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In these Gasson Lectures, Frank Brennan addresses various contested contemporary issues such as church-state relations, physician assisted suicide and national border protection. He writes, I hope that these lectures can help persons of all faiths and none maintain what Pope John Paul II, when addressing the Italian Parliament, called "a convinced and pondered trust in the heritage of virtues and values handed down by your forebears". In these lectures I have drawn much inspiration from Pope Francis who travelled to the island of Lampedusa to speak boldly and prophetically about the plight of asylum seekers coming across the Mediterranean Sea in search of new life. Before offering his blessing and casting a wreath on the waters, Francis asked, "Who is responsible for the blood of these brothers and sisters of ours?" In these lectures, I seek to draw on my own religious tradition to answer that question to the satisfaction of persons of all faiths and none, and in the many precarious situations in which people find themselves, especially at the borders of life and of nation states.'
To mark the long history of Dominican involvement in defence of human rights, in the year celebrating the 800th anniversary of the confirmation of the Order of Preachers, two hundred Dominican brothers, sisters and laity met in Salamanca, Spain, to discuss the contribution of the Dominican Order, in the past, present and future, in the promotion and defence of human rights. It was in that city in the sixteenth century that, prompted by his Dominican brothers, such as Bartolome de las Casas, who were defending the indigenous people of Latin America against the Spanish conquistadores, Francisco de Vitoria planted the seed of today's international human rights movement. This volume presents in original languages the eleven papers given in Salamanca as well as the statement adopted by the delegates at the end of the meeting. They combine historical views, theoretical insights and testimonies from life experience. This offers a rich contribution, not only towards strengthening the role of the Dominican Family, and even the universal church, in defending human rights, but also towards a deeper understanding of 'evangelisation' and 'mission'.
In these Gasson Lectures, Frank Brennan addresses various contested contemporary issues such as church-state relations, physician assisted suicide and national border protection. He writes, I hope that these lectures can help persons of all faiths and none maintain what Pope John Paul II, when addressing the Italian Parliament, called "a convinced and pondered trust in the heritage of virtues and values handed down by your forebears". In these lectures I have drawn much inspiration from Pope Francis who travelled to the island of Lampedusa to speak boldly and prophetically about the plight of asylum seekers coming across the Mediterranean Sea in search of new life. Before offering his blessing and casting a wreath on the waters, Francis asked, "Who is responsible for the blood of these brothers and sisters of ours?" In these lectures, I seek to draw on my own religious tradition to answer that question to the satisfaction of persons of all faiths and none, and in the many precarious situations in which people find themselves, especially at the borders of life and of nation states.'
Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. “If we are to realise the promise of higher education ... we will need the concepts, methods, and reflections contained in this book.” – Robert R. Hoffman
There is no fourth wall in popular performance. The show is firmly rooted in the here and now, and the performers address the audience directly, while the audience answer back with laughter, applause or heckling. Performer and role are interlaced, so that we are left uncertain about just how the persona we see onstage might relate to the private person who presents it to us. Popular Performance defines and surveys varieties of performance where the main purpose is to entertain, and where there is no shame in being trivial, frivolous or nonsensical as long as people go home happy at the end of the show. Contributions by new and established scholars focus particularly on how it is made, explaining the techniques of performance and production that make it so appealing to audiences. With sections examining how popular performance works in a range of historical and contemporary examples, readers will gain insights into: * performance forms associated with the variety tradition: music hall, vaudeville, cabaret, variety * performance forms associated with circus: wild west shows, clowning * issues relating to the identity of the performer in relation to magic, burlesque, pantomime in contemporary performance * issues relating to venue and audience in relation to contemporary street theatre, stand-up, and live sketch comedy.
This volume features a collection of papers on emerging concepts, significant insights, novel approaches and ideas in information systems research. It examines advances in information systems development in general, and their impact on the development of new methods, tools and management. The book contains invited papers selected from the 27th International Conference on Information Systems Development (ISD) held in Lund, Sweden, August 22 - 24, 2018. The revised and expanded papers present research that focuses on methods, tools and management in information systems development. These issues are significant as they provide the basis for organizations to identify new markets, support innovative technology deployment, and enable mobile applications to detect, sense, interpret and respond to the environment.
A groundbreaking volume from leading scholars exploring disability studies using a political theory approach.
Ideas for 21st Century Education contains the papers presented at the Asian Education Symposium (AES 2016), held on November 22—23, 2016, in Bandung, Indonesia. The book covers 11 topics: 1. Art Education (AED) 2. Adult Education (ADE) 3. Business Education (BED) 4. Course Management (CMT) 5. Curriculum, Research and Development (CRD) 6. Educational Foundations (EDF) 7. Learning / Teaching Methodologies and Assessment (TMA) 8. Global Issues in Education and Research (GER) 9. Pedagogy (PDG) 10. Ubiquitous Learning (UBL) 11. Other Areas of Education (OAE)
If you're annoyed at the presumption of some guy daring to suggest everything you know about education might be wrong, please take it with a grain of salt. It's just a title. Of course, you probably think a great many things that aren't wrong. With forewords by Robert Bjork and Dylan Wiliam, this book has been brought to an American audience for the first time to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason, and see if they can still walk in a straight line after the experience. Combining his 15 years of classroom teaching, coaching, and consulting for United Kingdom's Department of Education, David shares the tools to help you question your assumptions and assist you in picking through what you believe. This book draws on research from the field of cognitive science to expertly analyze some of the unexamined meta-beliefs in education. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. In Part 1, "Why we're wrong," David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2, "Through the Threshold" delves deeper, looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question, "What could we do differently?" and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider "What else might we be getting wrong" cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.