Book Description
On this remarkable six-tape audio program, internationally acclaimed psychic medium John Edward brings you a wealth of information that will help you develop your own psychic powers. The topics he discusses include the following:
Meditations: John teaches you how to successfully meditate so you can relax your body, open your mind to the intuitive side, and visualize what you want in life. He emphasizes that the foundation for any serious psychic/spiritual work is to be able to work with energy through meditation. In this vein, he discusses the seven chakras, the vital energy centers located within the etheric body that enable you to process the universal energies around and within you. He then takes you through practical meditation and visualization exercises that help you apply the theory and explanation that he has presented.
Psychic Self-Defense: John points out that we protect ourselves in the physical world all the time (locking our doors, wearing a seat belt, taking vitamins, etc.), but since there is more to us than our physical body, we need to protect ourselves from negative energy as well. Psychic self-defense allows us to maintain the energy in our own auric field and not allow others to affect or drain it. John then has you engage in specific exercises to help you fortify and seal your energy field in order to create a cleaner, clearer mental atmosphere.
Angels and Guides: First, John discusses the difference between angels and guides. An angel, he says, is an energy that has never had a physical incarnation, but who can assist, protect, nurture, and inspire the human condition. That is, an angel can take on a human form to get the job done, from time to time, but has never had a lifetime in a body. A guide may have a physical body at one time, and works with you when you choose to incarnate into the physical. John then proceeds to lead you through visualization and meditation exercises to help you meet your guides.
Unleashing Your Psychic Potential: John helps you understand your own psychic abilities. He insists that everyone has psychic gifts, but most of the time they have been locked away in the recesses of the mind and need to be developed and recognized. You must give yourself permission to perceive and receive energy, and then use meditation and other tools to unleash your potential. John then takes you through meditations and visualizations that will help you embark on a psychic and spiritual journey.
Psychic Tools in the Workplace: John explains that it's natural to want to apply your newfound psychic abilities to the workplace by doing readings, but he emphasizes that there is a lot of responsibility involved. He discusses spiritual ethics; and also delves into topics such as numerology, crystal gazing, psychometry, tarot cards, dowsing, the I Ching, and rune casting.
How to Conduct a Psychic Session: John discusses his basic theories and philosophy about conducting a psychic session. He points out that when you do a reading, your words may have a profound impact on someone's life, and the goal is always to help. He urges you to be both psychic and spiritual so that you attract positive people and experiences. John then gives you step-by-step advice on actually conducting a session.
Customer Reviews:
Fascinating.......2007-07-15
Totally awesome! John Edward shares his personal experiences and the paths he took to become the psychic phenomenon he is today. Despite his accent he is suprisingly easy and interesting to listen to. The meditation exercises are great. Recommended for anyone looking to get started with reaching their inner psychic abilities.
Great Information.......2007-03-08
John Edward gives powerful exercises that assist someone in understanding the Psychic world. It is an excellent presentation.
AMAZING.......2007-01-22
This is the first item I have purchased from John Edward. I am interested in meditation to furthur my ability's(which I already had before buying the CD) I connected with him right away. John has a straight forward thought process which I appreciate. I don't care for most of the hokey world of psychics...although I am one. I really liked his meditation process and am already using it. His approach is honest and helpful for anyone interested in developing ability's or just learning constructive meditation techniques.
Quit Reading Reviews and BUY THIS NOW!!!.......2006-05-14
I will admit I LOVE psychic/metaphysical type CD programs and have purchased lots of them and really enjoy them all for what they offer. But this one is a cut above and truly fantastic. To begin with John Edward has a great voice, and a fun delivery style. He is obviously passionate about his work, loves what he is doing and it shows!!! I have been using the meditations on these CDs and they are amazing (I am sick of hearing everyone use the word amazing, but drat, it is the best word to describe this series!). Just take my word for it and buy this set and then devote some time everyday to it. You will be, ok, here I go again, AMAZED, at the results!
Perfect for beginners.......2006-03-01
Both my husband and I are really enjoying these CD's. I love having the variety of subjects so we don't have to listen to the same meditiation over and over again. I love how there's two meditations on some of the CD's. It's great for beginners who want good information and a meditation from someone who is down to earth and not extremely metaphysical. He explains his ideas but doesn't preach them like they are the ultimate answer.
He does talk a bit fast but these are not relaxaton CD's. They are to work on your psychic abilities. We got used to it quickly and now appreciate it since we've listened to them enough. With all the information on the CD's I feel they are well worth the money.
Book Description
1989 Winner of the Cyril O. Houle World Award for Literature in Adult Education
This award-winning book offers a practical, straightforward guide to helping adults develop their critical thinking skills in four key arenas of adult life: in their personal relationships, in their workplaces, in their political involvements, and in their responses to the media.
Customer Reviews:
The right book at the right time.......2005-09-16
I needed this book for seminary class in very quick time and did not have much cash to spend. Amazon.com had what I needed and in new condition. They shipped it to me normal shipping and I got it early. Thank you.
A good review of practice.......2005-03-26
This book takes the approach of viewing critical thinking as reflective thinking starting off with a recognition of the narrative elements considered axiomatic by the adult being taught to think critically. There is no first emphasis on thinking correctly, so it is to be assumed that logical skills are already something the adult student has learned. Since it has been my experience over 10 years teaching adults and late adolescents that our school systems in general do not prepare people to think correctly (that is Logic 101) this should be a first issue in a text meant to be used in a Logic and Reasoning course in college. As a result I would not recommend this text as a requirement for a Logic and Reasoning course or as an Introduction to Logic course but perhaps as a book for a course like Truth, Beauty, and Goodness where it might do well as the first book dealing with the nature of truth.
As a description of this approach B quotes Boyd and Fales as saying that reflective learning is "the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective". (p. 14) Part 1 of the book describes this process. In this section the book assumes the adults are already conceiving of reality as socially constructed (at least "to some extent"). (p. 17) Descriptions of examples do not fit metanarrative conflict but instead reevaluation of basic assumptions within the context of a narrative. The phases of critical thinking are described in much the typical pattern but there is a nice section on the role of "helpers" - "psychological demolition experts". (p. 30) Dewey gets credit here. Much of the book is a who's who is saying what on this subject so it is more for instructors than students.
In chapter 3 critical thinking of this sort is promoted as a way of escaping the confines of our uncritical points of view. I like this phrase "authentic frameworks of understanding". (p. 47) Chapter 4 is titled "How Critical Thinking Sustains a Healthy Democracy." I have a sneaking suspicion reading this that B would be most comfortable as a Unitarian Universalist.
Part 2 is titled "Practical Approaches for Developing Critical Thinkers". I like the role play section but found most of this fairly routine considering I use it every day. It reminds me of parts of Pascarella and Terenzini's "How College Affects Students" and it surprises me not to find them in the references. Part 3 applies these to different areas of adult life. Chapter 8 deals with the workplace. Chapter 9 is interesting in dealing with politics since it is more carefully done than I would have suspected. There is no side taking other than the encouragement to critical thinking about political issues.
Who does B read? Some interesting names that are in the bibliography: Howard Zinn (but not Ambrose), Dewey, Peter Berger, Bourdieu, Habermas, Kohlberg, Perry, Neil Postman though neither of the Blooms.
Necessary Andragogy Supplement.......2003-01-27
Brookfield makes clear how critical thinking is a necessary part of adult education. It is necessary for the adult educator to develop the skills necessary to be cognizant of the critical thinking process, through practice and developing the ability to articulate the concept and process to students while assisting them into putting the critical thinking process into practice.
Brookfield outlines in this book how critical thinking is necessary in decipering media coverage, developing political positions, negotiating family vacations, and even in building and maintaining intimate relationships. Further, Brookfield advises that the critical thinking process affords students the ability to recognize perspectives other than their own held beliefs. Finally, through the epilogue, the educator is given some clear direction in implemeting and incorporating critical thinking dialouge and questioning in the classroom.
Excellent supplement to any andragogy focused course or to improve the quality and efficacy of adult education.
Poor treatment of important topic.......2002-12-07
Stephen Brookfield writes 254 pages on one of the most important topic in our world and basically says nothing useful. His style is very "touchy / feely, and he writes very superfluous statements that provide little, if any enlightenment to the reader. On his primary topic on how to teach critical thinking I found no practical application. This book reminds me of a college student's attempt to write intelligently on an important topic, but it was way over his head.
A valuable read except for two things.......2001-03-20
As an organizational psychologist, I found this book very well-written and informative. For those who are not educators or counselors, Dr Brookfield's thorough discussion in Part One of just what constitutes critical thinking, how to recognize it and learning to think critically as adults is well worth the read. Parts Two and Three deal in-depth with developing critical thinking in adults, particularly college students. There are only two things I feel distract from the book. First, almost all of Dr Brookfield's examples employ very politically liberal themes. I'm afraid Dr Brookfield, as a member of the Academy, is so steeped in this persuasion that he didn't consider that more moderate examples might appeal to a wider audience. The second weakness, ironically, involves an attempt to appeal to a wider audience. Someone (probably his editor or a Jossey-Bass marketeer) prevailed on the author to periodically insert references to the workplace, political institutions and the media. At the end of the book, Part Three contains whole chapters dedicated to these areas, and the back cover suggests that the book should be placed in either the Higher Education or Management sections of the bookstore. Unfortunately, I found his references to business and the workplace to be rather superficial and, well, forced. At the end of the day, however, I found the book interesting and well-written and a valuable find particularly for educators.
Book Description
Old Testament Challenge, Volume 3 is a turn-key program to help everyone in your church understand and apply the Old Testament to their lives. OTC Volume 3 is titled Developing a Heart for God: Life-Changing Lessons from the Wisdom Books. The goal of OTC is to discover the life-changing truths of the Old Testament and how we can apply them to our lives today. Based on Pastor John Ortberg’s OTC series at the New Community services of Willow Creek Community Church, this resource will enable churches to raise the level of biblical literacy and understanding among its congregation.
Book Description
The Second Edition of Developing Programs in Adult Education will serve as an indispensable guide for current and prospective adult educators in planning, designing/implementing, and evaluating/accounting for adult education programs. Like the successful First Edition, this revised and expanded volume presents a conceptual programming model that draws from many concepts, constructs, and theories generated by adult educators and other scholars in closely allied disciplines. The updated model, field tested and validated, enhances and elaborates on the complex contextual relationships and processual actions represented in the original. The authors offer illustrative applications within varied organizational contexts and provide a panorama of both macro- and micro-perspectives and actions of a program planning process, with examples from various fields of adult education practice. This innovative text is the definitive authority on one of the few theoretical models of the programming process based in systems theory merged with the practice ecology of adult education.
Customer Reviews:
Developng Programs in Adult Education, A conceptual programming model.......2006-02-20
Anne Wolff
ADED 5610 - Planning and Evaluation of Instruction
Book Review #1
Due Feb 19, 2006
Boone, E.J., Safrit, R.D., and Jones, J. (2002). Developing programs in adult education, A Conceptual Programming Model, 2nd ed. Prospect Heights, IL: Waveland Press, Inc.
I chose the book, Developing Programs in Adult Education, A Conceptual Programming Model for my first book review because it would give me an opportunity to study an alternative approach to planning in addition to Caffarella's interactive model of planning. Boone's conceptual programming model addresses programming in adult education from a holistic systems approach that encompasses three interdependent and connecting processes: planning; design and implementation; and evaluation and accountability. This nonlinear, conceptually focused holistic model of the programming process provides adult educators with a consistent framework for understanding and giving meaning to the many activities in which they engage when planning, designing, implementing, and evaluating adult education programs.
Boone's conceptual programming model was developed from work in community colleges and community based programs, university continuing education divisions, the Cooperative Extension Service, volunteer organizations, and public health units, and thus is grounded in practical applications. Recognizing that adult educators function in complex and rapidly changing organizational and societal contexts, no fixed or static programming model can adequately address the diverse adult learner population, their societal, cultural, economic, political, and technological contexts. This conceptual programming model is much like Caffarella's interactive programming model in its flexibility of application. Boone's conceptual programming model encourages the adult educator to stay abreast of the external environment in which both the adult education organization and its practicing adult educators function through continuous environmental scanning. Mapping and involvement of the public in collaborative needs identification, assessment, and the design and implementation of educational programs allows the programmer to respond to needs of the institution and the target audience. This model emphasizes ongoing, planned formative evaluation of all major decisions and actions taken during the implementation of the total programming process. Summative evaluation of the planned program outcomes and the determination of the planned programs holistic impact on societal change are also strongly emphasized.
The basic structural organization of the book begins with a description of the programming process which includes all of the planned and collaborative efforts and activities of adult educators, learners, and institutional leaders in designing and effecting educational strategies that culminate in behavioral change in individual adult learners, and collectively, the targeted learner system and subsequent alterations of the system itself. The book reviews thirteen recognized models of adult education programming with an emphasis on the context, scope, philosophy, perspective, and applicability of each. Then there is a presentation of Boone's conceptual programming process theoretical tenets and models.
In the conceptual programming model, planning begins with an analysis of the adult education organization's internal context with an emphasis on understanding its mission, philosophy, structure, goals, and mode of operation. The planner then links the organization with its targeted audience and learners. Using systems analysis, adult educators access and involve the public by identifying and interfacing with the leaders and spokespersons of significant "stakeholder" groups. The purpose of this linkage process is to collaborate with these leaders in identifying, assessing, and analyzing the educational needs within the public/learner systems.
The design and implementation of the planned program is a purposeful and planned educational response to the expressed needs discovered in the planning process. With knowledge of the content area in which the expressed need lies, the adult educator translates this into connecting, developmentally focused hierarchies of needs, objectives, change and learning strategies, and outcomes which constitute the planned program. Plans of action are developed, and implemented through action strategies which include mobilizing needed human and material resources, marketing, designing and using formative evaluation to alter ongoing activities.
Evaluation and accountability are the third aspect of this conceptual planning model. This includes making informed judgments about the results obtained from implementing the activities of the programming process as formative evaluation, attaining the program's intended outcomes and impact based on established criteria and observable evidence as summative evaluation, and accountability for the results achieved in implementing the planned program.
I feel the primary author, Boone, was very successful in his intent to present the philosophical and theoretical framework and practical application of his conceptual programming model to adult educators. The book was well organized, with each chapter's purpose and place in the conceptual programming model clearly stated. Besides presenting the model for programming with clear examples, I feel Boone challenges adult educators to examine, test, accept, reject, modify, and extend his conceptual programming model and to develop new individual approaches to programming in adult education. I like the way the author emphasizes the general nature of his conceptual programming model to all planning situations, not just adult education. As a course textbook, I would prefer Boone, Safrit, and Jones's Developing Programs in Adult Education, because of the didactic approach in the book and the more comprehensive treatment of the theory and review of other models of planning programs.
I feel this book would be very effective for anyone involved in program planning, at any level. Compared to the course textbook, Boone's book offers a much more comprehensive approach to planning from his emphasis on the philosophy and theory of the planning process at the beginning, to a review and evaluation of existing planning models, to a detailed development of how to implement his conceptual planning process. The disadvantage of such a comprehensive approach to the planning process, is that is makes for a much longer and more complex book. Caffarella's book is really more of a workbook, a practical guide, and thus is much more brief and to the point, with exercises and applications emphasizing the key points.
Beware!.......2005-09-09
Be careful when ordering this book: I naturally went for the option of lowest-cost which happened to be a hardcover. The Amazon profile tends to treat the first and second editions as equivalent, but they are not. Note that the second edition is by Boone, Safritt, and Jones while the first is only by Boone. The editor review talks about the second edition, and while it says that it's in reference to the paperback at the end, it never says that the paperback and hardcover are two different editions.
In any case, the content of the first edition is good and useful, but the presentation is very dry and hard to absorb. There are way too many lists of theories and assumptions and principles.
Book Description
This book is designed to teach preservice and advanced education professionals how to work with others to develop successful inclusive education programs for students with unique learning needs. The content, examples, and related skill-building activities enable readers to develop the essential knowledge, skills, and attitudes needed to serve as leaders in this effort. In addition to successful collaboration, careful consideration has been given to other important issues related to program development such as staffing, instructional planning, ongoing classroom support, and IEP development. Issues addressed at the district, school, and classroom levels.
KEY FEATURES: An emphasis on essential program features required for lasting success in inclusive education. Careful consideration of the change process as schools attempt to modify their traditional support service delivery options. Strategies to facilitate school-home teamwork in the development student IEPs based on collaborative service delivery structures. This book is appropriate for educators with a wide variety of professional roles and leadership responsibilities including general educators, special educators, education specialists, administrators, and related services providers such as school psychologists, counselors, speech and language pathologists, occupational and physical therapists, and English-as-Second-Language (ESL), reading, and gifted education specialists. In addition, it is designed for use in staff development efforts and as a personal reference for practicing professionals.
Customer Reviews:
Collaboration for Inclusive Education: Developing Successful Programs.......2007-02-15
This paperback textbook was required for a college course. Since I could purchase a new copy of the book for over $20 less than the college bookstore was selling it for and I wanted to get it as quickly as possible, I paid the extra $20 for overnight delivery. The book came the next day, as promised, was packed well and arrived in excellent condition. Plus, even with the extra shipping charge, I came out ahead of the game.
Book Description
New Edition Includes:
A comprehensive lesson plan for teaching Peer Pressure Reversal to youth from ages 5-18 in a one-on-one situation by a parent or a counselor as well as a complete section on teaching it in the classroom.
25 new tips for teachers and parents on how to tone down society's negative impact on children.
Reinforcing skills, including disciplining the instigator of trouble, helping kids select appropriate friends, parent networking, and how to bolster self-esteem and good decision-making.
Special tips to simplify the skills for children as young as age five with age-appropriate practice exercises.
As a parent, educator, or professional helper working with youth, no doubt you have seen the amount of negative peer pressure that youth exert on each other. This companion book is the adult guide to How to Say No and Keep Your Friends and provides strategies for helping teens deal with peer pressure situations, from lesser problems like gossiping or going somewhere off-limits to more serious dares such as skipping school or drinking alcohol. Peer Pressure Reversal in Action!
Results of Peer Pressure Reversal Training at Webb Middle School, Garland, TX (1,060 students)
Referrals to the office for:
Fighting dropped 75%
Not following directions down 37.5%
Misbehavior on the bus declined 25%
Disruptive activity down 17.7%
Book Description
Old Testament Challenge, Volume 3 is a turn-key program to help everyone in your church understand and apply the Old Testament to their lives. OTC Volume 3 is titled Developing a Heart for God: Life-Changing Lessons from the Wisdom Books. The goal of OTC is to discover the life-changing truths of the Old Testament and how we can apply them to our lives today. Based on Pastor John Ortberg’s OTC series at the New Community services of Willow Creek Community Church, this resource will enable churches to raise the level of biblical literacy and understanding among its congregation.
Customer Reviews:
continuing a very solid study of the Old Testament.......2007-05-14
See my review of Volume I, ISBN-10 0310248914
Average customer rating:
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Developing Literacy & Workplace Skills: Teaching for 21st Century Employment
Marge Christensen Gould
Manufacturer: Solution Tree
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Developing Literacy & Workplace Skills: Teaching for 21st Century Employment is a research-based curriculum that has been used with great success for 14 years in Arizona schools. More than 1,600 at-risk high school students and 550 adult students have benefited from the program. Over 65% of the program s graduates have continued on to some form of higher education beyond high school a significant accomplishment given that Arizona has the highest dropout rate in the United States, and the county in which the test school is located has a 62% graduation rate. In the pilot program, students made average gains of two grade-level equivalents per year in reading comprehension and phonetic analysis post-test scores, resulting in average gains of six grade-years over the three years that students are in the program. Students written communication skills have often improved so dramatically that it is difficult to believe that writing samples from the beginning and end of a school year were written by the same students. In addition, students have become independent, self-directed learners and effective team players. Their self-confidence soars, and they become more poised. In addition, discipline problems are extremely rare in the program because of its emphasis on personal responsibility. The curriculum is a three-year program for initiation at the high-school level (from grades 10 to 12). The six-semester curriculum is designed around three fundamental changes in the traditional classroom: students assume the role of employees, the teacher assumes the role of employer, and the classroom becomes a professional office setting and an innovative learning environment.
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- Developmental Genetics of the Flower, Volume 44: Advances in Botanical Research
- Discovering Genomics, Proteomics and Bioinformatics (2nd Edition) (The Genetics Place Series)
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- Elephant Memories: Thirteen Years in the Life of an Elephant Family
- Encyclopedia of Dinosaurs
- Environmental Science: A Study of Interrelationships with bind in OLC card
- Environmental Science: A Study of Interrelationships with bind in OLC card
- Environmental Science: Working with the Earth (with Environmental ScienceNOW?, InfoTrac® 1-Semester Printed Access Card) (Environmental Science: Working with the Earth)
- Essential Cell Biology, Second Edition
- Essentials of Family Therapy (3rd Edition)
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