A számmisztika fellebbenti a fátylat az életünket meghatározó számok mögött meghúzódó jelentésről. Segítségével megérthetjük a numerológiai minták és az anyagi helyzetünk, egészségi állapotunk és általános jóllétünk között fennálló kapcsolatot.
A számok világában való megmerítkezés egyszerű és pontos eszközt biztosít, amelynek segítségével úgy dolgozhatjuk fel saját élményanyagunkat, mintha egy térképen navigálnánk eddig járatlan utakon.
David A. Phillips (1934–1983) élete során egy tucatnyi könyvet írt. Az egészségügy és a táplálkozástan területén felhalmozott tudását doktori disszertációjában foglalta össze. A világ minden táján tartott előadást a számmisztikáról, amelyekben az egészségügy és a személyiségfejlődés területén egy élethosszon át összegyűjtött tapasztalatait osztotta meg. Sokan a világ első számú numerológusaként tartották számon.
It is well-documented throughout Church history that the use of headcoverings was the norm for Christian women during times of prayer. Additionally, the widespread practice for Christian men -- since the beginning of the Church -- has been to remove their hats whenever they gathered for prayer. Among the churches in Western society, these practices have greatly declined (and often ceased) only within the last century.
The Bible itself provided for the longevity of these symbolic actions. In the book of First Corinthians, the Apostle Paul explained the meaning of the unique practice of Christian headcovering. Countless pastors, theologians, and other Christians throughout history have studied (and written about) Paul's instructions about headcovering.
"Headcovering Throughout Church History" provides an overview of the Church's response to 1 Corinthians 11:2-16 across the last 2000 years of Christianity. It features the writings of the Early Church, Augustine, Martin Luther, John Bunyan, Charles Spurgeon, and many others. It also documents contemporary theologians & denominations that endorse the Church's historical stand on this passage of Scripture.
Now in Kindle format, this book contains the most comprehensive research currently available on the topic. Carefully referenced quotations allow you to hear from well over 50 theologians, pastors, and other Christian writers throughout Church history.
= = Book Excerpts = =
"A man ought not to have his head covered, since he is the image and glory of God. But the woman is the glory of man... Therefore the woman ought to have a symbol of authority on her head... We have no other practice, nor have the churches of God." // The Apostle Paul, 1st Century AD
“Indeed, the man's head ought not to be hidden, for the glory of God is seen in the man. A woman ought to cover her head in church out of reverence.” // Ambrosiaster, 4th Century AD
"A woman praying in church without her head covered brings shame upon her head, according to the word of the Apostle... [and] the Apostle forbids men to pray in Church with covered head.” // Synod of Rome, 8th Century AD
“It pertains to a man's dignity not to wear a covering on his head, to show that he is immediately subject to God; but the woman should wear a covering to show that besides God she is naturally subject to another.” // Thomas Aquinas, 13th Century AD
“No man shall cover his head in the church or chapel.” // The Church of England, 17th Century AD
“During my high school years, I never saw a woman in my mainline church whose head wasn't covered with a hat or a veil. That is one of those customs that has simply disappeared for the most part from Christian culture.” // R.C. Sproul (contemporary pastor & theologian)
“It is only in the past three or four decades [since the 1960's] that its observance has slipped away — particularly in Western society.” // Mary Kassian (professor, Southern Baptist Theological Seminary)
However, in the first half of the same chapter, Paul teaches about the relationships between God and His people. He explains that these relationships -- and the glory of the Lord -- are symbolically represented when men and women cover (or uncover) their heads during times of prayer.
God uses Scripture to provide His good direction in the lives of His people – but how should believers today respond to this passage? What does it take to gain a well-grounded understanding of the practice that Paul is discussing? And why did it matter to God whether or not Christian women covered their heads when they prayed?
This book carefully navigates these questions by considering the relevant details of both the New Testament passage and First Century Corinthian culture.
This book is a companion volume to the book, "Headcovering Throughout Christian History."
This book was originally published as a special issue of Educational Review.
Together, the body of work draws from a multitude of primary sources and constitutes a comprehensive analysis of educational provision in Germany over a long historical period. In addition to 16 chapters spanning Phillips’ research from 1981 to 2012, the book includes a new introduction, bringing his ideas together and demonstrating their continuing relevance to the field.
Investigating Education in Germanywill be invaluable reading for academics, researchers and postgraduate students in the fields of international and comparative education, German studies, history of education and sociology.
Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation.
In the light of these debates, is LCE still a good development ‘bet’? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one?
The book is divided into three key parts:
- Learner-centred Education as a Global Phenomenon
- Learner-centred Education in Lower and Middle-income Countries
- Lessons and Resolutions
This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
Comprised of 12 chapters, this book begins with a description of the morphological and metabolic responses to agonists, as well as the involvement of certain processes in the coupling of agonist-receptor interactions to platelet responses. The following chapter deals with platelet arachidonate metabolism and platelet-activating factor, focusing on the release of arachidonate from platelet lipid stores; pathways of platelet arachidonate metabolism and effects of arachidonate metabolites; and inhibition of platelet arachidonate metabolism by aspirin. The structure, function, and modification in disease of platelet membrane glycoproteins are then discussed, along with prothrombin activation on platelets and platelet regulation of thrombus formation. Secreted platelet proteins as markers for pathological disorders are also considered.
This monograph is intended as a reference for investigators involved in platelet research as well as a source of information for those working in other areas of biological investigation.
Contributors explore the impact of key issues such as marketisation, accountability and globalisation upon policy and practice world-wide. They explore how new challenges faced by the social sciences have seen shifts in the contexts, issues and priorities attended to by comparatives and how different approaches to comparative education have influenced the intellectual and professional identities and positioning of those involved.
Bridging theoretically oriented scholarship with empirically grounded research relating to issues of policy and practice and with chapters addressing questions of relevance throughout the world, this book is an invaluable resource of ideas and stimuli for further thinking and research.
This innovative book discusses this crucial topic, assessing the criteria for judging attempts to raise quality of life, including the satisfaction of basic and social needs, autonomy to enjoy life and social connectivity. It considers key topics such as:individual well-being and health-related quality of life human needs - living fulfilling and flourishing lives poverty and social exclusion social solidarity, altruism and trust within communities.
Quality of Life is the first systematic presentation of this subject from both individual and collective perspectives. It provides a powerful overview of a concept which is becoming increasingly prominent in the social sciences and is essential reading for students of social policy, sociology and health studies.
In one, easy-to-access place, this authoritative reference book provides a collection of articles that have made an important impact on policy studies and cover a broad range of significant policy issues, including:equality in education school effectiveness special educational needs school choice fourteen to nineteen education the structure of the educational system.
The book has been compiled by the current editors of the journal to show the development of the field, and their specially written introduction contextualises the selection and introduces students to the main issues and current thinking in the field.
The book covers discussion of aspects of teacher education in the UK, the United States, and France, as well as in the developing country context of Pakistan. Policy issues are described by William Taylor, Tim Brighouse, and Stuart Maclure. And Jerome Bruner and David Cohen write about the processes involved in learning and thinking about what teachers need to know in their training.
This book was published as a special issue of the Oxford Review of Education.