Her sense of dignity and comfort would be shaken like she could never have imagined... As the wife of Chuza, the steward of Herod, Joanna has access to much wealth and prestige, but still feels unfulfilled. She hides her secret immoral lifestyle. Through her best friend, Mary of Magdala, she encounters two men who reveal themselves as Parthians, enemies of the Roman Empire. At first it's all fun and parties; but then the Parthian men threaten Joanna. She must decide whether to support the Parthian invasion, or to stand by Chuza, who is loyal to the tyrant Herod. While Mary takes an unusual interest in Jesus, Joanna is determined to fix things without religion. Joanna thinks she can control her life, but when she is threatened, she is forced into making decisions that will affect her relationships, friendships, and eventually the safety of the Roman Empire. Can she save herself and her nation?
What if teachers could dramatically reduce the amount of time they spend reviewing and correcting student work and actually see better results in terms of student learning? That’s the goal of Glen Pearsall, who shares dozens of classroom-tested strategies that lessen teachers’ workload while increasing students’ class participation and improving their understanding. Readers will learn how to • Refine their classroom questioning techniques to continually check students’ progress and provide instant feedback; • Encourage students to internalize learning goals so they better understand what is expected of them; • Use fast, formative assessment strategies to check and correct during class time; • Modify traditional summative-testing strategies to monitor student progress in a formative way; • Speed up the correction process via student self-proofing, representative sampling, and helpful technology tools; and • Engage students in becoming actively involved in assessing their own work. Drawing from his own experience as a teacher and coach, Pearsall offers practical, real-world advice in the form of techniques that are both effective and sustainable in the everyday classroom. The result is smarter assessment—for both teachers and students.
The Guenther family appears to have originated in Switzerland. Members of the family converted to the Anabaptist movement and were forced to flee first to Moravia and later to the valley of the Vistula in Poland and west Prussia. Eventually members of the family became Mennonites and moved to the Ukraine where a number of Germans were settling. One of the Guenthers to move there was Franz Günther (1827-1900) who married Maria Warkentin and was the father of six children. In 1878 Franz, Maria and four of their children immigrated to America. They settled in South Dakota where one of the children, Cornelius F. Guenther (185301934) married Eva Dürksen and was the father of fourteen children. Their many descendants live throughout the United States.
It is a practice, commonly known as "mutual aid," that has distinguished Mennonites since their beginning -- the unconditional offer of aid and assistance when trouble strikes a member. But now that only comparatively few Mennonites are self-employed, and now that many women work outside their homes, these people are less able to respond in traditional ways. On top of that, the community is faced with a new varieties of "trouble" -- those brought on by dysfunctional families, medical advances that extend life but don't remove the need for care, urban crisis of poverty and race. A candid exploration of how a traditional practice has been adapted to the modern world, through well-told stories.
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