Shaded Relief Topo Maps packet of the famous Sierra High Route that will take hikers from Mount Whitney to Yosemite, CA. Well marked trails over USGS topo maps that were beautifully enhanced with shaded relief to better distinguish details. Scale 1:630360. 1 inch on map equals 1 mile. Whitney Portal, Symmes Creek, Onion Valley, Oak Creek, Taboose Creek, North and South Lakes, Vermilion, Bear Creek, Florence Lake, Pine Creek, Mono Pass, McGee Creek, Devils Postpile, Mammoth Lakes, Agnew Meadows, Silver Lake, Tuolomne Meadows, and finally the Yosemite Valley. GPS Compatible! - Complete UTM Grid.

This book focuses on the influence of classical authors on Ben Jonson's dramaturgy, with particular emphasis on the Greek and Roman playwrights and satirists. It illuminates the interdependence of the aspects of Jonson's creative personality by considering how classical performance elements, including the Aristophanic 'Great Idea,' chorus, Terentian/Plautine performative strategies, and 'performative' elements from literary satire, manifest themselves in the structuring and staging of his plays. This fascinating exploration contributes to the 'performative turn' in early modern studies by reframing Jonson's classicism as essential to his dramaturgy as well as his erudition. The book is also a case study for how the early modern education system's emphasis on imitative-contaminative practices prepared its students, many of whom became professional playwrights, for writing for a theatre that had a similar emphasis on recycling and recombining performative tropes and structures.

Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils' character development. The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre's expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.

Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils' character development. The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre's expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.

The Theory and Practice of Virtue Education offers the reader a comprehensive and authoritative account of both the theoretical and practical complexities of cultivating virtue in education and beyond. The book moves beyond the usual philosophical literature that merely discusses virtue in the abstract, and offers scholarly, research-informed suggestions for practice. Drawn from a highly successful international conference organised by the Jubilee Centre for Character and Virtues, the chapters in this volume offer a unique insight into the varieties of approaches that leading scholars have identified for putting the learning and nurturing of virtues into practice. Featured are chapters from internationally acclaimed scholars primarily in the fields of philosophy, psychology and education, which are categorised under three headings: philosophical and theoretical foundations for cultivating virtues; developing virtues in practice; and nurturing specific virtues. Beginning with chapters that examine differing theoretical complexities of virtue education, the book then moves on to explore different approaches to nurturing virtue in the classroom and beyond. This practical approach is further evidenced in the final section, where individual virtues are discussed. The Theory and Practice of Virtue Education highlights the theoretical complexity of putting virtue education into practice and, as a result, is of real use to researchers, academics and postgraduates in the fields of education, philosophy, psychology, sociology and theology. It should also be essential reading for educators in character and virtue.

When Dr Tom Harrison, a leading expert in the field of character education and the Internet, bought his daughter her first smartphone, a major milestone had been reached: she had entered the 'cyber-world'. Harrison no longer needed to know what to think; he needed to know what to do.

This is the first practical book of its kind to show parents and teachers how to develop character as the foundation for helping young people to thrive in their online interactions. It answers the question: How do we prepare our children to do the right thing when no one is watching?

Based on his own experience as a parent, more than a decade of research and thousands of conversations with parents, teachers, children and policymakers, the REACT and THRIVE models have been developed to engage with character, wellbeing, social and emotional learning, ethics and digital citizenship - all the ingredients for flourishing online.

The world is waking up to the importance of character for individual and wider societal flourishing. Harrison is at the forefront of this movement and is regularly invited to advise policymakers and thousand of teachers and parents around the world.

This book is a must-read for parents and educators who want to help children not just survive but thrive online in their cyber-worlds.

The Theory and Practice of Virtue Education offers the reader a comprehensive and authoritative account of both the theoretical and practical complexities of cultivating virtue in education and beyond. The book moves beyond the usual philosophical literature that merely discusses virtue in the abstract, and offers scholarly, research-informed suggestions for practice. Drawn from a highly successful international conference organised by the Jubilee Centre for Character and Virtues, the chapters in this volume offer a unique insight into the varieties of approaches that leading scholars have identified for putting the learning and nurturing of virtues into practice. Featured are chapters from internationally acclaimed scholars primarily in the fields of philosophy, psychology and education, which are categorised under three headings: philosophical and theoretical foundations for cultivating virtues; developing virtues in practice; and nurturing specific virtues. Beginning with chapters that examine differing theoretical complexities of virtue education, the book then moves on to explore different approaches to nurturing virtue in the classroom and beyond. This practical approach is further evidenced in the final section, where individual virtues are discussed. The Theory and Practice of Virtue Education highlights the theoretical complexity of putting virtue education into practice and, as a result, is of real use to researchers, academics and postgraduates in the fields of education, philosophy, psychology, sociology and theology. It should also be essential reading for educators in character and virtue.

Discipline is one of the most confusing words in the English language because, while a very important word, it has two almost opposite, and therefore confusing, uses - punishment and training. But, in any case, the normal connotation is one of bad not good, dread not delight - even if the ultimate objective (to properly train) is good, the process of discipline, to get there, is considered agony. It is too often considered a 4-letter, dirty, word synonymous with pain (and certainly, most people feel, something to grow out of as we age). Properly and maturely view, however, discipline is not punishment - rather it is what keeps us from being punished Discipline is the tool of self-control - without discipline we will not achieve the focus of effort necessary for any meaningful accomplishment.

"History," "lessons," "sayings," "annals," "accounts," "narrative," "story," "chronicles," "record" . . . God had many options to choose as an analogy for His Word - He chose Gospel (Good News) because it is indeed news and good - in contrast to the bad news we hear all the time It is not coincidental (almost humorous) that God uses the term "Gospel" (Good News) to describe His Word and message - which has more meaning in the early 21st Century than ever before. There has never been a greater need for Good News than now - even with (and maybe because of) our unprecedented wealth, leisure and comfort. CHAUTAUQUA HEADLINE NEWS is written to help show the Gospel is indeed Good News - not as a replacement for reading the Bible, but to assist the Bible reader see its critical relevance in the everyday trials of life.

The Bible is a large book. But, it shrinks quickly (becoming clearer and more understandable) when we discover and consider its themes (plots and subplots) as we read and seek to follow it.

The author's lifetime of experiences with psychic Physical Phenomena, particularly in their spiritualist Home Circle between 1946 and 1958, with his mother, Minnie Harrison, as the medium, where he met and spoke with over 1500 materialised spirit people. A fine, readable, definitive book on Psychic Phenomena. Now revised, with many more photographs, additional material with regard to the Stewart Alexander circle and Spiritual healing and Index.