An application of the principles required to understand consolidations.

An application of the principles required to understand consolidations.

Considering retirement can be daunting. How do you know how to best plan for the future? Now there's a helpful guidebook to lead you thoughtfully into the third third of life. In this brief workbook Walter C. Wright provides eight sessions to help those moving toward retirement plan out their next steps. Developed and field-tested at the Max De Pree Center for Leadership, this guide includes material for individuals and groups that will enable 50-somethings (and up) to prepare for the next chapter of life with confidence.

Together we can change the conversation--and change the world. We're often left in dead-end debates on racial tensions, foolishly expecting solutions from a culture obsessed with canceling and dividing. But what if the church could create a more effective dialogue? For over two decades, Skot Welch has been a key advisor on diversity and inclusion around the world, in everything from the arts and entertainment to the church to Fortune 500 companies. With wisdom and a humble graciousness, he challenges us to rethink the way we talk about race and ethnicity, empowering you to · celebrate both your identity in Christ and diverse cultural makeup · embrace a new kingdom language that is biblically grounded and culturally relevant · explore a Christ-centered perspective on hard but crucial questions · build a united, diverse community where compassionate, challenging conversations can take place The church holds the redemptive solution our world needs, one that puts Christ at the center, modeling conciliation that leads to lasting reconciliation. 

This book offers a practical approach to the teaching of Physical Education to children who have severe learning difficulties and profound motor learning difficulties. The authors consider the 'learning to move, moving to learn' continuum as a route forward and include strategies for children who also have emotional and behavioral difficulties. They also provide information on motor development and advice on planning, teaching, and evaluating a PE program. Although largely aimed at teachers in special schools, the book also recognized the difficulties that children with special educational needs encounter in mainstream schools.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

An in-depth look at Centers for Teaching and Learning and their profound impact on US higher education. Centers for Teaching and Learning (CTLs) are important change agents on campus with strategies that are unique and impactful—but sometimes unarticulated or misaligned. In this wide-ranging book, Mary C. Wright maps the landscape of 1,200+ CTLs in the United States through a unique approach: by conducting complex web searches to identify and categorize CTLs, then examining the wealth of information that is available on these institutions' own websites. The data she uncovers reveal important insights into CTLs' strategies and operations and offer a fuller picture of the impact these centers are making on US higher education as a whole. Drawing from this web-based methodology, as well as interviews with CTL leaders and staff, Wright provides a broad picture of educational development in the United States and examines trends in what CTLs aim to accomplish, key strategies for reaching these goals, programs and services they offer, and their impacts on campuses. She also explores new organizational mandates for CTLs, including ones involving instructional technology and online learning, assessment, writing, service learning and community engagement, and career and leadership development. In response to increased constituency sizes and expanding missions and mandates, she notes, centers are also incorporating new faculty and student engagement structures. Key chapters focus on goals and theories of change, program types and exemplars, organizational structures, assessment and evaluation practices, and emerging trends. Offering guidelines for effective strategic leadership, Centers for Teaching and Learning documents the growth of this important organizational unit in US higher education and explains the role these centers play in supporting operational needs, strategic aims, and organizational change.

The importance of public opinion in the determination of public policy is the subject of considerable debate. Whether discussion centres on local, state or national affairs, the influence of the opinions of ordinary citizens is often assumed yet rarely demonstrated. Other factors such as interest group lobbying, party politics and developmental, or environmental, constraints have been thought to have the greater influence over policy decisions. Professors Erikson, Wright and McIver make the argument that state policies are highly responsive to public opinion, and they show how the institutions of state politics work to achieve this high level of responsiveness. They analyse state policies from the 1930s to the present, drawing from, and contributing to, major lines of research on American politics. Their conclusions are applied to central questions of democratic theory and affirm the robust character of the state institution.

The first monograph on the work of a groundbreaking artist in stained glass. From her start in the 1980s, Judith Schaechter (b. 1961) has stretched the medium of stained glass into an incisive art form for the twenty-first century, boldly paving her path in the diverse arena of contemporary art. With deep respect for history, a provocative rebelliousness, and a feminist sensibility, Schaechter has aptly been called a "post-punk stained-glass sorceress." This catalog accompanies "The Path to Paradise: Judith Schaechter's Stained-Glass Art", the first survey and major scholarly assessment of this groundbreaking artist's 37-year career. This catalog explores the range of critical registers Schaechter's work spans, illuminating and contextualizing the artist's unique contributions to the contemporary canon. Published in association with the Memorial Art Gallery, Rochester NY

C. Wright Mills is best remembered for his highly acclaimed work The Sociological Imagination, in which he set forth his views on how social science should be pursued. Hailed upon publication as a cogent and hard-hitting critique, The Sociological Imagination took issue with the ascendant schools of sociology in the United States, calling for a humanist sociology connecting the social, personal, and historical dimensions of our lives. The sociological imagination Mills calls for is a sociological vision, a way of looking at the world that can see links between the apparently private problems of the individual and important social issues. Leading sociologist Amitai Etzioni brings this fortieth anniversary edition up to date with a lucid introduction in which he considers the ways social analysis has progressed since Mills first published his study in 1959. A classic in the field, this book still provides rich food for our imagination.

Leadership. What does it mean? How do I do it? Who is a leader and who is not? Relational Leadership will stimulate your thinking about leadership and management, causing you to both ask questions and find answers. Ultimately, this will enable you to invest yourself in people for the sake of the kingdom. Drawing on leadership theory, his own experience and insights from Jude, Philemon and Colossians, Walter Wright has written a book that will be valuable to anyone in a position of leadership. Leadership is not an assigned role but a way of living that suffuses everything we do and are. The goal of this book is to empower others to contribute to achieving the mission of the organizations with which they are involved. Wright not only presents an ideal but offers practical suggestions for handling such thorny issues as the management of volunteers and performance reviews.

The importance of public opinion in the determination of public policy is the subject of considerable debate. Whether discussion centres on local, state or national affairs, the influence of the opinions of ordinary citizens is often assumed yet rarely demonstrated. Other factors such as interest group lobbying, party politics and developmental, or environmental, constraints have been thought to have the greater influence over policy decisions. Professors Erikson, Wright and McIver make the argument that state policies are highly responsive to public opinion, and they show how the institutions of state politics work to achieve this high level of responsiveness. They analyse state policies from the 1930s to the present, drawing from, and contributing to, major lines of research on American politics. Their conclusions are applied to central questions of democratic theory and affirm the robust character of the state institution.

Julian (Flavius Claudius Iulianus) "the Apostate," Roman Emperor, lived 331 or 332 to 363 CE. Born and educated in Constantinople as a Christian, after a precarious childhood he devoted himself to literature and philosophy and became a pagan, studying in various Greek cities. In 355 his cousin Emperor Constantius called him from Athens to the court at Milan, entitled him "Caesar," and made him governor of Gaul. Julian restored Gaul to prosperity and good government after the ravages of the Alamanni (he overthrew them at the battle of Strassburg in 357) and other Germans. Between 357 and 361 Julian's own soldiers, refusing to serve in the East at Constantius's orders, nearly involved Julian in war with Constantius--who however died in 361 so that Julian became sole Emperor of the Roman world. He began many reforms and proclaimed universal toleration in religion but pressed for the restoration of the older pagan worships. In 362-363 he prepared at Constantinople and then at Antioch for his expedition against Persia ruled by Shapur II. He died of a wound received in desperate battle.

Julian's surviving works (lost are his "Commentaries" on his western campaigns), all in Greek, are given in the Loeb Classical Library in three volumes. The eight "Orations" (1-5 in Volume I, 6-8 in Volume II) include two in praise of Constantius, one praising Constantius's wife Eusebia, and two theosophical hymns (in prose) or declamations, of interest for studies in neo-Platonism, Mithraism, and the cult of the Magna Mater in the Roman world. The satirical "Caesars" and "Misopogon," Beard-hater, are also in Volume II. "The Letters" (more than eighty, Volume III) include edicts or rescripts, mostlyabout Christians, encyclical or pastoral letters to priests, and private letters. Lastly in Volume III are the fragments of the work "Against the Galilaeans" (the Christians), written mainly to show that evidence for the idea of Christianity is lacking in the Old Testament.

Julian (Flavius Claudius Iulianus) "the Apostate," Roman Emperor, lived 331 or 332 to 363 CE. Born and educated in Constantinople as a Christian, after a precarious childhood he devoted himself to literature and philosophy and became a pagan, studying in various Greek cities. In 355 his cousin Emperor Constantius called him from Athens to the court at Milan, entitled him "Caesar," and made him governor of Gaul. Julian restored Gaul to prosperity and good government after the ravages of the Alamanni (he overthrew them at the battle of Strassburg in 357) and other Germans. Between 357 and 361 Julian's own soldiers, refusing to serve in the East at Constantius's orders, nearly involved Julian in war with Constantius--who however died in 361 so that Julian became sole Emperor of the Roman world. He began many reforms and proclaimed universal toleration in religion but pressed for the restoration of the older pagan worships. In 362-363 he prepared at Constantinople and then at Antioch for his expedition against Persia ruled by Shapur II. He died of a wound received in desperate battle.

Julian's surviving works (lost are his "Commentaries" on his western campaigns), all in Greek, are given in the Loeb Classical Library in three volumes. The eight "Orations" (1-5 in Volume I, 6-8 in Volume II) include two in praise of Constantius, one praising Constantius's wife Eusebia, and two theosophical hymns (in prose) or declamations, of interest for studies in neo-Platonism, Mithraism, and the cult of the Magna Mater in the Roman world. The satirical "Caesars" and "Misopogon," Beard-hater, are also in Volume II. "The Letters" (more than eighty, Volume III) include edicts or rescripts, mostlyabout Christians, encyclical or pastoral letters to priests, and private letters. Lastly in Volume III are the fragments of the work "Against the Galilaeans" (the Christians), written mainly to show that evidence for the idea of Christianity is lacking in the Old Testament.

Julian (Flavius Claudius Iulianus) "the Apostate," Roman Emperor, lived 331 or 332 to 363 CE. Born and educated in Constantinople as a Christian, after a precarious childhood he devoted himself to literature and philosophy and became a pagan, studying in various Greek cities. In 355 his cousin Emperor Constantius called him from Athens to the court at Milan, entitled him "Caesar," and made him governor of Gaul. Julian restored Gaul to prosperity and good government after the ravages of the Alamanni (he overthrew them at the battle of Strassburg in 357) and other Germans. Between 357 and 361 Julian's own soldiers, refusing to serve in the East at Constantius's orders, nearly involved Julian in war with Constantius--who however died in 361 so that Julian became sole Emperor of the Roman world. He began many reforms and proclaimed universal toleration in religion but pressed for the restoration of the older pagan worships. In 362-363 he prepared at Constantinople and then at Antioch for his expedition against Persia ruled by Shapur II. He died of a wound received in desperate battle.

Julian's surviving works (lost are his "Commentaries" on his western campaigns), all in Greek, are given in the Loeb Classical Library in three volumes. The eight "Orations" (1-5 in Volume I, 6-8 in Volume II) include two in praise of Constantius, one praising Constantius's wife Eusebia, and two theosophical hymns (in prose) or declamations, of interest for studies in neo-Platonism, Mithraism, and the cult of the Magna Mater in the Roman world. The satirical "Caesars" and "Misopogon," Beard-hater, are also in Volume II. "The Letters" (more than eighty, Volume III) include edicts or rescripts, mostlyabout Christians, encyclical or pastoral letters to priests, and private letters. Lastly in Volume III are the fragments of the work "Against the Galilaeans" (the Christians), written mainly to show that evidence for the idea of Christianity is lacking in the Old Testament.

James Wm. McClendon, Jr. was the most important "baptist" theologian of the twentieth century. McClendon crafted a systematic theology that refused to succumb to the pressures of individualism, grew out of the immediacy of preaching the text, and lamented the stunted public witness of a fractured Protestant ecclesiology.

This two-volume set mixes previously unpublished and published lectures and essays with rare and little known works to form a representative collection of the essential themes of McClendon's work. The first volume focuses on the philosophical and theological shifts leading to McClendon's articulation of the baptist vision. The second volume specifically elucidates the more philosophical themes that informed McClendon's work, including ways in which these themes had immediate theological import. Taken together, the set provides the most comprehensive presentation of McClendon's work now available, revealing the sustained and systematic character of his vision over the course of his life. These two volumes will provide scholars, preachers, and students with McClendon's radical, narrative, and connective theology.

In popular imagination the warfare of the Early Middle Ages is often obscure, unstructured, and unimaginative, lost between two military machines, the Romans' and the Normans', which saw the country invaded and partitioned. In point of fact, we have a considerable amount of information at our fingertips and the picture that should emerge is one of English ability in the face of sometimes overwhelming pressures on society, and a resilience that eventually drew the older kingdoms together in new external responses which united the English' in a common sense of purpose. This is the story of how the Saxon kingdoms, which had maintained their independence for generations, were compelled to unite their forces to resist the external threat of the Viking incursions. The kingdoms of East Anglia, Mercia, Northumbria, Kent, Essex, Sussex, and Wessex were gradually welded into one as Wessex grew in strength to become the dominant Saxon kingdom. From the weak thelred to the strong Alfred, rightly deserving the epithet Great', to the strong, but equally unfortunate, Harold, this era witnessed brutal hand-to-hand battles in congested melees, which are normally portrayed as unsophisticated but deadly brawls. In reality, the warriors of the era were experienced fighters often displaying sophisticated strategies and deploying complex tactics. Our principal source, replete with reasonably reliable reportage, are the Anglo-Saxon Chronicles, comprehensive in collation though subject to oral distortion and mythological excursions. The narrative of these does not appear to flow continuously, leaving too much to imagination but, by creating a complementary matrix of landscapes, topography and communications it is possible to provide convincing scenery into which we can fit other archaeological and philological evidence to show how the English nation was formed in the bloody slaughter of battle.