This is a complete guide to supporting physical development in the Early Years Foundation Stage (EYFS), promoting a holistic approach and drawing on examples of good practice. "Creative Development" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. The creative development of children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and, support children as they move within and beyond the EYFS. This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and, Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years; 3 to 5 years; and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and, support in the development of pedagogical skills and reflective professional practice. In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.

Series Information:
SOAS London Studies on South Asia

Working with Bengali mentors, especially his close friend A. B. Ghose, Sir John Woodroffe became the pseudonymous orientalist Arthur Avalon, famous for his tantric studies at the beginning of the twentieth century. Best known for The Serpent Power, the book which introduced 'Kundalini Yoga' to the western world, Avalon turned the image of Tantra around, from that of a despised magical and orgiastic cult into a refined philosophy which greatly enhanced the prestige of Hindu thought to later generations of westerners. This biographical study is in two parts. The first focuses on Woodroffe's social identity in Calcutta against the background of colonialism and nationalism - the context in which he 'was' Arthur Avalon. To a very unusual degree for someone with a high position under the empire, Woodroffe the British High Court Judge absorbed the world of the Bengali intellectuals of his time, among whom his popularity was widely attested. His admirers were attracted by his Indian nationalism, to which his tantric studies and supposed learning formed an important adjunct. Woodroffe's friend Ghose, however, was the chief source of the textual knowledge in which the 'orientalist' scholar appeared to be deeply versed. The second part of this study assesses Woodroffe's own relationship to Sanskrit and to the texts, and highlights his very extensive but gifted use of secondary sources and the knowledge of Ghose and other Indian people. It examines the apologetic themes by which he and his collaborators made Tantra first acceptable, then fashionable. Partly because of his mysterious pseudonym, Woodroffe acquired a near legendary status for a time, and remains a fascinating figure. This book is written in a style that should appeal to the general reader as well as to students of Indian religions and early twentieth century Indian history, while being relevant to the ongoing debate about 'orientalism'.

As more of us live longer, the fear of an old age devastated by brain diseases like dementia is growing. Many people are already facing the challenges posed by these progressive and terminal conditions, whether in person or because they are caring for loved ones. Dementia is now the fifth most common cause of death across the world. It is small wonder that understanding, preventing, and finally curing these illnesses is now a global priority. Recent advances in brain research have given scientists a better chance than ever of finding ways to help patients, carers, and clinicians dealing with dementia. Yet there is still no effective treatment. Why has progress been so slow? And what can we all do to reduce our chances of getting the disease? In this Very Short Introduction Kathleen Taylor offers a guide to the science of dementia and brain ageing. Never forgetting the human costs of brain disorders - movingly illustrated throughout the book - she also discusses their costs to society. Clearly explaining the research, she sets out the main ideas which have driven dementia science, and the new contenders hoping to make a breakthrough. Taylor also looks at risk factors, and how to lower our chances of succumbing to dementia. Assessing current and potential treatments, including both drugs and other approaches, she explains, clearly and gently, what help is available for someone who is diagnosed with dementia, and how to boost the chances of living well with the condition. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

Against a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.The book offers: Supported reflection on values underpinning primary educationPractical examples to set theory within contextAn issues-based approach to pedagogy and curriculumExamples of philosophy and practice developed by practitioners With its wide range of thought-provoking ideas, examples and case studies, this is an excellent resource if you are thinking about becoming a teacher, training to teach or beginning your teaching career. "This book reaffirms in a very readable and engaging way the liberal, humane values that have informed, and still inform, the work of so many primary schools and teachers. It challenges its readers to engage personally with both values and vision. This is particularly necessary in the current context where primary education is in danger of being replaced by primary schooling through government diktat. The book is part of the principled resistance necessary to combat this menace to English childhood and teacher professionalism." Colin Richards, former senior HMI and Emeritus Professor, University of Cumbria, UK"A book putting children at the centre of education is a rare delight. It sloughs away the boredom of government directives and the 'compliant culture' (Compton) that follows. Chapters begin with eye-catching vignettes about learning. The text is evocatively written and, like a good novel, has memorable nuggets at regular intervals: e.g. Taylor's 'curiosity is all about possibilities.' The book delivers practical approaches for student/teachers by practitioners. It is refreshing in its willingness to articulate values. Kimaliro and Woolley present the challenge for us all: 'how can teachers make possible the dreams that are to shape tomorrow's pathways?'" Dr Trevor Kerry, Emeritus Professor, University of Lincoln, UK & Visiting Professor, Bishop Grosseteste University, UK"This book enters the initial teacher education field almost like a breath of fresh air because it reminds us of children and their worlds. The contributors tackle some of the 'big ideas' in education and provide a strong foundation for those students in initial teacher education who might be seeking to make sense of their emerging role as educators. Each of the chapters contextualises its theme within the recognisable curriculum orthodoxies of primary education but seeks to expand these margins and place children once again at the centre of the curriculum. The editors deserve congratulations in remind all of us about the purposes of primary education." Dr Robyn CoxAssociate Professor Literacy Education, Strathfield Faculty of EducationAustralian Catholic University, AustraliaContributors: Ashley Compton; Linda Cooper; Karen Elvidge; Nigel Hutchinson; Eunice Kimaliro; Lindy Nahmad-Williams; Rachael Paige; Mike Steele

Neurodegenerative diseases, such as a stroke, Alzheimer's and dementia, are now tragically commonplace within the western world. Our brains are a strange and complex organ, and there is much to be discovered about what causes them to fail in such devastating ways. In this book Kathleen Taylor presents the ever-developing research into the cause and cure of these life-changing conditions, focusing on insights arising from the relatively new field of neuroimmunology - the increasing recognition of the important role of the immune system in the brain. Interweaving the latest scientific ideas on neurodegenerative diseases with accounts of the devastation which illnesses affecting the brain can cause to sufferers and to anyone who cares about them, The Fragile Brain is not only an important account of current research in this field, but a very personal study. As instances of dementia rise in our ageing populations, many harbour anxieties concerning the future.This book is about knowing the enemy.

In this thoughtful exploration of a painful subject, Kathleen Taylor seeks to bring together the fruits of work in psychology, sociology, and her own field of neuroscience to shed light on the nature of cruelty and what makes human beings cruel. The question of cruelty is inevitably tied to questions of moral philosophy, the nature of evil, free will and responsibility. Taylor's approach is ambitious, but little work has been done in this area and this wide-ranging discussion, considering the roles of emotion, belief, identity and 'otherizing'; evolved instincts and differences in brains; callousness and sadism; seeks to begin to identify how we might reduce or limit cruelty in our societies by a greater understanding of its causes, and the circumstances in which it can grow. As with her highly regarded previous book, Brainwashing, Taylor draws in examples from history and literature in her study, making this a rich and multifaceted analysis that should be of interest to a wide readership, and provoke much thought, debate, and further research.

Throughout history, humans have attempted to influence and control the thoughts of others. Since the word 'brainwashing' was coined in the aftermath of the Korean War, it has become part of the popular culture and been exploited to create sensational headlines. It has also been the subject of learned discussion from many disciplines: including history, sociology, psychology, and psychotherapy. But until now, a crucial part of the debate has been missing: that of any serious reference to the science of the human brain. Descriptions of how opinions can be changed, whether by persuasion, deceit, or force, have been almost entirely psychological. In Brainwashing, Kathleen Taylor brought the worlds of neuroscience and social psychology together for the first time. In elegant and accessible prose, and with abundant use of anecdotes and case-studies, she examines the ethical problems involved in carrying out the required experiments on humans, the limitations of animal models, and the frightening implications of such research. She also explores the history of thought-control and shows how it persists all around us, from marketing and television, to politics and education. This edition includes a new preface from the author reflecting on the uses of brainwashing today, including by the Islamic State. Oxford Landmark Science books are 'must-read' classics of modern science writing which have crystallized big ideas, and shaped the way we think.

Over the past 25 years, we have been on a journey to discover, describe and teach social skills. The modelpresented in this book has had many incarnations, from checklists, to diagrams, and even conceived as apicture frame one especially creative year! As we began conceptualizing the steps, we learned that each stepneeded to be broken down into still others, allowing the opportunity to analyze this task that is "being social"and support those for whom it does not come naturally. The "steps" are more of an escalator, ever moving andinfluenced by so much that happens within the day to day interactions of a real person's life. Creating the ""Foundation," derived of the desire to understand and communicate the essence of what it meansto be "engaged" with another person, is one of the highlights of this process, and this guide. The Foundationcomponent of the model is currently being implemented as part of a research project related to Fetal AlcoholSyndrome in South Africa - affiliation of Stellenbosch University, University of North Carolina, and Universityof New Mexico. Marci Laurel uses this model extensively in her work in Russia, Nicaragua, and in her privatepractice (Theraplay in New Mexico). Our goal is to address both a growing understanding of the nature of what it means to be in social relationshipwith others and how to "step on" to the learning process on any given day and over time. Indeed, as we havelearned from so many extraordinary teachers, the process can be exhilarating! It is our hope that people whohave an interest in promoting social skills - family members, teachers, therapists, and the individuals they careabout so deeply - will find Social Engagement and the Steps to Being Social to be a meaningful and practicalguide.

What does the word "relationship" mean to us as women? It means finding that person that's perfect for us and in finding that perfect person, we live together committed as one forsaking all others. It means having a monogamous, respectful, and honest relationship that does not include the woman next door, from his job, the grocery store, or anywhere else. It means being with a "real" man that knows how to treat his wife; how to love her more than life itself. It means being with a man that couldn't care less if he doesn't have time for his friends, as long as he has time for his wife and family. In this day and age however, men seem to have lost all sense of priorities and what it means to be a husband and father. They cheapen themselves and their relationship to the point where sometimes there is nothing left to build upon and what was once a wonderful thing has now dwindled to ashes. Within the pages of this book, I express a lot of what I feel a relationship should consist of and what a relationship can and should do without. This book is my version of a woman's guide to letting go of the negatives in her life while opening herself up to the possibilities of real and true happiness.

The inspiration behind this book of poetry comes from true life feelings; some personal and some witnessed. Without the intention of offending, I believe in the honest expression of feelings that life creates and I believe this book of poetry reflects a lot of those emotions good, bad and inspirational. This poetry also reflects some of the ways we really feel but are all too often afraid or embarrassed to express. While life in itself can be good, it can also sometimes be a challenge and what we say and feel at times isn't always roses and can be ugly and hateful. Poetry, for me, is about every aspect of life and I would like to share some of the experiences of mine with the world and hopefully for every reader out there, there is atleast one poem within that will stir memories and emotions or touch the heart.

In a world full of science, the balance of power between sciences is changing. Advances in physics, chemistry, and other natural sciences have given us extraordinary control over our world. Now the younger sciences of brain and mind are applying the scientific method not only to our environments, but to us. In recent years funding and effort poured into brain research. We are entering the era of the brain supremacy. What will the new science mean for us, as individuals, consumers, parents and citizens? Should we be excited, or alarmed, by the remarkable promises we read about in the media - promises of drugs that can boost our brain power, ever more subtle marketing techniques, even machines that can read minds? What is the neuroscience behind these claims, and how do scientists look inside living human brains to get their astonishing results? The Brain Supremacy is a lucid and rational guide to this exciting new world. Using recent examples from the scientific literature and the media, it explores the science behind the hype, revealing how techniques like fMRI actually work and what claims about using them for mindreading really mean. The implications of this amazingly powerful new research are clearly and entertainingly presented. Looking to the future, the book sets current neuroscience in its social and ethical context, as an increasingly important influence on how all of us live our lives.

In a world full of science, the balance of power between sciences is changing. Advances in physics, chemistry, and other natural sciences have given us extraordinary control over our world. Now the younger sciences of brain and mind are applying the scientific method not only to our environments, but to us. In recent years funding and effort poured into brain research. We are entering the era of the brain supremacy. What will the new science mean for us, as individuals, consumers, parents and citizens? Should we be excited, or alarmed, by the remarkable promises we read about in the media - promises of drugs that can boost our brain power, ever more subtle marketing techniques, even machines that can read minds? What is the neuroscience behind these claims, and how do scientists look inside living human brains to get their astonishing results? The Brain Supremacy is a lucid and rational guide to this exciting new world. Using recent examples from the scientific literature and the media, it explores the science behind the hype, revealing how techniques like fMRI actually work and what claims about using them for mindreading really mean. The implications of this amazingly powerful new research are clearly and entertainingly presented. Looking to the future, the book sets current neuroscience in its social and ethical context, as an increasingly important influence on how all of us live our lives.

This is a complete guide to supporting physical development in the Early Years Foundation Stage (EYFS), promoting a holistic approach and drawing on examples of good practice. "Creative Development" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. The creative development of children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and, support children as they move within and beyond the EYFS. This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and, Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years; 3 to 5 years; and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and, support in the development of pedagogical skills and reflective professional practice. In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.