Through their scientific research and clinical practice, husband and wife team Gene D. Cohen and Wendy L. Miller uncovered new clues about how the aging mind can build resilience and continue growth, even during times of grave illness, thus setting aside the traditional paradigm of aging as a time of decline. Cohen, considered one of the founding fathers of geriatric psychiatry, describes what happens to the brain as it ages and the potential that is often overlooked. Miller, an expressive arts therapist and educator, highlights stories of creative growth in the midst of illness and loss encountered through her clinical practice. Together, Cohen and Miller show that with the right tools, the uncharted territory of aging and illness can, in fact, be navigated. In this book, the reader finds the real story of not only Cohen's belief in potential, but also how he and his family creatively used it in facing his own serous health challenges. With Miller's insights and expressive psychological writing, Sky Above Clouds tells the inside story of how attitude, community, creativity, and love shape a life, with or without health, even to our dying. Cohen and Miller draw deeply on their own lessons learned as they struggle through aging, illness, and loss within their own family and eventually Cohen's own untimely death. What happens when the expert on aging begins to age? And what happens when the therapist who helps others cope with illness and loss is forced to confront her own responses to these experiences? The result is a richly informative and emotional journey of growth.
This book employs cognitive linguistics to determine the foundational elements of the ancient Israelites’ concept of teaching as reflected in the text of the Hebrew Bible and Ben Sira. It analyzes four prominent lexemes that comprise a lexical set referring to the act of teaching: ירה-H, למד-D, ידע-H, and יסר-D. The study concludes that, in its most basic form, the concept of teaching in ancient Israel was that a teacher creates the conditions in which learning can occur. The methodology employed in this project is built on a premise of cognitive studies, namely, that because teaching is a universal human activity, there is a universal concept of teaching: one person A recognizes that another person B lacks knowledge, belief, skills, and the like (or has incomplete or distorted knowledge, etc.), and person A attempts to bring about a changed state of knowledge, belief, or skill in person B. This universal concept provides the starting place for understanding the concept of teaching that Biblical Hebrew reflects, and it also forms the conceptual base against which the individual lexemes are profiled. The study incorporates a micro-level analysis and a macro-level analysis. At the micro-level, each lexeme is examined with respect to its linguistic forms (the linguistic analysis) and the contexts in which the lexeme occurs (the conceptual analysis). The linguistic analysis considers the clausal constructions of each instantiation and determines what transitivity, ditransitivity, or intransitivity contributes to the meaning. Collocations of the lexeme, including prepositional phrases, adverbial adjuncts, and parallel verbs, are evaluated for their contribution to meaning. The conceptual analysis of each lexeme identifies the meaning potential of each word, as well as what aspect of the meaning potential each instantiation activates. The study then determines the lexeme’s prototypical meaning, which is profiled on the base of the universal concept of teaching. This step of profiling represents an important adaptation of the cognitive linguistics tool of profiling to meet the special requirements of working with ancient texts in that it profiles prototype meanings, not instantiations. In the macro-analysis, the data of all four lexemes in the lexical set are synthesized. The relationships among the lexemes are assessed in order to identify the basic level lexeme and consider whether the lexemes form a folk taxonomy. Finally, the profiles of the four prototype meanings are collated and compared in order to describe the ancient Israelite concept of teaching. The study finds that the basic level item of the lexical set is למד-D based on frequency of use and distribution. In its prototypical definition, למד-D means to intentionally put another person in a state in which s/he can acquire a skill or expertise through experience and practice. In contrast to this sustained kind of teaching, the prototypical meaning of ירה-H is situational in nature: a person of authority or expertise gives specific, situational instruction to someone who lacks knowledge about what to do. The lexemes יסר-D and ידע-H represent the most restricted and the most expansive lexemes, respectively: the prototypical meaning of יסר-D is to attempt to bring about changed behavior in another person through verbal or physical means, often to the point of causing pain; the prototypical meaning of ידע-H is that a person of authority causes another person to be in a state of knowing something from the divine realm or related to experiences with the divine realm. The study determines that while the four lexemes of the Biblical Hebrew lexical set “to teach” have significant semantic overlap, they cannot be construed in a folk taxonomy because the words are not related in a hierarchical way.
Some of the very best writings on issues involving local government can be found in journals published by the American Society for Public Administration or journals with which ASPA is associated. This volume includes thirty of the most outstanding articles that have been published over the past sixty years in these journals. Local Government Management is an ideal supplement for any course in local management and administration, whether the audience is students or practicing professionals.
Previously published as The Early Years Professional’s Complete Companion, this new edition has been thoroughly updated and is the essential resource for aspiring and existing leaders of early years practice. Covering a wide range of theoretical and practical concepts, this book helps the reader consider how they can develop excellent practice within their unique setting. Divided into three distinct sections, the book begins by exploring the origins of early years practice, before discussing principles in development, social policy and child protection. The second section considers what constitutes high quality practice, and reflects on the role of emotional security, environment, and adults in shaping children’s learning and development. The third and final section examines how activities associated with continued professional development impact on teaching standards, before finishing with a discussion on international perspectives on early years practice. Key features include: New chapters on safeguarding, children’s rights, continuous professional development and international perspectives of early years practice. Chapter objectives, tasks and links to the Early Years Foundation Stage. Case studies with questions for reflection to promote critical thinking. New developments in the early years practice arena are outlined, including the emergence of Early Years Teacher Status (EYTS). This book is an essential text for those working towards qualifications in early years teaching and leading practice, and provides a flexible basis for tutors, trainers, assessors and mentors to further develop programmes of education and training. It will also appeal to teachers and practitioners interested in considering potential routes for continuing their professional development.
This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden. It is well established that investment in good quality early childhood education yields the best outcomes for children, and that there is significant correlation between quality early childhood learning environments and qualified teachers. As such, this book offers key insights into academic approaches to the design, implementation and assessment of early childhood teacher programs, and how these programs are shaped in response to requirements and constraints, both within the university context and beyond. This book provides a focus to inform future practice for decision-makers of early childhood teacher policy; researchers interested in improving the quality and status of early childhood education; and assessors of early childhood teacher programs.
Daniel is a book of exile and expectation. In a foreign land, God's people face confusion, uncertainty, and even death. Where is God? What is his plan? What is the future for us? The book's familiar stories and unsettling visions answer these questions with a simple but stunning truth: the God of Israel is sovereign king of a world-encompassing eternal kingdom. He is king of all kings, and although his rule may not always be obvious, he alone rules a kingdom that will endure. One day, his king will reign with his people over an indestructible kingdom forever Until that day, God's people live and often suffer in exile among the kingdoms of the world but they can endure with courage and confidence as they await the coming fullness of God's eternal kingdom, The Zondervan Exegetical Commentary on the Old Testament series shows readers that how a biblical author says something is just as important as what they say. Designed for the pastor and Bible teacher the series carefully analyzes the discourse of each Old Testament book and shows how the main thrust of each passage contributes to the development of the whole composition in the original Hebrew. For each passage, it consistently provides the main idea of the passage, its literary context, the author's original translation and exegetical outline with Hebrew layout, its structure and literary form, an explanation of the text, and its canonical and practical significance. While primarily designed for those with a basic knowledge of biblical Hebrew, Hebrew words are always explained so that anyone who desires to understand the Old Testament and communicate its message will find the volumes in this series beneficial.
“Will Bono Find His Forever Home” is a touching story about a real life, mischievous shelter dog who nobody wanted. He goes through a roller coaster of emotions wondering why he is in a shelter with all these different kinds of dogs. However, Bono is not a good boy! He tears up pillows, bites other dogs and people and he pees all over the place. How will this homeless bad boy find a loving home? This is an adventurous story about a real-life shelter dog and his loving shelter worker. “Will Bono Find His Forever Home” is a touching, fun story that teaches compassion and shelter dog awareness, while having a couple laughs and maybe a tear or two.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.