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The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.
Teachers in any subject area must have a basic understanding of how language is learned and used in educational contexts because language impacts teaching and learning across all subjects. This book is written specifically for those teachers and teacher traineeslearning to teach who want to know more about language learning and use in educational contexts and, especially, those who care about the social implications of language in education. Chapters address crucial questions that teachers must address: How is language structured? How is language learned at home and in school, by first, second and bilingual language learners? How is language used in classrooms to shape learning? How does language vary in different regions and due to social characteristics of users? How can language be used to make meaning in different modes (oral/written) and contexts? How do language policies intersect with education policies, and how do these impact teachers? The chapters are full of examples of language use in educational contexts to help readers understand language in action. The examples not only highlight key points, they also provide opportunities for readers to deepen their understanding by experiencing analysis of language. Each chapter closes with a discussion of relevance to educational settings and questions which can be used for in-class discussion or personal reflection. Suggestions for further readings and online viewing are included, and a comprehensive companion website is available
This handbook begins with a foundational overview of rural education, examining the ways in which definitions, histories, policies, and demographic changes influence rural schools. This foundational approach includes how corporatization, population changes, poverty, and the role of data affect everyday learning in rural schools. In following sections, the contributors consider how school closures, charter schools, and district governance influence decision making in rural schooling, while also examining the influence of these structures on higher education attainment, rural school partnerships, and school leadership. They explore curriculum studies in rural education, including place-based and trauma-informed pedagogies, rural literacies, rural stereotype threat, and achievement. Finally, they engage with issues of identity and equity in rural schools by providing an overview of the literature related to diverse populations in rural places, including Indigenous, Black, and Latinx communities, and exceptional learners. Importantly, this handbook applies theoretical tools to rural classroom experiences, demonstrating the potential of work centered at the intersection of theory, rurality, and classroom practice. Each section concludes with a response by an international scholar, situating the topics covered within the broader global context.
How can we access the energy and wisdom needed to embark on the generous and healing venture of trust that we call forgiveness?
How do children determine which identity becomes paramount as they grow into adolescence and early adulthood? Which identity results in patterns of behaviour as they develop? To whom or to which group do they feel a sense of belonging? How might children, adolescents and young adults negotiate the gap between their own sense of identity and the values promoted by external influences? The contributors explore the impact of globalization and pluralism on the way most children and adolescents grow into early adulthood. They look at the influences of media and technology that can be felt within the living spaces of their homes, competing with the religious and cultural influences of family and community, and consider the ways many children and adolescents have developed multiple and virtual identities which help them to respond to different circumstances and contexts. They discuss the ways that many children find themselves in a perpetual state of shifting identities without ever being firmly grounded in one, potentially leading to tension and confusion particularly when there is conflict between one identity and another. This can result in increased anxiety and diminished self-esteem. This book explores how parents, educators and social and health workers might have a raised awareness of the issues generated by plural identities and the overpowering human need to belong so that they can address associated issues and nurture a sense of wholeness in children and adolescents as they grow into early adulthood.
It is estimated that there are 43 million Americans with one or more physical or mental disabilities. Over the past several decades, the disability movement has grown in strength and sophistication, attaining maturity with the Americans with Disabilities Act of 1990. This landmark civil rights legislation ushered in a new era for people with disabilities.Many religious people, however well meaning, are unfamiliar with the language and philosophy of the disability movement. They unintentionally give offense by language and actions that reflect a by-gone era. This book aims to do two things: to acquaint church and synagogue leaders with the history and philosophy of the disability movement and to provide resources from scripture and theology for thinking and preaching about disability in a new way.
An informative and contemporary guide to a key area of Education Studies BA courses offering an introduction to the emergence of modern and post-modern childhoods.
Those Barren Leaves is a satirical novel by Aldous Huxley, published in 1925. The title is derived from the poem 'The Tables Turned' by William Wordsworth which ends with the words: Enough of Science and of Art; Close up those barren leaves; Come forth, and bring with you a heart That watches and receives. Stripping the pretensions of those who claim a spot among the cultural elite, it is the story of Mrs. Aldwinkle and her entourage, who are gathered in an Italian palace to relive the glories of the Renaissance. For all their supposed sophistication, they are nothing but sad and superficial individuals in the final analysis.
This book provides a dispassionate analysis of new religious movements, charting their growth and examining them from a variety of perspectives – sociological, psychological, legal and theological. Saliba then questions whether or not membership harms those who join these new movements and assesses the charge that they 'brainwash' their adherents.
"If you ain't got no proposition, you ain't got no sermon neither." This was the battle cry of Isaac Rufus Clark, one of the most influential and colorful professors of homiletics in the black church in the twentieth century. Clark taught at the Interdenominational Theological Center in Atlanta for twenty-seven years (1962-1989). In Teaching Preaching, Katie Cannon, one of Clark's myriad preaching protégés, conceives her role as purely "presentational": "to bring Clark face to face with a reading audience, allow him to explain the formal elements of preaching from the inside out." Teaching Preaching is an invaluable resource for ministers who struggle from Sunday to Sunday to find their ethical voice in the preparation of each and every sermon.