most devastating events in American military history.

In January 1959, as Fidel Castro entered Havana in triumph, Americans hailed the revolutionary as a hero. Then came Castro's increasingly anti-American talk, the rise in his regime of the openly Marxist Che Guevara and Raul Castro, and seizures of American-owned assets. In little more than a year, President Dwight D. Eisenhower concluded that Castro must go. In The Bay of Pigs, Howard Jones provides a concise, incisive, and dramatic account of the disastrous attempt to overthrow Castro. He deftly examines the train of missteps and self-deceptions that led to the invasion of U.S.-trained exiles at the Bay of Pigs. Ignoring warnings from the ambassador to Cuba, the Eisenhower administration put in motion an operation that proved nearly unstoppable even after the inauguration of John F. Kennedy. Meanwhile, the CIA and Pentagon both voiced confidence in the outcome of the invasion, especially after coordinating previous successful coups in Guatemala and Iran. As a vital part of the Cuban effort, the CIA sought to incite a popular insurrection by recruiting the Mafia's help in engineering Castro's assassination on the eve of the invasion. And so the Kennedy administration launched the exile force toward its doom in Cochinos Bay on April 17, 1961. Jones gives a riveting account of the battle-and the confusion in the White House-before moving on to explore its implications. The Bay of Pigs, he writes, set the course of Kennedy's foreign policy. It was a humiliation for the administration that fueled fears of Communist domination and pushed Kennedy toward a hard-line "cold warrior" stance. But at the same time, the failed attack left him deeply skeptical of CIA and military advisers and influenced his later actions during the Cuban missile crisis. Richly researched, vividly written, The Bay of Pigs offers an engaging and thoughtful account of the turning point in Kennedy's foreign policy and indeed in foreign policy for decades to come.