British physicist John Tyndall dedicated much of his career to establishing the scientist as a cultural authority. His campaign to free science from the restraints of theology caused a national uproar, and in his popular books and lectures he promoted scientific education for all classes. Though he was often labeled a materialist, religion played a large role in Tyndall's vision of science, which drew on Carlyle and Emerson as well as his mentor Michael Faraday. Tyndall's ideas influenced the development of modern science, and in his efforts to create an authoritative role for scientists in society, he played a pivotal role in Victorian history.

This board book, written by bestselling author Kevin DeYoung and illustrated by Don Clark, introduces young children to the big story of the Bible one letter at a time.

Almost half of all Americans suffer from a chronic medical condition. The most common conditions are high blood pressure, arthritis, respiratory diseases, depression, pain, diabetes, and high cholesterol. It's time to be more involved in your health care and start asking "why?" For instance: / Why do Americans have so many health problems when they consume so many drugs? / Why are Americans so sick when they can improve their health without doctors, hospitals, and drug therapies? / Why is the United States making successful strides in disease treatment but not prevention? These are complicated questions, but it's possible that the very drugs Americans consume are contributing to chronic health issues, along with unhealthy choices such as smoking, consuming alcohol, and eating processed and fast foods. By understanding the business of medicine as well as the factors that put you at risk, you can take concrete steps to improve your health or prevent it from deteriorating. Ask the right questions and start learning How to Live a Happy, Healthy, Wealthy, and Safe Life.

Each colorful poster in this set of 104 features text from The Biggest Story Bible Storybook by Kevin DeYoung on one side and related artwork by Don Clark on the other—all to help kids learn and review Scripture visually.

Published in 1995 this book provides an account of a detailed research project focusing on a rural school in West Virginia. Researched from several social science perspectives the book strives to capture intersections between biography and history in a particular public school - Burnsville High and Middle school in Braxton County - that has been influenced by social, political, and economic forces, eventually leading to its closure. The author also discusses how the example of this school can be applied within the framework of American public education and Western culture itself. Based on research from unstructured interviews, oral histories, historical records, and intermittent fieldwork that took place between 1989 and 1992, the book provides an in-depth look at a specific school, offering a basis for discussing rural schools in general. It challenges the idea that bigger schools are better and more efficient schools in terms of the individual, the social life of the school, and the surrounding community, and considers the lack of scholarly accounts available on the issues, controversies, and social dynamics that surround these vital community matters.

Transnational Communities in the Smartphone Age: The Korean Community in the Nation's Capital examines the durable ties immigrants maintain with the home country and focuses in particular on their transnational cultural activities. In light of changing technologies, especially information and communication technologies (ICTs), which enable a faster, easier, and greater social and cultural engagement with the home country, this book argues that middle-class immigrants, such as Korean immigrants in the Washington-Baltimore region, sustain more regular connections with the homeland through cultural, rather than economic or political, transnational activities. Though not as conspicuous and contentious as other forms of transnational participation, cultural transnational activities may prove to be more lasting and also serve as a backbone for maintaining longer-lasting connections and identities with the home country.

This book does not dumb down complex material but presents it in accessible, emotionally compelling language; it appeals to general readers seeking self-help for shame as well as to professional psychotherapists. It has a broad base in various developmental, relational, and neurobiological theories that are seen as complementary and mutually explanatory; this capacity to synthesize draws well-read, seasoned psychotherapists It presents a specific new understanding of the problem of chronic shame - an experience that accompanies many "mental health" issues. * With this new understanding of the problem of shame, the book, especially in this second edition, presents specific different therapeutic approaches applicable to specific different shame-based or shame-infused disorders.

This book does not dumb down complex material but presents it in accessible, emotionally compelling language; it appeals to general readers seeking self-help for shame as well as to professional psychotherapists. It has a broad base in various developmental, relational, and neurobiological theories that are seen as complementary and mutually explanatory; this capacity to synthesize draws well-read, seasoned psychotherapists It presents a specific new understanding of the problem of chronic shame - an experience that accompanies many "mental health" issues. * With this new understanding of the problem of shame, the book, especially in this second edition, presents specific different therapeutic approaches applicable to specific different shame-based or shame-infused disorders.

This book explores in unprecedented detail the theological thinking of John Witherspoon during his often overlooked ministerial career in Scotland. In contrast to the arguments made by other historians, it shows that there was considerable continuity of thought between Witherspoon's Scottish ministry and the second half of his career as one of America's Founding Fathers. The book argues that Witherspoon cannot be properly understood until he is seen as not only engaged with the Enlightenment, but also firmly grounded in the Calvinist tradition of High to Late Orthodoxy, embedded in the transatlantic Evangelical Awakening of the eighteenth century, and frustrated by the state of religion in the Scottish Kirk. Alongside the titles of pastor, president, educator, philosopher, should be a new category: John Witherspoon as Reformed apologist. This is a fresh re-examination of the intellectual formation of one of Scotland's most important churchman from the eighteenth century and one of America's most influential early figures. The volume will be of keen interest to academics working in Religious History, American Religion, Reformed Theology and Calvinism, as well as Scottish and American history more generally.

Originally published in 1991, essays discuss and analyse rural schooling in its historical, social, and political contexts as well as its educational mission. Collections covering rural education in the United States are relatively rare, particularly texts that focus on available research literature in context, and many existing texts are written by educators outside of the University. This book covers historical and social factors, rural education in the field, and the future of American Schooling. The chapters comprise not only an airing of issues, concerns, and findings, but also a guide to scholarship in the areas covered. Included is a resource guide to information specific to rural education and rural special education.

This book explores in unprecedented detail the theological thinking of John Witherspoon during his often overlooked ministerial career in Scotland. In contrast to the arguments made by other historians, it shows that there was considerable continuity of thought between Witherspoon's Scottish ministry and the second half of his career as one of America's Founding Fathers. The book argues that Witherspoon cannot be properly understood until he is seen as not only engaged with the Enlightenment, but also firmly grounded in the Calvinist tradition of High to Late Orthodoxy, embedded in the transatlantic Evangelical Awakening of the eighteenth century, and frustrated by the state of religion in the Scottish Kirk. Alongside the titles of pastor, president, educator, philosopher, should be a new category: John Witherspoon as Reformed apologist. This is a fresh re-examination of the intellectual formation of one of Scotland's most important churchman from the eighteenth century and one of America's most influential early figures. The volume will be of keen interest to academics working in Religious History, American Religion, Reformed Theology and Calvinism, as well as Scottish and American history more generally.

Nothing captures the attention of young people (and adults) like a creative object lesson. This hands-on book gives pastors, teachers, speakers, and homeschoolers 77 exciting science activities that reveal the order and grandeur of creation and encourage an appreciation of all God has made. These easy experiments illustrate the laws of nature, teach Bible principles, and affirm God's power as Creator. With catchy or unexpected results, the demonstrations make Bible truth unforgettable. The clearly explained experiments use common household objects, require little setup, and are illustrated with pictures and diagrams.

Published in 1995 this book provides an account of a detailed research project focusing on a rural school in West Virginia. Researched from several social science perspectives the book strives to capture intersections between biography and history in a particular public school - Burnsville High and Middle school in Braxton County - that has been influenced by social, political, and economic forces, eventually leading to its closure. The author also discusses how the example of this school can be applied within the framework of American public education and Western culture itself. Based on research from unstructured interviews, oral histories, historical records, and intermittent fieldwork that took place between 1989 and 1992, the book provides an in-depth look at a specific school, offering a basis for discussing rural schools in general. It challenges the idea that bigger schools are better and more efficient schools in terms of the individual, the social life of the school, and the surrounding community, and considers the lack of scholarly accounts available on the issues, controversies, and social dynamics that surround these vital community matters.

Originally published in 1991, essays discuss and analyse rural schooling in its historical, social, and political contexts as well as its educational mission. Collections covering rural education in the United States are relatively rare, particularly texts that focus on available research literature in context, and many existing texts are written by educators outside of the University. This book covers historical and social factors, rural education in the field, and the future of American Schooling. The chapters comprise not only an airing of issues, concerns, and findings, but also a guide to scholarship in the areas covered. Included is a resource guide to information specific to rural education and rural special education.