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"A winner! The world needs all of this kind of books that it can get!"

.,."elegant yet easy to understand, personal yet global..."

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"If you've been in Sid or Sally's workshops, it will bring back those hours on the floor, and if you're new to this work, you'll find clear explanations, anecdotes, and models you can use right away!"

"A booster shot to help us put what we know and value into our daily lives! A handbook for all our lives. I will buy it, treasure it, and give it to people I love!"

A practical, step-by-step program based on the popular Forgiveness seminars encourages individuals to free thenselves from the pain of the past and get on with their lives.

The Salvator Mundi is the first Leonardo painting to be discovered for over a century. Following its re-emergence, it played a leading role in the landmark Leonardo exhibition at the National Gallery in London in 2011, after which it was purchased by a Russian oligarch. In 2017 it was auctioned by Christie's in New York, fetching the world record price of $450m, and now forms part of the collection of Louvre Abu Dhabi. The Salvator Mundi may be seen as the devotional counterpart to the Mona Lisa, having an extraordinary, communicative presence. The artist has reformed the very traditional subject matter in a number of ways. The elusiveness of Christ's expression suggests his spiritual origins beyond the world of the senses. The traditional sphere of the earth has been transformed into a rock-crystal orb and signifies a crystalline sphere of the heavens. In addition to its spiritual dimension, the image exploits Leonardo's optical knowledge and his growing sense of the illusiveness of seeing. Only the blessing hand is in reasonably sharp focus, with his features softly veiled. The scintillating curls of his hair are characterised in line with his theory that the physics of the curling of hair is analogous to vortex motion in water. This book looks at evidence of Leonardo's Salvator Mundi in the collections of Charles I and Charles II. It explores the appraisal of works by Leonardo at the Stuart courts, and proposes that how works attributed to Leonardo were first encountered and understood in seventeenth-century Britain would shape the wider evolution of Leonardo as a cultural icon. This volume gives a dramatic first-hand account of the modern-day discovery of the painting, from its purchase in a minor New Orleans auction house, to the cleaning of the picture that would disclose it as Leonardo's startling original, and the research processes that would uncover illustrious and obscure former owners. The book presents the definitive study of the new masterpiece.

This book is an inquiry into identity in modern society. The inquiry starts from the social psychological premise that identity both results from interaction in the social world and in turn guides interaction in the social world. It builds on and incorporates insights from philosophy, cognitive neuroscience, psychology, cultural studies, anthropology and sociology.

The theoretical heart of the book is an integrative social psychological approach which revolves around the author's self-aspect model of identity (SAMI). The text reviews previous research guided by SAMI, but also further refines the model. In addition, it places particular emphasis on identity in the context of minority-majority relations, intercultural contact and conflict, and participation in collective action. The book concludes by identifying areas of identity worthy of future research.

This book is an inquiry into identity in modern society. The inquiry starts from the social psychological premise that identity both results from interaction in the social world and in turn guides interaction in the social world. It builds on and incorporates insights from philosophy, cognitive neuroscience, psychology, cultural studies, anthropology and sociology.

The theoretical heart of the book is an integrative social psychological approach which revolves around the author's self-aspect model of identity (SAMI). The text reviews previous research guided by SAMI, but also further refines the model. In addition, it places particular emphasis on identity in the context of minority-majority relations, intercultural contact and conflict, and participation in collective action. The book concludes by identifying areas of identity worthy of future research.

A twelve-year-old boy named Peisach is snatched from his home in a shtetl near Vitebsk in 1842 and marched far away to be prepared for 25 years of service in the Russian Imperial Army. Six years later, he will be assigned to a garrison in Viipuri, a city in eastern Finland, where his children and grandchildren will be born. Upon his discharge, Peisach will survive by mending second-hand clothes and peddling them on the market square. His son, Mendel, a hat maker, will strive to avoid deportation and enter the middle class as Finland, a grand duchy of the Russia Empire, lurches towards independence while Russia tries to tighten the reins of control. Peisach’s grandson, Benjamin, ends up in the absurd situation of fighting alongside German troops on the Eastern Front in WWII as an openly Jewish soldier in the Finnish army. Like the other 266 Jewish soldiers in the Finnish army at the time, he is in a no-win situation. If the Soviets succeed in occupying Finland, he will be killed or sent to a gulag; if the Germans win, he will be sent to a death camp. He is hopelessly in love with Rachel, who is serving in the Women’s Auxiliary and in as much danger as he is. Through bravery, determination, strong leadership and luck, Finland avoids occupation in its three wars between 1939 and 1945, and its Jewish citizens survive unscathed except for the 23 who are felled in combat by enemy fire. The story of Finland’s Jews is unique, as is the story of their country’s survival on the razor’s edge between East and West. Whether read as a love story, a family chronicle, or the history of a little-known country and its tiny Jewish population, Strangers in a Stranger Land conveys the drama and complexity inherent in the dilemmas faced by this small country and its tiny Jewish minority as the Second World War approached and then engulfed them in bloody conflict the Finns tried hard to avoid.

Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history.
Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them.
"Teaching Big History" is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises.
This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike.

This issue of PET Clinics focuses on Evolving Role of PET in Assessing the Efficacy of Immunotherapy and Radiation Therapy in Malignant Disorders, and is edited by Drs. Charles B. Simone II, Nicolas Aide, and Abass Alavi (the Consulting Editor of PET Clinics). Articles will include: The Value of PET Imaging to Guide Target Delineation for Radiation Oncology; PET Imaging to Determine Radiation Dose, Adapt Radiation Plans, and Predict Patterns of Failure and Overall Survival for Non-small Cell Lung Cancer; The Utility of PET/CT for Radiation Oncology Planning, Surveillance, and Prognosis Prediction for Gastrointestinal Tumors; Evolving Role of PET Based Novel Quantitative Techniques to Detect Radiation-induced Complications; Current and Future PET Based Quantitative techniques to Assess Response to Radiation Therapy; Diagnosis, Staging, Radiation Treatment Response Assessment, and Prognostication; FDG PET/CT for Assessing Tumour Response to Immunotherapy and Detecting Immune-related Side Effects: A Checklist for the PET Reader; PET Imaging with Therapeutic Antibody-based PD-1/PD-L1 Checkpoint Tracers; FDG PET/CT for Assessing Tumour Response to Immunotherapy in Lymphomas; FDG PET/CT for Assessing Tumour Response to Immunotherapy in Solid Tumours: Melanoma and Beyond; and more!

"Dies ist kein Lehrbuch der theoretischen Physik, auch kein Kompendium der Physikgeschichte ..., vielmehr eine recht anspruchsvolle Sammlung historischer Miniaturen zur Vergangenheit der theoretischen Physik - ihrer "Sternstunden," wenn man so will. Frei vom Zwang, etwas Erschopfendes vorlegen zu mussen, gelingt dem Autor etwas Seltenes: einen "lebendigen" Zugang zum Ideengebaude der modernen Physik freizulegen, ... zu zeigen, wie Physik in praxi entsteht... Als Vehikel seiner Absichten dienen dem Autor geschichtliche Fallstudien, insgesamt sieben an der Zahl. Aus ihnen extrahiert er das seiner Meinung nach Lehrhafte, dabei bestrebt, mathematische Anachronismen womoglich zu vermeiden... Als Student hatte ich mir diese gescheiten Essays zum Werden unserer heutigen physikalischen Weltsicht gewunscht. Sie sind originell, didaktisch klug und genieren sich auch nicht, von der Faszination zu sprechen, die ... von der Physik ausgeht. Unnotig darauf hinzuweisen, das sie ein grundliches "konventionelles" Studium weder ersetzen wollen noch konnen, sie vermogen aber, dazu zu ermuntern." #"Astronomische Nachrichten (zur englischen " "Ausgabe)"#1"

Dieses Buch ist nicht leicht einzuordnen. Man konnte es mit Recht einen Basis- text nennen, denn es stellt die Grundlagen und Vorgehensweisen der Familien- therapie (genauer: der systemischen Therapie) auf dem heutigen Erkenntnisstand zusammenhangend und mit dem Blick fUr das Wesentliche dar. Angesichts der stiirmischen, ja ausufernden Entwicklung, die sich hier in den letzten lahrzehn- ten vollzog, ist bereits dies eine erstaunliche Leistung. Aber das Buch ist weit mehr als ein aktueller integrativer Text. Es fUhrt uns in eine Sicht psychiatrischer, psychosomatischer, ja medizinischer Probleme iiber- haupt ein, die, macht man sie sich mit ihren Implikationen vertraut, viele gangige Annahmen und therapeutische Praktiken in Frage stellt. Diese Sicht ist Ausdruck und Folge der konsequenten Anwendung von Erkenntnissen der modernen Systemwissenschaften, insbesondere der Kybernetik, nicht nur auf biologische, sondern auf psychosoziale Phanomene, wofUr vor allem Gregory Bateson wich- tige Weichen stellte. Sie ergibt sich weiter aus den Einsichten von Forschern und Denkern, die heute als hervorragende Vertreter des Konstruktivismus gelten, so vor allem Heinz von Foerster und H umberto Maturana. Diese Sicht verdankt aber auch viel den grundlegenden Einsichten des genialen englischen Logikers Spencer-Brown, den Fritz B. Simon in diesem Buch wohl als erster einem groBeren deutschsprachigen Publikum nahebringt. AIle Erkenntnisstrukturen basieren darauf, Unterscheidungen, d. h. Grenzziehungen vorzunehmen. Die Mechanismen der Bildung, Aufrechterhaltung und Wiederauflosung von Gren- zen verfolgt Simon auf verschiedenen Ebenen: der Ebene des biologischen Organismus, der sozialen Ebene der Familie und der Ebene der individuellen Wirklichkeitskonstruktionen und Handlungslogik.

On April 16, 2007, Seung Hui Cho, 23, a student at Virginia Polytechnic Institute and State University ("Virginia Tech") in Blacksburg, Virginia, carried out what would become one of the deadliest school shootings in the world. Around 7:15 a.m., Cho fatally shot a female student in her dormitory room in West Ambler Johnston Residential Hall and then shot the building's residential advisor. Approximately two-and-a-half hours later, Cho entered Norris Hall, a lecture building, and shot numerous students and faculty before killing himself. In total, Cho killed 32 (27 students and five faculty members) and wounded 17. Some of the wounded individuals were struck by gunfire while others were injured trying to jump from the building. This killing spree stunned the nation and questions echoed throughout the country from parents, administrators, and government officials alike. In response, Virginia Governor Timothy Kaine established the Virginia Tech Review Panel (VTRP) on June 18, 2007, to gain a better understanding of the incident and its underlying causes so that steps could be taken to minimize the chances of a similar tragedy happening again. At the federal level, President George W. Bush charged Attorney General Alberto Gonzales, Department of Education Secretary Margaret Spellings, and Department of Health and Human Services Secretary Michael Leavitt to convene meetings throughout the country focused on the issues raised by the Virginia Tech tragedy. Meetings were subsequently held with college and university representatives, local and state leaders, law enforcement officials, and mental health care providers. President Bush instructed Secretary Leavitt to summarize the lessons learned from these meetings and to recommend how the federal government could help prevent similar incidents in the future. On June 13, 2007, based upon the meeting discussions as well as other input, the Report to the President on Issues Raised by the Virginia Tech Tragedy was issued. This report presented a series of findings, common themes, observations, and recommendations, one of which stated: "The U.S. Department of Education, in collaboration with the U.S. Secret Service and the Department of Justice, should explore research of targeted violence in institutions of higher education and continue to share existing threat assessment methodology with interested institutions." To that end, representatives from the U.S. Secret Service (Secret Service), the U.S. Department of Education, and the Federal Bureau of Investigation (FBI) initiated a partnership in pursuit of this goal. The three entities began by asking fundamental questions, such as: How prevalent are the incidents of targeted violence that affect institutions of higher education (IHEs)? Who are the perpetrators? Are they affiliated with the affected IHE? There was limited previous research on these issues, so the initial framework for the project became clear to the three agencies, which began a comprehensive effort to identify, through open-sources, incidents of targeted violence that have affected IHE communities. This report provides an overview of these incidents and the involved subjects, discusses initial observations regarding behaviors of the subjects, and offers preliminary considerations regarding the data that may have relevance to threat assessment. While the participating agencies are aware of the limitations of an open-source descriptive review, this preliminary effort will be complemented by a more in-depth study to be conducted by the Department of Education and the FBI.

What were Linda and Don going to do? They had been through so much already in their marriage. Linda finally realized she had been called to be Don's help meet and fought in prayer to not only keep her marriage but her husband here with her. If for some reason God decided to take the man of God that God had given her they vowed not to go out without a fight. They were going to fight with every thing in them to survive their storm. It looked promising after the surgery, but when the chemo and nothing else would be positive for treatment it would be only God, Don's will to help others, and his testimony that would keep him alive and help them to survive their storm.

Are you getting what you want out of life? Do you know where you draw the line when it comes to sex, money, cheating on your income tax ... or accepting an indecent proposal? Becoming aware of your values is the key to making wise choices in all aspects of your life, from picking a partner to buying a house. Created by Dr. Sidney Simon, coauthor of the bestselling Getting Unstuck, and two other leading professionals, this workbook has already had an impact on hundreds of thousands of lives. Its scores of intriguing, interactive exercises were designed to uncover the hidden beliefs that reveal what matters most to you, how you deal with life-changing conflicts, which career choices will make you happiest, what leisure time activities provide you with the most pleasure, where you honestly stand on controversial issues, what day-to-day events are likely to make you angry ... excited ... anxious ... confident, how best to motivate yourself, and what beliefs can cause conflict in your family or love relationship.

Simon contends that the more we understand our own values, the better equipped we are to make the best choices for a happy and productive life. In a dynamic tool for personal growth--a companion to Values Clarification--he provides guided exercises to help readers determine what really counts.

Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history.
Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them.
"Teaching Big History" is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises.
This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike.