Engaging, perceptive, and academically thorough, the New Beacon Bible Commentary will expand your understanding and deepen your appreciation for the meaning and message of each book of the Bible.

Written from the Wesleyan theological perspective, this indispensable commentary provides pastors, professional

scholars, teachers, and Bible students with a critical, relevant, and inspiring interpretation of the Word of God in the 21st century.

EACH VOLUME FEATURES:

Contemporary scholarships from notable experts in the Wesleyan theological tradition

Convenient introductory material, including information on authorship, date, history, audience, sociological/

cultural issues, purpose, literary features, theological themes, and hermeneutical issues

Clear verse-by-verse explanations, which offer a contemporary, Wesleyan-based understanding derived from

the biblical text in its original language

Comprehensive annotation divided into three sections

Building on the success of the first volume of Teaching Entrepreneurship, this second volume features new teaching exercises that are adaptable and can be used to teach online, face to face or in a hybrid environment. In addition, it expands on the five practices of entrepreneurship education: the practice of play, the practice of empathy, the practice of creation, the practice of experimentation, and the practice of reflection. This portfolio of practices leads to a holistic teaching approach designed to help students think and act more entrepreneurially under various degrees of uncertainty and across contexts. Here in Volume Two the editors and contributors demonstrate how the five practices are a framework for course development to help students make progress toward a more entrepreneurial way of thinking and develop the ability to find and create new opportunities with the courage to act on them. Educators trying to build entrepreneurship into their curriculum, from within and outside the business school, will find Teaching Entrepreneurship, Volume Two invaluable in developing experiential learning experiences.

Building on the success of the first volume of Teaching Entrepreneurship, this second volume features new teaching exercises that are adaptable and can be used to teach online, face to face or in a hybrid environment. In addition, it expands on the five practices of entrepreneurship education: the practice of play, the practice of empathy, the practice of creation, the practice of experimentation, and the practice of reflection. This portfolio of practices leads to a holistic teaching approach designed to help students think and act more entrepreneurially under various degrees of uncertainty and across contexts. Here in Volume Two the editors and contributors demonstrate how the five practices are a framework for course development to help students make progress toward a more entrepreneurial way of thinking and develop the ability to find and create new opportunities with the courage to act on them. Educators trying to build entrepreneurship into their curriculum, from within and outside the business school, will find Teaching Entrepreneurship, Volume Two invaluable in developing experiential learning experiences.

'What a great book! Two eminent researchers on women's entrepreneurship, Patti Greene and Candy Brush, have assembled a wonderful group of well-known and upcoming scholars, each of them adding novel insights to the puzzle of ''female entrepreneurial identity''. The book covers a wide array of interesting identity-related themes and presents evidence from countries and contexts which are much less studied. This is a must-read for those of us who want to understand and study entrepreneurial identity from a gender perspective, and also for those supporting women entrepreneurs.' - Friederike Welter, Institut fur Mittelstandsforschung (IfM) Bonn and University of Siegen, Germany 'This book is a welcome addition to the cumulative body of research on women's entrepreneurship and a critical milestone in the research agenda on female entrepreneurial identity. The editors Greene and Brush, top scholars in the field, brilliantly join the dots in the literature to make clear the complexity of women's entrepreneurial identity and the connections to related concepts of confidence, behaviors and aspirations. The wealth of contributions in this highly recommended volume, successfully illuminate important aspects and signposts questions to continue this vital discourse.' - Anne de Bruin, Massey University, New Zealand Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This book looks at long-studied questions of identity from the perspective of women entrepreneurs, exploring ideas related to entrepreneurial identity for women and their businesses. The editors map out a vision for research on women and entrepreneurship and discuss aspiration, behaviors and confidence as key concepts that shape and enhance a woman?s identity in the entrepreneurial process. A global collection of authors who are passionate about identity and women?s entrepreneurship bring a variety of theoretical perspectives and quantitative methodologies to the table. Through a common framework of on women business owners and their businesses, they delve into social identity, start-ups, crowdfunding and context to set the groundwork for future research on entrepreneurship and gender. Advanced graduate students and researchers in the field of entrepreneurship will appreciate this focused exploration of a compelling topic, as will doctoral students and scholars of women?s issues. Contributors: T.H. Allison, M. Brannback, C.G. Brush, A. Carsrud, E. Crosina, C. Cruz, J.O. De Castro, C. Elliott, P.G. Greene, R.T. Harrison, D. Hechavarria, R. Justo, K. Kuschel, J.-P. Labra, C.M. Leitch, M. Markowska, S. Nikou, P.P. Oo, B. Orser, A. Sahaym, S. Srivastava, S.K. Trivedi

Women and Entrepreneurship is a careful selection of the most significant previously published material which has been influential in shaping the field of women's entrepreneurship. The volume presents early works which laid the foundations first asking whether women entrepreneurs were different, exploring issues about women entrepreneurs and their businesses and delving into more specific questions on individual, organizational, and environmental matters. An organizing framework connects the works from theory to the conceptual categories of human capital, including personal cognition and goals, social capital, financial capital, strategic choice, performance, outcomes and environment. The volume provides a comprehensive introduction for any researcher entering this field of study and illustrates those areas where additional research is greatly needed.

'What a great book! Two eminent researchers on women's entrepreneurship, Patti Greene and Candy Brush, have assembled a wonderful group of well-known and upcoming scholars, each of them adding novel insights to the puzzle of ''female entrepreneurial identity''. The book covers a wide array of interesting identity-related themes and presents evidence from countries and contexts which are much less studied. This is a must-read for those of us who want to understand and study entrepreneurial identity from a gender perspective, and also for those supporting women entrepreneurs.' - Friederike Welter, Institut fur Mittelstandsforschung (IfM) Bonn and University of Siegen, Germany 'This book is a welcome addition to the cumulative body of research on women's entrepreneurship and a critical milestone in the research agenda on female entrepreneurial identity. The editors Greene and Brush, top scholars in the field, brilliantly join the dots in the literature to make clear the complexity of women's entrepreneurial identity and the connections to related concepts of confidence, behaviors and aspirations. The wealth of contributions in this highly recommended volume, successfully illuminate important aspects and signposts questions to continue this vital discourse.' - Anne de Bruin, Massey University, New Zealand Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This book looks at long-studied questions of identity from the perspective of women entrepreneurs, exploring ideas related to entrepreneurial identity for women and their businesses. The editors map out a vision for research on women and entrepreneurship and discuss aspiration, behaviors and confidence as key concepts that shape and enhance a woman?s identity in the entrepreneurial process. A global collection of authors who are passionate about identity and women?s entrepreneurship bring a variety of theoretical perspectives and quantitative methodologies to the table. Through a common framework of on women business owners and their businesses, they delve into social identity, start-ups, crowdfunding and context to set the groundwork for future research on entrepreneurship and gender. Advanced graduate students and researchers in the field of entrepreneurship will appreciate this focused exploration of a compelling topic, as will doctoral students and scholars of women?s issues. Contributors: T.H. Allison, M. Brannback, C.G. Brush, A. Carsrud, E. Crosina, C. Cruz, J.O. De Castro, C. Elliott, P.G. Greene, R.T. Harrison, D. Hechavarria, R. Justo, K. Kuschel, J.-P. Labra, C.M. Leitch, M. Markowska, S. Nikou, P.P. Oo, B. Orser, A. Sahaym, S. Srivastava, S.K. Trivedi

This book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations. Few attempts have been made to write a book about women's work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization. Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace. Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, USA; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.

Entrepreneurship and innovation are increasingly viewed as key contributors to global economic and social development. University-based entrepreneurship ecosystems (U-BEEs) provide a supportive context in which entrepreneurship and innovation can thrive. In that vein, this book provides critical insight based on cutting-edge analyses of how to frame, design, launch, and sustain efforts in the area of entrepreneurship. Seven success factors were derived from an in-depth analysis of six leading, and very different, university-based entrepreneurship ecosystems in North America, Latin America, Europe, and Asia. These seven success factors are: (1) senior leadership vision, engagement and sponsorship; (2) strong programmatic and faculty leadership; (3) sustained commitment over a long period of time; (4) commitment of substantial financial resources; (5) commitment to continuing innovation in curriculum and programs; (6) an appropriate organizational infrastructure; and (7) commitment to building the extended enterprise and achieving critical mass. Based on these success factors, the authors provide a series of recommendations for the development of a comprehensive university-based entrepreneurship ecosystem. This major assessment of how best to drive university-based entrepreneurship ecosystems is essential reading for anyone involved in higher education (particularly provosts, deans, and professors), government agencies concerned with socio-economic development, and all those concerned with helping entrepreneurship ecosystems to flourish. Contributors: J.M. Aguirre Guillen, K. Allen, J.S. Butler, J. Byrne, A. Fayolle, M.L. Fetters, A.T. Garcia, K. Giordano, P.G. Greene, Y.-P. Ho, M. Lieberman, M.P. Rice, A. Singh, P.-K. Wong

'Of course, entrepreneurship can be taught, and this books shows how. Using scholarly research as the foundation, the authors have crafted a set of practices to foster entrepreneurial thinking that should be incorporated in all courses across the entire curriculum.' - Tina Seelig, Stanford University, US 'Practice makes perfect and Babson professors Neck, Greene and Brush lead the way for global management education s thirst for excellence in entrepreneurship education. Teaching Entrepreneurship is an excellent read and detailed guide for creating a strong program that inspires innovation and entrepreneurial strategies for business academics and practitioners.' - John Fernandes, President and Chief Executive Officer, AACSB International 'Teaching Entrepreneurship further validates how thoroughly Heidi, Patricia, and Candida understand the future of this incredibly vital field. The idea that aspiring entrepreneurs and their professors should be instructed in a method that increases their emotional intelligence and their business acumen is extraordinary. This is the book that the faculty at Paul Quinn College and I have been waiting for. That applause you hear in the background is our current and future students and the lives they will change through this version of entrepreneurship.' - Michael J. Sorrell, President, Paul Quinn College, US Teaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum. Entrepreneurship educators will find a great deal of useful knowledge in this volume, which provides relevant, targeted exercises for immediate application in the classroom. Contents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation Index

The aim of the book is to lay out the foundations and provide a detailed treatment of the subject. It will focus on two main elements in dual phase evolution: the relationship between dual phase evolution and other phase transition phenomena and the advantages of dual phase evolution in evolutionary computation and complex adaptive systems. The book will provide a coherent picture of dual phase evolution that encompasses these two elements and frameworks, methods and techniques to use this concept for problem solving.

Power and Party in an English City provides an account of how decisions are taken by the state at the level of locality. More specifically, it is an account of the private policy-making activities of a ruling Labour group of councillors in the major English city of Newcastle-Upon-Tyne. Despite the fact that local government in most of the towns and cities of England is one-party government, very little is known abotu the private behaviour of ruling party groups. In this book David Green provides a penetrating empirical study of the realities of local government. The author seeks to examine and analyse the importance of party discipline, the relationship between the Labour group of councillors and the party outside the council, the power of the committee chairmen, the role of local patronage and the openness of the local policy-making process. The government of Newcastle is perhaps the most closely association in the public mind with T. Dan Smith, the corrupt local politician. In fact, Smith had left local politics in Newcastle in teh mid-1960s. How was the city being run a decade or so later? This study is however much more than an inside view of the affairs of a single authority. The last part of the book is devoted to a discussion of aspects of some traditional and modern theories of democracy and specifically to what author sees as the inadequate advocacy of participatory democracy in recent years. Green makes a major contribution to our thinking about the kind of democracy that is possible in modern large-scale societies, explores weaknesses of moder theories and puts forward some original modifications to modern democratic theory, in the light of a theory of knowledge which is seen as more appropriate for modern natural and social scientific activity. This book was first published in 1981.

IrenaeusTertullianOrigenAthanasiusThe CappadociansAugustineAnselmAquinasThe best of evangelical theology has always paid attention to the key thinkers, issues and doctrinal developments in the history of the church. What God has done in the past is key to understanding who we are and how we are to live.The purpose of this volume is threefold: to introduce a selection of key early and medieval theologians, to strengthen the faith of evangelical Christians by helping them to understand the riches of the church's theological reflection, and to help them learn how to think theologically.These essays offer insightful analysis of and commentary on eight key theologians, from Irenaeus to Aquinas, along with critical assessment of how evangelicals should view and appropriate the insights of these thinkers. The intention of the contributors is to, as Augustine says, cultivate minds "fired by the grace of our creator and savior" so that we might think well and rightly about our good and great God and live in his light.

'Of course, entrepreneurship can be taught, and this books shows how. Using scholarly research as the foundation, the authors have crafted a set of practices to foster entrepreneurial thinking that should be incorporated in all courses across the entire curriculum.' - Tina Seelig, Stanford University, US 'Practice makes perfect and Babson professors Neck, Greene and Brush lead the way for global management education s thirst for excellence in entrepreneurship education. Teaching Entrepreneurship is an excellent read and detailed guide for creating a strong program that inspires innovation and entrepreneurial strategies for business academics and practitioners.' - John Fernandes, President and Chief Executive Officer, AACSB International 'Teaching Entrepreneurship further validates how thoroughly Heidi, Patricia, and Candida understand the future of this incredibly vital field. The idea that aspiring entrepreneurs and their professors should be instructed in a method that increases their emotional intelligence and their business acumen is extraordinary. This is the book that the faculty at Paul Quinn College and I have been waiting for. That applause you hear in the background is our current and future students and the lives they will change through this version of entrepreneurship.' - Michael J. Sorrell, President, Paul Quinn College, US Teaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum. Entrepreneurship educators will find a great deal of useful knowledge in this volume, which provides relevant, targeted exercises for immediate application in the classroom. Contents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation Index

Entrepreneurship education is expanding rapidly around the world with growth evident in terms of the number of courses, endowed chairs, and programs. Business schools have approached their participation in entrepreneurship education with a variety of pace, practice and policy. This authoritative collection is targeted towards business educators, educators interested in entrepreneurial approaches, and educational administrators. The volume's main aims are to provide the groundwork for any organized discussion of entrepreneurship education; and to take stock of where we are in the educational field as a means of identifying the big questions, issues, and trends that will direct the future of the discipline. The book is organized around content and pedagogy and includes chapters from leading experts. Emerging themes include the underlying assumptions built into the field, the importance of the interdisciplinary approach, concern with who is teaching entrepreneurship, and a call to make the approach more global.

This book, first published in 1988, examines the development of secondary comprehensive education from the 1960s to the 1980s. Tensions and transformations in the meaning and practice of 'comprehensive' and 'progressive' education within the state education sector are examined and described. The main themes throughout the collection are the deepening crisis of comprehensive education and the profound restructuring which is taking place in secondary education as a result of current government policy. This title will be of interest to students of education and sociology.

This book, first published in 1988, examines the development of secondary comprehensive education from the 1960s to the 1980s. Tensions and transformations in the meaning and practice of 'comprehensive' and 'progressive' education within the state education sector are examined and described. The main themes throughout the collection are the deepening crisis of comprehensive education and the profound restructuring which is taking place in secondary education as a result of current government policy. This title will be of interest to students of education and sociology.