Winner of a Gold Medal - 2020 Illumination Book Awards Crucial reading for everyone committed to evangelism and church growth. -Michael B. Curry, Presiding Bishop of The Episcopal Church As most mainline Christian denominations struggle with declining numbers, the Church of England in the Diocese of London is bucking the trend. In one of the most diverse, multi-faith, urban, and pluralistic cities in the world, London churches are growing and thriving against the odds, proclaiming the gospel afresh, and meeting the needs of their communities in creative, innovative, and life-changing ways. Based on more than six years of study, Jason A. Fout offers lessons from London, a road map to growth and revitalization for American churches-big and small, historic and newly started, evangelical and Anglo-Catholic. This remarkable guide offers practical tools as well as insight and inspiration for all who care about the future of the church.
This Handbook provides a comprehensive and up-to-date examination of lifelong learning. Across 38 chapters, including twelve that are brand new to this edition, the approach is interdisciplinary, spanning human resources development, adult learning (educational perspective), psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. This volume covers trends that contribute to the need for continuous learning, considers psychological characteristics that relate to the drive to learn, reviews existing theory and research on adult learning, describes training methods and learning technologies for instructional design, and explores current and future challenges to support continuous learning.
The problem of creating affordable, adequate housing for a growing population is not a new one. This book, for anyone with a professional or personal interest in improving housing provision everywhere, aims to inspire by offering in-depth studies of London's housing past and seeks to provide sustainable solutions for the future by linking to wider contemporary historical and social contexts. This book will influence today’s housing debates through showcasing lessons from the past and highlights examples that inform the present. The buildings assessed in these case studies will be measured in terms of their longevity, sustained popularity, livability, average densities and productivity. The research and case studies from the book provide an invaluable resource for academics of architecture, urban design, sociology, history and geography as well as professionals, policy makers and journalists.
A unique hill-walking guide to 20 of Britain's peaks, adding up to the exact height of Everest. Scaling the peaks of Everest, the world's highest mountain, is the ultimate physical and mental challenge that the human race can aspire to. But as it takes years of preparation and a minimum of £25,000 to achieve, it remains out of reach to most of us. This book allows ordinary people to embark on their own personal "Everest" without leaving England's green and pleasant land. Ascending hills of varying sizes whose ascents add up to the same height as Everest--29,016 feet--celebrity vicar and countryman Peter Owen Jones guides the reader on a road trip covering over 20 hill-climbs in different parts of England. The climbs can be done mindfully over a limited period--20 days is the suggested time scale--or as fast as possible, thus creating a physical challenge rather like the Three Peaks. The climbs could also be undertaken separately over longer periods of time and used as opportunities for mindfulness and quiet meditation under Peter's expert spiritual guidance. The journey takes in sacred places found on coastal cliff walks, ancient holy sites, tors, peaks, mountains and the highest church in England.
Cities are not only home to around half of the global population but are also at the forefront of the transformation of jobs, skills and labour markets. Furthermore, cities play a leading role in the COVID-19 response, as the pandemic is not only accelerating megatrends such as digitalisation and automation that change the world of work, but is also challenging city economies.
This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning. A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression? The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.
Richly illustrated throughout, this comprehensive resource is designed to fully equip Trainee Nursing Associates for their future role as professional healthcare providers with chapters ranging from ‘how to learn’ and essay writing to communication skills, reflective practice, and the role of evidence-based clinical decision making. Basic anatomy and physiology, together with the care and treatment of common disorders, form the second part of the volume. The book includes a wide range of learning features and comes with a downloadable image bank to assist trainee nursing associates with their assignments. Clear, no nonsense writing style helps make learning easy Provides helpful advice on study skills and essay writing Incorporates the 15 Standards of the Care Certificate Learning objectives at the start of each chapter enable readers to monitor their progress Key Words feature encourage familiarisation with a new vocabulary ‘Self Test’ questions at the start of each chapter allow readers to establish their baseline knowledge Reflection and Critical Awareness features encourage critical thinking and recall of essential information Medicine Trolley feature outlines common drugs, their usage, routes of administration and side effects Case Studies give practical context to core information Care in the Home Setting, At the GP Surgery and Communities of Care boxes illustrate healthcare provision outside the hospital environment Includes anatomy and physiology and pathophysiology of important diseases and disorders OSCEs help trainee nursing associates prepare for examinations Helpful glossary provides definitions of new terms
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good.
"The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities." Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK "The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers." Associate Professor Keith R. McVilly, Deakin University, Australia "I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it." James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK "I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working." Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK "It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be." Lee Marshall, Student Nurse, Sheffield Hallam University, UK With its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems. Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering: Aetiology Breaking news (about disability) and early intervention Transition to adulthood The sexual lives of women Employment Personalisation People with hidden identities With contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood. Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice. Learning Disability is core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them. Contributors Dawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock
