What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

Evil and suffering have always been part of human experience - and they present a significant challenge to Christian belief in a good and all-powerful God. Evil and suffering may be a mystery to us, but they are not a mystery to God. The Bible writers have no time for an unreal idealism, in which the life of faith is free from anguish, pain and perplexity. They are confident that God's power and wisdom are great enough not just to cope with the realities of suffering and evil, but to overcome and transform them, and to enable us to be 'more than conquerors' in a broken and hurting world. With warmth and clarity, Peter Hicks expounds a range of relevant biblical texts that enable us to set the issue of evil and suffering firmly in the context of the nature and purposes of God. Central to his approach is the conviction that the key lies in the cross and resurrection of Jesus Christ, the suffering and triumph of God himself. In valuable practical sections he explores the Bible's teaching on how we are to live in a world of evil and suffering.

Volume III of the Cambridge History of the Napoleonic Wars moves away from the battlefield to explore broader questions of society and culture. Leading scholars from around the globe show how the conflict left its mark on virtually every aspect of society. They reflect on the experience of the soldiers who fought in them, examining such matters as military morale, ideas of honour and masculinity, the treatment of wounds and the fate of prisoners-of-war; and they explore social issues such as the role of civilians, women's experience, trans-border encounters and the roots of armed resistance. They also demonstrates how the experience of war was inextricably linked to empire and the wider world. Individual chapters discuss the depiction of the Wars in literature and the arts and their lasting impact on European culture. The volume concludes by examining the memory of the Wars and their legacy for the nineteenth-century world.

This is the first English translation of Francesco Sansovino's (1521-1586) celebrated guide to Venice, which was first published in 1561. One of the earliest books to describe the monuments of Venice for inquisitive travelers, Sansovino's guide was written at a time when St. Mark's Piazza was in the process of taking the form we see today. With in-depth descriptions of the buildings created by the author's father, noted sculptor and architect Jacopo Sansovino (1486-1570), including the Mint, Library, and Loggetta, the volume presents a vivid portrait of Venice during a particularly rich moment in the city's history. An engaging introduction and scholarly annotations to the original text provide the modern reader with an appreciation of the history of this great city as well as a practical guide for seeking out and enjoying its Renaissance treasures.

The Cambridge History of the Napoleonic Wars is a definitive history of the Napoleonic Wars drawing on a wealth of modern scholarship and leading expertise in the field. It offers a comprehensive account of the Wars from their origins in eighteenth-century diplomacy to the memory and political legacy they left behind. The three volumes cover the grand strategies of the combatants, the campaigns they fought, and the composition of the forces at their disposal; they analyse their conflicting ideologies, alliances and diplomacy, and the varieties of resistance and occupation; and they assess their legacy for future generations. They challenge conventional assumptions about the nature of war in the period and apply methodologies derived from social and cultural history as well as from the new military history of recent years. These volumes take full account of the latest research and present a history of the Napoleonic Wars for the twenty-first century.

Few Renaissance theorists have influenced the development of western architecture as much as Sebastiano Serlio (1475-1554). The collection of books which represents his lifetime's work was to become invaluable to the majority of northern European architects who, never having seen Rome, none the less marvelled at Italian antiquities. Hence when Christopher Wren designed St. Paul's cathedral, and when John Wood designed the streets of Bath, both architects had Serlio's books to hand. On his death Serlio had published the first five volumes of the planned seven-book treatise, and had witnessed their enormous popularity, especially amongst the many patrons and architects eager to emulate the splendours of antiquity and of Italian courts which sought her renaissance. Serlio's treatise begins with the rules of geometry and perspective, described in books one and two respectively, knowledge of which formed the traditional preserve of the painter. Serlio's beautiful woodcut illustrations in book three record the Golden Age of the Roman Empire, her Baths, Temples, Palaces and Arches, whilst his text in book four outlines the rules for designing modern elements ranging from fireplaces to facades based on these monuments. To the Tuscan, Doric, Ionic and Corinthian columns which had been discussed by the Roman author Vitruvius and the great quattrocento philosopher-architect Leon Battista Alberti, Serlio added the Composite and thereby established a canon of five Orders which held authority for over a century. The fifth book illustrates the use of these Orders in twelve temple designs of his own invention. This translation of Serlio's first five books by Vaughan Hart and Peter Hicks replaces theonly other English version, that produced in 1611 by Robert Peake, whose source was not the original Italian but a corrupt Dutch translation. As such this is the first English translation of Serlio's work to be based on his own editions and the first collection in any language of all five books taken from Serlio's corrected originals. It represents a major step in the recognition of Sebastiano Serlio as the most important architectural writer of the sixteenth century.

At your kitchen table your best friend, struggling to hold together a crumbling marriage, pours out her heart. At housegroup that evening the lonely widower, still grieving after more than a year, just wants to talk. Later your sister telephones, trying to come to terms with why she can't have children. You long to help, to bring words of comfort and healing. But where do you start: What should you say? Peter Hicks believes that some sufferers, perhaps one in ten, need professional help. What the other nine need, so very badly, is the listening ear of a Christian friend. This is a book to help you be that listening, friend, giving: Bible passages to point to: principles for sharing Christ's love; explanations of specific conditions; strategies for coping and changing habits; guidance about when to involve expert help. Above all, this book will help you to learn, even in the hardest situations, what you could say.

Being a Christian is the most exciting, creative, stretching, fulfilling and amazing thing we could ever experience. Yet we don't always find it like that. Sometimes we find it boring. Sometimes we find it frustrating. And many times we feel we're stuck in a rut. Peter Hicks knows all too well the joys and difficulties of living the Christian life. With the goal of becoming more like Jesus, he offers guidance on all aspects of growing as a Christian, from being your real self to being transformed, from being a servant to being free. Most of all he will help you discover, as a follower of Jesus, what you could be.

As the traditional concept of truth collapses into relativism, what do evangelicals mean when they speak of 'the truth'? Peter Hicks explores the ways in which key evangelical thinkers - from Edwards and Wesley to the present - have conceived of truth. He describes evangelical responses to the current climate, particularly in the area of hermeneutics. Finally, he proposes a distinctive evangelical epistemology as a valid and credible alternative to relativism, showing how it fits with our personhood as creatures in God's image.