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|Michael Edesess||Berrett-Koehler Publishers||ePub|
This is often the deadliest of temptations—and one of the most brazen. Science encompasses an array of serious, well-developed fields such as physics, chemistry, and biology. Modern finance bears no resemblance to any of them. To apply the term “science” to the field of modern finance is to taint all sciences. Both science and engineering use mathematics in practical and sound ways. The mathematics used in these fields is both much more sophisticated and more practical than the mathematics used in the investment field.
Let’s explore some of the ways investment products and services sold by Wall Street and the financial industry use—or pretend to use—mathematics and “modern scientific financial theory.”
You may sometimes hear about “quantitative investment strategies” and wonder whether an approach that’s disciplined by mathematics and computer programs will add value. It sounds right, of course—you’d rather have a surgeon who went to medical school and learned about human anatomy and knows how to use the latest medical technology than one who doesn’t.See All Chapters
|Mary Boston||Karnac Books||ePub|
by Susan Reid, Eva Fry and Maria Rhode
This chapter takes a closer look at emotional disturbance as faced by teachers. Some children experience their emotional and developmental difficulties principally in the school situation. Here we show one of the ways in which they may be helped in the school setting itself.
The Tavistock students who worked with the small groups described were already professionally qualified either as psychologists or teachers. They undertook this group work during the pre-clinical part of their further training in child psychotherapy. The techniques used are not the same as those of the individual psychotherapy session, which are described elsewhere. The purpose of this chapter is not to particularize the differences and resemblances in the two situations, but to give further examples of the kinds of behaviour which the psychotherapist tries to illuminate. M.B., D.D.
Tavistock students began taking small groups of children in primary schools in 1966, when a trainee employed as a remedial teacher realized that the children were using her classes to work on their personal emotional problems. This realization led to the establishment of groups specifically for that purpose. Knowledge of these groups spread by word of mouth among heads of schools. Many felt that there was a real need which the groups might help to meet. When the Tavistock Clinic became involved in this work, it was found that almost all teaching staff agreed that they had more disturbed children in their classes than they could hope to deal with while conscientiously pursuing their job as teachers. Some staff were more hopeful or more despondent than we were ourselves about the amount of improvement that might be expected as the result of forming these small groups.See All Chapters
|Mary Lea Hill Fsp||Pauline Books and Media||ePub|
It is a great part of our Christ-life to increase joy in the world, just as it is. First of all in our own lives, for joy must be a reality, something as deep and still and pure as water in a hidden well, under the ground. The forced smile of the amateur Christian is a blasphemy.
We cannot increase joy unless we “put on” Christ’s personality, and our own joy actually is His.
. . . First of all its increase must begin in ourselves; we must grow in wisdom as Christ did, by deepening our understanding of the sacramental life, through the very substance of every day. Until there is nothing we see or touch that is not charged with wonder for us, though it is something as familiar as the bread on the table. And there is nothing that we do, though it be no more than filling a glass with water for a child, which does not sweep the loveliness of God’s sacramental plan through our thoughts, like a great wave of grace washing them clean from sin and the sorrow that is inseparable from it.
Then we can increase joy through compassion, even where there is incurable suffering, for if we even want to put on Christ’s personality we shall radiate His light, and He is the light which shines in darkness, which darkness cannot overcome.See All Chapters
|Monique Dillard||C&T Publishing||ePub|
Designed and made by Monique Dillard.
• Light fabric: 9 fat quarters
• Dark fabric: 9 fat quarters
• Inner border: yard
• Outer border: 1½ yards
• Binding: yard
• Backing: 4 yards
• Batting: 66″ × 84″
Before cutting, match the light and dark fat quarters into pairs, and cut the pairs with right sides together. Each light/dark pair makes 16 blocks.
LIGHT AND DARK FAT QUARTERS
• From each light/dark fat quarter pair:
Cut 2 strips 5½″ × width of fabric; from each strip, cut 2 squares 5½″ × 5½″, 1 piece 3½″ × 9″, and 1 piece 2″ × 9″.
Cut 3 strips 2″ × width of fabric; from 1 strip, cut 8 squares 2″ × 2″, and then cut the 2 remaining strips into 3 pieces 2″ × 10″.
• Cut 7 strips 1½″ × width of fabric.
• Cut 7 strips 6″ × width of fabric.
• Cut 8 strips 2½″ × width of fabric.
1. Sew a 2″ × 10″ strip of light fabric to each side of a 2″ × 10″ strip of dark fabric. Press in the direction of the arrows. Cut the strip set into 4 segments 2″ wide from each pair of fat quarters.See All Chapters
|Chris Scalzo||Karnac Books||ePub|
The process of child therapy
“Does the man who knows know something or nothing?”
(Socrates, from Plato, 1974)
It feels appropriate for a book that aims, in part, to initiate debate about existential considerations of therapy with children, to offer further questions and an opportunity to reflect on individual practice. This book is not a manual for the practice of existential psychotherapy with children. Instead, this book endeavours to function as a guide to a new land, offering individual opinions and reflections, reviews and experiences. As with a travel guide that recommends a new restaurant or hotel, the idea is that readers will be encouraged to sample this approach for themselves, develop opinions, and challenge the ideas proffered. This chapter addresses some of the key matters which must be considered when working therapeutically with children, and to reflect upon how an existential perspective on these issues may complement or question existing ways of working. In setting out practical steps for the context and introduction to therapeutic engagement, the practising therapist must remember that each new meeting or encounter with a family, professional, or child is a unique and singular experience.In meeting a child at a particular time, in a particular way, with a certain therapist, something new has been created which cannot be transposed and objectified into a seminal moment of the process. Each encounter is unique and special, and reveals something of the child in that moment. Upon meeting them again in a different time or place, this is, to all intents and purposes, not the same child. We are all active beings in the world, projecting ourselves forward into existence. The child who attends therapy is always active, always doing, always choosing, and, as such, is not a static entity that we can assess, measure, and treat.See All Chapters
Business & Economics