Anthony Clarke – författare

The doctrine of God is central to theology for it determines the way in which other regions of Christian doctrine are articulated, yet work on this topic in its own right has been occluded recently by treatments of the Trinity or divine passibility. This collection of specially commissioned essays presents major treatments of key themes in the doctrine of God, motivated by but not restricted to the work of Professor Paul S. Fiddes to whom it is offered as a Festschrift.It includes invigorating discussions of the biblical and non-biblical sources for the doctrine of God, and the section on 'Metaphysics and the Doctrine of God' examines some of the most important conceptual questions arising in contemporary theological debate about the being and nature of God, and God's relations to the world. The final section of the book on 'God and Humanity' will be highly relevant to scholars working in the fields of theological anthropology, moral and political theology, on inter-faith relations, on theology and literature, or who are interested in the impact of contemporary science on the doctrine of God. The introduction relates the essays in the book to the work of Professor Fiddes and to wider debates in Christian doctrine. This volume brings together a team of internationally distinguished scholars from a wide range of theological, philosophical, and religious perspectives, and it will stimulate fresh thinking and new debate about this most central of topics in Christian theology.

The research teachers carry out into their own professional practice and environment is increasingly recognised as highly relevant and valuable. As well as being an exciting and fulfilling kind of research to carry out, it informs both policy and practice in education, constitutes a key resource for teachers, teacher educators and policy makers and is important for professional development.Bringing together accounts of teacher research projects from all over the world and from all sectors of education, Teacher Inquiry: Living the Research in Everyday Practice covers: * The practicalities of initiating and conducting teacher research;* The different models and methodologies available to teacher researchers;* The issues surrounding, and emerging from teacher research.The editors' introduction provides insight into the reasons for undertaking teacher inquiry, its valuable role in contemporary education and what new directions this form of research might take in the future. The collection reflects the incredible diversity of teacher research, and is a rich source of both information and inspiration for any teacher embarking on, or thinking of conducting, research into their own professional context.

The research teachers carry out into their own professional practice and environment is increasingly recognised as highly relevant and valuable. As well as being an exciting and fulfilling kind of research to carry out, it informs both policy and practice in education, constitutes a key resource for teachers, teacher educators and policy makers and is important for professional development.Bringing together accounts of teacher research projects from all over the world and from all sectors of education, Teacher Inquiry: Living the Research in Everyday Practice covers: * The practicalities of initiating and conducting teacher research;* The different models and methodologies available to teacher researchers;* The issues surrounding, and emerging from teacher research.The editors' introduction provides insight into the reasons for undertaking teacher inquiry, its valuable role in contemporary education and what new directions this form of research might take in the future. The collection reflects the incredible diversity of teacher research, and is a rich source of both information and inspiration for any teacher embarking on, or thinking of conducting, research into their own professional context.

Health and safety is important to everyone nowadays, especially with the burgeoning extent of legislation and regulations in the area both in UK terms but perhaps more importantly within and across the European Community. One of the industries most affected by this is the building and construction sector, which because of its traditionally poor record in this respect and its widespread and under-policed activities is now subject to the Construction, Design and Management (CDM) Regulations. These require that every project involving building or demolition work which is undertaken, regardless of the industry concerned and for what purpose, must be planned and documented according to these safety regulations and procedures. Non-compliance can attract heavy penalties, including fines and prison sentences.In addition, the possibilities of actions like this, and their contingent financial costs, are beginning to determine a whole philosophy to underpin business management. It is therefore vital to understand exactly what legal obligations and duties are inherent in either managing, contracting or carrying out a given piece of work. Lack of knowledge of this nature can prove to be very costly, so this book will show you how to find your way around the maze of rules and regulations in order to improve your business efficiency and reduce exposure to financial risk.

This book argues that current techniques and representations of architectural practice can take on greater significance and generate a more meaningful societal and professional contribution if they are developed through a lens of care. This lens of care, however, requires a fundamental repositioning in the way architects and designers orientate themselves within each project.This book argues that this adaptation requires a genuine and deeply considered recognition of personal attitudes, approaches, and ingrained presumptions. This book advocates for self-reflection as a valuable, more conscious, and explicit component in the design process. It illustrates that greater personal and professional relationships can be formed through the acknowledgement of mutual vulnerabilities and the development of trust, respect, and appropriately placed curiosity, and that this is evident in the design delivery and ultimate construction of built space. Through an innovative methodology combining auto-ethnography and design research, this book prioritises user and architect knowledge and experience to identify, examine and discuss six key themes: care, integrity, advocacy, accountability, sensibility and sustainability. Collectively these themes contribute valuable insights into the meaningful and maintainable incorporation of lived experience into the processes of architecture. This book will be of interest to architects, researchers, and students of architecture and design, as well as healthcare professionals.

Health and safety is important to everyone nowadays, especially with the burgeoning extent of legislation and regulations in the area both in UK terms but perhaps more importantly within and across the European Community. One of the industries most affected by this is the building and construction sector, which because of its traditionally poor record in this respect and its widespread and under-policed activities is now subject to the Construction, Design and Management (CDM) Regulations. These require that every project involving building or demolition work which is undertaken, regardless of the industry concerned and for what purpose, must be planned and documented according to these safety regulations and procedures. Non-compliance can attract heavy penalties, including fines and prison sentences. In addition, the possibilities of actions like this, and their contingent financial costs, are beginning to determine a whole philosophy to underpin business management. It is therefore vital to understand exactly what legal obligations and duties are inherent in either managing, contracting or carrying out a given piece of work. Lack of knowledge of this nature can prove to be very costly, so this book will show you how to find your way around the maze of rules and regulations in order to improve your business efficiency and reduce exposure to financial risk.

As has been well illustrated in the other books in this series, the notion of self-study of teaching and teacher education practices has been taken up by teachers and teacher educators as they have searched for new ways of better understanding the complex work of teaching and learning. Self-study appears to be attractive to practitioners because a self-study approach to researching practice is largely driven by their questions, issues and concerns. Therefore, one immediate value of self-study is in the way it can inform and almost immediately influence practice. This book, edited by Linda Farr Darling, Gaalen Erickson, and Tony Clarke offers an in-depth investigation of the CITE program (A Community of Inquiry in Teacher Education) and is one of the few examples of that which might be described as an institutional self-study (Loughran, 2005). As such, the book illustrates the level of commitment and concern that these teacher educators have for their teacher education practices and forthe learning about teaching of their student teachers. They demonstrate that it is crucial to question the taken-for-granted and that in so doing, to be careful to seek to be appropriately responsive to disconfirming data.

As has been well illustrated in the other books in this series, the notion of self-study of teaching and teacher education practices has been taken up by teachers and teacher educators as they have searched for new ways of better understanding the complex work of teaching and learning. Self-study appears to be attractive to practitioners because a self-study approach to researching practice is largely driven by their questions, issues and concerns. Therefore, one immediate value of self-study is in the way it can inform and almost immediately influence practice. This book, edited by Linda Farr Darling, Gaalen Erickson, and Tony Clarke offers an in-depth investigation of the CITE program (A Community of Inquiry in Teacher Education) and is one of the few examples of that which might be described as an institutional self-study (Loughran, 2005). As such, the book illustrates the level of commitment and concern that these teacher educators have for their teacher education practices and forthe learning about teaching of their student teachers. They demonstrate that it is crucial to question the taken-for-granted and that in so doing, to be careful to seek to be appropriately responsive to disconfirming data.

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers.