To Hear The Word Second Edition

"Of very few people can it be legitimately said that their work fundamentally reconfigured the landscape of two theological disciplines. But if there is anyone in recent memory who would be worthy of such an accolade, it is John Howard Yoder. The two disciplines are, of course, theological ethics and biblical studies--though Yoder would cringe at their separation, and his work was both explicitly and implicitly a prolonged exercise in maintaining their indissoluble union. For him, to hear the word rightly was to do the word publicly. . . . [Yoder] guides us toward a truly ecclesial yet missional reading of Scripture, with a profoundly Anabaptist yet ecumenical and catholic spirit, in historically astute and literarily sensitive ways that are nonetheless "straightforward" and pastoral. Or, as he would himself say, he guides us toward a reading of Scripture that proceeds from and focuses on Jesus: Vicit Agnus Noster, Eum Sequamur; 'Our Lamb has conquered; let us follow him.'" --from the foreword by Michael J. Gorman

These are crazy poems written by a high school kid in the 1960s. They are mostly crap, but they are amusing sometimes.

Demands that we let to of our romantic notions of spirituality and embrace a spirituality of Jesus that points us to solidarity with the poor.

The second edition of the popular Essential English Skills for the Australian Curriculum series has been updated for todays students. Providing support for differentiated learning and featuring flexible ICT tasks that encourage language and literacy development, the series is ideal for both classroom use and homework. The multilevel approach to key language and literacy skills caters to the different learning abilities in the classroom and assists teachers in matching tasks to the skill of their students. Three levels of carefully graded questions (Test yourself, Extend yourself and Challenge yourself) give every student an achievable starting point and the opportunity to enhance their skills.New text extracts and examples of classic and popular texts provide the very best support for todays students, while covering the requirements of the Australian Curriculum and the cross curricula priorities. Fully integrated tech challenges and online tasks encourage students to explore the impact of technology on their own language and literacy development. Each workbook includes a dedicated introduction to ICT in the classroom "BUsing Digital Technology for English skills" suggesting applications that can be used with the workbook.Solutions are available for teachers in downloadable PDF format. To access, teachers must activate the unique 16-character code provided by your Cambridge Education Resource Consultant in your Cambridge GO teacher account. Contact us for more details.

"Of very few people can it be legitimately said that their work fundamentally reconfigured the landscape of two theological disciplines. But if there is anyone in recent memory who would be worthy of such an accolade, it is John Howard Yoder. The two disciplines are, of course, theological ethics and biblical studies--though Yoder would cringe at their separation, and his work was both explicitly and implicitly a prolonged exercise in maintaining their indissoluble union. For him, to hear the word rightly was to do the word publicly. . . . [Yoder] guides us toward a truly ecclesial yet missional reading of Scripture, with a profoundly Anabaptist yet ecumenical and catholic spirit, in historically astute and literarily sensitive ways that are nonetheless "straightforward" and pastoral. Or, as he would himself say, he guides us toward a reading of Scripture that proceeds from and focuses on Jesus: Vicit Agnus Noster, Eum Sequamur; 'Our Lamb has conquered; let us follow him.'" --from the foreword by Michael J. Gorman

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.