With tourism growing by more than 20 percent each year in Cuba since 1990, "Fodor's" has responded with this guide that submerges readers into Cuba's heritage and its culture and gives them all the practical information they need to get there and get around.
Known worldwide through her EWTN network, MOther Angelica presents a book of timeless wisdom and practical insights drawn from her deep faith and personal suffering and experience. Her answers to life's dilemmas, large and small, are a sure source of inspiration for all.
`Al het werk van Christine D haen geeft blijk van een ongewoon vormbesef. Of zij nu korte haiku-achtige maangedichten schrijft of in lange ademloze regels een tuin tot leven wekt, haar beheersing van vrije en gebonden verzen, van ritme en metriek, van rijmschema en strofebouw is weergaloos. Paul Claes bij de uitreiking van de Anna Bijns Prijs.
Named one of the best spiritual books of 2022 by Spirituality & Practice. Awarded third place in contemporary spirituality by the Catholic Media Association and third place in inspirational books by the Association of Catholic Publishers. Do you long to feel more alive, to see the vibrancy in your daily life? Do you feel the seeds of a new calling tugging at you? Look to the Blessed Mother for help. In Birthing the Holy, Christine Valters Paintner—abbess of the online Abbey of the Arts—invites you to better know Mary and her heart through thirty-one of her titles, and, along the way, you’ll nurture the new growth in your life. The Blessed Mother is known by many beautiful titles, some of which are familiar—Virgin, Queen of Peace, and Star of the Sea—and some we may not be aware of—Vessel of Grace, Greenest Branch, and Our Lady of Silence. Paintner offers a flexible format to reflect on Mary’s titles through a thirty-one-day personal retreat, a series of novenas, or with visio divina exercises using striking images by printmaker Kreg Yingst. As you reflect on Mary in her role as Mother of Good Counsel, Woman Clothed with the Sun, Mystical Rose, Mother of Sorrows, Queen of the Angels, and other titles, Paintner invites you to hear what God calls you to develop in your life, help that dream or vision grow, and then nourish it in the world. Whether you’re meeting Mary for the first time in these magnificent titles or revisiting her as a beloved companion, Birthing the Holy invites you to see the exploration of Mary and your life as a spiritual and creative act, one that can help deepen your faith even as it sparks new growth within you.
School social workers engage in different forms of consultation on a daily basis, yet they rarely think about or describe this work as 'consultation.' Further, school social work practice research finds that consultation is among the most frequently performed practice tasks, yet consultation is rarely defined in school social work literature or research. This book adapts the consultation theory and practice framework put forward by June Gallessich (1982) that defines consultation in specific terms and proposes that there are six models of consultation. These models are organizational consultation, program consultation, education and training consultation, mental health consultation, behavioral consultation, and clinical case consultation. The models are differentiated according to their problem focus, outcome goal, intervention methods, change processes, power base, and value system. School social work consultation services are an important pathway to help school systems fulfill their educational mission and to help school personnel become more effective in their professional work. It is consistent with current trends in educational policy that call upon school social workers to take a multisystem approach to addressing school needs on a school-wide, class-wide, or individual level. The overarching goal of the book is to provide school social workers with the knowledge, skill, and confidence to implement consultation services. Consultation is a powerful method to 'realize the promise of the whole-school approach' and to help homes, schools, and communities foster school success and student well-being.
The Five Cs of Nurturing Heart Centered LearningTM (A heart-centered approach to meeting students’ social-emotional needs and fostering academic success)
The Five Cs of Nurturing Heart Centered LearningTM (A heart-centered approach to meeting students’ social-emotional needs and fostering academic success)
Build a thriving school community that creates healthy, resilient, and successful students. A companion to Mindfulness Practices, this research-backed guide outlines how to teach self-regulation by fostering the five Cs of social-emotional learning and mindfulness: consciousness, compassion, confidence, courage, and community. The authors provide a wealth of practical exercises, strategies, and tools to bring this scientifically proven approach to life across grade levels and subject areas. Use this resource to foster the well-being of every learner: Benefit from exercises that infuse social-emotional concepts and 21st century skills into academic curriculum across subjects and grade levels. Discover ideas for incorporating historical examples of consciousness, compassion, confidence, courage, and community into classwork. Learn ways to assess the five Cs elements, including the research-based S-CCATE tool, to provide evidence for what might seem unquantifiable. Become familiar with different ways educators have implemented Heart Centered LearningTM in the real world. Work with numerous activities and mindsets that foster a mixture of vulnerability and strength and ameliorate trauma. Contents: Introduction Chapter 1: Heart Centered Learning Chapter 2: Heart Physiology and Heart-Mind Connections Chapter 3: Consciousness Chapter 4: Compassion Chapter 5: Confidence Chapter 6: Courage Chapter 7: Community Chapter 8: Conscious Leadership Epilogue: Taking Heart, Having Heart—Looking to Our Future Appendix: S-CCATE—A Visioning and Assessment Tool to Create Heart Centered Communities References and Resources Index
This balanced and encouraging book shows how the adult single can embrace and maintain chastity as an important contribution to the church's witness and mission.
The book is intended as a contribution to the history of England as a whole in the fifteenth century and to the study of the long-term development of the English landed classes and the English constitution.
This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement.Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic, recognizes the voice and expertise of community partners, addresses the power imbalances between communities and academic institutions, and develops an educational experience that is potentially transformative and promotes civic responsibility.Informed by the literature of critical service-learning, critical race theory, intercultural communication theory, and social-constructivism, this book attempts to deconstruct the assumption of the preeminence of academic knowledge to reconstruct a new operational paradigm of equity-centeredness that validates community capacity to guide faculty in their redesign of service-learning curriculum, activities, collaborations, and scholarship. It is based on the principles of:·Student Agency (demonstrated as enhanced skills, knowledge, and motivation)·Community Efficacy (recognition of community assets and capacity-building)·Scholarly Advocacy (leveraging evidence-based research-based for equity-centered learning, serving, and social justice)The authors offer examples of syllabi, lessons and assignments, reflection questions, evaluation rubrics, as well as an array of teaching tips that illustrate strategies for use in the classroom and in the field.The book is addressed to faculty embarking on service-learning and to seasoned scholar practitioners looking for innovative ideas, as well as to campus administrators who coordinate community outreach or college student volunteer services, offering guidance on leveraging resources and fiscal support from external stakeholders. It is also designed to serve as a resource for professional development workshops and faculty scholar learning communities.It offers a rich compendium of ideas and examples from which faculty and practitioners can select exercises and elements to incorporate or adapt for their courses, whether designing short-term engagements or extended service-learning programs.
This book shows the mechanisms by which cultural differences reinforce structural privilege and disadvantage in the informal process of mediated negotiation. Are all people equally likely to pursue their own material self-interest in the negotiation process used in small claims mediation? Did Latinos and Anglos bargain more generously with members of their own group? The central questions, derived from theories of ethnic and gender differences, concerned how, and to what degree; culture, structure, and individual choice operated to alter the goals, bargaining process and outcomes, expressed motivations and outcome evaluations for outsider groups. This book demonstrates how there are real cultural differences in the way that Latinos and Anglos pursue monetary justice that defy dominant assumptions that all culture groups are equally likely to maximize their own outcomes at the expense of others.
Read a free excerpt here! American engineers have done astounding things to bend the Mississippi River to their will: forcing one of its tributaries to flow uphill, transforming over a thousand miles of roiling currents into a placid staircase of water, and wresting the lower half of the river apart from its floodplain. American law has aided and abetted these feats. But despite our best efforts, so-called “natural disasters” continue to strike the Mississippi basin, as raging floodwaters decimate waterfront communities and abandoned towns literally crumble into the Gulf of Mexico. In some places, only the tombstones remain, leaning at odd angles as the underlying soil erodes away. Mississippi River Tragedies reveals that it is seductively deceptive—but horribly misleading—to call such catastrophes “natural.” Authors Christine A. Klein and Sandra B. Zellmer present a sympathetic account of the human dreams, pride, and foibles that got us to this point, weaving together engaging historical narratives and accessible law stories drawn from actual courtroom dramas. The authors deftly uncover the larger story of how the law reflects and even amplifies our ambivalent attitude toward nature—simultaneously revering wild rivers and places for what they are, while working feverishly to change them into something else. Despite their sobering revelations, the authors’ final message is one of hope. Although the acknowledgement of human responsibility for unnatural disasters can lead to blame, guilt, and liability, it can also prod us to confront the consequences of our actions, leading to a liberating sense of possibility and to the knowledge necessary to avoid future disasters.
In many of the world's religions, both polytheistic and monotheistic, a seemingly enigmatic and paradoxical image is found--that of the god who worships. Various interpretations of this seeming paradox have been advanced. Some suggest that it represents sacrifice to a higher deity. Proponents of anthropomorphic projection say that the gods are just "big people" and that images of human religious action are simply projected onto the deities. However, such explanations do not do justice to the complexity and diversity of this phenomenon.In Religion of the Gods, Kimberley C. Patton uses a comparative approach to take up anew a longstanding challenge in ancient Greek religious iconography: why are the Olympian gods depicted on classical pottery making libations? The sacrificing gods in ancient Greece are compared to gods who perform rituals in six other religious traditions: the Vedic gods, the heterodox god Zurvan of early Zoroastrianism, the Old Norse god Odin, the Christian God and Christ, the God of Judaism, and Islam's Allah. Patton examines the comparative evidence from a cultural and historical perspective, uncovering deep structural resonances while also revealing crucial differences.Instead of looking for invisible recipients or lost myths, Patton proposes the new category of "divine reflexivity." Divinely performed ritual is a self-reflexive, self-expressive action that signals the origin of ritual in the divine and not the human realm. Above all, divine ritual is generative, both instigating and inspiring human religious activity. The religion practiced by the gods is both like and unlike human religious action. Seen from within the religious tradition, gods are not "big people," but other than human. Human ritual is directed outward to a divine being, but the gods practice ritual on their own behalf. "Cultic time," the symbiotic performance of ritual both in heaven and on earth, collapses the distinction between cult and theology each time ritual is performed. Offering the first comprehensive study and a new theory of this fascinating phenomenon, Religion of the Gods is a significant contribution to the fields of classics and comparative religion. Patton shows that the god who performs religious action is not an anomaly, but holds a meaningful place in the category of ritual and points to a phenomenologically universal structure within religion itself.
Although Cora Du Bois began her life in the early twentieth century as a lonely and awkward girl, her intellect and curiosity propelled her into a remarkable life as an anthropologist and diplomat in the vanguard of social and academic change. Du Bois studied with Franz Boas, a founder of American anthropology, and with some of his most eminent students: Ruth Benedict, Alfred Kroeber, and Robert Lowie. During World War II, she served as a high-ranking officer for the Office of Strategic Services as the only woman to head one of the OSS branches of intelligence, Research and Analysis in Southeast Asia. After the war she joined the State Department as chief of the Southeast Asia Branch of the Division of Research for the Far East. She was also the first female full professor, with tenure, appointed at Harvard University and became president of the American Anthropological Association. Du Bois worked to keep her public and private lives separate, especially while facing the FBI's harassment as an opponent of U.S. engagements in Vietnam and as a "liberal" lesbian during the McCarthy era. Susan C. Seymour's biography weaves together Du Bois's personal and professional lives to illustrate this exceptional "first woman" and the complexities of the twentieth century that she both experienced and influenced.
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