Content Counts

With so much emphasis on literacy in the elementary grades, how do you give math, science, and social studies the attention they deserve? How do you make content count without sacrificing the precious time spent on nurturing literacy development? This book's innovative approach to disciplinary literacy shows you the way.

A thought-provoking book that exposes the curricular gaps in our country's public schools as well as the attempts at reform that have failed to bridge them. Highlighting the overemphasis on skill-based instruction that appears in our current standards, teacher evaluation rubrics and professional development manuals, Robinson smartly argues for a more uniform and rigorous curriculum that figures to reduce confusion, restore dignity to the teaching profession, and ultimately produce a well-educated citizenry.

Premodern Buddhists are sometimes characterized as veritable Òmind scientistsÓ whose insights anticipate modern research on the brain and mind. Aiming to complicate this story, Dan Arnold confronts a significant obstacle to popular attempts at harmonizing classical Buddhist and modern scientific thought: since most Indian Buddhists held that the mental continuum is uninterrupted by death (its continuity is what Buddhists mean by ÒrebirthÓ), they would have no truck with the idea that everything about the mental can be explained in terms of brain events. Nevertheless, a predominant stream of Indian Buddhist thought, associated with the seventh-century thinker Dharmakirti, turns out to be vulnerable to arguments modern philosophers have leveled against physicalism. By characterizing the philosophical problems commonly faced by Dharmakirti and contemporary philosophers such as Jerry Fodor and Daniel Dennett, Arnold seeks to advance an understanding of both first-millennium Indian arguments and contemporary debates on the philosophy of mind. The issues center on what modern philosophers have called intentionalityÑthe fact that the mind can be about (or represent or mean) other things. Tracing an account of intentionality through Kant, Wilfrid Sellars, and John McDowell, Arnold argues that intentionality cannot, in principle, be explained in causal terms. Elaborating some of DharmakirtiÕs central commitments (chiefly his apoha theory of meaning and his account of self-awareness), Arnold shows that despite his concern to refute physicalism, DharmakirtiÕs causal explanations of the mental mean that modern arguments from intentionality cut as much against his project as they do against physicalist philosophies of mind. This is evident in the arguments of some of DharmakirtiÕs contemporaneous Indian critics (proponents of the orthodox Brahmanical Mimasa school as well as fellow Buddhists from the Madhyamaka school of thought), whose critiques exemplify the same logic as modern arguments from intentionality. Elaborating these various strands of thought, Arnold shows that seemingly arcane arguments among first-millennium Indian thinkers can illuminate matters still very much at the heart of contemporary philosophy.

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.

“THIS BOOK is an attempt to fill the present striking need for an introduction to contemporary linguistic philosophy as it bears on theological discourse. Wherever I have gone, recently, among educated Christians in Britain and America, I have encountered profound curiosity—and a good deal of anxiety—concerning modern methods in philosophy as they relate to the logical nature and validity of theological affirmations. Similarly I have found many of my students in contemporary philosophy and in the philosophy of religion becoming deeply absorbed in the issues raised by a critical examination of theological speech. From both groups, the intellectually alert Christians and the thoughtful graduate and undergraduate students of philosophy and religion, I have been heavily bombarded with appeals for direction to some book which would (1) set forth the central issues and arguments concerning theological discourse for readers who have familiarity with traditional philosophy but who are relatively untrained in contemporary philosophical practices and (2) place into perspective the present state of philosophical and theological discussion in this area of burgeoning interest. To my frustration, I have had to answer such requests with the admission that no such book exists and with the promise that I would try, some day, to provide that book myself. In preparing this volume, therefore, I have done my best to keep those promises in mind.”

This book is written for all those involved in measurement of soil water phenomena, whether they be environmental scientists, field technicians, agronomists, meteorologists, hydrogeologists, foresters, physical geographers, civil or water engineers or students in these subjects. It contains a comprehensive description of all the major methods used for measurement of soil water content and potential, solute concentration, transport and balance of water and solutes, including recharge to groundwater aquifers. The emphasis is firmly on techniques which can be applied in the field or on samples obtained from the field. The theory and practice of the workings of the main instruments and methods available is described, along with practical tips on surmounting some of the main difficulties and explanations of many commonly encountered jargon words.

How to be a Nurse or Midwife Leader is an indispensable guide for all nurses and midwives who wish to develop and improve their practice as leaders. Written in collaboration with the NHS Leadership Academy, this practical book draws on the real experience of over 10,000 nurses and midwives to bring leadership dilemmas to life in specific situations. Key learning features include: How to develop your self-awareness How to develop your personal impact and presence How to survive and thrive How to get your message across How to get the best out of others How to work with and lead other professionals and patients How to have courageous conversations How to balance conflicting demands and needs Containing exercises and reflective questions to help apply theory to leadership practice, How to be a Nurse or Midwife Leader is an ideal companion for all nurses and midwives, whether you are newly qualified, or stepping into a team leader role.