David Watson – författare

Improving the measurement of symptoms of emotional disorders has been an important goal of mental health research. In direct response to this need, the Expanded Version of the Inventory of Depression and Anxiety Symptoms (IDAS-II) was developed to assess symptom dimensions underlying psychological disorders. Unlike other scales that serve as screening instruments used for diagnostic purposes, the IDAS-II is not closely tethered to the Diagnostic and Statistical Manual of Mental Disorders (DSM); rather, its scales cut across DSM boundaries to examine psychopathology in a dimensional rather than a categorical way. Developed by authors David Watson and Michael O'Hara, the IDAS-II has broad implications for our understanding of psychopathology. Understanding the Emotional Disorders is the first manual for how to use the IDAS-II and examines important, replicable symptom dimensions contained within five adjacent diagnostic classes in the DSM-5: depressive disorders, bipolar and related disorders, anxiety disorders, obsessive-compulsive and related disorders, and trauma- and stressor-related disorders. It reviews problems and limitations associated with traditional, diagnosis-based approaches to studying psychopathology and establishes the theoretical and clinical value of analyzing specific types of symptoms within the emotional disorders. It demonstrates that several of these disorders contain multiple symptom dimensions that clearly can be differentiated from one another. Moreover, these symptom dimensions are highly robust and generalizable and can be identified in multiple types of data, including self-ratings, semi-structured interviews, and clinicians' ratings. Furthermore, individual symptom dimensions often have strikingly different correlates, such as varying levels of criterion validity, incremental predictive power, and diagnostic specificity. Consequently, it is more informative to examine these specific types of symptoms, rather than the broader disorders. The book concludes with the development of a more comprehensive, symptom-based model that subsumes various forms of psychopathology-including sleep disturbances, eating- and weight-related problems, personality pathology, psychosis/thought disorder, and hypochondriasis-beyond the emotional disorders.

There is a comforting tale that heads of higher education institutions (HEIs) like to tell each other. "Go around your university or college," they say, "and ask the first ten people who you meet how their morale is. The response will always be 'rock-bottom.' Then ask them what they are working on. The responses will be full of life, of optimism and of enthusiasm for the task in hand." The moral of the story is that the two sets of responses don't compute; that the first is somehow unthinking and ideological, and the second unguarded and sincere.

The thesis of this book is that the contradictory answers may well compute more effectively than is acknowledged: that the culture of higher education and the mesh of psychological contracts, or "deals," that make it up make much of the current discourse about happiness and unhappiness in contemporary life look simplistic and banal.

In particular, the much-vaunted "science of happiness" may not have much to say to us. There is also a potential link between the Manichean discourse about morale and our wider culture's approach to happiness. Both normally deal in extremes, and much more rarely in graduations.

Why is so much discourse about contemporary higher education structured around (real and imagined) unhappiness? How does this connect with the realities of life within (and just outside) the institutions? Does it matter, and, if so, what should we be doing about it? Based on historical, sociological and philosophical analysis, this book offers some answers to these questions.

It has become a critical commonplace that postmodernism no longer serves as an adequate designation for contemporary literature. But what comes after postmodernism? What are the tendencies and directions within contemporary American literature that promise to shape its future? The contributions to this book are written in the shadows of ‘new media’, a turn towards the nonhuman in critical thinking, and a surge in environmental and apocalyptic thought. Engaging with such contemporary debates, the authors map the rapidly changing ecosystem of contemporary literary genres and forms and attend to transformations in the production, reception, and circulation of books. This book takes for granted that American literature does have a future, although whatever this future holds, it is unlikely to be what we expect. At this historical juncture, the American novel seems to carve its future though an engagement with issues at the forefront of our present, thereby ensuring its own ongoing contemporaneity. This book was originally published as a special issue of Studia Neophilologica.

The world keeps turning to apocalypticism. Time is imagined as proceeding ineluctably to a catastrophic, perhaps revelatory conclusion. Even when evacuated of distinctly religious content, a broadly ecclesial structure persists in conceptions of our precarious life and our collective journey to an inevitable fate—the extinction of the human species. It is commonly believed that we are propelled along this course by human turpitude, myopia, hubris or ignorance, and by the irreparable damage we have wrought to the world we inhabit. Yet, this apprehension is insidious. Such teleological convictions and crises-laden narratives lead us to undervalue contingent, hesitant and provisional forms of experience and knowledge.The essays comprising this volume concern a range of writers’ engagements with apocalyptic reasoning. Extending from a reading of Percy Bysshe Shelley’s ‘Triumph of Life’ to critiques of contemporary American novels, they examine the ways in which ‘end times’ reasoning can inhibit imaginative reflection, blunt political advocacy or – more positively – provide a repertoire for the critique of complacency. By gathering essays concerning a wide range of periods and literary dispositions, this volume makes an important contribution to thinking about apocalypticism in literature but also as a social and political discourse. This book was originally published as a special issue of Studia Neophilologica.

The world keeps turning to apocalypticism. Time is imagined as proceeding ineluctably to a catastrophic, perhaps revelatory conclusion. Even when evacuated of distinctly religious content, a broadly ecclesial structure persists in conceptions of our precarious life and our collective journey to an inevitable fate—the extinction of the human species. It is commonly believed that we are propelled along this course by human turpitude, myopia, hubris or ignorance, and by the irreparable damage we have wrought to the world we inhabit. Yet, this apprehension is insidious. Such teleological convictions and crises-laden narratives lead us to undervalue contingent, hesitant and provisional forms of experience and knowledge.The essays comprising this volume concern a range of writers’ engagements with apocalyptic reasoning. Extending from a reading of Percy Bysshe Shelley’s ‘Triumph of Life’ to critiques of contemporary American novels, they examine the ways in which ‘end times’ reasoning can inhibit imaginative reflection, blunt political advocacy or – more positively – provide a repertoire for the critique of complacency. By gathering essays concerning a wide range of periods and literary dispositions, this volume makes an important contribution to thinking about apocalypticism in literature but also as a social and political discourse. This book was originally published as a special issue of Studia Neophilologica.

The Engaged University is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems – combating poverty, improving public health, and restoring environmental quality. This book documents and analyzes this exciting trend through studies of civic engagement and social responsibility at twenty institutions worldwide.This timely volume offers three special contributions to the literature on higher education policy and practice: a historical overview of the founding purposes of universities, which almost invariably included a context-specific element of social purpose, together with a survey of how these "founding" intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities – all over the world – seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the "engaged university."

The Engaged University is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems – combating poverty, improving public health, and restoring environmental quality. This book documents and analyzes this exciting trend through studies of civic engagement and social responsibility at twenty institutions worldwide.This timely volume offers three special contributions to the literature on higher education policy and practice: a historical overview of the founding purposes of universities, which almost invariably included a context-specific element of social purpose, together with a survey of how these "founding" intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities – all over the world – seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the "engaged university."

It is hard to deny that today’s world can seem apathetic toward Christians. Some may look down at their iPhones when we mention God, motion for the check when we bring up church, or casually change the subject when we talk about prayer. In a world full of people whose indifference is greater than their desire to know Christ, how can we dream of growing the church?In Contagious Disciple Making, David Watson and Paul Watson map out a simple method that has sparked an explosion of homegrown churches in the United States and around the world. A companion to Cityteam's two previous books, Miraculous Movements and The Father Glorified, Contagious Disciple Making details the method used by Cityteam disciple-makers. This distinctive process focuses on equipping spiritual leaders in communities where churches are planted. Unlike many evangelism and church-growth products that focus on quick results, contagious disciple-making takes time to cultivate spiritual leadership, resulting in lasting disciple-making movements. Through Contagious Disciple Making readers will come to understand that a strong and equipped leader will continue to grow the church long after church planters move on to the next church.Features include:Engagement tools for use in the fieldPractical techniques to equip others to make disciples

The Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of the United Kingdom's system of higher education since the Robbins Report over 25 years ago. This book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the comittee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system will need to adjust. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform; identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and an assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.

The Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of the United Kingdom's system of higher education since the Robbins Report over 25 years ago. This book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the comittee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system will need to adjust. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform; identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and an assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.

This book describes progress in reviewing risk from food; developing national infrastructures to enforce standards; and collecting input from consumer groups and others on setting international standards; effort to achieve global standards. Australian contributors Simon Brooke-Taylor & Peter Abbott.

Originally published in 1980, this book introduces students of social studies to ideas in moral, social and political philosophy which are useful for assessing social policy. At the same time the book enables philosophy students to discover the value of social and political philosophy beyond its traditional confines. The book begins with the claim that modern social welfare has to be thought of as help given to strangers and goes on to ask how services of this sort can be justified. The first part of the book discusses the distinction between social and economic policy. Using Titmuss’ notion of ‘the gift-relationship’ it shows its implications for our understanding of social integration, alienation, community and the importance of moral status in social life. It then considers the justification of our ways of discriminating among strangers in our social policies. The idea of social justice and the implications of the ‘work ethic’ are examined, particularly in relation to our views of what help strangers need or deserve and the relationship between welfare rights and human rights is also discussed.

Originally published in 1985 the discussions in this book open up a series of important issues for the ethical practice of social work, including questions about the proper relations between personal and professional values, professional responsibility, relations between professionals and their employers, the rights of clients and the education appropriate to ethical social work practice.

Originally published in 1978, Philosophy in Social Work is a collection of papers that invites reflective consideration of the philosophical issues arising out of social work. The work stemmed from a series of meetings at the University of Glasgow, designed to encourage philosophers to look at traditional problems raised in the comparatively unfamiliar setting of social work and social service, and for social workers to see the place for philosophical reflection on what they are doing. Among the subjects discussed in the collection are discretion, rights, charity and the Welfare State, the morality of law and the politics of probation, authority and the social workers, and social work and ideology. The underlying theme of all the papers is the away in which philosophy can revive discussion of beliefs and values in social work. It also asks philosophers to intensify their treatment of concrete issues of social significance.

Originally published in 1978, Philosophy in Social Work is a collection of papers that invites reflective consideration of the philosophical issues arising out of social work. The work stemmed from a series of meetings at the University of Glasgow, designed to encourage philosophers to look at traditional problems raised in the comparatively unfamiliar setting of social work and social service, and for social workers to see the place for philosophical reflection on what they are doing. Among the subjects discussed in the collection are discretion, rights, charity and the Welfare State, the morality of law and the politics of probation, authority and the social workers, and social work and ideology. The underlying theme of all the papers is the away in which philosophy can revive discussion of beliefs and values in social work. It also asks philosophers to intensify their treatment of concrete issues of social significance.

Originally published in 1976 Talking About Welfare is a collection of essays providing a general survey of the problems facing social welfare. The book introduces a number of philosophers, social workers and social administrators, concentrating on problems in describing a general philosophical orientation to social work, what it means to understand another person, and to problems in describing and justifying social work and social welfare activity. The essays collected contribute to discussion of a wide range of welfare issues, principally that of personal and social welfare, the moral justification of welfare provision, and conceptions of community.

Originally published in 1976 Talking About Welfare is a collection of essays providing a general survey of the problems facing social welfare. The book introduces a number of philosophers, social workers and social administrators, concentrating on problems in describing a general philosophical orientation to social work, what it means to understand another person, and to problems in describing and justifying social work and social welfare activity. The essays collected contribute to discussion of a wide range of welfare issues, principally that of personal and social welfare, the moral justification of welfare provision, and conceptions of community.

It has become a critical commonplace that postmodernism no longer serves as an adequate designation for contemporary literature. But what comes after postmodernism? What are the tendencies and directions within contemporary American literature that promise to shape its future? The contributions to this book are written in the shadows of ‘new media’, a turn towards the nonhuman in critical thinking, and a surge in environmental and apocalyptic thought. Engaging with such contemporary debates, the authors map the rapidly changing ecosystem of contemporary literary genres and forms and attend to transformations in the production, reception, and circulation of books. This book takes for granted that American literature does have a future, although whatever this future holds, it is unlikely to be what we expect. At this historical juncture, the American novel seems to carve its future though an engagement with issues at the forefront of our present, thereby ensuring its own ongoing contemporaneity. This book was originally published as a special issue of Studia Neophilologica.

The Big House Anthology is a celebration of the last decade of work and plays by a unique theatre company, featuring five original plays that offer a chance for stories with diverse casts to contribute to the canon of theatre's literature.As a UK-based theatre company, The Big House empowers care leavers and other disadvantaged young people through performance and long-term support. Their plays are born from the hearts and minds of the young people they engage, with this anthology offering five very different plays: a runner struck down by MS; a rapper who spits and snarls and tries to find it in herself to forgive; a teenager who fights for wealth, status and respect in the underworld of county lines; a cackling cowboy they call Corona; and a dog that has been tracked, murdered and stuck in a stew. This anthology celebrates the explosive creativity that comes from mobilising and platforming diverse voices, and its importance in generating social change. Framed and introduced by directors and writers discussing their practice, along with an introduction by Jez Butterworth, this is a book for students, educators, artists, theatre-practitioners, social workers and storytellers to tell stories that are rarely told, let alone with such fierce authenticity.

This title is endorsed by Cambridge Assessment International Education to support the full syllabus for examination from 2023.Benefit from the knowledge of our renowned expert authors to navigate through the content of the updated Cambridge IGCSE™ and O Level Computer Science syllabuses (0478/0984/2210).- Develop computational thinking and problem-solving skills: clearly-explained concepts are followed by opportunities to implement in the programming language of choice.- Build an understanding of computer systems and associated technologies: carefully prepared worked examples explain new ideas alongside activities to test and consolidate.- Navigate the syllabus confidently: supplementary subject content is flagged clearly, with introductions to each topic outlining the learning objectives.- Satisfy curiosity: students are encouraged to deepen their knowledge and understanding of the subject with Extension Activities and Find Out More.- Consolidate skills and check understanding: self-assessment questions, activities and exam-style questions are embedded throughout the book, alongside key definitions of technical terms and a glossary.Answers to the Student Book are available in Cambridge IGCSE and O Level Computer Science Teacher's Guide with Boost Subscription 9781398318502

This series is fully endorsed by Cambridge International to support the full syllabus for examination from 2023. Develop algorithmic and computational thinking and programming skills with further practise questions and activities.This Workbook provides additional support with practical exam-style questions for Cambridge IGCSE™ and O Level Computer Science.- Become accomplished computer scientists: the workbook provides a series of questions designed to test and develop computational thinking skills in order to solve problems.Answers to the Algorithms, Programming and Logic Workbook are available in our Teacher's Guide with Boost Subscription 9781398318502

Stretch yourself to achieve the highest grades, with structured syllabus coverage, varied exam-style questions and annotated sample answers, to help you to build the essential skill set for exam success.- Benefit from expert advice and tips on skills and knowledge from experienced subject authors- Target revision and focus on important concepts and skills with key objectives at the beginning of every chapter- Keep track of your own progress with a handy revision planner- Consolidate and apply your understanding with exam-style questions- Apply your understanding of theoretical content and practical skills with sample practice papers, written by the authors, at the end of the book and online.Answers can be found at hoddereducation.com/cambridgeextras

This series is endorsed by Cambridge International to support the full syllabus for examination from 2023. Develop understanding of computer systems, the internet and emerging technologies with further practise questions and activities.This Workbook provides additional support for the computer systems question papers for Cambridge IGCSE™ and O Level Computer Science.-Become accomplished computer scientists: the workbook provides a series of questions designed to test and develop knowledge of how computer systems and associated technologies work.Answers to the Systems Workbook are available in our Teacher's Guide with Boost Subscription 9781398318502

This title is endorsed for Teacher Support by Cambridge Assessment International Education.Created with teachers and students in schools across the globe, Boost is the next generation in digital learning for schools and colleges, bringing quality content and new technology together in one interactive website.The Teacher's Guide includes a print handbook and a subscription to Boost, where you will find a range of online resources to support your teaching. - Confidently deliver the revised syllabus with lesson plans, scheme of work, answers for all Student's book activities and full electronic solutions for all programming activities in the Student's Book.- Aid understanding with vocabulary flashcards and audio to aid pronunciation and offer support to ESL learners. - Tackle technical concepts with automated PowerPoint presentations that help students to clearly see the working and logic that underpins problem-solving for these topics.