The lands where Muslims, Jews, and Christians have encountered each other are littered with the ruins of fortresses. Each faith community built barriers to keep out the enemies of their faith. The present studies look at the barriers erected by peoples considered resistant to the gospel, and the bridges God is using to carry the gospel to them.

Resistant Learners: Reach Me Before You Teach Me focuses on those students whose behavior limits their learning and challenges their teachers while perhaps interrupting the learning cycle of their peers. Each chapter explains the theoretical and research background for each topic. Most importantly, each chapter satisfies the intentional design of the book--to offer situational examples and dialog that clearly shows how building trusting relationships can happen and how making positive personal connections with students might actually look. Practicing teachers, pre-service teachers, teacher educators, professional development staff and school administrators who represent the field of education as caring professionals will benefit from this book.

Teaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, collectively transform educational spaces, and empower students and other teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and extensive interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others, all of whom are unified against oppression and readily use their classrooms to fight for human liberation, social justice, systemic change, and true equality. Royalties will be donated to Teachers 4 Social Justice: t4sj.org

For more than a century, from 1900 to 2006, campaigns of nonviolent resistance were more than twice as effective as their violent counterparts in achieving their stated goals. By attracting impressive support from citizens, whose activism takes the form of protests, boycotts, civil disobedience, and other forms of nonviolent noncooperation, these efforts help separate regimes from their main sources of power and produce remarkable results, even in Iran, Burma, the Philippines, and the Palestinian Territories. Combining statistical analysis with case studies of specific countries and territories, Erica Chenoweth and Maria J. Stephan detail the factors enabling such campaigns to succeed and, sometimes, causing them to fail. They find that nonviolent resistance presents fewer obstacles to moral and physical involvement and commitment, and that higher levels of participation contribute to enhanced resilience, greater opportunities for tactical innovation and civic disruption (and therefore less incentive for a regime to maintain its status quo), and shifts in loyalty among opponents' erstwhile supporters, including members of the military establishment. Chenoweth and Stephan conclude that successful nonviolent resistance ushers in more durable and internally peaceful democracies, which are less likely to regress into civil war. Presenting a rich, evidentiary argument, they originally and systematically compare violent and nonviolent outcomes in different historical periods and geographical contexts, debunking the myth that violence occurs because of structural and environmental factors and that it is necessary to achieve certain political goals. Instead, the authors discover, violent insurgency is rarely justifiable on strategic grounds.

However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.

A pair of siblings' bucolic French town is almost untouched by the ravages of WWII. When their friend goes into hiding and his Jewish parents disappear, they realize they must take a stand.

Over the last thirty years, conservative evangelicals have been moving to the Northwest of the United States, where they hope to resist the impact of secular modernity and to survive the breakdown of society that they anticipate. These believers have often given up on the politics of the Christian Right, adopting strategies of hibernation while developing the communities and institutions from which a new America might one day emerge. Their activity coincides with the promotion by prominent survivalist authors of a program of migration to the "American Redoubt," a region encompassing Idaho, Montana, parts of eastern Washington and Oregon, and Wyoming, as a haven in which to endure hostile social change or natural disaster and in which to build a new social order. These migration movements have independent origins, but they overlap in their influences and aspirations, working in tandem to offer a vision of the present in which Christian values must be defended as American society is rebuilt according to biblical law. This book examines the origins, evolution, and cultural reach of this little-noted migration and considers what it might tell us about the future of American evangelicalism. Drawing on Calvinist theology, the social theory of Christian Reconstruction, and libertarian politics, these believers are projecting significant soft power. Their books are promoted by leading mainstream publishers and listed as New York Times bestsellers. Their strategy is gaining momentum, making an impact in local political and economic life, while being repackaged for a wider audience in publications by a broader coalition of conservative commentators and in American mass culture. This survivalist evangelical subculture recognizes that they have lost the culture war - but another kind of conflict is beginning.

The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning.

Use this spiritual guide to equip yourself with the tools needed to tear down anxiety and build inner peace. Spiritual people often find that their own expectations of living a life dedicated to a higher power makes them more susceptible to high-functioning anxiety. Sometimes, traditional relaxation techniques either do not work, don’t last, or, in some cases, actually increase their anxiety. Psychotherapist, yoga teacher, and interfaith minister Rev. Connie L. Habash has helped hundreds of spiritual people overcome fear and anxiety, regain happiness, and feel calmer. In over twenty-five years as a counselor helping spiritual people overcome anxiety, Rev. Connie has taught that it takes more than chanting mantras, stretching, or relaxation techniques to calm anxiety. It requires a transformation in perception, moment-to-moment body awareness, and a conscious response to thoughts and emotions. Awakening from Anxiety provides valuable psycho-spiritual tools to deepen spiritual awakening and calm fears:Learn what anxiety is and when it becomes a problemUnderstand the six mistakes spiritual people make that increase anxietyDiscover the seven keys to a more calm, confident, courageous lifeKnow how to break through the old patterns of stress, worry, and fear into a new perception of your true selfExplore spiritual principles and yoga philosophy to cultivate inner peace If you enjoyed Stop Anxiety from Stopping You and First, We Make the Beast Beautiful, Awakening from Anxiety will take your healing and renewal from anxiety to the next level. “A book I will recommend to many for both practical advice and spiritual insights for handling stress, worry, and anxiety.”?Becca Anderson, author of Prayers for Calm