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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.
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.
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
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.
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.
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.
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