You have probably heard about the benefits of blended learning...

Wisdom literature is foundational to our life and learning.\nIf the fear of the Lord is the beginning of wisdom formed in the life of faith, its end is nothing less than the shaping of a moral self and community attuned to the character of God. This pursuit of wisdom is an ongoing journey, never a simple arrival. For the wisdom writings of the Old Testament, the pursuit of wisdom calls for the ongoing attainment of instruction, insight, shrewdness, knowledge, prudence, learning, and skill. And persons who attain wisdom think more deeply, are more discerning, and have a keener insight into the complexities and nuances of decision making. For a world-perspective that assumes the power and reality of divinity, being wise means living ethically - and to live ethically, one must be in a constant intellectual pursuit of meaning. The book details the structure, themes, and contribution to both ancient and modern society of Job, Proverbs, and Ecclesiastes. The chapters on Sirach and the Wisdom of Solomon will discuss the consonance and dissonance with \"canonical wisdom,\" giving special attention to the development of their core ideas. The book will conclude with a chapter on Wisdom's abiding legacy.

Education forms a unique dimension of social status, with qualities that make it especially important to health. It influences health in ways that are varied, present at all stages of adult life, cumulative, self-amplifying, and uniformly positive. Educational attainment marks social status at the beginning of adulthood, functioning as the main bridge between the status of one generation and the next, and also as the main avenue of upward mobility. It precedes the other acquired social statuses and substantially influences them, including occupational status, earnings, and personal and household income and wealth. Education creates desirable outcomes because it trains individuals to acquire, evaluate, and use information. It teaches individuals to tap the power of knowledge. Education develops the learned effectiveness that enables self-direction toward any and all values sought, including health.For decades American health sciences has acted as if social status had little bearing on health. The ascendance of clinical medicine within a culture of individualism probably accounts for that omission. But research on chronic diseases over the last half of the twentieth century forced science to think differently about the causes of disease. Despite the institutional and cultural forces focusing medical research on distinctive proximate causes of specific diseases, researchers were forced to look over their shoulders, back toward more distant causes of many diseases. Some fully turned their orientation toward the social status of health, looking for the origins of that cascade of disease and disability flowing daily through clinics.Why is it that people with higher socioeconomic status have better health than lower status individuals? The authors, who are well recognized for their strength in survey research on a broad national scale, draw on findings and ideas from many sciences, including demography, economics, social psychology, and the health sciences. People who are well educated feel in control of their lives, which encourages and enables a healthy lifestyle. In addition, learned effectiveness, a practical end of that education, enables them to find work that is autonomous and creative, thereby promoting good health.

Originally published in 1993, this book presents an alternative approach to the study of the emergence of economic awareness during childhood: a new developmental economic psychology! In the past, attempts to study the emergence of children's economic consciousness have failed to take account of the practical nature of the \"economic\" in the history of western cultures. Economic socialisation has been seen as the acquisition of abstract knowledge about the institutions of adult economic culture. The child has been seen as a spectator, acquiring knowledge of that culture, but never really a part of it. However, economic actions, in essence, are directed not towards the attainment of knowledge, but rather towards the practical solution of problems of resource allocation imposed by constraint. Children, just like adults, are faced with practical problems of resource allocation. Their response to these problems may be different from those of adults but no less \"economic\" for that. This realisation forms the heart of this book. In it children are seen as both inhabitants of their own \"playground\" economic subculture and actors in the wider economic world of adults, solving, or attempting to solve, practical economic problems. In order to highlight this \"child-centred\" approach, the authors studied the way children tackle the particular problems posed by limitations of income. How do children learn (a) the relationship between choices available in the present and the future, (b) to spread their limited financial resources over time into the future and (c) about the strategies, such as banking, that allow them to protect those resources from threats and temptations? In short, how do children learn to save? This volume goes some way to answering these and related questions and in so doing sets up an alternative framework for the study of the emergence of economic awareness.

This book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that children's mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen.Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the children's perspective in their learning and covers: children's serve and return conversational talk mathematical babies and their developmental momentum schematic patterns of thinking mathematical mark-making child-led play problem solving creative and critical thinking how adults can support children's mathematical talk, thinking and mastery This book will help all early years practitioners and teachers working with children throughout the EYFS and KS1 build their understanding, knowledge, experience and confidence of engaging in early mathematics.

INTRODUCTION Education is an enlightening process that provides knowledge and skills, to infuse values that facilitate nurturance of right attitudes and habits among students. It is a versatile development that gives rise to unified measures of a self-sufficient human being. \"Education is the process of developing the capabilities and potentials of an individual, as to prepare that individual to be successful in a specific society or culture\" (Aremu, 2000). Since education is a dynamic phenomenon, with time it encounters several challenges in all aspects of social, economic and cultural lives of mankind around the globe. The significance of education cannot be underestimated, as it plays an essential role in cognitive development of the masses. Bearing the challenges and importance of education in mind, it becomes sheer important to emphasize upon its prime goal i.e. Academic Achievement of the students. \"Academic achievement is an incredible pointer for the general prosperity of youth and an essential indicator and determinant of adults physical well being outcomes \"(Vernez, Krop & Rydell, 1999). 1.1 ACADEMIC ACHIEVEMENT Academic Achievement is a manifold construct that consists of different domains of learning and is taken as the criterion for selection, encouragement and recognition of students in various walks of life. It is considered as a determinant to evaluate ones potentialities and capabilities, students in all cultures are expected to accomplish high levels of academic achievement. According to Trow, \"Academic achievement is a knowledge attaining ability or degree of competence in school tasks, usually measured by standardized tests and expressed in a grade or units based on pupil's performance\" According to Crow & Crow (1969), \"It is the extent to which a learner is profiting from instructions in the given area of learning\". \"Academic achievement is the attainment of knowledge, competencies, and higher-level status, as reflected in grades, degrees, and other forms of certification or public acknowledgement\" (Collins & O'Brien, 2011),

This book covers all the topics in construction that is tested for CSEC Mathematics. The basic concepts are introduced first and students need to work through these with the use of their geometric instruments. After students have mastered these basic concepts, there are problems that need the applications of two or more of these concepts. Finally, there are structured problems where students apply all their knowledge that was learnt in construction, to work through.This book is designed for anyone who has never done construction before. No previous knowledge was assumed, so forms 1, 2 and 3 students will benefit from this book. Repeater students will profit tremendously when they work through the contents of the book. Adults can also use the book if they want to develop new skills and knowledge. A tutor is not needed if someone wants to use the book independently. Teachers, who are giving crash courses, can use the book with their students and they will master this topic within a day or two depending on their level of attainment. I will advise students and Teachers to immediately do past paper questions on construction, as soon as they complete this book, because all the concepts will be fresh in their minds.