Valuable And Vulnerable

Just as women in the Bible have been overlooked for much of interpretative history, children in the Bible have fascinating and compelling stories that scholars have largely ignored. This groundbreaking book focuses on children in the Hebrew Bible. The author argues that the biblical writers recognized children as different from adults and used these ideas to shape their stories. She provides conceptual and historical frameworks for understanding children and childhood, and examines Hebrew terms related to children and youth. The book introduces a new methodology of childist interpretation and applies it to the Elisha cycle (2 Kings 2-8), which contains forty-nine child characters. Combining literary insights with social-scientific evidence, the author demonstrates that children play critical roles in the world of the text as well as the culture that produced it.

Just as women in the Bible have been overlooked for much of interpretative history, children in the Bible have fascinating and compelling stories that scholars have largely ignored. This groundbreaking book focuses on children in the Hebrew Bible. The author argues that the biblical writers recognized children as different from adults and used these ideas to shape their stories. She provides conceptual and historical frameworks for understanding children and childhood, and examines Hebrew terms related to children and youth. The book introduces a new methodology of childist interpretation and applies it to the Elisha cycle (2 Kings 2-8), which contains forty-nine child characters. Combining literary insights with social-scientific evidence, the author demonstrates that children play critical roles in the world of the text as well as the culture that produced it.

Through an examination of current case law, this book provides the first sustained treatment of vulnerable adults, discussing the legal position of those whose ability to make decisions for themselves is impaired.

Marine Protected Areas in International Law – an Arctic perspective by Ingvild Ulrikke Jakobsen, examines the legal rights and obligations of states under international law using Marine Protected Areas to protect marine biodiversity, with a particular emphasis on the Arctic region.

Welcome to my book about how to be vulnerable and courageous throughout the chapters of your WorkLife Story. Here is a preview of what’s inside, along with the main ideas and the meaning behind these. WorkLife is our life at work, where we spend one third of our lives. It is also the impact our work has on our life outside of work, and the impact our life outside of work has on our work. All areas of our life in and out of work are so intrinsically linked, they cannot be separated, nor do I believe should they. I believe WorkLife needs to be considered holistically. We live in a vulnerable world, and one of the ways we deal with our own vulnerability is to numb it – grief, shame, doubt, anxiety, fear, sadness, disappointment, loneliness, the list goes on. We don’t want to feel these, so we numb them. The thing is we can’t numb these hard feelings without numbing the other affects, our emotions. We cannot selectively numb because in doing so, we also numb joy, gratitude, happiness, and then we’re unhappy because we feel vulnerable. Whether or not your truth is easy to share, and whether or not you know what speaking your truth will bring about as an outcome, being vulnerable requires courage to be honest about who you are and where you are – the good, the bad and the emotionally challenging. In sharing what is real for you, you allow people to process your truth, and to respond by showing who they are: their truth. In this book I tell three stories: 1. It Takes Courage to Be Vulnerable: Vanessa’s story of how she found the courage to share her personal story about a difficulty in her WorkLife. 2. Walking and Talking – A Story of Learning How to Be Both Vulnerable and Courageous: Padraig’s story of how two family traditions helped him to understand what he needed to do and say in delivering a difficult message. 3. Vulnerability is a Strength and an Important Attribute of Effective Leaders: Kaye’s story of how in being completely upfront and honest about what she didn’t know, in asking for help she built rapport, respect and trust with her team, which led to their combined success in achieving their goal. I share the exercises that helped to work through these challenging situations to resolve the dilemmas. I present these exercises as the following assignments for you to work through: Opening Up About Your Vulnerability Assignment This assignment is to help you to open up abut your vulnerability in a way that protects who you are. Develop a Practice of Continuous Self-Feedback Assignment This assignment is to help you to take the time you need to reflect on the struggles you experience throughout your WorkLife. Develop a Practice of Insightful and Effective Self-Questioning Assignment This assignment is to help you to learn to ask the right questions, which will give you valuable insight into the role vulnerability plays in your everyday WorkLife. Two Steps to Being Vulnerable and Courageous in Saying What You Need to Say Assignment This assignment is to help you to speak to the facts and your emotions when you need to be both vulnerable and courageous. Three Steps to Using Your Vulnerability to Be an Effective Leader Assignment This assignment is to help you to embrace vulnerability as a strength, and use this to become an effective leader.

Try to imagine a railway network that did not check its rolling stock, track, and signals whenever a failure occurred, or only discovered the whereabouts of its lo comotives and carriages during annual stock taking. Just imagine a railway that kept its trains waiting because there were no available locomotives. Similar thoughts could apply to any transport network of trucks, buses, or taxis covering a wide geographical area. It is quite clear that the quality of service and safety, and the cost efficiency of any network depend on the effective and timely man agement of network resources. The same is true of telecommunications networks. For a long time now, telecom munications networks have been designed and built with remote monitoring and control devices. The very dimensions of networks and the need to intervene rap idly in the event of an incident made these devices imperative. On the other hand, the means of measuring quality of service did not appear till much later. Data transmission networks developed during the 1970s were often designed without any network management features. The technical traditions of the world of information technology had been forged on small systems with just a few dozen terminals spread over a small area. At the time, the extension of networks to cover wide geographical areas was not perceived as a change of dimension.

This dissertation’s purpose is to concretise pedagogical concepts that help us think about the voices and positions of children in vulnerable situations in contemporary contexts of educating and researching. What matters when thinking about children’s voices, roles and positions in pedagogical and research spaces entangled with our own roles, positions and ethics? This doctoral study is built around four intra-active encounters within pedagogical spaces in Flanders where we bring in a posthuman reconceptualisation of voice to understand and value the entangled, collective and supported ways in which children become present in research. Each intra-active encounter sheds light on methodological and ethico-epistemo-ontological aspects of assembling children’s (posthuman) voices in research and possible creative and participatory ways of doing so. We describe five helpful movements when engaging with and listening to children in intra-active pedagogical and research encounters. Five movements that concretise listening to children’s voices in vulnerable situations and have the potential to transform an encounter into intra-active encounters of genuinely listening. This dissertation will be thought-provoking for practitioners in education and welfare contexts as well as for students and researchers that have the intention of doing research with (vulnerable) children in pedagogical contexts.