- Table View
- List View
Who's Who in the Bible
by Rev Albert E. Sims And Rev. George DentThis detailed and accessible A–Z reference offers clear and authoritative biographical information on the Bible&’s numerous characters. From Aaron and Abel to Zohar and Zurishaddai, Who&’s Who in the Bible presents essential information on the many individuals who appear in the Old and New Testaments. Each entry provides the reader with a complete listing of where the individual is mentioned in the Bible, making it easy to follow the continuity of his or her role throughout the scriptures. Supplementary materials include a pronunciation guide, a timeline of the kings of Judah and Israel, and the genealogies of Jesus according to Matthew and Luke.
Who's Who in the New Testament
by Canon Ronald Brownrigg Ronald BrownriggWho's Who in The New Testament is the most complete and detailed reference book of its kind. Paying close attention to the places linked with the major events of Jesus's life, it provides:* over 300 extensive entries covering every major character* detailed biographical information on each character, including exactly where to find them in the Bible* the complete historical, geographical and archaeological context of each entry* an extremely accessible and easy to use A-Z layout* extensive geographical entries focusing on the growth of the Christian Church and the key locations in the New Testament* comprehensive interpretative analysis of the varying versions of the Gospels and the characters of the authors.
Who's Who in the Old Testament: Together With The Apocrypha (Festival Bks.)
by Joan ComayWho's Who in the Old Testament brings vividly to life the thousands of characters in the Old Testament, and provides:* nearly 3000 extensive entries covering every character* detailed biographical information on each character, including exactly where to find them in the Bible* the complete historical, geographical and archaeological context of each entry* comprehensive chronology of the times* a section on the Apocrypha - the collection of works that bridges the gap between the Old and New Testaments.
Whose Canada?
by Yasmine Shamsie Ricardo GrinspunContributors include Sharryn Aiken (Queen's), Maude Barlow (Council of Canadians), Dorval Brunelle (UQAM), Duncan Cameron (SFU), Bruce Campbell (Canadian Centre for Policy Alternatives, CCPA), Tony Clarke (Polaris Institute), Stephen Clarkson (Toronto), Marjorie Griffin Cohen (Simon Fraser), Kathy Corrigan (Canadian Union of Public Employees), Murray Dobbin (CCPA), Jim Grieshaber-Otto (CCPA), Andrew Jackson (Canadian Labour Congress), Marc Lee (CCPA), Benoît Lévesque (UQAM), Elizabeth May (Green Party), Garry Neil (International Network for Cultural Diversity), Larry Pratt (Alberta), David Robinson (Canadian Association for University Teachers), Mario Seccareccia (Ottawa), Steven Shrybman (Sack, Goldblatt, & Mitchell), Scott Sinclair (CCPA), Steven Staples (Ceasefire.ca), and Michelle Swenarchuk (Canadian Environmental Law Association).
Whose Choice?: Contentious Issues for Those Working with People with Learning Difficulties (Routledge Library Editions: Special Educational Needs #10)
by Judith Coupe O’Kane Juliet GoldbartFirst published in 1996. Three major and topical issues which affect the lives of people with learning difficulties and those who work and live with them are sexuality, integration and age appropriateness. These issues are contentious and controversial and there are no simple solutions. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.
Whose Feet? (Step into Reading)
by John Kanzler Nina HessMole claws scrape out a new home. A duck uses her webbed feet to flip underwater and search for a snack. Orangutan feet grab on tight as they swing from vine to vine. Who knew that feet could be so special and perform such extraordinary feats!
Whose Hat Is It? (My First I Can Read)
by Valeri GorbachevWhen a little turtle comes across a lost hat, he is determined to find its owner. He asks Mouse, and Rabbit, and even Crocodile if it belongs to them, but they all say it isn't theirs. Whose hat can it be?
Whose History: Essays in Perception
by Caroline EllwoodToday, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan
Whose History: Essays in Perception
by Caroline EllwoodToday, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan
Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters
by Robert C. Calfee Kenneth S. Goodman Yetta M. GoodmanAccountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws. The authors, all leading researchers from the U.S., U.K., Scotland, France, and Germany, have a wide range of views but share in common a deep concern about the lack of respect for knowledge among policy makers. Each author comes to the common subject of this volume from the vantage point of his or her major interests, ranging from an exposition of what should be the best knowledge utilized in an aspect of literacy education policy, to how political decisions are impacting literacy policy, to laying out the history of events in their own country. Collectively they offer a critical analysis of the condition of literacy education past and present and suggest alternative courses of action for the future.
Whose Math Is It?: Building Student Ownership in Mathematics
by Joseph AssofFoster Confidence and Ownership in Every Math Student When it comes to math, does it feel like some students embrace problem-solving with agency and ownership while others are confused—or simply along for the ride? How do educators bridge that divide to develop competence, confidence, and ownership in every student? The answers lie in establishing clear and effective measures for success. Steeped in the principles of success criteria, Whose Math Is It? provides educators with everything they need to create a classroom environment where students feel empowered to step up and take the lead. Divided into two parts, this must-read guide first defines what success looks like for math students, then provides the research-based best practices teachers can use to help students take control of their learning. Learn how to: Define and establish effective success criteria in a mathematics classroom Implement a variety of strategies to support student ownership and success Develop class-wide social norms specific to math Promote metacognition through self-regulated learning, self-assessment, and feedback Reinforce student ownership through structured peer interactions and collaboration Whose Math Is It? is an essential resource for K-12 math teachers who want to empower their students to actively own their mathematics learning. By emphasizing the importance of success criteria, promoting self-regulated learning, and developing math-specific social norms, this book provides practical strategies for creating an environment where when asked, "Whose math is it?" every student can emphatically respond: My math!
Whose Math Is It?: Building Student Ownership in Mathematics
by Joseph AssofFoster Confidence and Ownership in Every Math Student When it comes to math, does it feel like some students embrace problem-solving with agency and ownership while others are confused—or simply along for the ride? How do educators bridge that divide to develop competence, confidence, and ownership in every student? The answers lie in establishing clear and effective measures for success. Steeped in the principles of success criteria, Whose Math Is It? provides educators with everything they need to create a classroom environment where students feel empowered to step up and take the lead. Divided into two parts, this must-read guide first defines what success looks like for math students, then provides the research-based best practices teachers can use to help students take control of their learning. Learn how to: Define and establish effective success criteria in a mathematics classroom Implement a variety of strategies to support student ownership and success Develop class-wide social norms specific to math Promote metacognition through self-regulated learning, self-assessment, and feedback Reinforce student ownership through structured peer interactions and collaboration Whose Math Is It? is an essential resource for K-12 math teachers who want to empower their students to actively own their mathematics learning. By emphasizing the importance of success criteria, promoting self-regulated learning, and developing math-specific social norms, this book provides practical strategies for creating an environment where when asked, "Whose math is it?" every student can emphatically respond: My math!
Whose School is it Anyway?: Power and politics
by Kathryn RileyIn the 1970s, two events in particular, the William Tyndale School and James Callaghan's Ruskin speech, generated extensive media coverage and political activity and became 'watersheds' along the path to political and educational reform. This has shaped the system of school and governments in the 1990s. This book revisits Tyndale and Ruskin and examines their legacy. Drawing on contemporary accounts of a number of key individuals who were involved in those watershed events, it recasts their stories in the light of current changes in education. The book explores the extent to which both these events shifted assumptions about education and provided the rationale for policy changes. It argues that fundamental questions need to be asked about the nature of the reform agenda and in particular, the balance of power. It also places the reform agenda within an international context.
Why?: What Makes Us Curious
by Mario LivioAstrophysicist and author Mario Livio investigates perhaps the most human of all our characteristics—curiosity—as he explores our innate desire to know why.Experiments demonstrate that people are more distracted when they overhear a phone conversation—where they can know only one side of the dialogue—than when they overhear two people talking and know both sides. Why does half a conversation make us more curious than a whole conversation? In the ever-fascinating Why? Mario Livio interviewed scientists in several fields to explore the nature of curiosity. He examined the lives of two of history’s most curious geniuses, Leonardo da Vinci and Richard Feynman. He also talked to people with boundless curiosity: a superstar rock guitarist who is also an astrophysicist; an astronaut with degrees in computer science, biology, literature, and medicine. What drives these people to be curious about so many subjects? Curiosity is at the heart of mystery and suspense novels. It is essential to other forms of art, from painting to sculpture to music. It is the principal driver of basic scientific research. Even so, there is still no definitive scientific consensus about why we humans are so curious, or about the mechanisms in our brain that are responsible for curiosity. Mario Livio—an astrophysicist who has written about mathematics, biology, and now psychology and neuroscience—explores this irresistible subject in a lucid, entertaining way that will captivate anyone who is curious about curiosity.
Why "A" Students Work for "C" Students and Why "B" Students Work for the Government
by Robert T. KiyosakiKiyosaki expands on his belief that the school system was created to churn out 'Es' / Employees... those "A Students" who read well, memorize well and test well... and not the creative thinkers, visionaries and dreamers -entrepreneurs-in-the-making... those "C Students who grow up to be the innovators and creators of new ideas, businesses, applications and products.The book urges parents not to be obsessed with their kids' "letter grades" ("good grades" might only mean they or the student themselves were successful in jamming a square peg into a round hole...) and focus, instead, on concepts, ideas, and helping their child find their true genius, their special gift. The path they can pursue with a love and true passion.Robert showcases success stories of "C Students" who grew up to be phenomenal successes - and HIRED those "A Students"(attorneys, accountants, and other school-smart specialists) to work in their businesses... while the more average students, "B Students," often find themselves in government-type jobs...Not surprisingly, Kiyosaki will coin his own definitions of what "A," "B," and "C" stand for as he gives parents and their children bits of wisdom as well as insights and tools for navigating an ever-changing world... an Information Age world where the ability to change and adapt, understand relationships, and anticipate the future will shape their lives.
Why Adults Learn: Towards a Theory of Participation in Adult Education (Routledge Library Editions: Adult Education)
by Sean CourtneyOriginally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities. The book challenges the psychological emphasis of much research on adult learning. It concentrates on the concept of social participation and its implications for a reinterpretation of adult learning as an aspect of a person's involvement with his or her community or society.
Why Afterschool Matters
by Ingrid A. NelsonIncreasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation. Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students. Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.
Why Are Professors Liberal and Why Do Conservatives Care?
by Neil GrossSome observers see American academia as a bastion of leftist groupthink that indoctrinates students and silences conservative voices. Others see a protected enclave that naturally produces free-thinking, progressive intellectuals. Both views are self-serving, says Neil Gross, but neither is correct. Why Are Professors Liberal and Why Do Conservatives Care? explains how academic liberalism became a self-reproducing phenomenon, and why Americans on both the left and right should take notice. Academia employs a higher percentage of liberals than nearly any other profession. But the usual explanations-hiring bias against conservatives, correlations of liberal ideology with high intelligence-do not hold up to scrutiny. Drawing on a range of original research, statistics, and interviews, Gross argues that "political typing" plays an overlooked role in shaping academic liberalism. For historical reasons, the professoriate developed a reputation for liberal politics early in the twentieth century. As this perception spread, it exerted a self-selecting influence on bright young liberals, while deterring equally promising conservatives. Most professors' political views were formed well before they stepped behind the lectern for the first time. Why Are Professors Liberal and Why Do Conservatives Care? shows how studying the political sympathies of professors and their critics can shed light not only on academic life but also on American politics, where the modern conservative movement was built in no small part around opposition to the "liberal elite" in higher education. This divide between academic liberals and nonacademic conservatives makes accord on issues as diverse as climate change, immigration, and foreign policy more difficult.
Why Are School Buses Always Yellow?: Teaching for Inquiry, K-8 (Corwin Teaching Essentials)
by John F. BarellTurn natural curiosity into deep, lasting learnings! Help students transform their playful wonderings into deeper questions about content—and develop the higher-level thinking skills they need for success in school and in life. In this invaluable resource you’ll find simple, yet systematic ways to develop authentic student inquiry that fosters deep learning. This new edition features: Updates based on the latest research around inquiry-based teaching Examples for K–8 across subject areas New emphasis on critical thinking about technologies New and updated activities, checklists, templates, and implementation tools Alignment with Common Core and Next Generation Science Standards
Why Are School Buses Always Yellow?: Teaching for Inquiry, K-8 (Corwin Teaching Essentials)
by John F. BarellTurn natural curiosity into deep, lasting learnings! Help students transform their playful wonderings into deeper questions about content—and develop the higher-level thinking skills they need for success in school and in life. In this invaluable resource you’ll find simple, yet systematic ways to develop authentic student inquiry that fosters deep learning. This new edition features: Updates based on the latest research around inquiry-based teaching Examples for K–8 across subject areas New emphasis on critical thinking about technologies New and updated activities, checklists, templates, and implementation tools Alignment with Common Core and Next Generation Science Standards
Why Are So Many Minority Students in Special Education?
by Beth Harry Janette KlingnerThe second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.
Why Are There Stripes on the American Flag? (Cloverleaf Books (tm) -- Our American Symbols Ser.)
by Martha E. Rustad Kyle PolingDo you know why the US flag has stars and stripes on it? What does the flag stand for, and why do we say the Pledge of Allegiance? Join Mr. Gomez's class as they study the flag to find out! They'll learn when the first American flag was made, what the Pledge of Allegiance means, and why we still honor the flag today.
Why Are You Here and Not Somewhere Else: Selected Essays
by Harry L. DavisHarry L. Davis joined the faculty of the University of Chicago Booth School of Business in 1963, and he has since become one of the most influential figures in business education in the United States and abroad. He helped develop the first core leadership program of any top-rated MBA institution in the country and the Management Lab. Davis also helped Booth pioneer its first international campus in Barcelona in 1983, where he served as deputy dean for a decade. On the occasion of the fiftieth anniversary of Davis's arrival at the Booth School, Why Are You Here and Not Somewhere Else offers seven essays by Davis that offer new perspectives and contribute to a more well-rounded understanding of business education. Adapted from convocation addresses given by Davis at different points during his five-decade career, the essays encapsulate the spirit of business education at the Booth School, while at the same time providing encouraging, invaluable wisdom for those about to embark on business careers or take on leadership positions. Topics addressed range from the role of the university in the business world to the crucial role of intangible values in shaping one's career. Davis has been a formative influence on more executives and leaders than perhaps any other business educator living today, and Why Are You Here and Not Somewhere Else provides a unique and valuable perspective on how leaders in business and elsewhere can shape and define their careers in new ways.
Why Aren't We There Yet?: Taking Personal Responsibility for Creating an Inclusive Campus (An ACPA Co-Publication)
by Jan Arminio Vasti Torres Raechele L. PopeCo-published with Despite seeming endless debate and public attention given to the issue for several decades, those committed to creating welcoming and engaging campus environments for all students recognize that there is considerably more work to be done, and ask “Why aren’t we there yet, and when will we be done?” While our campuses have evolved from being exclusionary and intolerant, and publicly espouse the objectives of being welcoming, accepting, affirming, and engaging, the data on admissions, retention, and graduation clearly indicate that these goals have not been achieved.The contributors to this book seek to offer new insights to improve student affairs, emphasizing action that recognizes this is a complex and multi-faceted process, and beginning with the assertion that, without recognizing the influences of privilege and inequality, we educators cannot promote truly welcoming environments. This book focuses on guiding individuals and groups through learning how to have difficult conversations that lead us to act to create more just campuses, and provides illustrations of multiple ways to respond to difficult situations. It advocates for engaging in fruitful dialogues regarding differing social identities including race, ethnicity, religion, gender, and sexual orientation, to lead readers through a process that advocates for justice, and for taking personal responsibility for contributing to the solution. The book is framed around the five elements of the process of engaging in difficult conversations that not only advocate for change but also create change: self knowledge, knowledge of and experiences with others, understanding historical and institutional contexts, understanding how to change the status quo, and transformative action.