New Releases by Alison Brown

This parent workbook accompanies an interactive workshop series on "Bringing Up Toddlers". The first in the series, "Making Friends and Social Skills" addresses four key elements aimed to help parents understand the developmental stages through which toddlers move, together with realistic expectations, and strategies to coach and support their toddlers in their development of positive and appropriate friendships and social skills.

"Toujours là pour toi", une promesse tellement rassurante pour les tout-petits. Lorsque tu as peur, je suis là pour toi... Lorsque tu es triste, je suis là pour toi... Mais je suis là aussi près de toi, lorsque tu dors, pour veiller sur toi... Et lorsque tu pars à l''aventure, je t''accompagne avec joie !

Isaac is a bright boy who does very well academically, but struggles with group work. Always wanting things to be perfect, and wanting to dominate projects, he is often isolated and rejected by his peers. After yet another failed attempt to produce a perfect project, Isaac begins to take note of the more successful groups and their strategies. He learns that effective group work depends on true collaboration, and the ability to build on the strengths of each member of the team.

Bringing Up Bright Kids - Friendship and Social Skills is the first in a series of collaborative workbooks for parents, teachers, counselors and children, addressing the social, emotional, behavioral and educational needs of bright children. Based on more than 20 years'' experience in gifted education and child psychology, this series brings together information on various issues affecting bright children, together with countless case studies, proven strategies, motivational posters for children and tip sheets for parents. Friendship & Social Skills, the first book in this series, covers topics such as ''making friends'', ''keeping friends'', ''approaching others and joining in'', ''being fair'', ''conversation skills'', and ''understanding body language''. Filled with practical tips, brightly illustrated posters, and prompts for reflection and discussion, this series is a wonderful resource for families, students, and those who work with bright students in a professional capacity.

Many parents and teachers, and some schools, want to start with the Bible when educating their children. Based on the stories from A Bible Alphabet, the pages of this Busy Book provide opportunity for children who are beginning to express themselves in writing to develop the skill of sentence making, while their thoughts are firmly focused on biblical truths. Various types of structured writing activities are revisited at intervals, to inspire confidence, while the frequent use of open-ended questioning allows the more able child to experiment with his own vocabulary. Where A Bible Alphabet Activity Book caters for children at the ''talk and colour'' stage of learning, A Bible Alphabet Busy Book is designed to entice aspiring young writers to sharpen their pencils]]and get going!

One of the first words a child learns to recognise, and then to write, is his own name. He identifies not simply with its shape and sound, but often with its origin, especially if he shares it with someone he loves and respects. Bible names were often derivatives of Greek or Hebrew words of very significant meaning. Some were chosen by the baby''s parents as an expression of their hopes for its future, while others were given, or changed, by God himself in order to describe a new identity that he wished the person to embody. Bible Names, written for the primary age-group, presents simple biblical truths about God''s promises, repentance, faith, and obedience, using the lives and names of some well-known Bible characters, presented in chronological order. Some activities are provided to help children recap the main facts in each lesson. *Bible Names is a sequel to A Bible Alphabet, Bible Numbers and Bible Animals which are also published by the Trust.

Though Bartolomeo Scala has long intrigued historians, he is a figure whose importance has only recently been appreciated. In Alison Brown''s biography Scala emerges as a man of more ability and character than anyone has imagined him to be. We begin to understand why he was employed as chancellor for the almost unrivaled period of thirty-two years. Ms. Brown''s study is not only the first extensive treatment of Scala''s life but also a significant contribution to our knowledge of Italian Renaissance history and of the contrast between theory and practice in Medicean government. Originally published in 1979. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

"Je t''aime le jour, je t''aime la nuit, de tout mon coeur, à l''infini". La plus tendre des déclarations d''amour, pour tous les grands et les petits.

Eddie is looking for a friend who likes adventure. Then Eddie meets Dog and the fun begins!

First published in 1988, Alison Brown''s The Renaissance soon established itself as one of the most popular and useful books on this complex topic. For this expanded Second Edition the author has rewritten the text entirely in the light of the wealth of literature published over the past decade. It contains two new chapters, one on the rise of lordships and the impact of the Black Death and one on Renaissance theatre. As ever, the main focus of the book is on the influence of classical ideas on Italy, and although Florence is still central to the book its uniqueness is now viewed more critically.

''Think Thin Be Thin'' is a total weight loss program which will help you to attain your ideal weight and, more importantly, stay there! You don''t have to count calories or follow yet another crash or fad diet. In fact Dr Alison reveals why these don''t work and why they will often help to actually increase your weight in the long-term. Instead, Dr Alison will help you to re-program your mind to literally ''Think Thin Be Thin'' for good! In addition to this book there is also a mind programming audio MP3 available as well as a thirty minute personal consultation via Skype. For more details check out www.thinkthin.eu.

An amazing insight into end-times prophecy. Dr Brown writes from a messianic perspective revealing how the Feasts and current world events tie in with Biblical and even Islamic prophecies. A must read for all those interested in what is about to happen in these last days.

Chuck Strauss'' hopes of mending fractured family relationships over the Thanksgiving holiday vaporize when he learns that he must lead the corporate software upgrade that weekend. Rising to a challenge from his wife, he and his teammates create a better approach to manage upgrades, one that would not require them to work over Thanksgiving weekend. Attempting to kill the sacred cow of accepted deployment practices tests their mettle to the very end as they push to make the cultural change to more agile implementations.

Few children can ignore an inquisitive donkey looking over a gate or the wriggling puppy they meet in the street. Animal stories also capture their attention, and are usually those with which younger children identify most readily. The description of the animals in Noah''s Ark is surely the one least likely to be forgotten! Bible Animals (for ages 5+) goes one step further; it uses a collection of animal stories drawn from Scripture, to present important, basic Bible truths. What is sin? Why did Jesus die? Why do bad things sometimes happen? Why is obedience important? These are issues about which positive God honouring attitudes can be formed in the ealy years. Sharing the pages of this original book with your child provides an opportunity to begin laying these vital foundations. An animal picture to colour is provided with each lesson.

For Many children today the Bible is a book for Sunday only. Some regard it as little more than a collection of stories which they fondly associate with Sunday School or their bedtime reading; easily discarded when they reach their teens, amid peer pressure to conform to the humanist and secularist views of today''s ''real world''. We need to connect what children do in the classroom on the other days of the week to the Bible; turning often to its less familiar pages, until they see that in every area of our existence Scripture always has been, and still is, the supreme authority. Children learn through experience. We cannot expect them to trust God for eternity until they recognize the reliability of God''s account of what has happened in time. ''If I have told you earthly things and you do not believe, how can you believe if I tell you heavenly things?'' (John 3:12).

Aristotle''s Rhetoric has long been a canonical text regarding the subject. One would be hard pressed to find a class on Rhetoric that does not include the study of this book. While important to the field, the ethical consistency of the work has been questioned. Scholars seem to be in disagreement regarding whether Aristotle was consistent with his own ethical standards or whether he aligned strongly with the ethical standards of the Sophists or Plato. In order to attempt a more accurate reading of the Rhetoric, this study conducts a close textual analysis between the Rhetoric and his primary ethical work, the Nichomachean Ethics. This inquiry will attempt to provide an overview of the ethical/rhetorical situation Aristotle existed in as well as demonstrate his own ethical/rhetorical thinking. In order to do so, the ethical standards of the Sophists will be reviewed as well as their works on rhetoric. Furthermore, a general overview of the perception of the group both as a whole and as represented by a few individuals will be considered. Additionally, the ethical standards of Plato will be represented as well as an overview of his perception of the study of rhetoric. Finally, a background on Aristotle''s Nichomachean Ethics will be provided as well as an analysis of the ethical schema presented in that work alongside the ideas expressed in the Rhetoric. As stated, in response to the questioning of Aristotle''s ethical consistency, this study seeks to evaluate his Rhetoric against his own ethical standards. Focusing on the possibility that Aristotle''s theory of rhetoric is a direct response to the ethical polarity that exists before him, the analysis will address the prospect that his theory was meant to find the virtuous mean between the two. If held consistent with the doctrine of the mean and the notion of avoiding excess and deficiency, Aristotle''s theory might attempt to remedy the perceived deficit of effectiveness present in Platonic rhetoric and the excess of style and tactical manipulation present in the rhetoric of the sophists. If this is the case, Aristotle''s Rhetoric is not contradictory to his ethics but is an embodiment of his ethical position.

This volume examines Florentine society at crucial moments of change that are often treated separately in historical narratives: the later years of Medici government under the aegis of Lorenzo the Magnificent, the four tumultuous years of Savonarola''s religious regime from 1494 to 1498, and the unsettled early decades of the sixteenth century. Drawing upon original research conducted during the past decade, it provides important insights into the politics and conflicting ideologies in the city as experienced by different levels of society, not only by the politicians, preachers, and intellectuals whose voices are more familiar to us, but also by women and lower-class citizens. Since no single paradigm is adequate to describe these years of flux, this volume attempts to reassess the period by uncovering the debate underlying nearly all the topics it discusses. In this way, it offers a new and multifocused approach to the study of this important and influential period in Florentine history. Alison Brown is Emerita Professor of Italian Renaissance History at Royal Holloway, University of London. Her books on Florentine politics and political thought include Bartolomeo Scala, 1430-1497, Chancellor of Florence: The Humanist as Bureaucrat (1979); The Medici in Florence: The Exercise and Language of Power (1992); The Renaissance (1999); and The Return of Lucretius to Renaissance Florence (2010).

Teaches children parts of the body through simple text and colorful illustrations.

Demonstrates the different kind of shoes and their characteristics.

Lean about different animals as you answer simple questions to guess the animal.

Popular occupations are shown through simple text and colorful illustrations.

Demonstrates the different colors of fruit through colorful illustrations and simple text.

Illustrates school related objects with colorful photographs and simple text.

Brown demonstrates how Florentine thinkers used Lucretius—earlier and more widely than has been supposed—to provide a radical critique of prevailing orthodoxies. She enhances our understanding of the “revolution” in sixteenth-century political thinking and our definition of the Renaissance within newly discovered worlds and new social networks.

There is a dominant paradigm of teacher education within the teaching profession; that only through the experience of undertaking professional practice can a student become a teacher. This approach, the "apprenticeship of observation" model (Borg, 2004 using the term coined by Lortie, 1975) describes the way in which teacher education students are encouraged to model their teaching practice and strategies on the experienced teachers they encounter during their teacher education programs. This approach however tends to minimise other dispositional factors occurring before, during and after teacher education programs, such as an intern''s capacity to internalise and modify behaviour when encountering new situations. Importantly, the impact of metacognitive development on an intern''s professional identity formation may be overlooked by observers. There is little explicit attention given to the mentor teacher''s conception of a metacognitive basis for this reaction, rather the explanation is experiential and instructional in nature. Additionally, while some research has occurred into the way in which social support networks support positive identity formation, this theme is yet to be fully explored. In order to illuminate both the professional identity and metacognitive development of interns, an RHD project will use both qualitative and quantitative methods to provide a framework for measuring these factors and evaluate their relative importance for success within an internship. When considering the interaction between learned experience and metacognitive development, current teachers and teacher educators are not generally in agreement as to the relative importance of these factors. Teachers approach their work from an instructional/procedural position, and teacher educators often emphasise the importance of other factors that impact on teaching practice, such as pedagogy, psychology and an understanding of social groupings as impacting on a teacher''s success within a classroom environment. Importantly, teachers may view these emphases with suspicion as it can be interpreted that their role within the classroom is of little benefit to their students, which in turn may diminish their professional worth and status. By stressing the experiential component of teacher education, teachers are therefore able to maintain a gatekeeper attitude to prevent unwelcome newcomers to their ranks who may be inclined to view professionalism differently. An alternative approach to this is to consider the influence of mentor teachers on the metacognitive development of interns, that is, the automaticity of reactions to events through rehearsal and effective strategy choice. It can also be posited that metacognitive development is a necessary precursor to professional identity formation and socialisation into the teaching profession. By analysing interns'' interaction with teachers, it may be possible to discern the way in which teachers, implicitly or explicitly, require an intern to model their teaching practice on that which is observed. As such, an examination of the relationship between the factors which influence socialisation of interns and the way in which they describe their development may demonstrate higher order metacognitive awareness in interns. In order to evaluate this development, qualitative responses derived from participating interns'' responses to asynchronous online discussion boards will be triangulated with third party evaluations of the interns'' progress via their final internship report. Additionally, quantitative analysis of participating interns'' final report may provide an opportunity to develop a hypothesis as to whether interns who use a social support network are more or less likely to experience success in their internship, and how they interpret such success prior to receiving their reports. The assessment criteria within these reports may provide a useful third party perception of the intern''s socialisation and cognitive development which may prove useful in developing a framework for understanding the nature of teacher identity through the internship. (Contains 1 figure.).