A Ruler Education

Brian Whitfield Jan , 07 , 2010 wrote a book of study in which virtuous lord is teacher and virtuous heir is student. Virtuous lord gives his example introduction and wisdom for the student to revise and apply his or her own preferred examples. This book is meant for the individual that loves to uphold peace and prosperity , but understands war and destruction as a means of survival. Generally for soldiers , officers , prestigious rulers , religious leaders , community leaders , and responsible guardians also. I pray this book helps you sustain , endure , and keeps you obedient to your respected superiors. Also I hope this book builds stronger character in you and stronger commitment to all which you value. Topic 26 : Treasure I argue treasure is warriors , or that it is a ( Ruler ) most valued commodity esp. on battlegrounds. Virtuous Prince states warriors lead to treasure and treasure leads to warriors , and that it could break a rulers heart to be forced to leave treasure behind. Treasure rules everything around me , because treasure loves treasure. Treasure life , love , and happiness. Abusing treasure , or considered stealing without consent is folly concerning anothers treasure. Topic 40 : Rest I argue rest is peace , or that which keeps the territory comfortable. Virtuous Prince states where there is anger there is no rest , where there is no anger there is rest , where there is laughter there is no rest , and without work it is hard to rest. When no battles are going on learn your energy and reserve it as much as possible. To hate rest your more productive , full of energy , not tired , or that when you hate to rest your more considered a disturbance , in love with war , or blindly out looking for trouble? To love rest your fatigue and tired , or that when you rest your more at peace with your environment and reluctant to war .

A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.

The wives of rulers in early modern Europe did far more than provide heirs for their principalities and adornment for their courts. In this study, Judith Aikin examines the exceptionally well-documented actions of one such woman, Aemilia Juliana of Schwarzburg-Rudolstadt (1637-1706), in order to expand our understanding of the role of ruler’s consort in the small principalities characteristic of Germany during this period. Aikin explores a wide range of writings by her subject, including informal letters to another woman, hundreds of devotional song texts, manuscript books both devotional and practical, and published pamphlets and books. Also important for this study are the plays, paintings, and musical works that adorned the court under Aemilia Juliana’s patronage; the books, poems, and sermons published in her honor; and the massive memorial volume printed and distributed soon after her death. This material, when coupled with the more scanty record in official documents, reveals the nature and scope of Aemilia Juliana’s role as full partner in the ruling couple. Among the most important findings based on this evidence are those related to Aemilia Juliana’s advocacy for women of all social classes through her authorship and publications, her support for the education of girls, her efforts to ameliorate the fear and suffering of pregnant and birthing women, and her contributions to female support networks. In examining the career of a consort whose various activities are so well documented, this study helps to fill in the blanks in the documentary record of numerous consorts across early modern Europe, and serves as a model for future research on other consorts at other courts.

A 2023 Choice Reviews Outstanding Academic Title Assuming no background knowledge of philosophy, John Ryder’s introductory text surveys canonical writings and contemporary applications to inform future teachers’ practice of systematic philosophy of education. Exposing readers to the philosophies that built Western education, the book welcomes the development of alternate approaches through systematic analysis of how theory informs practice. The book systematically analyzes key contributions by the four most influential figures in the philosophy of Western education—Plato, Jean-Jacques Rousseau, John Dewey, and Paolo Freire. The book then builds on historical theories to help readers develop their own systematic philosophies of education. After questions of why, how, by or for whom, about what, where, and when education should be undertaken, the book delves into metaphysical, epistemological, and socio-political questions that may underlie educational principles. Encouraging readers to practice a philosophy of education rather than follow a prescribed path, the book presents a model of exploration that builds on ideas developed by philosophers such as Nel Noddings that can be applied across contemporary and emerging educational issues. The analytic experience and conceptual background material of this book enables readers to think carefully and reflectively about educational principles, policies, and practices as they dedicate themselves to the profession of education.

In Search of a Pedagogy for Conflict and Dialogue for Mathematics Education is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of project work in mathematics teaching and learning. This book brings together diverse recent developments exploring social, cultural political dimensions in mathematics education. It builds theoretical ideas from a careful substantial description of practice, in the attempt to improve both theory and practice in mathematics education. In doing so it interrogates and develops theoretical research tools for mathematics education and simultaneously provides ideas for practice in mathematics classrooms.

The mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do. "We have a crisis on our hands, and its victims are our children." Marc Brackett is a professor in Yale University’s Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults – a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he’d endured. And that was the beginning of Marc’s awareness that what he was going through was temporary. He wasn’t alone, he wasn’t stuck on a timeline, and he wasn’t “wrong” to feel scared, isolated, and angry. Now, best of all, he could do something about it. In the decades since, Marc has led large research teams and raised tens of millions of dollars to investigate the roots of emotional well-being. His prescription for healthy children (and their parents, teachers, and schools) is a system called RULER, a high-impact and fast-effect approach to understanding and mastering emotions that has already transformed the thousands of schools that have adopted it. RULER has been proven to reduce stress and burnout, improve school climate, and enhance academic achievement. This book is the culmination of Marc’s development of RULER and his way to share the strategies and skills with readers around the world. It is tested, and it works. This book combines rigor, science, passion and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, but they don’t have to be. Marc Brackett’s life mission is to reverse this course, and this book can show you how.

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them. It is argued that the antidote to this is, however, not to aspire to ‘thought itself’, but instead to do justice to its own rootedness in the ‘material’, including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educational research. Some examples are drawn from the area of arts-based educational research, from mathematics education, and from the discourse on universities.