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Harry is a determined little boy who is intrinsically motivated to explore his world. His parents and grandparents keep a written and video diary of his play from eight months to five years. This text offers theories about how children learn and applies the theories to the observations of Harry.
Austen comes to England knowing as an American he'll stick out at his new school. But when an errant owl lands him at Hogwarts he's in for more than he expected. If it’s not hard enough being the only American at Hogwarts, Austen’s sorted into the most despised of all the houses. Then bumbling around the dungeon while trying to find his common room, he unwittingly helps the monster from the Chamber of Serpents. Will he discover the secret of the Chamber before he becomes another victim of He-Who-Must-Not-Be-Named?
This is the first extended text-based analysis of the social and political implications of the Harry Potter phenomenon. Arguments are primarily based on close readings of the first four Harry Potter books and the first two films - in other words, a 'text-to-world' method is followed. This study does not assume that the phenomenon concerns children alone, or should be lightly dismissed as a matter of pure entertainment. The amount of money, media coverage, and ideological unease involved indicates otherwise. The first part provides a survey of responses (both of general readers and critics) to the Harry Potter books. Some of the methodological decisions underlying this study itself are also explained here. The second part examines the presentation of certain themes, including gender, race and desire, in the Harry Potter books, with a view to understanding how these may impinge on social and political concerns of our world.
Special Educational Needs, Inclusion and Diversity 3E has established itself as the textbook on special educational needs (SEN). The new edition of this popular textbook retains its comprehensive, insightful and accessible approach and reflects the latest changes in policy and legislation. It provides a stimulating balance between theory, research and practice as well as a unique analysis of the implications for SEN of linguistic, cultural and ethnic diversity. Recognizing the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies enabling professionals to maximise inclusion while at the same time recognizing and supporting diversity. Key features of the third edition include: • The increasingly diverse SEN approaches and legislation across England, Wales, Scotland and Ireland, within an international context • Provision and arrangements for 16-25 year olds • Identification, assessment and intervention strategies for SEN from the early years • Responding to the diversity of social, emotional and mental health needs within the context of behaviour and discipline in schools Special Educational Needs, Inclusion and Diversity 3E is the definitive handbook that supports teachers, educational psychologists, SENCOs, SEN specialist teachers and other professionals in working with children who have SEN in an increasingly diverse society.
Approaches to Psychology provides a contemporary, accessible and coherent introduction to the field of psychology, from its origins to the present, and shows the contribution of psychology to understanding human behaviour and experience. The book introduces students to the five core conceptual frameworks (or approaches) to psychology: biological; behaviourist; cognitive; psychodynamic; and humanistic. The methods, theories and assumptions of each approach are explored so that the reader builds an understanding of psychology as it applies to human development, social and abnormal behaviour. New to this edition: ¿ Expanded coverage of positive psychology ¿ Expansion of the coverage of influential psychoanalytic theorists, including Anna Freud and John Bowlby ¿ Discussion of the controversies in the formulation of DSM-5 ¿ Expanded coverage of other topics, including development and types of mental disorders ¿ Updated and expanded Online Learning Centre with student support material and instructor material at www.mcgraw-hill.co.uk/textbooks/glassman including PowerPoint slides and videos
Starting middle school brings all the usual challenges — until the unthinkable happens, and Fern and her family must find a way to heal. Twelve-year-old Fern feels invisible. It seems as though everyone in her family has better things to do than pay attention to her: Mom (when she’s not meditating) helps Dad run the family restaurant; Sarah is taking a gap year after high school; and Holden pretends that Mom and Dad and everyone else doesn’t know he’s gay, even as he fends off bullies at school. Then there’s Charlie: three years old, a “surprise” baby, the center of everyone’s world. He’s devoted to Fern, but he’s annoying, too, always getting his way, always dirty, always commanding attention. If it wasn’t for Ran, Fern’s calm and positive best friend, there’d be nowhere to turn. Ran’s mantra, “All will be well,” is soothing in a way that nothing else seems to be. And when Ran says it, Fern can almost believe it’s true. But then tragedy strikes- and Fern feels not only more alone than ever, but also responsible for the accident that has wrenched her family apart. All will not be well. Or at least all will never be the same.
This book shows how our new-found ability to observe the Earth from “the necessary distance” has wide and profound cultural and ethical implications. First of all, it is the outcome of speculations and investigations of human beings in relation to their home planet carried out over millennia. In particular, it reveals a split between the ancient idea of the Earth as nurturing mother and the more recent conception of the Earth as a neutral resource able to be infinitely exploited by humankind. The 1968 Earthrise photograph, showing the beauty and fragility of the Earth, helped spark a worldwide environmental movement; now the comprehensive coverage of global change provided by satellites has the potential to convince us beyond reasonable doubt of the huge alterations being wrought upon the Earth and its climate system as a result of human actions, and of the need to act more responsibly.
The Book of Ruth, often perceived as a heartwarming love story, is much deeper than its brief 85 verses may suggest. Far from just a narrative of an impoverished outcast finding love through the guidance of her mother-in-law, it holds a weighty place in the biblical canon, universally acknowledged, and inspired by the Holy Spirit, for the enrichment of the Church. But could there be more to it? The true brilliance of Ruth lies in its core message. It masterfully illustrates the concept of redemption and how it unfolds through the Kinsman Redeemer. The historical context, with Ruth's pivotal role as a Moabite convert to true faith, further accentuates its significance. Her union with Boaz, a revered figure among his kin, led to the birth of Obed, the grandfather of King David. The narrative was crafted to affirm David's legitimate claim to the throne, emphasizing his divine lineage. Yet, the true essence of the book transcends earthly monarchies, pointing towards King Jesus, the Messiah, our Spiritual David, who emerges as the savior and the ultimate Kinsman. In "Practical Observations on the Book of Ruth", McMahon explores this biblical masterpiece, offering insightful verse-by-verse observations. He presents it as a reflection of Christ's Covenant of Grace, providing a comprehensive commentary on its relevance to the Christian faith and its practical implications for believers in their everyday lives.
"I hope this book will inspire early years practitioners, lecturers and trainers to stop and think in the hustle and bustle of daily practice, to take a fresh look at the play of these very young children. This book does not claim to have all the answers but seeks to challenge practitioners to observe closely and respond to babies as they begin to play."Elinor Goldschmied, author of People under Three: Young Children in Day Care This book focuses on the need to equip practitioners to meet the play needs of children in today’s early years settings. With babies and very young children increasingly being cared for in out-of-home care settings, it is essential for early years practitioners to be responsive and reflective to ensure that these young children’s needs are met in an appropriate way. Beginning to Play explores the young child’s right to a high quality, multi-sensory play environment where play really can begin. It builds on Goldschmied’s concept of Treasure Basket play, which involves a wide variety of everyday objects gathered together to stimulate all five senses of babies and young children. The book features detailed observations of babies beginning to play at and beyond the treasure basket. These observations support readers in offering rich play materials and experiences. Providing valuable insights and practical support, this reader-friendly book: Encourages practitioners to reflect on and review their own current practice. Supports readers in recognising and responding to babies’ signals and communication Emphasises the need for emotional well-being to enable babies and young children to begin to play and examines the effects of non-responsive care on babies and young children Beginning to Play is essential reading for practitioners working with children from birth to three, students on Early Childhood Studies courses, and other readers who are eager to increase their knowledge about children from birth to three.
