Shakespeare's Globe Rebuilt
Author: J. R. Mulryne, Margaret Shewring, Andrew Gurr
Publisher: Cambridge University Press
The rebuilding of the Globe theater (1599-1613) on London's Bankside, a few yards from the site of the playhouse in which many of Shakespeare's plays were first performed, must rank as one of the most imaginative enterprises of recent decades. The realization of the vision of Sam Wanamaker and his architect Theo Crosby, it has aroused intense interest among scholars and the general public worldwide. In anticipation of the official opening and the first performance season, visitors have been drawn in large numbers to the auditorium and exhibition. Shakespeare's Globe Rebuilt offers a fully-illustrated account of the research that has gone into the Globe reconstruction, drawing on the work of leading scholars, theater people and craftsmen to provide an authoritative view of the twenty years of research and the hundreds of practical decisions entailed. Documents of the period, both visual and written, have been explored anew; the techniques of timber-framed building have been relearned; the archaeology of the Globe and the neighboring Rose playhouse has been further evaluated; the decorative practices of Elizabethan craftsmen have been researched; and all this reconciled with the requirements of the actors and the practical and legal restrictions of modern architectural design. The result is a book that will fascinate scholarly readers and laymen alike.
Author: Nigel Parton, David Thorpe, Corrine Wattam
Publisher: Macmillan International Higher Education
Drawing on research, this book provides a critique of contemporary child protection research, policy and practice.
This practical book provides an accessible framework for observing and assessing children's learning through play. It will help early years practitioners to deepen their understanding of the links between intellectual development, the growth of language and the emotional well-being of young children. Drawing on many years of research and working with teachers, Pat Broadhead has developed the Social Play Continuum, a unique observation tool and a means of monitoring and developing a child's social progress through skills such as problem-solving, investigation and imagination discourse. This tool forms an integral part of this innovative text, offering practitioners in a wide range of early years settings a means of focusing their observations of play. In addition, the book: supports the development of 'areas of provision' illustrates progression from 'association' to 'cooperative' play considers links with the Foundation Stage Curriculum, Profiling and the National Curriculum acknowledges the many constraints that have operated on early years practitioners in the past decade. Blending theory and practice this book is aimed at all early years' practitioners concerned with quality provision for their pupils. It is also the ideal text to support student teachers, classroom assistants and undergraduates on early childhood studies degrees.
The Divorce and Divorce Therapy Handbook presents the most important findings on divorce, as well as the rich variety of therapeutic approaches that have been developed. Written by practitioners for practitioners, this is a comprehensive handbook for all mental health professionals, therapists, and counselors who have to deal with the multitude of problems associated with divorce and remarriage.
From the #1 New York Times bestselling creators of Op-Center comes a different kind of law enforcement. In the year 2010, computers are the new superpowers. Those who control them control the world. To enforce the Net Laws, Congress creates the ultimate computer security agency within the FBI: Net Force®. Minor viruses are eating away at the Net Force computers. The e-mail shut-downs and flickering monitors are hardly emergencies—but they’ve been keeping the tech department hopping. Same with the sudden rash of time-consuming lawsuits. No one in Net Force has a moment to spare, which is exactly the way Mitchell Townsend Ames wants it. Because when the shadowy mastermind launches his master plan, he wants Net Force to be looking the other way…
Therapeutic approaches for the treatment of families with members who suffer with significant emotional and behavioral disturbances have been developing rapidly. This volume makes available to both individual and family therapists the most effective clinical techniques for helping families with members exhibiting such problems as schizophrenia, acting out, depression, hysteria, phobia, personality disorder, childish behavior, learning disorder, drug abuse, psychosomatic illness, sexual dysfunction, physical disability, disease, and terminal illness; and for helping the divorcing, divorced, or remarried family. Each contributor considers the relevant knowledge concerning pathogenic mechanisms and pathological characteristics of one or more family types and describes the different family therapy approaches used to treat them.
Author: Howard Altstein, Rita James Simon
Publisher: Greenwood Publishing Group
This volume's contributors describe the experiences of foreign born adoptees and their families in such countries as the United States, Canada, Norway, West Germany, Denmark, the Netherlands, and Israel. They provide a brief history of intercountry adoption; specify rules and procedures employed in various countries; and evaluate pros and cons in the seven nations. The contributors discuss each country's formal statutes on transracial and intercountry adoption, and describe the organizations and/or social movements advocating such adoptions as well as those opposing them. Altstein and Simon conclude with a summary based on case studies on the successes and failures of intercountry adoption.
`This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base' - Early Years `I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment. The insights provided are thought-provoking and promote a practical and positive approach to early years assessment' - Early Talk `This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision. For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation'- Child Language Teaching and Therapy `This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets! A most useful book which contributes to the current vital debate about when, what and how we should access young children's progress' - T.A.C.T.Y.C Newsletter `I found Margaret Carr's book fascinating... the ideas and arguments put forward are well worth mulling over' - Early Years Educator `This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young children's learning and progress.... I hope this book inspires United Kingdom practitioners to set out on learning story journeys' - Nursery World `This book manages to blend recognized theory and recent research with practice. I found it easy, and sometimes enjoyable, to read; it provided plenty of "food for thought" as well as references on "how to". I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own' - Julia Browne, Goldsmiths Association for Early Childhood This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book - describes a way of assessment that stays close to the children's real experiences and provides an alternative to mechanistic and fragmented approaches, - shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning. The book is about weaving theory and practice: theorizing development and learning as reflected in assessment practice. The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning. Simple and low level outcomes and goals will take their place. The theoretical ideas and arguments are illustrated throughout by transcripts and stories of children in a range of early childhood settings. At every turn in the journey it asks: How is this reflected in a real life context? It documents the voices of children, practitioners and parents as the learning story develops.
A collection of the articles written by the author throughout his extensive career, this book achieves three goals. First, it reprints selected research and theory papers on stress and coping from the 1950s to the present produced by Lazarus under five rubrics: his dissertation; perennial epistemological issues including the revolt of the 1940s and 1950s; his transition from laboratory to field research; the clinical applications of stress and coping; and expanding stress to the emotions. Second, it provides a running commentary on the origination of the issues discussed, what was occurring in psychology when the work was done, and where the work led in the present. Third, it integrates various themes about which psychologists debate vociferously, often without recognizing the intellectual bases of these differences.
Author: B. Guggenheim
Publisher: S Karger Ag
Now I Get It!
Author: Johannes Storch, Corinne Morgenegg, Maja Storch, Julius Kuhl
.So that¿s how my mind works ¿ Now I get it! Using the example of four colleagues working together in a small company, "Now I Get It!" shows us the main personality types and their strengths and weakness in such a way that we gain real ¿now I get it!¿ insights into what is going on in our own and others¿ subconscious. How does my mind work and what kind of personality do I have? When we can answer these questions and have come to terms with who we are, then the solutions to many issues that arise in everyday life will fall into place. What sort of people do I get on with best and how can I best deal with the others? Are there recurring stressful situations in my professional or private life, and how do I resolve them? This humorously written and illustrated book, by the world¿s leading experts in personality systems interaction (PSI) theory and the Zurich Resource Model (ZRM), gives us profound insights into our and other people¿s subconscious thoughts ¿ so we can adapt our own behavior and interactions to improve our quality of life. Cartoons and worksheets help us on our way.