Elizabeth Henderson – författare

God has given us lots of clues about how He made space. This is how we think He did it. Discover how the wonders of the universe were made, beginning with a huge explosion. Follow the process of how stars, asteroids, comets, moons and planets were formed. The 'God made' series encourages young children to explore and discover the world around them and tells them about the loving God who made it all. Scientific ideas about how and why everything was created are simply explained through the lively narrative and wonderful illustrations, leaving children marvelling at God's creativity, love and power. With additional information by the Faraday Institute about Science and the Bible for parents to open up discussion and some simple science experiments to engage budding young scientists.

Autoethnography in Early Childhood Education and Care both embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research. Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author’s first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text: offers insight into working with autoethnography; its purpose and methodological tensions; provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection; encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions skilfully and sensitively illustrates how to adopt a creative research imagination.This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.

Autoethnography in Early Childhood Education and Care both embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research. Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author’s first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text: offers insight into working with autoethnography; its purpose and methodological tensions; provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection; encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions skilfully and sensitively illustrates how to adopt a creative research imagination.This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.

Autoethnography in Early Childhood Education and Care both embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research.

Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author’s first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text:

offers insight into working with autoethnography; its purpose and methodological tensions;

provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection;

encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions

skilfully and sensitively illustrates how to adopt a creative research imagination.

This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.

Autoethnography in Early Childhood Education and Care both embraces and explores autoethnography as a methodology in early childhood settings, subsequently broadening discourses within education research through a series of troubling narratives. It breaks new ground for researchers seeking to use non-conventional practices in early years research.

Drawing together research and literature from several disciplines, this unique book challenges the perception of what it means to be an early years practitioner: powerful and compelling narratives, from the author’s first-hand experiences, offer both a creative and scholarly insight into the issues faced by those working in early childhood settings. This text:

offers insight into working with autoethnography; its purpose and methodological tensions;

provides professionals engaged in caring relational approaches with a series of vignettes for training and further reflection;

encourages a wider debate and discussion of core values at a critical time in early years practice and other caring professions

skilfully and sensitively illustrates how to adopt a creative research imagination.

This book is a valuable read for researchers, postgraduate students and other professionals working in early childhood education and care seeking to give expression to their voices through creative methodologies such as autoethnography in qualitative research.

Why do whole-farming planning? What makes it more effective than other ways of managing farms? The answers to these questions lie in a quiet rediscovery through science that is fundamentally changing the way modern humans see and must manage the world.

The goal of this whole-farm planning manual is to reintroduce a macroscopic method of making and testing decisions on the farm and in larger wholes in which we live. This NOFA guide has information on:

Lessons from systems science (including tools)Assessing the whole farm (what are we managing? the people, physical and mental assets, money)Understanding the farm ecosystems (the water and mineral cycles, dynamics of the biological community, the energy flow)Choosing appropriate toolsMaking a framework to test decisions

Including examples and statements from practicing farmers, and more holistic resources and alternative business models.