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Interested in pursuing a pathway to teaching with KIPP DC? Want to make an impact in Washington, D.C.? We are looking for residents who will have a Bachelor’s degree by June 2025, all majors and career changers are accepted! Sign up to attend a webinar to learn more about the hiring process for the Capital Teaching Residency (CTR) program on Thursday, November 14 from 5:00 - 5:45pm ET. RSVP and we will send you a calendar invite with instructions for how to access the information session.

DUSHANBE, 29 July 2016 – The OSCE Office in Tajikistan today donated audio-visual equipment to the Police Academy of Tajikistan’s Ministry of Internal Affairs with the aim of supporting the Academy’s lecturers to use interactive teaching techniques on the investigation of crimes related to the trafficking of human beings.

The equipment includes a computer, a projector, a screen, speakers, a printer, and an Uninterruptible Power Supply device (UPS). An external hard disk drive was also donated to allow for the storing of an electronic library of thematic video films and other informational resources in this field.

“This equipment will improve the teaching of the Course on Combating Trafficking in Human Beings, and will therefore enable the police to more effectively address this serious social problem,” said Fabio Piana, Deputy Head of the OSCE Office in Tajikistan.

Karim Soliev, the first Deputy Director of the Police Academy, thanked the OSCE for its continued support in building the capacity of future law enforcement staff and Police Academy cadets in combating human trafficking and domestic violence in Tajikistan. “This equipment is of great help to lecturers who will now be able to apply more interactive teaching techniques,” he said.

In previous years, the OSCE has provided expert support to the Police Academy, including the development of the Lecturer’s Guidelines on teaching this specialized and compulsory 20-hour course. The OSCE has also trained the team of lecturers on modern interactive teaching techniques and has recently updated the Course on Combating Trafficking in Human Beings with regard to new legislation in this field.

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Reading depends on spoken language. This is a simple statement with profound consequences for children whose spoken language differs from the language they are expected to read. For most children, the language skills they bring to school will support learning to read, which is mainly learning to understand their spoken language in a new form: print. However, some children’s language skills differ in important ways from the classroom language variety, and teachers rarely receive sound guidance on how to enhance their literacy instruction to meet these children’s needs.

Believers bring a positive identity message to teenage girls living in a remote village.

History: The three were tried at University Church of St Mary the Virgin, the official church of Oxford University on the High Street. The martyrs were imprisoned at the former Bocardo Prison near the still extant St Michael at the Northgate church (at the north gate of the city walls) in Cornmarket Street. The door of their cell is on display in the tower of the church. The martyrs were burnt at the stake just outside the city walls to the south, where Broad Street is now located. Latimer and Ridley were burnt on 16 October 1555. Cranmer was burnt five months later on 21 March 1556. A small area cobbled with stones forming a cross in the centre of the road outside the front of Balliol College marks the site. The Victorian spire-like Martyrs' Memorial, at the south end of St Giles' nearby, commemorates the events. It is claimed that the scorch marks from the flames can still be seen on the doors of Balliol College (now rehung between the Front Quadrangle and Garden Quadrangle).

Lull based his Art on the importance which Christian, Moslem [Islam], and Jew each attached to the Divine Names or Attributes, or, as he called them, Dignities. Lull mentioned nine Dignities (or Dignitaries): Bonitas (Goodness), Magnitudo (Greatness), Eternitas (Eternity), Potestas (Power), Sapientia (Wisdom), Voluntas (Will), Virtus (Virtue), Veritas (Truth), and Gloria (Glory). These are shown in the follwing diagram. ... In addition we also find the incorporation of the four elements [earth, water, air and fire] and the qualities, the seven planets and twelves [astrological] signs, medicine, alchemy, geometry, a letter notation, and so on. There is an elaborate system of correspondences, in that the nine Dignitaries have their correspondences in the celestial sphere, the human level, and the animal, plant, and material creation. In all this we see the influence, not only of Kabbalah, but also of Aristotlean categories, Augustinian Platonism (nearly all the Lullian Dignities can be found listed as Augustine's Divine Attributes), and the celestial hierarchies of angels of the Christian Neoplatonist Dionysius. [Frances A. Yates, The Occult Philosophy in the Elizabethan Age, pp.9-12]. -- Renaissance Kabbalah: Renaissance Christian Kabbalah was derived from a number of sources. Firstly, the christological speculations of a number of Jewish converts from the late 13th to the late fifteenth centuries. Secondly, the philosophical Christian and Renaissance speculation concerning the Kabbalah that developed around the Platonic Acadamy founded by the Medici family in Florence. Pico della Mirandola The Florentines, headed by the renowned Renaissance hermeticist Giovanni Pico della Mirandola (1463-94) believed they had discovered in Kabbalah a lost divine revelation that could give the key to understanding both the teachings of Pythagoras, Plato, and the Orphics, and the inner secrets of Catholic Christianity. Pico himself had a considerable amount of Kabbalistic literature translated into Latin by the scholarly convert Samuel ben Nissim Abulfaraj. Among the 900 theses Pico presented for public debate in Rome was the claim that "no science can better convince us of the divinity of Jesus Christ than magic and the Kabbalah", and he believed he could prove the dogmas of the Trinity and the Incarnation through Kabbalistic axioms. All this caused a sensation in the intellectual Christian world, and the writings of Pico and his follower Johannes Reuchlin (1455-1522) led on the one hand to great interest in the doctrine of Divine Names and in practical (magical) Kabbalah (culminating in Cornelius Agrippa of Nettesheim's De Occult Philosophia (1531) and on the other to further attempts at a synthesis between Kabbalah and Christian theology. [Gershom Scholem, Kabbalah, pp.197-8] -- Rosicrucian Kabbalah: By the late 16th century Christian Kabbalah began to be permeated with alchemical symbolism; a trend that continued through the 17th and 18th century. Well known representatives are the Rosucrucian philosopher and alchemist Robert Fludd (1574-1637) and the alchemist Thomas Vaughan (1622-1666) among others. One of the works of Fludd presents an interpretation of the Sefirotic Tree which he illustrates as a Palm (left), whose ten spreading branches raying forth from the lowest world suggest that man on earth is a microcosm or reflection of the macrocosm or universe. In the second half of the 18th century this alchemical kabbalah was combined with Freemasonic numerology and occultism, from which was ultimately to develop the extraordinary occult/magickal revival of the late 19th century known as the Hermetic Order of the Golden Dawn illustration (left) from World Trees by Hazel Minot Kircher's Tree from Oedipus Aegyptiacus published in 1652 by Athanasius Kircher, a Jesuit priest and hermetic philosopher -- Occult Kabbalah: By the 19th century the occultists of the French magician revival, such as Eliphas Levi (Alphonse Louis Constant; 1810-1875) and Papus (Gerard Encausse; 1868-1916) had lost all understanding of the original Jewish meaning of Kabbalah, and brought in various extraneous elements such as Tarot. Levi was an influential figure both on the Theosophy of Blavatsky and even more so the Golden Dawn Order of Mathers and Westcott, with it's unique Kabbalistic (or Qabalistic, to use the prefered spelling) formulation of Sefirot and paths, through which Kabbalah established itself in the contemporary Western Occult Tradition.

Life of Marcion: Marcion was a native of Sinope (modern Sinop, Turkey), in Pontus, Asia Minor. He was a wealthy shipowner. According to St Hippolytus, he was the son of a bishop who excommunicated him on grounds of immorality. He eventually found his way to Rome (140 A.D.) and became a major financial supporter [infiltrator] of the Church there. In the next few years after his arrival in Rome, he worked out his theological system and began to organize his followers into a separate community. He was excommunicated by the Church at Rome in 144 A.D. From then on, he apparently used Rome as a base of operations, devoting his gift for organization and considerable wealth to the propagation of his teachings and the establishment of compact communities throughout the Roman Empire, making converts of every age, rank and background. A story told by Tertullian and St Irenæus of Lyons says that Marcion attempted to use his money to influence the Church to endorse his teaching; they refused. His numerous critics throughout the Church include the aforementioned, along with St Justin Martyr, St Ephraim of Syria, Dionysius of Corinth, Theophilus of Antioch, Philip of Gortyna, St Hippolytus and Rhodo in Rome, Bardesanes at Edessa, Clement of Alexandria, and Origen.

Marcionism, similar to Gnosticism, depicted the Hebrew God of the Old Testament as a tyrant or demiurge (see also God as the Devil). Marcion was labeled as gnostic by Eusebius. **Marcion's canon consisted of [only] eleven [NT] books: A gospel consisting of ten sections from the Gospel of Luke edited by Marcion; and ten of Paul's epistles. All other epistles and gospels of the 27 book New Testament canon were rejected. Paul's epistles enjoy a prominent position in the Marcionite canon, since Paul is credited with correctly transmitting the universality of Jesus' message. Other authors' epistles [Notably: Peter, James, Jude, Matthew and John] were rejected since they seemed to suggest that Jesus had simply come to found a new sect within broader Judaism. Religious tribalism of this sort seemed to echo Yahwism, and was thus regarded as a corruption of the "Heavenly Father"'s teaching. ***Marcionism was denounced by its opponents as heresy, and written against, notably by Tertullian, in a five-book treatise Adversus Marcionem, written about 208 A.D. Marcion's writings are lost, though they were widely read and numerous manuscripts must have existed. Even so, many scholars (including Henry Wace) claim it is possible to reconstruct and deduce a large part of ancient Marcionism through what later critics, especially Tertullian, said concerning Marcion.

The Apostle Paul - The apostle Paul was one of the most famous citizens of the Roman Empire and without question one of the most influential individuals in history. He was used by the Lord in his missionary and evangelistic activities to set in motion a great deal of the organization known as the Christian Church, the Body of Christ on earth, to the extent that billions of human beings have been directly or indirectly affected by his ministry. Under the inspiration of the Holy Spirit, he wrote the foundation documents for the Christian way of life, the Word of God which has changed the lives of millions. -- Paul's Education: Paul was educated by his mother until the age of five. From age five to ten he studied with his father in the Hebrew scriptures and traditional writings. At the same time, being a Roman citizen and living in a Greek and Roman environment, he received a thorough education in the Greek language, history, and culture. He was sent to Jerusalem at about the age of ten to attend the rabbinical school of Gamaliel, who was the son of Simeon the son of Hillel. Gamaliel was a most eminent rabbi who was mentioned both in the Talmud and in the New Testament (Acts 5:24-40; 22:3). Gamaliel was called Rabban - one of only seven teachers so called. He was a Pharisee, but he rose above party prejudice. He composed a prayer against the Christian "heretics". He lived and died a Jew. At this time, Herod was dead, and the Romans had complete control of Judea, hence, there was Roman money, language, and culture. The Jews, therefore, were inclined to cling more closely to their religion as the center of unity. [Refer to the topic: Judean History] There were two great rabbinical schools, those of Hillel and Schammai. Hillel, the grandfather of Gamaliel, held that tradition was superior to the Law. The school of Schammai despised traditionalists, especially when there teachings clashed with the writings of Moses. The religious school of Gamaliel (Hillel) was chiefly oral and usually had a prejudice against any book but Scripture. They used a system of Scriptural exegesis, and Josephus in his writings expressed the wish to have such a power of exegesis. When school was in session, learned men met and discussed scriptures, gave various interpretations, suggested illustrations, and quoted precedents. The students were encouraged to question, doubt, even contradict. -- When Paul became a Christian, his very thorough education was enormously helpful. He was able to assimilate Christian doctrines rapidly and relate them accurately to the Scripture teaching he had received. From his education, both from Gamaliel and in the desert from the Lord Jesus Christ, Paul developed a divine viewpoint attitude toward human history. Paul knew that the existence of God can easily be perceived by anyone, that man can become aware of God, but that many men's deliberate sin halted this good beginning by immoral activities which accompanied their idolatry. Therefore, Paul had an intense hatred of idolatry of any kind. Paul's teaching shows that the only reality is God. Idolatry distorts man's conception of the world and external nature. Idolatry is the enemy of mankind. Paul knew the law of growth of human nature. As a Roman, Tarsian, Hebrew, and culturally Greek, he knew of the many distortions of the life of his society. As a nation becomes unhealthy, development is halted. Societies errors as to the nature of God and the true relation of God to man prevented nations from getting rid of their besetting evil. The books of Acts is the chief authoritative record for the ministries of Paul and the other apostles. For a brief outline of Paul's ministry, see the Chronological Table of Paul's Ministry. The most thorough, accurate, and interesting secular work on Paul is The Life and Epistles of St. Paul, by Conybeare and Howson.

If you'll notice the diagram behind him, the Kingdom Circles are part of the session. Basically, it's a simple but highly questionable [completely wrong] evangelical tool that people are being taught to draw (sometimes called the "napkin drawing") to demonstrate how those of other faiths can enter the Kingdom of God without converting to Christianity. If you've not heard of this, you need to. The video from the Common Path Alliance as well as this article from the Jesus in the Qur'an organization explains it: -- {Note: In the misleading demonstration three circles are drawn first a lager Kingdom of God (KoG) circle and then two small identical circles supposedly representing Christians and Muslims outside the larger KoG circle, yes in the completely misleading diagram Christians are placed outside of the Kingdom with all the other unsaved Gentiles. Apparently the already saved Christians are still attempting to enter the Kingdom of God and in the demonstration Jesus is not mentioned so their kingdom is not the Kingdom of Jesus Christ. Interestingly though not explicitly explained it seems that entrance into their KoG is not directly through the cross of Jesus Christ but apparently through special knowledge (Gnosticism), enlightenment (Occult), and works (i.e. Service and Tithes) it sound very familiar, is sounds like the New Age gospel.} -- Colossians 1:12-23 "Giving thanks unto the Father [God], which hath made us [Christians] meet [assembled] to be partakers of the inheritance **of the Saints in Light: Who [God] hath delivered us from the power of darkness, and hath translated us **into the Kingdom [of God] of His dear Son [Jesus]: **In whom we have redemption through His blood, even the forgiveness of sins: [Jesus] Who is the image of the invisible God, the firstborn [inheritor] of every creature: For by Him [Jesus] were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by Him, and for Him: And He is [Eternal] before all things, and by Him all things consist. And He is the head [Authority] of the body, the Church: who is the beginning, the firstborn [Resurrection] from the dead; that in all things He might have the preeminence. For it pleased the Father [God] that in Him [Jesus] should all fulness [Godhead] dwell; And, having made peace through the blood of His cross, **by Him to reconcile all things unto Himself; by Him, I say, whether they be things in earth, or things in heaven. And you [Gentiles], that were sometime alienated and enemies in your mind by wicked works, yet now hath He reconciled In the body of His flesh through death, **to present you holy and unblameable and unreproveable in His sight: If ye continue in the faith grounded and settled, and be not moved away from the hope of the [True] Gospel, which ye have heard, and which was preached to every creature which is under heaven; whereof I [Apostle] Paul am made a minister ..."

When someone studies to become a teacher, they learn a number of different teaching strategies that help them effectively impart knowledge to students. Corporate trainers with advanced degrees in adult education are also often exposed to similar strategies as a part of their academic preparation. In contrast, many internal employees who take on training duties at their companies aren't familiar with effective teaching strategies. Many of them are selected to train new and current employees because they are good at their jobs and not necessarily because they're skilled educators. Unfortunately, this can mean that their training efforts don't quite achieve the desired results.

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.


1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Ancient Faith Radio is proud to present a three-part lecture on teaching doctrine by Fr. Thomas given in June 2008 at the Met. Andrey Sheptytsky Institute in Ottawa.

We continue with part two of Fr. Thomas' three-part lecture on teaching doctrine given in June 2008 at the Met. Andrey Sheptytsky Institute in Ottawa.

Fr. Thomas concludes his three-part lecture on teaching doctrine given in June 2008 at the Met. Andrey Sheptytsky Institute in Ottawa.

In conjunction with the Feast of the Universal Exaltation of the Precious and Life-Giving Cross, Michael shares some thoughts about what we can teach our young people about the Cross and our personal transformation; the Cross and Understanding Christ as our doctor rather than our lawyer; and the Cross and the Commandments.

We are broken and our prayer reflects that brokenness. But we are called to be one, to be simple with God's simplicity. As our prayer grows, we grow as well. As we spiritually heal and let go of our complexities and divisivenesses (which are results of our fallen nature), our prayer slowly lets go of its brokenness and becomes what it is supposed to be: a prayer beyond words, a silent prayer that is an act of being.

Elissa encourages us to develop a vocabulary to communicate the significance of prayer in terms children can understand and then offer opportunities to put it into practice.

Elissa offers various ideas for communicating the glorious feast of Theophany to children.

Elissa offers some suggestions for teaching children about the purpose of fasting.

Elissa details what she and her parish learned when FOCUS North America's Youth Equipped to Serve (YES) came to visit Austin, Texas.

Elissa shares with us how to get our kids to the place where their worldview is totally dependent on the Christian story.

The Holy Spirit can be a difficult and abstract concept to explain to young people, so in honor of the feast of Pentecost, Elissa explores the story of the tongues of fire, as well as the prayer "O Heavenly King," to find ways to describe this most mysterious person of the Holy Trinity.

the course of medication that cures Hepatitis C costs $84,000 at $1,000/pill, but can be produced for only $700 or $0.83/pill #

The Parable of the Wicked Vinedressers comes at an important point in the life of Christ, only days before his crucifixion. Jesus reveals the Scribes and Pharisees to be those who rejected the message of the prophets, and now they're going to kill God's Son. Fr Thomas reminds us that, in our own day, those who reject the message and the messengers by choosing the world's lies about God and humanity over the truth we receive in the Church commit the same grave error. (Matthew 21:33-44)

On the seventh Sunday of Holy Pascha we recall the words of our Lord to His apostles before His passion, reminding them that what He taught them was given by God Himself. Fr Thomas reminds Orthodox Christians that we must also receive this apostolic teaching and pass it on to new believers without any change or error.

Fr. Philip LeMasters shares what he has learned over the last 25 years of teaching Protestants about saints and icons.

Fr. Alkiviadis Calivas discusses preparation for Baptism and its theology. He finishes with an exploration of the Anaphora of the Divine Liturgy of St. Basil.

Part two of "Transformation: Same-Sex Attraction Through the Lens of Orthodox Christianity." In part two, we take a deep dive into the theology surrounding same-sex attraction. What do the Scripture, canons, and Fathers have to say about it? Is it sinful to have a same-sex attraction? Archbishop Michael, Dr. Jeannie Constantinou, Fr. Harry Linsinbigler, Dr. Roxanne Louh, and Dr. Edith M. Humphrey are among our panelists. Resource: Christian Faith and Same Sex Attraction by Fr. Thomas Hopko

In order to further improve the teaching quality of multimedia teaching in school daily teaching, a classroom facial expression emotion recognition model is proposed based on convolutional neural network. VGGNet and CliqueNet are used as the basic expression emotion recognition methods, and the two recognition models are fused while the attention module CBAM is added. Simulation results show that the designed classroom face expression emotion recognition model based on V-CNet has high recognition accuracy, and the recognition accuracy on the test set reaches 93.11%, which can be applied to actual teaching scenarios and improve the quality of classroom teaching.