Most teachers enter the field of education to make a difference in children’s lives. But many end up, as author Lisa Lucas puts it, “tired, wired, and running in circles.� This leads to many new teachers abandoning the profession or to burnout among veteran teachers. Drawing upon her own experiences, Lisa has written a book to help you more successfully manage the frustration of feeling overwhelmed. Written in an informal, conversational tone, Practicing Presence is filled with ideas, exercises, checklists, personal anecdotes, and practices you can use to reframe and establish a mindset that will enhance your focus and engagement in the classroom. When teachers care for themselves deeply and deliberately, they are better able to care for the people that matter most in their lives—their students, friends, and families.  Practicing Presence focuses not on doing, but rather on being present in the life of the classroom. Each chapter includes self-care strategies to explore how to self-regulate, nurture self-acceptance, and promote compassion. This book will give readers the feeling of having a personal coach who provides suggestions and routines so that they not only can deal with being overwhelmed, but rise above it.

Originally published in 1960, paints a picture of what life was like in Renaissance Florence. It examines private and public life of Florentine citizens, governance and defence; the life of women; domestic arrangements; ritual and ceremony, siege and plague.

Originally published in 1960, paints a picture of what life was like in Renaissance Florence. It examines private and public life of Florentine citizens, governance and defence; the life of women; domestic arrangements; ritual and ceremony, siege and plague.

Exodus is an exceptional Old English poem, written at a time when in the age of Bede Northern England held the intellectual leadership of Europe. It offers a vernacular gateway to the study of early medieval christian poetry. Focussing in dramatic fashion on the crossing of the Red Sea enabling the Israelites to escape captivity in Egypt the poem is stylistically outstanding, showing a use of metaphor and fusion of disparate concepts (such as abstract and concrete, literal and allegorical) unparalleled in Old English poetry. The exodus, the greatest of Old Testament events, is interpreted both within the historical perspective of other Old Testament events (the Deluge and the Offering of Isaac) and within the allegorical perspective of the exodus to the Promised Land seen as the christian's journey through life to the ultimate heavenly home. This book, now in its third edition, aims to make the poem more accessible, and better understood and appreciated than hitherto. A number of changes to the Introduction, Commentary and Glossary, as well as a new Select Bibliography, help to bring the apparatus up to date and draw attention to the many fine contributions to the poem made by other scholars.

This study proposes that both constitutively and rhetorically (through ironic, inferential, and indirect application), Ps 106(105) serves as the substructure for Paul's argumentation in Rom 1:18-2:11. Constitutively, Rom 1:18-32 hinges on the triadic interplay between "they (ex)changed" and "God gave them over," an interplay that creates a sin-retribution sequence with an a-ba-ba-b pattern. Both elements of this pattern derive from Ps 106(105):20, 41a respectively. Rhetorically, Paul ironically applies the psalmic language of idolatrous "(ex)change" and God's subsequent "giving-over" to Gentiles. Aiding this ironic application is that Paul has cast his argument in the mold of Hellenistic Jewish polemic against Gentile idolatry and immorality, similar to Wis 13-15. In Rom 2:1-4, however, Paul inferentially incorporates a hypocritical Jewish interlocutor into the preceding sequence through the charge of doing the "same," a charge that recalls Israel's sins recounted in Ps 106(105). This incorporation then gives way to an indirect application of Ps 106(105):23, by means of an allusion to Deut 9-10 in Rom 2:5-11. Secondarily, this study suggests that Paul's argumentation exploits an intra-Jewish debate in which evocations of the golden calf figured prominently.

Exodus is an exceptional Old English poem, written at a time when in the age of Bede Northern England held the intellectual leadership of Europe. It offers a vernacular gateway to the study of early medieval christian poetry. Focussing in dramatic fashion on the crossing of the Red Sea enabling the Israelites to escape captivity in Egypt the poem is stylistically outstanding, showing a use of metaphor and fusion of disparate concepts (such as abstract and concrete, literal and allegorical) unparalleled in Old English poetry. The exodus, the greatest of Old Testament events, is interpreted both within the historical perspective of other Old Testament events (the Deluge and the Offering of Isaac) and within the allegorical perspective of the exodus to the Promised Land seen as the christian's journey through life to the ultimate heavenly home. This book, now in its third edition, aims to make the poem more accessible, and better understood and appreciated than hitherto. A number of changes to the Introduction, Commentary and Glossary, as well as a new Select Bibliography, help to bring the apparatus up to date and draw attention to the many fine contributions to the poem made by other scholars.

The roots of controversy surrounding higher education in the US extend deep into the past. This original, incisive history goes far in offering a needed sense of perspective on current debates over such issues as access, costs, academic quality, social equity, and curricula. Eminently readable and always lively, this timely historical account is sure to be an invaluable resource for assessing the present condition and future prospects of American colleges and universities.

The theme of this book is the potential of new advanced database systems. The volume presents the proceedings of the 10th British National Conference on Databases, held in Aberdeen, Scotland, in July 1992. The volume contains two invited papers, one on the promise of distributed computing andthe challenges of legacy systems by M.L. Brodie, and the other on object-oriented requirements capture and analysis and the Orca project by D.J.L. Gradwell. The following four parts each contain three submitted papers selected from a total of 36 submissions. The parts are entitled: - Object-oriented databases - Parallel implementationsand industrial systems - Non-relational data models - Logic programming and databases

How exactly were books printed in the Middle Ages, before the age of printing? As Thomas Cahill's book, How the Irish Saved Civilization, dramatically demonstrates that without the medieval Irish monks' devotion to transcription, much of the knowledge of Western civilization would have been lost forever. At that time, the author was often his own scribe and almost invariably his own editor and publisher. In the age of manuscript culture, every copy of every book had to be copied by hand and so every copy was physically unique.

Peter J. Lucas explores what is known about the medieval publishing process by close study of the work of friar John Capgrave (1393-1464), a prolific author and one of the most learned Englishmen of his day. What distinguishes Capgrave from other medieval English authors is the wealth of manuscript evidence from the author's scriptorium. Lucas focuses on how works newly composed by an author were prepared in a form suitable for patrons and readers. Capgrave's linguistic and scribal usages are set in the socio-historical context of the fifteenth century, and related to the growth and development of English literary patronage in the late Middle Ages and early Renaissance. Lucas, who teaches Old and Middle English at University College, Dublin, was awarded the Gordon Duff Prize by Oxford University for his work on Capgrave.

It is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation's HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education. While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit. Not only did HBCU leaders have to develop and implement plans to mitigate COVID's deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn't have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn't have a home or sufficient food, among other issues.

It is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation's HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education. While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit. Not only did HBCU leaders have to develop and implement plans to mitigate COVID's deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn't have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn't have a home or sufficient food, among other issues.