Bøger af Sarah Davies

St. Patrick's Armor: The Story Of The Coombe Ragged School (1880) is a historical non-fiction book written by Sarah Davies. The book tells the story of the Coombe Ragged School, which was founded in the 19th century in Dublin, Ireland. The school was established to provide education and support to the children of the poor and destitute in the area.The book provides a detailed account of the school's history, including its founding, the challenges it faced, and the impact it had on the community. It also explores the life of the school's founder, Dr. John Gregg, a prominent physician and social reformer who was dedicated to improving the lives of the poor.Through the stories of the school's students and staff, the book offers a glimpse into the harsh realities of life for the poor in 19th-century Ireland. It also highlights the important role that education played in helping these children to overcome poverty and achieve a better future.Overall, St. Patrick's Armor: The Story Of The Coombe Ragged School (1880) is a fascinating and inspiring account of a little-known chapter in Irish history. It is a must-read for anyone interested in the history of education, social reform, and the fight against poverty.This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions, that are true to their original work.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This book walks you through the journey of becoming a clinical psychologist, from the very moment you start your psychology undergraduate degree all the way to completing your clinical doctorate training. No filters, this book covers the highs and lows of this career journey, the reality of the competition you face, and the level of work demanded from you. Personal reflections and recommendations are shared throughout the book with the intention of helping you improve yourself both professionally and personally. Validation and advice is given around how to work effectively and efficiently in clinical, research, and academic settings. Given this is a 'people' industry and we work alongside others, I reflect upon how to manage difficult interpersonal dynamics with colleagues, peers, and supervisors, navigating your way around toxic interactions in order to preserve your sense of self and allow you to work to the best of your abilities. I provide consideration and recommendations for those who are involved in dictating the process of becoming a clinical psychologist in the hope that they would recognise the flaws and gaps within the system, moving them to support those who wish to pursue this career. Furthermore, I speak frankly about your need to prioritise and protect your personal wellbeing as it is constantly at risk of being injured by the process of becoming a clinical psychologist itself. Afterall, if you don't have your personal wellbeing, you will have nothing.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Whether considering the art of debate; understanding dialogic teaching methods; the necessity of questioning; or the ability to assess and develop these skills, this book has been written by a classroom teacher, for classroom teachers, in the hope that oracy is dragged out of the shadows and recognised for its significance to improving students' life skills and future aspirations. When we think about the transferable skills all students will take with them post-academia, oracy, literacy and numeracy should logistically stand proudly side by side. This triad of skillsets are the key components that are used to measure intellectual development in childhood, as well as being further instilled and nurtured in all students throughout their education. However, as children become students and as these students become critical thinkers, an element of this crucial triad appears to have been disowned in recent years. In 2020, oracy appeared to have even less relevance in academia, with the only supportive provision for both Language and Literature to deal with any missed learning being the eradication of any recorded proof of this skill. Yet another indication that oracy has, in some circumstances, been cast into the shadows and banished into the realm of the subject specific curricular. We need to be realistic and embrace the idea that this skill is a necessity to success for all learners post-academia. Training students in the ability to communicate effectively with different audiences in different contexts, needs to be brought back into the spotlight in the hopes that we can attempt to resolve any misconceptions regarding oracy's place in the curriculum. Through the recognition of the theoretical understanding of communication that will provide the foundations for this book, the aim is that it acts as a supportive guide that will provide suggestions and strategies in order to hopefully empower and encourage educators in all subjects in education, thus restoring the use and appreciation for this necessary skill both inside and outside the classroom. For so long, focus has been on the stress and rigor of assessments, and the fulfilment of the curriculum to ensure that all students can navigate their GCSE examinations. This book will question whether this will have a detrimental effect on students who may have been exposed to fewer of the skills that they will require when leaving an educational setting and venturing into everyday life. So, let's address the elephant in the room, and provide it a voice.

The Big Story for Little Historian series provides a story-led introduction to history for 5-7 year olds. Beautifully illustrated, these are stories for bedtime or school: a springboard to great things! Supporting materials for teacher or parent are available. Book 1 in the series is on the story of the Norman invasion of England in 1066.

Between 1934 and 1941 Stalin unleashed what came to be known as the 'Great Terror' against millions of Soviet citizens. This book is a study of how ordinary Russians experienced life during this period.

Drawing on declassified material from Stalin's personal archive, this is the first systematic attempt to analyze how Stalin saw his world-both the Soviet system he was trying to build and its wider international context. Stalin rarely left his offices and viewed the world largely through the prism of verbal and written reports, meetings, articles, letters, and books. Analyzing these materials, Sarah Davies and James Harris provide a new understanding of Stalin's thought process and leadership style and explore not only his perceptions and misperceptions of the world but the consequences of these perceptions and misperceptions.

The Year is 1139 and Richard is about to become the second abbot of the Cistercian monastery of Fountains in North Yorkshire.This story imagines how the real events of 1132 at St Mary's Abbey in York played out to cause Richard to defy his Benedictine masters, collect a band of equally disillusioned brothers and under the protection of Thurstan, archbishop of York found a new monastic house...