Cooper is the acknowledged international expert on Zen and psychoanalysis/psychotherapy * First book to offer an fully integrated mode of Zen and psychoanalysis * Focus on theory and clinical practice

This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder, a condition that is estimated to affect on average one in every twenty-five children. In this new and revised edition, the authors present in an accessible style and with regard for the everyday realities of the classroom life: key issues commonly raised by teachers about AD/HD; sources of information on the nature and assessment of AD/HD; advice to teachers on how to communicate with both parents and professionals; and practical classroom strategies and interventions for effectively tackling the condition.
All teachers of pupils in the 5-16 age range will benefit from the explanation and advice on AD/HD offered in this resource book. It will be of particular interest to SENCOs, teachers concerned with Home School Liaison and those concerned with emotional and behavioral difficulties in the classroom.

Forget tired rows of carnations interspersed with a few clumped impatiens: these stunning "New Tech" layouts redefine what a garden can be! Award-winning designer Paul Cooper presents the best contemporary garden designs from all around the world. From the innovative to the controversial, this unique collection features kinetic, portable, and radical gardens that defy convention. Using distressed concrete, stainless steel, elastic netting, and other man-made materials interspersed with lush plantings, these distinctive plans provide unexpected visuals and rich textures that challenge perceived notions of landscape design. More than 140 color photographs and numerous garden plans make this an ideal sourcebook for professional landscapers and adventurous home gardeners alike.

Cooper is the acknowledged international expert on Zen and psychoanalysis/psychotherapy * First book to offer an fully integrated mode of Zen and psychoanalysis * Focus on theory and clinical practice

Major cities have long been seen as centres of secularisation. However, the number of congregations in London grew by 50% between 1979 and the present. London's churches have been characterised more by growth than by decline in the decades since 1980. The Desecularisation of the City provides the first academic survey of churches in London over recent decades, linking them to similar developments in other major cities across the West. Produced by a large team of scholars from a range of disciplines, this volume offers a striking and original portrait of congregational life in London since 1980. Seventeen chapters explore the diverse localities, ethnicities and denominations that make up the church in contemporary London. The vitality of London's churches in the last four decades shows that secularisation is far from inevitable in the cities of the future. This study necessitates a significant reassessment of the dominant academic portrayal of Christianity in Britain and the West, which has, mostly, depicted cities as secular spaces within a secularising culture. It will be of great interest to scholars working across a wide range of disciplines, including history, sociology, religious studies and theology.

Major cities have long been seen as centres of secularisation. However, the number of congregations in London grew by 50% between 1979 and the present. London's churches have been characterised more by growth than by decline in the decades since 1980. The Desecularisation of the City provides the first academic survey of churches in London over recent decades, linking them to similar developments in other major cities across the West. Produced by a large team of scholars from a range of disciplines, this volume offers a striking and original portrait of congregational life in London since 1980. Seventeen chapters explore the diverse localities, ethnicities and denominations that make up the church in contemporary London. The vitality of London's churches in the last four decades shows that secularisation is far from inevitable in the cities of the future. This study necessitates a significant reassessment of the dominant academic portrayal of Christianity in Britain and the West, which has, mostly, depicted cities as secular spaces within a secularising culture. It will be of great interest to scholars working across a wide range of disciplines, including history, sociology, religious studies and theology.

Designed for individual teachers and school teams alike, this text demonstrates how to approach and manage disruptive students and behaviour. At the book's core is a series of detailed strategies for dealing with commonly occurring problems. Some of the chapters in the book focus on: * The Nature and Causes of Disruption * Responding to Disruption * Basic Principles * Understanding and Dealing with Gambits * Sharing Good Practice The ideas and theories are presented in the context of a research base and come complete with case studies. This text is published in association with the Times Educational Supplement.

Teachers in mainstream schools are increasingly confronted with children with severe emotional and behavioural difficulties, for whose performance and effect on the rest of the class they are held accountable. Often exclusion seems to be the only option. This book shows that it is not. It provides a concise, clearly written guide to the major approaches which can be used to deal with emotional and behavioural difficulties - their possibilities and their pitfalls. It will be invaluable reading for special needs coordinators, individual teachers reflecting on the issue in their own classrooms and heads wishing to establish whole school approaches to the problem.

Into the Mountain Stream represents a natural development in the conversation between Buddhism and psychoanalysis. This fluid, evolving, multi-textured conversation encompasses theory, philosophy, technique and the personal experiences of those involved as patients, as clinicians and as Buddhist practitioners. This edition, which formalizes and furthers this living conversation between Buddhism and psychoanalysis, in the form and style proposed, is not presently available. Clinical material expands and enriches the present rapidly growing theoretical and technical literature. In this sense, this collection bridges the gap between discourse that has impact and language that is informational. Some of the many questions that we examine include: -How does psychotherapy deepen the practitioner's Buddhist involvements? -How do both practices interact to enrich an individual's life? -What is the efficacy of a Buddhist informed psychotherapy? -What are the global and societal ramifications of the expanded vision that might derive from the mutual efficacy of both Buddhism and psychoanalysis? The contributors address the issues under discussion cogently, compellingly and succinctly through first-hand accounts both in psychotherapy and in Buddhist practice. We address the question of how Buddhist beliefs and practices become integrated into one's therapeutic stance. For example, what are the fundamental Buddhist principles of emptiness and dependent-arising and how does an understanding of these foundational cornerstones of Buddhist philosophy and experience influence clinical work? How do the basic psychoanalytic notions of transference and countertransference, when applied clinically, facilitate deepened involvement with Buddhist practice?

Into the Mountain Stream represents a natural development in the conversation between Buddhism and psychoanalysis. This fluid, evolving, multi-textured conversation encompasses theory, philosophy, technique and the personal experiences of those involved as patients, as clinicians and as Buddhist practitioners. This edition, which formalizes and furthers this living conversation between Buddhism and psychoanalysis, in the form and style proposed, is not presently available. Clinical material expands and enriches the present rapidly growing theoretical and technical literature. In this sense, this collection bridges the gap between discourse that has impact and language that is informational. Some of the many questions that we examine include: -How does psychotherapy deepen the practitioner's Buddhist involvements? -How do both practices interact to enrich an individual's life? -What is the efficacy of a Buddhist informed psychotherapy? -What are the global and societal ramifications of the expanded vision that might derive

School exclusion is becoming increasingly viewed as being out-dated and misguided and almost all practitioners and leaders are committed in inclusion. However, many schools aiming for full inclusion can find it difficult "not" to "exclude" some students. This book shows teachers and managers how five schools have successfully implemented policy and practice to avoid excluding any students. Based around five in-depth case studies (four secondary and one primary), the book describes positive strategies for preventing children from being excluded. The book begins with a look at different definitions and levels of school exclusion, identifies the different reasons for exclusion and the individuals and groups who tend to suffer most from being excluded. The editors go on to specify positive alternatives to the issue of school exclusion. The book is based upon a major research project undertaken at the School of Education, University of Cambridge. It includes detailed case studies from both the primary and secondary sector.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.

Teachers in mainstream schools are increasingly confronted with children with severe emotional and behavioural difficulties. This text provides a concise guide to the major approaches which can be used to deal with emotional and behavioural difficulties. The authors discuss counselling, behavioural approaches, family therapy and class management based on analysis of social interaction. The final chapters look at the development of whole school policies through an extended case study and at the relevance of recent research in school effectiveness to the tackling of emotional and behavioural difficulties. The work should be useful reading for special needs co-ordinators, individual teachers reflecting on the issue in their own classrooms and heads wishing to establish whole school approaches to the problem.

Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Paul Cooper offers some insights into how these outcomes might be achieved in both mainstream and segregated settings. Paul Cooper grounds his investigation in the views expressed by a group of pupils who have been excluded from mainstream schools and placed in residential schools for pupils with emotional and behavioural difficulties. He charts the perceptions these pupils have of their current and former experience of schooling, as well as their views on the nature and causes of their difficulties. Connecting the insights gained from these pupils to work that has been done in the area of school effectiveness, he offers some guidelines on ways in which teachers and managers can work towards reducing disaffection in schools. The book's practical research base emphasizes the need to find solutions to educational problems within the real life contexts in which they occur; it will be of interest to all those whose concerns are with the everyday realities of schooling.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition. This practical guide is divided into three clear sections which focus on: * the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed * the principles and practices of intervention, including specific educational interventions and behaviour management techniques * a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties making suggestions for school-based interventions. Rooted in the experiences of practitioners who work with children with AD/HD every day, this book draws on up-to-date research evidence to challenge crude assumptions about AD/HD and argue that the best way to understand it is as a condition in which biological and environmental factors interact.

This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder, a condition that is estimated to affect on average one in every twenty-five children. In this new and revised edition, the authors present in an accessible style and with regard for the everyday realities of the classroom life: key issues commonly raised by teachers about AD/HD; sources of information on the nature and assessment of AD/HD; advice to teachers on how to communicate with both parents and professionals; and practical classroom strategies and interventions for effectively tackling the condition. All teachers of pupils in the 5-16 age range will benefit from the explanation and advice on AD/HD offered in this resource book. It will be of particular interest to SENCOs, teachers concerned with Home School Liaison and those concerned with emotional and behavioral difficulties in the classroom.

Digital Theology is a rapidly emerging field of academic research and gaining traction with scholars of Computer Science, Theology, Sociology of Religion and the wider Humanities. This book explores Digital Theology from a Computer Science perspective, providing a comprehensive definition of the subject and setting the agenda for future work in the field for both academics and practitioners. A range of Digital Theology case studies highlight the challenges, and successes, and the lessons learned which can be applied to future situations. The book also includes a timely analysis of the role that digital technology has played in the response of the global church to specific world events; clarifying a number of turning points which have driven dramatic and rapid change in church operating models.

As of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities. Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.

Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product. Rely on the #1 Guide to Pump Design and Application--Now Updated with the Latest Technological Breakthroughs Long-established as the leading guide to pump design and application, the Pump Handbook has been fully revised and updated with the latest developments in pump technology. Packed with 1,150 detailed illustrations and written by a team of over 100 internationally renowned pump experts, this vital tool shows you how to select, purchase, install, operate, maintain, and troubleshoot cutting-edge pumps for all types of uses. The Fourth Edition of the Pump Handbook features: State-of-the-art guidance on every aspect of pump theory, design, application, and technology Over 100 internationally renowned contributors SI units used throughout the book New sections on centrifugal pump mechanical performance, flow analysis, bearings, adjustable-speed drives, and application to cryogenic LNG services; completely revised sections on pump theory, mechanical seals, intakes and suction piping, gears, and waterhammer; application to pulp and paper mills Inside This Updated Guide to Pump Technology * Classification and Selection of Pumps * Centrifugal Pumps * Displacement Pumps * Solids Pumping * Pump Sealing * Pump Bearings * Jet Pumps * Materials of Construction * Pump Drivers and Power Transmission * Pump Noise * Pump Systems * Pump Services * Intakes and Suction Piping * Selecting and Purchasing Pumps * Installation, Operation, and Maintenance * Pump Testing * Technical Data

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder, affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD. It offers a theoretical introduction to AD/HD and practical guidance to the classroom teacher on how to support children with this condition.
The book is divided into three sections:
* Part One focuses on the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed
*Part Two addresses the principles and practices of intervention, including specific educational interventions and behaviour management techniques
*Part Three is structured around a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties, and makes suggestions for school-based interventions.
The book is rooted in the experience of practitioners who work on a daily basis with children with AD/HD, and draws upon up-to-date research evidence on the topic. The authors challenge crude assumptions about AD/HD and argue that the best way to understand AD/HD is as a condition in which biological and environmental factors interact.
Suitable for use as a teaching manual and a training resource, Educating Children with AD/HD will help teachers, other educational workers and students develop a sense of empowerment in relation to AD/HD.

eBook available with sample pages: 0203461495

Drawing from original source material, contemporary scholarship, and Wilfred Bion's psychoanalytic writings, Zen Insight, Psychoanalytic Action: Two Arrows Meeting introduces the Zen notion of "gujin," or total exertion, and elaborates a realizational perspective that integrates Zen Buddhism and psychoanalysis. Developed by the thirteenth century Zen teacher and founder of the Japanese Soto Zen school, Eihei Dogen, gujin finds expression and is referenced in various contemporary scholarly and religious commentaries. This book explains this pivotal Zen concept and addresses themes by drawing from translated source material, academic scholarship, traditional Zen koans and teaching stories, extensive commentarial literature, interpretive writings by contemporary Soto Zen teachers, psychoanalytic theory, clinical material, and poetry, as well as the author's thirty years of personal experience as a psychoanalyst, supervisor, psychoanalytic educator, ordained Soto Zen priest, and transmitted Soto Zen teacher. From a realizational perspective that integrates Zen and psychoanalytic concepts, the book addresses anxiety-driven interferences to deepened Zen practice, extends the scope and increases the effectiveness of clinical work for the psychotherapist, and facilitates deepened experiences for both the Buddhist and the secular meditation practitioner. Two Arrows Meeting will be of great interest to researchers in the fields of Zen Buddhism and psychoanalysis. It will also appeal to meditation practitioners and psychoanalysts in practice and training.

Drawing from original source material, contemporary scholarship, and Wilfred Bion's psychoanalytic writings, Zen Insight, Psychoanalytic Action: Two Arrows Meeting introduces the Zen notion of "gujin," or total exertion, and elaborates a realizational perspective that integrates Zen Buddhism and psychoanalysis. Developed by the thirteenth century Zen teacher and founder of the Japanese Soto Zen school, Eihei Dogen, gujin finds expression and is referenced in various contemporary scholarly and religious commentaries. This book explains this pivotal Zen concept and addresses themes by drawing from translated source material, academic scholarship, traditional Zen koans and teaching stories, extensive commentarial literature, interpretive writings by contemporary Soto Zen teachers, psychoanalytic theory, clinical material, and poetry, as well as the author's thirty years of personal experience as a psychoanalyst, supervisor, psychoanalytic educator, ordained Soto Zen priest, and transmitted Soto Zen teacher. From a realizational perspective that integrates Zen and psychoanalytic concepts, the book addresses anxiety-driven interferences to deepened Zen practice, extends the scope and increases the effectiveness of clinical work for the psychotherapist, and facilitates deepened experiences for both the Buddhist and the secular meditation practitioner. Two Arrows Meeting will be of great interest to researchers in the fields of Zen Buddhism and psychoanalysis. It will also appeal to meditation practitioners and psychoanalysts in practice and training.

This book presents a wide range of perspectives on effective responses to attention deficit/hyperactivity disorder (AD/HD) in Children. It reflects the multi-modal quality of the condition with chapters covering medical, psychological, educational, family, social and cultural aspects of the condition.

This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement. Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group. Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.