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People Say I'm CRAZY! (Original 1989 Anthology/Documentary)
Based on the groundbreaking study, The Well-Being Project, People Say I’m Crazy is an anthology of art, poetry, prose, photography and testimony of mental health clients and is the compendium book to the award winning video documentary of the same name. One of the key findings of the Well-Being Project was the important role that creativity plays in the lives of people who have been diagnosed with serious mental illness; 61% of the clients surveyed reported that creativity is essential to their well-being while 38% of the clients reported doing something creative when they’re having emotional or psychological problems.
O Woman, Great is Your Faith!
The concept of “faith” holds a central position in New Testament and early Christian thought, yet this concept has not received the careful attention it deserves in the Synoptic Gospels. The present study offers a comprehensive analysis of “faith” as a key motif in the Gospel of Matthew, where it plays a major role in communicating this Gospel’s vision for how readers should respond to the person and message of Jesus. The argument propounded is that Matthew’s unique narrative portrayal of the Canaanite woman’s faith (15:21–28) is used for pedagogical purposes, namely, that by comparing and contrasting her “great faith” with those characters expressing “no faith” and ...
Leadership for change
This edited volume reveals how the journey of transformation at the University of the Free State (UFS) became interwoven with student leadership development and global learning. The UFS initiated two intersecting co-curricular programmes, namely, the First-Year Leadership for Change (F1L4C) programme in 2010; and the triennial Global Leadership Summit (GLS) in 2012. Although these programmes changed over time, their core focus remained to be the development of transformational student leaders through the creation of global learning spaces. From its inception in 2010 to the last GLS in 2018, the UFS global learning project involved 780 students and 259 staff members from 109 institutions, across four continents. The goal of this edited volume is to create a deeper understanding of how the UFS F1L4C and GLS programmes enhanced student leadership development through global learning, especially in the context of higher education transformation.
Self-directed learning research and its impact on educational practice
This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning.
The Well-Being Project
In 1987 a groundbreaking survey called The Well-Being Project was conducted by the California Network of Mental Health Clients under contract to the Office of Prevention of the California Department of Mental Health to explore what factors promote or deter the well-being of those diagnosed/labeled as “mentally ill.” Initially, it had been assumed that the analysis of the survey data as well as the final written report would be awarded to a university or other professional research group. Much to the surprise of some, and in the spirit of the disability rights movement rallying cry of “nothing about us without us,” the successful proposal was written by mental health client researchers Jean Campbell and Ron Schraiber on behalf of the California Network of Mental Health Clients. The study became known as The Well-Being Project: Mental Health Clients Speak for Themselves, and was published in 1989; additionally, an award winning documentary “People Say I’m Crazy” based on the study’s findings was produced as well as a compendium book to the video with the same title.
South Africa’s water governance hydraulic mission (1912–2008) in a WEF-Nexus context
Geologists, physicists and ecologists currently promote the idea of a post-Holocene epoch – the Anthropocene. As a result of constant innovation and modernisation in the fields of engineering, natural science, management studies and environmental studies there has been a growing awareness of the intrinsic interaction between humankind and the environment. Humankind has become part of the environmental dynamics, to the extent that they are literally able to change ecosystems. Nowhere is the impact more evident than in the anthropogenic engagement with the hydrosphere – from the smallest pool of water to the earth’s atmosphere. Comprehensive infrastructure development in water and sanita...
Education Studies in South Africa
The thesis of this volume is that the fields of scholarly enquiry of Education — internationally as well as in South Africa in particular — despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of Education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research done in other social sciences, much less upon a par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in Education internationally and in South Africa have till very recently eschewed discussion as to the packaging or structuring of knowledge produced by Education research. The book consists of chapters containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers, to empirical research, the latter both quantitative (survey research) and qualitative.
The Messiah, His Brothers, and the Nations
Why does Matthew append 'and his brothers' to Judah and Jechoniah (1:2, 11)? Secondly, why does Matthew include the following four annotations: 'and Zerah by Tamar', 'by Rahab', 'by Ruth', and 'by the [wife] of Uriah' (1:3-6)? Jason B. Hood uses a composition critical approach in which he examines biblical genealogies and 'summaries of Israel's story' in order to shed light on these features of Matthew's gospel. Hood asserts that he addition of 'and his brothers' recalls Jesus' royal role. Judah and Jechoniah in Second Temple literature are both understood to have reversed their wickedness and earned royal status by self-sacrifice, perhaps pointing to the self-sacrifice of Jesus for his brothers before his full enthronement. A review of scholarly explanations of the significance of the 'four (five) women' in the genealogy, unearths an overlooked interpretation - Matthew does not name four women in 1:3-6 but four Gentiles (Tamar, Rahab, Ruth and Uriah) traditionally celebrated as righteous.
Understanding Education for the Visually Impaired
The contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners.
Critical Issues in South African Education
The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers — thus far overlooked — a valuable tertium comparationis, a source of international comparative perspectives, to inform the domestic scholarly discourse on education. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable but yet overlooked field for illuminating South African education issues with international perspectives. The book consists of chapters arguing for and illustrating this thesis from a variet...
