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In The Violence of Emotions the author marries an ability to introduce the reader to the intimate climate of an analytic session with a passionate rereading of Bion. To emphasize both the empirical nature of psychoanalysis and its extraordinary capacity to engender illuminating hypotheses concerning the functioning of the mind, clinical examples alternate with theoretical argument. The psychoanalytic model espoused by Giuseppe Civitarese in his approach to both is analytic field theory. Developed by various authors, including Ferro, commencing with Bion and continued with contributions from the Barangers, Grotstein and Ogden, the theory of the analytic field reveals the social nature of subjectivity and, in clinical work, the intersubjective and dreamlike climate in which a psychoanalytic session unfolds. This leads to a new way of interpreting the facts of analysis. As such, topics of discussion include:


transcending the caesura as Bions theoretical method 


hypochondria as de-subjectivation and narrative genre in analysis 


the aesthetic conflict and alfa function 


Bions search for ambiguity 


the casting of characters in the analytic dialogue 


metaphor of text and translation in Freud and Bion. 


Yet the book has an even more specific objective, focusing attention as it does on the central importance of emotions in mental life and of aesthetic experience as the model of what truly happens in analysis. This is an aspect which the author rediscovers and explores in the thought of Bion and his successors, and which he regards as a way of investigating the deepest and most primitive levels of mental life. This book will be of great interest to psychiatrists, psychoanalysts, and psychotherapists.

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First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

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Commonwealth Caribbean Administrative Law comprehensively explores the nature and function of administrative law in contemporary Caribbean society.

It considers the administrative machinery of Caribbean States; Parliament, the Executive and the judiciary. It then examines the basis for judicial review of executive and administrative action in the Caribbean by looking at the statutory provisions that underpin this and the plethora of case law emerging from the region. The book will also look to how the courts in the Commonwealth Caribbean have sought to define principles of administrative law. 

This book will also consider the alternative methods by which the rights of citizens are protected, including the ombudsman and the use of tribunals and inquiries, as well as looking forward to the increasingly significant role of Caribbean Integration law and bodies such as CARICOM and the OESC.

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Developing Effective Part-time Teachers in Higher Education

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New Approaches to Professional Development

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Part-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development.
Utilising real action research undertaken by expert practitioners from Australia, New Zealand and the UK, this book explains:


What motivates part-time teachers;
Developing effective policy and practice to support part-time teachers;
What part-time teachers voices tell us about the content and delivery of induction programmes and ongoing support;
The implications of change and future directions of Higher Education and part-time educators;
How to build sustainable frameworks for the professional development of part-time staff.
Developing Effective Part-time Teachers in Higher Education explores the extent to which part-time staff are utilised, the effectiveness of their teaching, their integration into the broader teaching environment, and their training and development. This international text will prove an invaluable source for anyone involved in academic and educational staff development in Higher or Further Education, and is essential reading for Human Resources directors and managers, senior academics and all part-time teachers.

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All teachers recognize how crucial the acquisition of good reading skills is. This book will help teachers understand how pupils learn and help them to meet those pupils' different needs through appropriate intervention.
The book includes: clear explanations of different learning difficulties; guidelines on types of assessment; advice on how to select the best type of intervention and support.

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First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

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First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

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Innovative and practical, this text helps prepare teachers to support the literacy learning needs of all children in grades K-6, including academically, linguistically, and culturally diverse students. It features original teaching cases written by preservice teachers enrolled in field-based reading/language arts methods courses, accompanied by commentaries written by experienced teacher educators and skilled classroom teachers. High-interest content and a reader-friendly format encourage critical and reflective thinking about topics important to effective literacy instruction. By promoting reflection about case issues, the text helps prepare future teachers to respond to teaching narratives presented on the practical applications section of the PRAXIS II, an examination required in most states for teacher licensure.

The authentic cases candidly and poignantly describe preservice teachers' plans, problems, hopes, disappointments, dilemmas, and reflective thinking as they address the multilayered complexities and ambiguities associated with learning to teach reading and language arts in elementary classrooms. These teaching stories reveal glimpses of literacy instruction and allow us to enter real classrooms and experience the wide varieties of situations that reading/language arts teachers encounter daily. Although the cases are grouped according to specific dimensions of literacy theory and pedagogy, just as in real classrooms, other issues are woven through each case as well.

The commentaries provide scholarly, and sometimes contrasting, perspectives and approaches through which readers might consider the issues presented in the cases. The commentaries represent only particular perspectives, but readers are encouraged to explore and consider as many perspectives and issues as possible regarding each case.
Each chapter includes helpfulpedagogical features:
* New or critical concepts and terms listed at the beginning of each chapter alert readers to what might be unfamiliar vocabulary.
* Applications and Reflections pages help readers take an active part in analyzing, documenting, and talking about the particular issues portrayed in the case narratives. Using the questions on these pages, the cases and accompanying commentaries can be read and discussed as a whole class activity, in small collaborative groups, or by individuals. The questions can also be used by readers to guide their own case writing initiatives.
* Margin References direct readers to correlated readings for the strategies and parallel concepts mentioned in the cases and commentaries. Suggested readings can be discussed within the format of literacy study groups.
* Annotated Bibliographies at the end of each chapter help readers construct more in-depth knowledge for the instructional strategies and activities discussed in the teaching cases.

The cases, commentaries, and pedagogical features in this distinctive text provide rich opportunities for readers to discover what they need to know and how they need to think in order to teach reading and language arts effectively and successfully.

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Published in 1988, Topic Work In The Primary Scho is a valuable contribution to the field of Education.

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Promoting Positive Behaviour in Young Children

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When the behaviour of young children causes concern, practitioners often find it difficult to identify exactly what the childs needs are or how to focus their support most effectively. This book helps meet this challenge. Its inclusive approach seeks to promote positive behaviour in all children. The book includes: 


a straightforward assessment process to identify children who need additional support


practical strategies to encourage positive behaviour and promote emotional well being


informative case studies that show how solutions work in practice.

This book is an ideal resource for all early years practitioners working across a variety of settings for young children.

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Bridging Cultures in Early Care and Education

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Bridging Cultures in Early Care and Education: A Training Module is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development.

The module explains and illustrates how early childhood educators can use the organizing concepts of individualism and collectivism as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner.

*Chapter 1 introduces the Bridging Cultures for Early Care and Education approach, provides a brief history, and explains the training module. It presents the conceptual framework of individualism and collectivism, which is at the heart of the training.
*Chapter 2 provides the information needed for a two-hour workshop, including a script and notes to the facilitator. The script is not meant to be read word for word. Rather, it is offered as a guide, based on a pilot-tested approach. Appendices at the end of the book contain transparency masters for the overheads referenced in the script, and masters for suggested handouts.
*Chapter 3 offers ideas for augmenting the basic two-hour training by expanding it over a longer time period. It also identifies additional diversity resources that can complement the Bridging Cultures training.
*Appendices providing additional information, data, and bibliographic resources are included.

This module originated as part of the Bridging Cultures Project at WestEd--a nonprofit research, development, and service agency working with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

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Marlene Zepeda, Janet Gonzalez-Mena, Elise Trumbull, Carrie Rothstein-Fisch

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A sequel to Jim Docking's "National School Policy" which examined the Conservative Government's education reforms from 1979 onwards, this text reviews New Labour's policies to improve pupils' performance. The contributors examine the evidence concerning standards in schools, look at the main directions of government policy, explore particular policies in detail and provide clear expositions of New Labour's education policies and provide critical examinations of controversial issues.

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This guidebook is designed to facilitate the use of "Beyond Words" materials. By drawing on their own teaching experiences, the authors offer suggestions for attaining teaching/learning goals, and for overcoming difficulties in using the movement observation and analysis programme. Many of the creative adaptations described come from individuals at different institutions who tested "Beyond Words" while it was being developed. It is not intended, therefore, as a prescriptive document, but rather as a guide which provides many alternative ways of utilizing "Beyond Words", and which leaves the rest to the instructor.

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This work, designed to be used as a basic textbook for student teachers taking B.Ed and PGCE initial training courses: provides an accessible but rigorous treatment of early childhood education, integrating ideas and practice; acts as a springboard for students' further study; arose out of the concerns and needs expressed by students themselves; and has been written from a well-known centre for early childhood studies. Practitioner examples are included throughout, together with selected readings.

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These engaging activities focus upon the word level strand of the literacy stategy, in particular the vocabulary extention element. Use this book to: meet objectives as listed in the literacy strategy framework; match work to pupils' abilities using differentiated activities; save time planning class and home-work by using photocopiable resources; concentrate on key teaching points following teachers' notes and tips.

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International Trade and Business Law Review: Volume XI

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The International Trade and Business Law Review publishes leading articles, comments and case notes, as well as book reviews dealing with international trade and business law, arbitration law, foreign law and comparative law. It provides the legal and business communities with information, knowledge and understanding of recent developments in international trade, business and international commercial arbitration. 
The Review contributes in a scholarly way to the discussion of these developments while being informative and having practical relevance to business people and lawyers. It also devotes a section to the Willem C. Vis International Commercial Arbitration Moot and publishes the memoranda prepared by teams coached by Professor Gabriel A. Moens.

The Review is edited at the Murdoch University School of Law in Perth, Australia. The Editors-in-Chief are Mr Roger Jones, Partner, Latham & Watkins LLP, Chicago and Gabriel A. Moens, Dean and Professor of Law, Murdoch Law School. It is an internationally-refereed journal. The Review is supervised by an international board of editors that consists of leading international trade law practitioners and academics from the European Union, the United States, Asia and Australia. The Student Editors for Volume XI are Adam Totaro and Peter Clay from the Murdoch Law School.

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Exploring Ideas and information in the Content Areas

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Learning Journals in the K-8 Classroom is the first comprehensive presentation of how to use academic journals effectively for elementary-level instruction. The text outlines the theoretical foundations for using learning journals and provides step-by-step suggestions for implementing them in every content area and at all levels of elementary instruction.

Learning journals provide resources and support for reading aloud, independent reading, mini-lessons, cooperative study, individual research, workshops, and the portfolio system. The type of interactive writing students do in learning journals helps them explore complex ideas in the content areas, using their own strengths of analysis and response; the journals then become resources for future learning, group discussions, individual conferences, learning assessment, reports, and progress.

Four introductory chapters show teachers how to create their own journals, introduce journals to students, integrate them with cooperative study, and use them for assessment. Additional chapters focus on the individual curriculum areas of literature, writing, mathematics, science, and social studies. The text includes sample entries from student journals at all grade levels and in every content area, and appendices of annotated resources to support journaling and interviews with teachers who use journals in their classrooms.

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Word Track reinforces correct spellings of words in the context of the sentence. Aimed at Key Stages 2 and 3, it is also useful for learners of any age with specific learning difficulties. 
The book builds phonological awareness, word recognition, and spelling skills; links easily to literacy hour work; contains photocopiable pages; and links with Word Track CD from SEMERC

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The ten modules here cover both areas of particular concern in the teaching of science - organising the classroom for investigations, reviewing science coverage on a whole school basis - and the ways in which issues of more general concern in the primary curriculum (the multicultural dimension, planning for individual progression, assessment etc.), affect the teaching of science.

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Politics and Planning on the New York Waterfront

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Battery Park City in Manhattan has been hailed as a triumph of urban design, and is considered to be one of the success stories of American urban redevelopment planning. The flood of praise for its design, however, can obscure the many lessons from the long struggle to develop the project. Nothing was built on the site for more than a decade after the first master plan was approved, and the redevelopment agency flirted with bankruptcy in 1979.Taking a practice-oriented approach, the book examines the role of planning and development agencies in implementing urban waterfront redevelopment. It focuses upon the experience of the central actor - the Battery Park City Authority (BPCA) - and includes  personal interviews with executives of the BPCA, former New York mayors John Lindsay and Ed Koch, key public officials, planners, and  developers. Describing the political, financial, planning, and implementation issues faced by public agencies and private developers from  1962 to 1993, it is both a case study and history of one of the most ambitious examples of urban waterfront redevelopment.