Originally published in 1929, this book presents a series of pieces on various aspects of Christian practice by Edward Russell Bernard. The text is divided into two parts: the first part contains twelve sermons and the second contains three lectures. This book will be of value to anyone with an interest in the writings of Bernard and biblical studies.
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Originally published in 1929, this book presents a series of pieces on various aspects of Christian practice by Edward Russell Bernard. The text is divided into two parts: the first part contains twelve sermons and the second contains three lectures. This book will be of value to anyone with an interest in the writings of Bernard and biblical studies.
Oxford English for Academic Purposes offers a specialist course covering listening, speaking and reading in key areas of academic life such as lectures, presentations and textbooks. The course is consistent with levels A2 to C1 of the Common European Frame of Reference for the teaching of foreign languages. Great downloadable resources to support you when using Oxford English for Academic Purposes can be found at https://elt.oup.com/student/oxfordeap/
Winner of the 2015 CPTSC Award for Excellence in Program Assessment Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.
Far from being the province of magic, witchcraft, and sorcery, indigenous understanding of contagious disease in Africa and elsewhere in the developing world very often parallels western concepts of germ theory, according to the author. Labeling this 'indigenous contagion theory (ICT),' Green synthesizes the voluminous ethnographic work on tropical diseases and remedies_as well as 20 years of his own studies and interventions on sexually transmitted diseases, AIDS, and traditional healers in southern Africa_to demonstrate how indigenous peoples generally conceive of contagious diseases as having naturalistic causes. His groundbreaking work suggests how western medical practitioners can incorporate ICT to better help native peoples control contagious diseases.
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