The Instructor

When nineteen-year-old Simone Paris followed her art instructor/ lover Otto Guest to Mexico, she had no idea of the impact the decision will have on the formation of her personal identity. When Otto reappears, six years later, Simone is confronted with forgotten relics from her past and feelings long-since buried.

The Pædagogus, or Instructor, is addressed to those who have been rescued from the darkness and pollutions of heathenism, and is an exhibition of Christian morals and manners,-a guide for the formation and development of Christian character, and for living a Christian life. It consists of three books. It is the grand aim of the whole work to set before the converts Christ as the only Instructor, and to expound and enforce His precepts. In the first book Clement exhibits the person, the function, the means, methods, and ends of the Instructor, who is the Word and Son of God; and lovingly dwells on His benignity and philanthropy, His wisdom, faithfulness, and righteousness.The second and third books lay down rules for the regulation of the Christian, in all the relations, circumstances, and actions of life, entering most minutely into the details of dress, eating, drinking, bathing, sleeping, etc. The delineation of a life in all respects agreeable to the Word, a truly Christian life, attempted here, may, now that the Gospel has transformed social and private life to the extent it has, appear unnecessary, or a proof of the influence of ascetic tendencies. But a code of Christian morals and manners (a sort of "whole duty of man" and manual of good breeding combined) was eminently needed by those whose habits and characters had been molded under the debasing and polluting influences of heathenism; and who were bound, and were aiming, to shape their lives according to the principles of the Gospel, in the midst of the all but incredible licentiousness and luxury by which society around was incurably tainted. The disclosures which Clement, with solemn sternness, and often with caustic wit, makes of the prevalent voluptuousness and vice, form a very valuable contribution to our knowledge of that period.

FEMA's Community Emergency Response Team (CERT) Basic Training Instructor Guide is a critical program in the effort to engage everyone in America in making their communities safer, more prepared, and more resilient when incidents occur. Community-based preparedness planning allows you and others interested from your community to prepare for and respond to anticipated disruptions and potential hazards following a disaster. As individuals, we can prepare our homes and families to cope during that critical period. Through pre-event planning, neighborhoods and worksites can also work together to help reduce injuries, loss of lives, and property damage. Neighborhood preparedness will enhance the ability of individuals and neighborhoods to reduce their emergency needs and to manage their existing resources until professional assistance becomes available. The purpose of the CERT Basic Training is to provide you and others in your community who complete this course with the basic skills that they will need to respond to their community's immediate needs in the aftermath of a disaster, when emergency services are not immediately available. This course will be beneficial to individuals who desire the skills and knowledge required to prepare for and respond to a disaster. Instructors for these community courses usually range from skilled fire and rescue instructors that have completed the CERT Train-the Trainer course and are knowledgeable about the CERT model, different types of hazards that present greatest risks for communities, local building structures that may present greatest hazard in disaster events, community's emergency operation plans, and licensed Paramedics or Emergency Medical Technicians and nurses for providing hands-on knowledge relating to disaster medical operations Related items: FEMA's companion product-- CERT Basic Training Participant Manualcan be found here: https: //bookstore.gpo.gov/products/sku/027-002-00627-5 Emergency Management & First Responders publications can be found here: https: //bookstore.gpo.gov/catalog/security-defense-law-enforcement/emerg... Audience: As each CERT is organized and trained in accordance with standard operating procedures developed by the sponsoring agency, its members select an Incident Commander/Team Leader (IC/TL) and an alternate and identify a meeting location, or staging area, to be used in the event of a disaster. This publication is ideal for the chosen IC/TL, and members of the CERT may want to consult this manual to understand the responsibilities of the IC/TL.

Becoming a New Instructor guides new instructors through the planning, preparation, and execution of their first class, whether it is in person or online. Like any good mentor, this book provides clear, simple instructions and makes best-practice recommendations. Becoming a New Instructor provides a step-by-step guide to writing a syllabus, a simple explanation for how to calculate grades, and many additional suggestions from an experienced teacher about how to run a class. Chronologically arranged from conceptualizing the class through putting together the syllabus, planning in-class time, running the class, and assigning grades, this book will answer any new instructors’ questions. Adjuncts and graduate students charged with teaching a college course will find this succinct guide invaluable. Special Features Include: An entire chapter on teaching online, plus "Concerns Specific to Online Instructors" throughout that connect chapter content to online teaching and CMS platforms Examples of best practice, checklists, sample assignments, syllabi, and rubrics that guide readers in creating materials for their own courses Guidance specific to the needs of adjuncts and graduate students teaching a course for the first time.

Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves. It works to disrupt traditional notions of who succeeds in the classroom and the systemic inequities inherent in traditional educational practices.—Full-time Academic Professional, Doctorate-granting University, EducationThis book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that will help their students succeed. The authors asked the hundreds of instructors whom they surveyed as part of a national study to define what inclusive teaching meant to them and what inclusive teaching approaches they implemented in their courses. The instructors’ voices ring loudly as the authors draw on their responses, building on their experiences and expertise to frame the conversation about what inclusive teachers do. The authors in addition describe their own insights and practices, integrating and discussing current literature relevant to inclusive teaching to ensure a research-supported approach.Inclusive teaching is no longer an option but a vital teaching competency as our classrooms fill with racially diverse, first generation, and low income and working class students who need a sense of belonging and recognition to thrive and contribute to the construction of knowledge.The book unfolds as an informal journey that allows the reader to see into other teachers’ practices. With questions for reflection embedded throughout the book, the authors provide the reader with an inviting and thoughtful guide to develop their own inclusive teaching practices.By utilizing the concepts and principles in this book readers will be able to take steps to transform their courses into spaces that are equitable and welcoming, and adopt practical strategies to address the various inclusion issues that can arise.The book will also appeal to educational developers and staff who support instructors in their inclusive teaching efforts. It should find a place in reflective workshops, book clubs and learning communities exploring this important topic.