OOP

OOP

You can find a whole range of programming textbooks intended for complete beginners. However, this one is exceptional to certain extent. The whole textbook is designed as a record of the dialogue of the author with his daughter who wants to learn programming. The author endeavors not to explain the Java programming language to the readers, but to teach them real programming. To teach them how to think and design the program as the experienced programmers do. Entire matter is explained in a very illustrative way which means even a current secondary school student can understand it quite simply.

OOP

A Practical Guide to Teaching History in the Secondary School

A Practical Guide to Teaching History in the Secondary School

This practical workbook contains all the advice, guidance and resources new and student history teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

A Practical Guide to Teaching History in the Secondary School

Psychology of Religion

Psychology of Religion

In the past four decades or so, the so-called psychology of religion after having been deemed extinct, impossible or unlikely has risen to prominence again: the number of publications is rapidly growing, an impressive secondary literature (handbooks, introductions, etc.) is available already, infrastructure has been developed (a number of new journals devoted to the subject have been founded, organizations have been established, increasingly funding is going to the area), attracting many new researchers. Organizations like the American Psychological Association are now publishing in the field of psychology of religion (and its Div. 36 [psych of rel] with almost 3,000 members is already midsized among the APA-divisions). This book documents this re-emergence and development.

Psychology of Religion

Historical Discourse

Historical Discourse

Historical Discourse analyses the importance of the language of time, cause and evaluation in both texts which students at secondary school are required to read, and their own writing for assessment. In contrast to studies which have denied that history has a specialised language, Caroline Coffin demonstrates through a detailed study of historical texts, that writing about the past requires different genres, lexical and grammatical structures. In this analysis, language emerges as a powerful tool for making meaning in historical writing.

Historical Discourse