Preacher\u27s Magazine Volume 38 Number 02

Sorry! I Can’t Hear What You Say, Editorial The Altar Service, Joseph H. Smith What Do You Do with Your Money? Douglas Horton Sermon of the Month, Russell Metcalfe Nazarenes—Stewardship Is Not Optional, Morris Chalfant Pulpit and Pew, William Hanna Gleanings from the Greek New Testament, Ralph Earle Qualities That Make a Good Preacher, D. H. Spencer Wesley and Good Works, Eric E. Jorden “Queen of the Parsonage,” Audrey Williamson Wasted Wives, Wesley D. Tracy Contradictory Impossibles, Edwin F. Harvey Methodism’s Tobacco Road, Orlo Strunk, Jr. “We Are Come for Such a Time,” Patricia Ward Sermon Workshop, Nelson G. Mink Preaching Program Stewardship Quotations, Earl C. Wolf Book Briefshttps://digitalcommons.olivet.edu/cotn_pm/1427/thumbnail.jp

Power, politics and prestige : the business of INGO development in rural areas of Lebanon

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The academic, linguistic and social development of bilingual pupils in secondary education: issues of diagnosis, pedagogy and culture

Different pedagogical and curricular approaches to bilingual pupils are examined at two institutions. At the first institution, an off-site language unit, bilingual pupils are shown to be denied access to the full range of normal classroom discourses, being denied opportunities to initiate discussions, ask questions or work in small groups. When pupils attempt to take control of discourses themselves, their cognitive-linguistic inputs, imperfectly expressed, are often interpreted as incorrect. Typically, existing language and learning skills, including first-language skills, are not taken into account by teachers, and cognitive levels are set at levels commensurate with the pupils' second-language, rather than first-language, competences. This pedagogical approach, described as 'language led', results in pupils engaging in language-learning activities far below those appropriate to their chronological ages. At the second institution, a mainstream comprehensive school, bilingual pupils are shown ostensibly to be provided access to a curriculum appropriate to their chronological ages, and to the full range of normal classroom discourses. It is argued, however, that particular discursive forms and genres imported into the classroom from 'out-of-school' cultures - for example, preferred ways of writing and drawing - are treated by teachers as incorrect and as symptoms of pupil deficiency. This results in unhelpful pedagogies which inhibit pupils' linguistic-academic development. The thesis concludes by describing classroom situations in which more helpful pedagogical approaches are adopted, through teachers 'distancing themselves' from their own and their pupils' cultural preferences and through treating alternative forms of representation as different rather than as merely wrong. Such teachers adopt a policy of extending their pupils, cultural-representational repertoires, rather than seeking to replace one set of cultural forms with another. The thesis questions the extent to which teachers can, through such approaches, mount an effective challenge to existing perceptions that certain forms of representation are intrinsically superior to others

Alfred North Whitehead

Originally published in 1990. The second volume of Victor Lowe's definitive work on Alfred North Whitehead completes the biography of one of the twentieth century's most influential yet least understood philosophers. In 1910 Whitehead abruptly ended his thirty-year association with Trinity College of Cambridge and moved to London. The intellectual and personal restlessness that precipitated this move ultimately led Whitehead—at the age of sixty-three—to settle in America and change the focus of his work from mathematics to philosophy. Volume 2 of Alfred North Whitehead: The Man and His Work follows Whitehead's journey to the United States and analyzes his expanding intellectual life. Although Whitehead wrote philosophy based on natural science while still in London, he began his most important work shortly after moving to Harvard in 1924. Science and the Modern World appeared in 1925, Religion in the Making in 1926, Symbolism in 1927, and Process and Reality in 1929. Discussing these and other important works, Lowe combines scholarly analysis with valuable insights gathered from Whitehead's friends and colleagues. Although Whitehead ordered that all his private papers be destroyed, Lowe was given access to letters the philosopher wrote to his son, North, and others. Never before published, the letters add a new personal dimension to Whitehead's life and thought. Photographs of the philosopher, his family, and associates provide an intimate look at a private and self-effacing man whose work has had a lasting impact on twentieth-century thought

Aḥmad Zarrūq his life and works

During the second half of the 9th/15th century Ahmad Zarrug al-fasi lived, a jurist and a Sufi. As an intellectual and the founder of a Aufi Order, his impact was felt in the realm of literature and among the masses. He is considered to be one of the Orthodox Sufi masters whose concern was largely directed towards alleviating the misunderstanding which has occurred is Islamic thought between Juris-prudence and Sufism. This thesis deals with Zarruq’s activities and his influence as a Sufi. It is composed of an introduction and five chapters. The introduction explains the historical, social and academic circumstances in his native city, Fez, in which Zarruq passes his early years, of which he was part. The first chapter is concerned with his life, his education, travels and his contact with Sufism, until he does in Misurata, far away from his own country. The second chapter contains a catalogue of his works, such as exist in manuscripts or editions, or have been cited. There is also a brief analysis of Zarruq the author and of aspects of his authorship, with a classification of his works and commentaries by others on them; also a table of datesof some of his works. The third traces the Order which founded, his position among the various Sufi Orders, and his relation to the Shadhiliyah. It also contains a historical survey of the Zarruqiyah and its Zawiyahs, its branches, principles and teachingSo The fourth examines the principal Sufi ideas as ZarriSq. interpreted them from a sunnI point of view, in theory and in practice. The fifth chapter is concerned with him as a Sufi critic and some aspects of his criticism in regard to following the Way and the obligations of both the seeker and the master with respect to the sunnI concept of Sufism in belief and action. The thesis contains 10 illustrations

Southern Accent September 1973 - June 1974

Southern Adventist University\u27s newspaper, Southern Accent, for the academic year of 1973-1974.https://knowledge.e.southern.edu/southern_accent/1050/thumbnail.jp

Alexandre goes south: A novel – and – An essay, ‘The modern adventure novel’

When asked what sort of novel I was writing, I always said ‘a modern adventure novel’. And then I began to question myself about the meaning of these three words together, the substance and the definition of a modern adventure novel. Does such a thing exist? In my novel ‘Alexandre Goes South’, Alexandre is a thirty-year-old Parisian from a family that enjoy wealth and privilege, facts that provide a setting but play only incidental roles in the events that unfold. Alexandre goes through a series of crises, which propel the journey that launches him onto the road to manhood. The novel begins at the exact moment of suffering, after a break

On the origins of Russell's theory of descriptions

This thesis explores the development of Bertrand Russell‘s theory of definite descriptions. It aims at demonstrating the connection between Russell‘s views on the subject of denoting and his attempt, in the period 1903-05, to develop a solution to 'the Contradiction' (i.e. the Russell Paradox). The thesis argues that the discovery of the theory of descriptions, and the way in which it works, are best understood against the backdrop of Russell‘s work on the paradoxes. A new understanding of Russell‘s seminal paper 'On Denoting' is presented, including a novel interpretation of the notorious 'Gray‘s Elegy Argument', in which Russell argues against his earlier theory of denoting. That Russell‘s work on denoting is connected to his work on the paradoxes is reasonably well-known: the nature of the connection has not, however, been adequately brought out in the literature. This is addressed through demonstrating the relationship between Russell‘s work on denoting and his development of the 'substitutional theory' of classes and relations. This theory eliminates classes and propositional functions in favour of matrices and substitutions. The role of the theory of descriptions in the development of the substitutional theory is commonly supposed to be merely that the theory of descriptions facilitates the ontological elimination of classes. But this elimination was equally possible on Russell‘s earlier theory of denoting (which he had rejected in the Gray‘s Elegy Argument). In the thesis it is suggested that the theory of descriptions brings with it a new conception of analysis, and that it is through the introduction of this new form of analysis—rather than through the elimination of classes—that the theory of descriptions facilitates the substitutional approach

Clemson Chronicle, 1909-1910

Clemson University\u27s twice-yearly literary magazine, featuring creative prose, poetry, features, art and photography.https://tigerprints.clemson.edu/clemson_chronicle/1042/thumbnail.jp