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Thursday, December 12, 2013

[G482.Ebook] PDF Ebook The Study of Architectural Design, by John F. Harbeson

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The Study of Architectural Design by John F. Harbeson is the only text in English that describes, step by step, the system of architectural education developed in France and commonly known as the Beaux-Arts method as it was adapted and refined to suit the structure and demands of American schools of architecture.

Used to train every architect in America until the late 1940s, it was supplanted by the advent of modernism. With Harbeson's clear approach to teaching the system, students and practitioners can recover the classic course of study for use today, from the making of the initial sketch, through development, to the rendering of the project for presentation to clients. 320 b/w, 35 color illustrations

Sales Rank: #532928 in Books
Published on: 2008-05-17
Original language: English
Number of items: 1
Dimensions: 11.00" h x .90" w x 8.40" l, 2.65 pounds
Binding: Paperback
352 pages

Review
“Harbeson’s lost masterpiece is back in print―and provides an invaluable insight into architectural training methods from an age that produced giants….Of particular value to this reprinted edition is the new introduction…a great addition to the architectural literature.” (Traditional Building)

About the Author
A native of Philadelphia, John F. Harbeson (1888–1986) attended the University of Pennsylvania, where he studied in the Department of Architecture under Paul-Philippe Cret, the great exponent of the Beaux-Arts method. Harbeson passed from gifted pupil to master of design and partner in the Cret firm. As professor of design and, eventually, chair at the University of Pennsylvania, he taught by the Beaux-Arts method and, with the publication of The Study of Architectural Design, became its principal historian.

John Blatteau, AIA, an architect based in Philadelphia, founded John Blatteau Associates, a firm known for its work in the classical tradition. Blateau and his firm have received numerous awards for design excellence: for the Benjamin Franklin Dining Room at the U.S. Department of State; the restoration of the Church of the Gesu at Saint Joseph's Preparatory School in Philadelphia; several branch offices of Riggs Bank in Washington, DC., Virginia, and Maryland; and the Roberson Pavilion for Bayonne Hospital, New Jersey. In addition to his practice, he currently teaches at Drexel University, where he leads a summer study tour to Paris.

Sandra L. Tatman earned her doctorate in art history from the University of Delaware. She has taught at several local universities, including Widener University, University of the Arts, University of Delaware, and Towson University in Maryland. Currently she is executive director of the Athenaeum of Philadelphia, where she was also principal investigator for the Philadelphia Architects and Buildings Project, now expanded to the American Architects and Buildings Program.

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Wednesday, December 11, 2013

[R244.Ebook] PDF Ebook A Discipleship Journey: A Guide for Making Disciples That Make Disciple-Makers, by David Buehring

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A Discipleship Journey (ADJ) is a Scripturally sound, proven and practical resource to aid individuals, leaders and churches in obeying Jesus' command to 'make disciples'. It provides you with a deliberate one-year formational journey which can result in real life transformation when used as a tool to apply Scripture, walking in relationship with others and obeying what the Holy Spirit is revealing. And, in the end, it equips you with the ability to reproduce disciple-makers for the rest of your life!

Sales Rank: #288345 in Books
Published on: 2011-01-01
Original language: English
Number of items: 1
Dimensions: 10.80" h x .70" w x 8.40" l, 1.45 pounds
Binding: Paperback
287 pages

About the Author
After several decades of serving as a missions leader and pastor, Dave Buehring now leads Lionshare and its growing discipleship network, NetDMC. He's the author of a proven and practical resource aiding disciple-makers. He has the privilege of serving with Messenger Fellowship and Grace Chapel.

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1 of 1 people found the following review helpful.
Great investment in spiritual growth
By Renise A. Walker
My Bible Study group purchased this book and embarked on a study into becoming stronger disciples individually and as a group. The rich scripture based content was exactly what we needed to explore key areas of our lives and our walk with Christ. I would certainly recommend this book for others at all levels of the spiritual journey.

1 of 1 people found the following review helpful.
This is a great study for small groups or as I did walk ...
By Evan J Asselstine
This is a great study for small groups or as I did walk the whole church through the basics of the Christian faith. Even for an individual looking to find a place of foundation this study is great.

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Tuesday, December 10, 2013

[Z483.Ebook] Download PDF Baroque art and architecture in central Europe: Germany, Austria, Switzerland, Hungary, Czechoslovakia, Poland. Painting and sculpture: sev

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Published on: 1965
Binding: Paperback

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Sunday, December 8, 2013

[Q998.Ebook] Download PDF PRENTICE HALL LITERATURE PENGUIN EDITION READERS NOTEBOOK GRADE 7 8TH EDITION 2007C, by PRENTICE HALL

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Sales Rank: #713982 in Books
Published on: 2005-07-01
Original language: English
Number of items: 1
Dimensions: 10.76" h x .96" w x 8.24" l,
Binding: Paperback
399 pages

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Saturday, December 7, 2013

[P426.Ebook] Free Ebook Child Development (9th Edition), by Laura E. Berk

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A best-selling, topically organized child development text, Berk’s Child Development is relied on in classrooms worldwide for its clear, engaging writing style, exceptional cross-cultural and multi-cultural focus, rich examples, and long-standing commitment to presenting the most up-to-date scholarship while also offering students research-based, practical applications that they can relate to their personal and professional lives.�

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Berk takes an integrated approach to presenting development in the physical, cognitive, emotional, and social domains; emphasizes the complex interchanges between heredity and environment; and provides exceptional attention to culture.�

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Laura Berk, renowned professor and researcher, presents the latest theories and findings in the field to students in a manageable and relevant way. Berk’s signature storytelling style invites students to actively learn beside the text’s “characters,” who experience real issues in development, including physical, cognitive, and peer challenges, as well as parenting and educational concerns.� Berk also helps students connect their learning to their personal and professional areas of interest.� Her voice comes through when speaking directly about issues students will face in their future pursuits as parents, educators, heath care providers, social workers, and researchers.� As members of a global and diverse human community, students are called on to intelligently approach the responsibility of understanding and responding to the needs and concerns of children.��

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While carefully considering the complexities of child development, Berk presents classic and emerging theories in an especially clear, engaging writing style, with a multitude of research-based, real-world, and cross-cultural examples. Strengthening the connections among developmental domains and among theory, research, and applications, this edition's extensive revision brings forth the most recent scholarship, representing the changing field of child development.

�

Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit:

www.mydevelopmentlab.com.

Sales Rank: #128028 in Books
Brand: Brand: Pearson
Published on: 2012-03-25
Original language: English
Number of items: 1
Dimensions: 10.90" h x 1.20" w x 8.60" l, 3.92 pounds
Binding: Hardcover
816 pages

Features

Used Book in Good Condition

About the Author

Laura E. Berk is a distinguished professor of psychology at Illinois State University, where she has taught child and human development to both undergraduate and graduate students for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her master’s and doctoral degrees in child development and educational psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia.

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Berk has published widely on the effects of school environments on children’s development, the development of private speech, and recently, the role of make-believe play in development. Her research has been funded by the U.S. Office of Education and the National Institute of Child Health and Human Development. It has appeared in many prominent journals, including Child Development, Developmental Psychology, Merrill-Palmer Quarterly, �Journal of Abnormal Child Psychology, Development and Psychopathology, and Early Childhood Research Quarterly. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American. She has also been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Reader’s Digest.

�

Berk has served as research editor of Young Children and consulting editor of Early Childhood Research Quarterly.� Currently, she is associate editor of the Journal of Cognitive Education and Psychology. She is a frequent contributor to edited volumes on early childhood development, having recently authored chapters on the importance of parenting, on make-believe play and self-regulation, and on the kindergarten child. She has also written the chapter on development for The Many Faces of Psychological Research in the Twenty-First Century (Society for the Teaching of Psychology), the article on social development for The Child: An Encyclopedic Companion, the article on Vygotsky for the Encyclopedia of Cognitive Science, and the chapter on storytelling as a teaching strategy for Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (Association for Psychological Science).

�

Berk’s books include Private Speech: From Social Interaction to Self-Regulation, Scaffolding Children’s Learning: Vygotsky and Early Childhood Education, Landscapes of Development: An Anthology of Readings, and A Mandate for Playful Learning in Preschool: Presenting the Evidence. In addition to Child Development, she is author of the best-selling texts Infants, Children, and Adolescents and Development Through the Lifespan, published by Pearson. Her book for parents and teachers is Awakening Children’s Minds: How Parents and Teachers Can Make a Difference.

�

Berk is active in work for children’s causes. In addition to service in her home community, she is a member of the national board of directors and chair of the Chicago advisory board of Jumpstart, a nonprofit organization�that provides intensive literacy intervention to thousands of low-income preschoolers across the United States, using college and university students as interveners. Berk is a fellow of the American Psychological Association, Division, 7: Developmental Psychology.

�

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2 of 2 people found the following review helpful.
A Solid Childhood/Adolescent Developmental Psychology Book
By B. Tyburski
I used this textbook for my Childhood/Adolescent developmental psychology class that I took this past semester, and overall it was a pretty good book. I read the majority of this book, and pretty much every subject was well covered except for a few certain areas that my professor generally filled in extra notes for during lecture. The tone the author takes with this book is a nice breath of fresh air - instead of focusing on being completely formal in her writing, Berk tries to lighten up the mood by introducing personal anecdotes and other language that makes this subject more approachable. For the most part, when she does this, it succeeds. But I would almost have liked if she had used it more because certain parts of the book do seem to drag on (although this seems almost necessary with the pure amount of subject matter covered).

This isn't the BEST textbook I've ever used, but it is certainly a very decent example of how to write an approachable and useful psychology textbook. 4 stars.

3 of 3 people found the following review helpful.
pleased if I receive my refund
By Elise
I was under the impression that from the product listing, I would receive the MyDevelopmentLab w/E-Book Student Access but all I got was the book. I contacted BlueDiamond books and I am awaiting my refund that we agreed on. As long as I receive the refund in a timely manner, I will be pleased with the transaction that took place. BlueDiamond books seems cooperative and I appreciate that. I think that the product was listed wrong if all that was sent was the book w/o the other items and I hope that this will not be an issue in the future.

2 of 2 people found the following review helpful.
Great Child Psych text
By J. Hartung
I used this book for a child psychology course, and I really enjoyed reading the textbook. The book flows well, and is easy to understand. This would be a great reference for any parent-to-be to have on hand, but make sure you have the latest edition, as research in child development is constantly evolving.

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Sunday, November 17, 2013

[C495.Ebook] Download Ebook The Reflective Practitioner: How Professionals Think In Action, by Donald A. Schon

Download Ebook The Reflective Practitioner: How Professionals Think In Action, by Donald A. Schon

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The Reflective Practitioner: How Professionals Think In Action, by Donald A. Schon

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A leading M.I.T. social scientist and consultant examines five professions—engineering, architecture, management, psychotherapy, and town planning—to show how professionals really go about solving problems.The best professionals, Donald Schön maintains, know more than they can put into words. To meet the challenges of their work, they rely less on formulas learned in graduate school than on the kind of improvisation learned in practice. This unarticulated, largely unexamined process is the subject of Schön's provocatively original book, an effort to show precisely how ”reflection-in-action” works and how this vital creativity might be fostered in future professionals.

Sales Rank: #47629 in Books
Published on: 1984-09-23
Original language: English
Number of items: 1
Dimensions: 8.00" h x 5.25" w x 1.00" l, .88 pounds
Binding: Paperback
384 pages

Review
'An important contribution to the literature of planning theory and practice. The Reflective Practitioner offers much food for thought about how planning should be taught and practiced.' Judith I deNeufville, American Planning Association Journal, USA 'Clarifies the struggle between art and science in the professional manager's thought process. It is also well written.' Harvard Business Review

About the Author
Donald A. Schön is Ford Professor of Urban Studies and Education at the Massachusetts Institute of Technology.

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5 of 5 people found the following review helpful.
Resonates with Reality
By Dennis B. Mulcare
This is a unique and invaluable book on several counts:

● It very perceptively characterizes actual competent professional practice
- not idealized or normative formulations
● It is ostensively grounded in the author’s personal experiences
- project consultations, not mere observations, questionnaires, etc.
● It situates its thesis with ample and forceful background coverage
- analysis of technical rationality
● It accords well with constructivist epistemology in multiple regards
- especially Piaget’s genetic epistemology
● It is to my knowledge the only book that directly and focally addresses the subject topic
- authors with complementary viewpoints include: Checkland, Hammond, Klein, Piaget, M. Polanyi, Vickers.

In the preface, Donald Schon explicitly sets out to explore and characterize an epistemology of professional practice that centers on reflection-in-practice. Moreover, he envisions a modus operandi that is nevertheless rigorous in composition and efficacy. As contrasted with an external infusion of supportive research products, he looks to the enrichment of such practice largely through its incorporation of associated in-service research.

For background, he notes that “professional practice has at least as much to do with finding the problem as with solving the problem....(and) that problem setting is a recognized professional activity....(that) has no place in a body of professional knowledge concerned exclusively with problem solving....(moreover) the specialized use of (problem solving) knowledge depends on a prior restructuring of situations that are complex and uncertain” (pp. 18-19). In actuality then, the more formidable or crucial steps in professional practice quite often lie outside the formal or academic discipline itself.

Accordingly, Schon explores academic tenets and curricula for their apartness from corresponding practice, especially in the case of engineering. Here the conscious emphasis on engineering science is seen by academe to impart status and rigor to their offerings, not to mention content that is readily teachable. Furthermore, the associated focus on problem solving is congruent with the positivist ideal of technical rationality, which has too often been uncritically presumed to be both salutary and sufficient. Alas, such touted aspiration contrasts with prevailing competent practice. Technical rationality is simply overmatched by real-world problem situations, at least until they have been tamed by expert, reflective, and intuitive professional practitioners. In short, technical rationality is suited to solving only well-formed or textbook-style problems.

To illuminate these circumstances, Schon contrasts positivist epistemology with the de facto epistemology of practice:

● separation of means and ends, wherein the attendant instrumental problem solving proceeds toward a pre-established objective via technical procedure
- or instead, means and ends are framed interdependently in the course of refining a tractable problem for technical solution
● separation of research from practice, where the former furnishes technical methods and tools for the latter’s use
- or instead, integration of research with practice as a natural outcome of reflective practice, and in consequence more closely attuned to practitioner needs
● separation of knowing from doing, whereby the doing serves mainly as the implementation of knowing
- or instead, knowing and doing are inseparable in the reflective conduct of a transaction with the problem situation.

As typical of competent or experienced practitioners, reflective practice pivots around the practitioner’s conversation with an evolving problem situation or work product, especially with respect to inherent or incident uncertainties. In effect, it talks back in the form of insightful observables prompted by the practitioner. This implicit dialogue proceeds as the practitioner initiates selected actions, and the examines the full import and emerging possibilities of resulting circumstances. In general, reflective scrutiny keys especially upon unanticipated outcomes, which strongly elicit reflection-in-practice. This in turn may prompt reframing of the problem at hand, or perhaps impromptu experiments (what-if’s) for diagnostic probing. Where remedial actions are indicated, the practitioner invokes revisions or improvisations as adjudged appropriate for the issue at hand. Here, reflection may engender ‘seeing-as’, or recognizing similarities in a new situation resembling aspects of a previously dealt-with one. In turn, such recognition may invoke a suitable existing action scheme.

Over time, moreover, a practitioner develops a repertoire of trusted schemes and constructs that can be used when indicated in subsequent situations. Then, the practitioner has to guard against precipitous or unwarranted actions due to faulty recognition. Such missteps, however, should nevertheless be detected through normal reflective practice before the introduced discrepancies propagate very far. This partially tacit repertoire constitutes professional knowledge, which is constructed and refined through reflection-in-action. This repertoire and attendant patterns of action achieve a significant degree of rigor through their: grounding in actual problem situations; confirmation via in-practice experiments; and validation through successful applications. I have not read Schon’s “Educating the Reflective Practitioner” so I do not know how such practitioner knowledge or work patterns could conceivably be explicitly taught academically. It would seem to me, however, that informal apprenticeship and trial-and-error experience during practice would be the best as well as the ordinary way to attain reflective professionalism.

Schon also provides several rather revealing examples of reflective practice, and examines the proper or desired roles of professionals as contributing members of society. For me though, the ideas reviewed above were of paramount and exceptional importance. In general, his associated descriptions and analyses resonate quite emphatically with my own reawakened experiences over several decades of professional practice. I nonetheless in no way discount formal academic course work, nor does Schon, because it is the foundational substrate of practice. But until one begins reflecting, experimenting, and improvising in actual practice, one is simply lacking in an essential dimension of professional resourcefulness.

6 of 6 people found the following review helpful.
Reference book for researchers
By Dympna Daly
This book was recommended to us - a PhD cohort group - excellent book - taking us right through origins of reflective practitioner - very readable- divided up very well into sections and chapters - I purchased a used book and the previous reader had underlined and highlighted parts of it which was very helpful !!!! A book that you will keep and return to again and again. Reflective practice is now much more common and this book is very insightful - the stories of cases illustrate the theories very clearly

2 of 2 people found the following review helpful.
A Reflective Conversation with the Situation
By Dr. Samuel Mahaffy
The most compelling notion in this book is that of practitioners having a "reflective conversation with the situation." The human interlocutors are not the only participants in a consulting or decision making contezxt. While sometimes difficult to read, this is a work of paramount importance for anyone interested in postmodern approaches to organization development and change processes. This work was formative for me in writing my own just-published book, Relational Presence: Decision Making beyond Consensus. Schons work helps to shape my notion that 'relational' listening is a life-giving step forward from 'active' listening. Part of 'relational listening' is listening to the situation itself.

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[M171.Ebook] Ebook Nebraska Symposium on Motivation, 1992, Volume 40: Developmental Perspectives on Motivation (v. 40), by Nebraska Symposium

Ebook Nebraska Symposium on Motivation, 1992, Volume 40: Developmental Perspectives on Motivation (v. 40), by Nebraska Symposium

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Some of the best current work on the development of motivation is presented in this fortieth volume of the Nebraska Symposium on Motivation. The diverse approaches for conceptualizing and studying motivational development psychology that extends the traditional area of achievement motivation. Some major themes emerge: the conceptualization of the self, the internal and external factors that affect development of motivations, and the choices that result from one's motivations.�Richard Ryan's opening chapter places the entire work in context by describing historical and theoretical perspectives on developmental and psychosocial models used to understand motivation. Mihaly Csikszentmihaly and Kevin Rathunde also focus on intrinsic motivation, but with a greater focus on "flow," the experience of full involvement with an activity. Susan Harter discusses the roles of the I-self and the me-self research models.�Jacquelynne S. Eccles stresses the link between the social contexts of family and school and the motivational constructs related to achievement and choice of activity. Laura L. Carstensen maintains Eccles's focus on the importance of choice of activity, but concentrates on the later stages in life when social contact declines as a result of changing social and emotional motivations.�The volume concludes with a summary analyzing the contributors' descriptions of the diverse but complementary aspects of developmental processes and theory.

Sales Rank: #9606698 in Books
Published on: 1993-10-01
Original language: English
Number of items: 1
Dimensions: 9.24" h x 1.11" w x 6.04" l, 1.40 pounds
Binding: Hardcover
299 pages

About the Author
Janis E. Jacobs is an assistant professor of psychology at the University of Nebraska-Lincoln. Her research and writing have focused on parental influences on achievement motivation during pre- and early adolescence. Richard Dienstbier is a professor of psychology at the University of Nebraska-Lincoln.

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0 of 0 people found the following review helpful.
Very good condition
By Nothin' Could be Fina'
Good bargain! I needed one of the chapters (Linda Carstensen) for a paper I'm writing and decided for this good price, it would be worth buying and checking out other chapters. It is in excellent condition (I think the listing said "Like New" and it is. Thanks!

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