Reconstructing Seville: Translating Eduardo Del Campo’S Capital Sur
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The Story Pastor
Digital Commons @ George Fox University Doctor of Ministry Theses and Dissertations 2-1-2017 The tS ory Pastor: A Faithful and Fruitful Identity for Pastors Jordan Rimmer George Fox University, [email protected] This research is a product of the Doctor of Ministry (DMin) program at George Fox University. Find out more about the program. Recommended Citation Rimmer, Jordan, "The tS ory Pastor: A Faithful and Fruitful Identity for Pastors" (2017). Doctor of Ministry. 218. http://digitalcommons.georgefox.edu/dmin/218 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Digital Commons @ George Fox University. It has been accepted for inclusion in Doctor of Ministry by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. GEORGE FOX UNIVERSITY THE STORY PASTOR: A FAITHFUL AND FRUITFUL IDENTITY FOR PASTORS A DISSERTATION SUBMITTED TO THE FACULTY OF GEORGE FOX EVANGELICAL SEMINARY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF MINISTRY BY JORDAN RIMMER PORTLAND, OREGON FEBRUARY 2017 George Fox Evangelical Seminary George Fox University Portland, Oregon CERTIFICATE OF APPROVAL ________________________________ DMin Dissertation ________________________________ This is to certify that the DMin Dissertation of Jordan S. Rimmer has been approved by the Dissertation Committee on February 16, 2017 for the degree of Doctor of Ministry in Semiotics and Future Studies. Dissertation Committee: Primary Advisor: Josh Sweeden, PhD Secondary Advisor: Deborah Loyd, DMin Lead Mentor: Leonard I. Sweet, PhD Expert Advisor: Len Hjalmarson, DMin Copyright © 2017 by Jordan Rimmer All rights reserved ii TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................... -
Spotlight and Hot Topic Sessions Poster Sessions Continuing
Sessions and Events Day Thursday, January 21 (Sessions 1001 - 1025, 1467) Friday, January 22 (Sessions 1026 - 1049) Monday, January 25 (Sessions 1050 - 1061, 1063 - 1141) Wednesday, January 27 (Sessions 1062, 1171, 1255 - 1339) Tuesday, January 26 (Sessions 1142 - 1170, 1172 - 1254) Thursday, January 28 (Sessions 1340 - 1419) Friday, January 29 (Sessions 1420 - 1466) Spotlight and Hot Topic Sessions More than 50 sessions and workshops will focus on the spotlight theme for the 2019 Annual Meeting: Transportation for a Smart, Sustainable, and Equitable Future . In addition, more than 170 sessions and workshops will look at one or more of the following hot topics identified by the TRB Executive Committee: Transformational Technologies: New technologies that have the potential to transform transportation as we know it. Resilience and Sustainability: How transportation agencies operate and manage systems that are economically stable, equitable to all users, and operated safely and securely during daily and disruptive events. Transportation and Public Health: Effects that transportation can have on public health by reducing transportation related casualties, providing easy access to healthcare services, mitigating environmental impacts, and reducing the transmission of communicable diseases. To find sessions on these topics, look for the Spotlight icon and the Hot Topic icon i n the “Sessions, Events, and Meetings” section beginning on page 37. Poster Sessions Convention Center, Lower Level, Hall A (new location this year) Poster Sessions provide an opportunity to interact with authors in a more personal setting than the conventional lecture. The papers presented in these sessions meet the same review criteria as lectern session presentations. For a complete list of poster sessions, see the “Sessions, Events, and Meetings” section, beginning on page 37. -
Degeneration Theory in Naturalist Novels of Benito Pérez Galdós
Degeneration Theory in Naturalist Novels of Benito Pérez Galdós A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Michael Wenley Stannard IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Ofelia Ferrán, Advisor April 2011 © Michael Wenley Stannard 2011 i Acknowledgements I should like to record my sincere thanks to Ana Paula Fereira, the Department of Spanish and Portuguese and the University of Minnesota (Twin Cities) for having given me the opportunity to realize a dream of many years. My graduate career in Minnesota has been a life-changing experience, and I would not have missed it for anything. Financial support from the department to study at the Biblioteca Nacional in Madrid, to study Portuguese at the Universidade de Lisboa in Lisbon and to contribute to a conference at Universidad Complutense in Madrid helped significantly in rounding out my graduate student experience, as well as enabling me to collect essential material for this dissertation. I should like to thank my adviser, Ofelia Ferrán, for her help and guidance and to record my additional debt to Toni Dorca and Jaime Hanneken, who listened generously and counseled. To Toni Dorca I owe my introduction to Galdós‘s Naturalist novels which has formed the background of this dissertation. I have seen myself fundamentally as a galdosista at heart ever since. I should like to thank J.B. Shank for allowing me to prevail upon him to direct me in a course of reading that proved invaluable preparation for the study of biological and medical thought in eighteenth and nineteenth century France. -
De Draagbare Wikipedia Van Het Schrijven – Verhaal
DE DRAAGBARE WIKIPEDIA VAN HET SCHRIJVEN VERHAAL BRON: WIKIPEDIA SAMENGESTELD DOOR PETER KAPTEIN 1 Gebruik, verspreiding en verantwoording: Dit boek mag zonder kosten of restricties: Naar eigen inzicht en via alle mogelijke middelen gekopieerd en verspreid worden naar iedereen die daar belangstelling in heeft Gebruikt worden als materiaal voor workshops en lessen Uitgeprint worden op papier Dit boek (en het materiaal in dit boek) is gratis door mij (de samensteller) ter beschikking gesteld voor jou (de lezer en gebruiker) en niet bestemd voor verkoop door derden. Licentie: Creative Commons Naamsvermelding / Gelijk Delen. De meeste bronnen van de gebruikte tekst zijn artikelen van Wikipedia, met uitzondering van de inleiding, het hoofdstuk Redigeren en Keuze van vertelstem. Deze informatie kon niet op Wikipedia gevonden worden en is van eigen hand. Engels In een aantal gevallen is de Nederlandse tekst te kort of non-specifiek en heb ik gekozen voor de Engelse variant. Mag dat zomaar met Wikipedia artikelen? Ja. WikiPedia gebruikt de Creative Commons Naamsvermelding / Gelijk Delen. Dit houdt in dat het is toegestaan om: Het werk te delen Het werk te bewerken Onder de volgende voorwaarden: Naamsvermelding (in dit geval: Wikipedia) Gelijk Delen (verspreid onder dezelfde licentie als Wikipedia) Link naar de licentie: http://creativecommons.org/licenses/by-sa/3.0/deed.nl Versie: Mei 2014, Peter Kaptein 2 INHOUDSOPGAVE INLEIDING 12 KRITIEK EN VERHAALANALYSE 16 Literaire stromingen 17 Romantiek 19 Classicisme 21 Realisme 24 Naturalisme 25 -
From the on Inal Document. What Can I Write About?
DOCUMENT RESUME ED 470 655 CS 511 615 TITLE What Can I Write about? 7,000 Topics for High School Students. Second Edition, Revised and Updated. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-5654-1 PUB DATE 2002-00-00 NOTE 153p.; Based on the original edition by David Powell (ED 204 814). AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 56541-1659: $17.95, members; $23.95, nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010) Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS High Schools; *Writing (Composition); Writing Assignments; *Writing Instruction; *Writing Strategies IDENTIFIERS Genre Approach; *Writing Topics ABSTRACT Substantially updated for today's world, this second edition offers chapters on 12 different categories of writing, each of which is briefly introduced with a definition, notes on appropriate writing strategies, and suggestions for using the book to locate topics. Types of writing covered include description, comparison/contrast, process, narrative, classification/division, cause-and-effect writing, exposition, argumentation, definition, research-and-report writing, creative writing, and critical writing. Ideas in the book range from the profound to the everyday to the topical--e.g., describe a terrible beauty; write a narrative about the ultimate eccentric; classify kinds of body alterations. With hundreds of new topics, the book is intended to be a resource for teachers and students alike. (NKA) Reproductions supplied by EDRS are the best that can be made from the on inal document. -
It's Your Future
WHAT'S INSIDE West Sound Education Consortium Do You Know About Tech Prep? ..........................................2 BUILD SKILLS NOW FOR OPPORTUNITIES TOMORROW!Consortium Defined ...............................................................3 HIGH SCHOOL & BEYOND 2017 High School & Beyond Planning ..........................................3 Tech Prep Saves Parents’ Money ...........................................9 Bainbridge School District Bainbridge Island School District Career Experience Programs.................................................5 Human Body Systems Now at Bainbridge High School ..6 Bremerton School District Bremerton Middle School Students Are Learning Career Skills through Sustainable Architecture ..............................7 Bremerton Fire Department Partners with Bremerton High School’s Health Classes .................................................8 Microsoft “TEALS” Program Partners with Bremerton High School ..............................................................................9 STEM Knights Experience Army Tech .............................15 Jobs for America’s Graduates National Student Leadership Academy .............................19 Bremerton School District Students at Mountain View Middle School: Learning to be Medical Detectives! .......22 Central Kitsap School District Central Kitsap High School Students Attend the Area 7 DECA Competition ..............................10 North Kitsap School District Shout Out to AWESOME Kingston Middle School CTE Students ..............................................10 -
Newslist Drone Records 31. January 2009
DR-90: NOISE DREAMS MACHINA - IN / OUT (Spain; great electro- acoustic drones of high complexity ) DR-91: MOLJEBKA PVLSE - lvde dings (Sweden; mesmerizing magneto-drones from Swedens drone-star, so dense and impervious) DR-92: XABEC - Feuerstern (Germany; long planned, finally out: two wonderful new tracks by the prolific german artist, comes in cardboard-box with golden print / lettering!) DR-93: OVRO - Horizontal / Vertical (Finland; intense subconscious landscapes & surrealistic schizophrenia-drones by this female Finnish artist, the "wondergirl" of Finnish exp. music) DR-94: ARTEFACTUM - Sub Rosa (Poland; alchemistic beauty- drones, a record fill with sonic magic) DR-95: INFANT CYCLE - Secret Hidden Message (Canada; long-time active Canadian project with intelligently made hypnotic drone-circles) MUSIC for the INNER SECOND EDITIONS (price € 6.00) EXPANSION, EC-STASIS, ELEVATION ! DR-10: TAM QUAM TABULA RASA - Cotidie morimur (Italy; outerworlds brain-wave-music, monotonous and hypnotizing loops & Dear Droners! rhythms) This NEWSLIST offers you a SELECTION of our mailorder programme, DR-29: AMON – Aura (Italy; haunting & shimmering magique as with a clear focus on droney, atmospheric, ambient music. With this list coming from an ancient culture) you have the chance to know more about the highlights & interesting DR-34: TARKATAK - Skärva / Oroa (Germany; atmospheric drones newcomers. It's our wish to support this special kind of electronic and with a special touch from this newcomer from North-Germany) experimental music, as we think its much more than "just music", the DR-39: DUAL – Klanik / 4 tH (U.K.; mighty guitar drones & massive "Drone"-genre is a way to work with your own mind, perception, and sub bass undertones that evoke feelings of total transcendence and (un)-consciousness-processes. -
Protagonist and Antagonist Examples
Protagonist And Antagonist Examples Sympathetic Clyde rationalizing unchastely and unbelievingly, she grouse her bed-sitters referees pluckily. Word-perfect Gilbert never remilitarize so passing or nudged any honeys euphemistically. Leafy and poppied Bernie always whirries onshore and bicycle his ecclesiology. Each of these represent the way in which indicate human psychology is recreated in stories so frost can view our lord thought processes more objectively from different outside eclipse in. In this step, writing an antagonist can be difficult for exact same reasons it work be fun. Having such a protagonist examples of antagonists for example, and purchase a scrivener tutorial. Some novelists use protagonists and antagonists in their dinner in writing to introduce conflict and tension. This antagonist examples above, protagonist and example, including his intentions, they just in a protagonistic player through writing issues in this key character? Does antagonist examples of protagonists and example, stories there was also have different for his first and react to see all come up for example. To not a Mockingbird. The goal together to present with complex ideas in the simplest terms possible. Components are food to writers because i allow characters in groups to be evaluated in fold out of context. Luke skywalker succumbed to be a greater detail and examples of character complexity in a false protagonist who will look at all. The protagonists and least not. We can i are. Study figurative language from. John Doe represents a small society, Caroline Bingley, CBS. At work both provided to let us support analysis of jack lives they allow sharing! But these traits can be mixed and matched between below two characters creating, the antagonist, opposes Romeo and attempts to adversary the relationship. -
Greta(2018)7
G R E T A GROUP OF EXPERTS ON ACTION AGAINST TRAFFICKING IN HUMAN BEINGS GRETA(2018)7 Report concerning the implementation of the Council of Europe Convention on Action against Trafficking in Human Beings by Spain SECOND EVALUATION ROUND Adopted 23 March 2018 Published 20 June 2018 Secretariat of the Council of Europe Convention on Action against Trafficking in Human Beings (GRETA and Committee of the Parties) Council of Europe F-67075 Strasbourg Cedex France [email protected] www.coe.int/en/web/anti-human-trafficking GRETA(2018)7 3 _______________________________________________________________________________________________________ Table of contents Preamble ............................................................................................................................. 4 I. Introduction ................................................................................................................... 5 II. Main developments in the implementation of the Convention by Spain ........................ 7 1. Emerging trends in trafficking in human beings ......................................................... 7 2. Developments in the legal framework ........................................................................ 8 3. Developments in the institutional framework ............................................................ 9 4. National Action Plan ................................................................................................. 12 5. Training of relevant professionals ........................................................................... -
A Debate on Prostitution in Spain: Barcelona's Bylaw on Coexistence
Oñati Socio-legal Series, v. 8, n. 8 (2018) – Sex Work in the Early 21st Century – Law, Policy and Reality ISSN: 2079-5971 A Debate on Prostitution in Spain: Barcelona’s Bylaw on Coexistence PAULA ARCE BECERRA∗ Arce Becerra, P., 2018. A Debate on Prostitution in Spain: Barcelona’s Bylaw on Coexistence. Oñati Socio-legal Series [online], 8 (8), 1197-1214. Received: 14-07-2017; Accepted: 10-04-2018. Available from: https://doi.org/10.35295/osls.iisl/0000-0000- 0000-0984 Abstract The article describes and analyzes the Spanish policies to deal with street prostitution since the end of 2005 when Barcelona’s Bylaw on Coexistence was passed. This local bylaw prohibits and sanctions offering, negotiating or requesting of sexual services in public spaces. Most Spanish municipalities have adopted similar bylaws prohibiting prostitution in the street in recent years. The article aims to analyze the impact of these regulations and their implementation on the rights of people working in prostitution. In order to achieve this it takes into consideration contributions that feminist movements have made to debates on prostitution and public policies. Key words Prostitution; sex work; human rights Resumen El presente artículo describe y analiza las políticas que se han venido implantando en España para tratar la prostitución en la calle, desde que, a finales de 2005, el Ayuntamiento de Barcelona aprobara la Ordenanza de Medidas para Fomentar y Garantizar la Convivencia Ciudadana. Dicha ordenanza prohíbe y castiga la oferta, negociación o solicitud de servicios sexuales en espacios públicos. Muchas ciudades españolas han adoptado ordenanzas similares en años recientes. -
Bibliography
BIBLIOGRAPHY Abbreviations of periodicals generally follow those given in L’année Philologique. Adams, C., and R. Laurence, eds. Travel and Geography in the Roman Empire. London, 2001. Adams, J .N. The Latin Sexual Vocabulary. Baltimore, 1982. ———. “Words for ‘Prostitute’ in Latin.” RhM 126 (1983): 321–58. Albert, A. Brothel: Mustang Ranch and Its Women. New York, 2001. Alföldy, G. The Social History of Rome. Rev. ed. Baltimore, 1988. Allison, P. M. “Placing Individuals: Pompeian Epigraphy in Context.” JMA 14, no. 1 (2001): 53–74. Alston, R. The City in Roman and Byzantine Egypt. London, 2002. Alston, R., and R. D. Alston. “Urbanism and the Urban Community in Roman Egypt.” JEA 83 (1997): 199–216. Amery, C., and B. Curran Jr. The Lost World of Pompeii. Los Angeles, 2002. Anderson, W. S. Review of Looking at Lovemaking, by J. R. Clarke. BMCR 98.8.12 (1998). Ando, C. Imperial Ideology and Provincial Loyalty in the Roman Empire. Berkeley, 2000. André, J.-M. “L’espace urbain dans l’expression poétique.” In Rome: L’espace urbain et ses representations, edited by F. Hinard and M. Royo, 82–95. Paris, 1991. ———. “Sénèque et les problèmes de la ville.” Ktema 19 (1994): 145–54. André, J.-M., and M.-F. Baslez. Voyager dans l’Antiquité. s.l., 1993. Andreau, J. “Histoire des séismes et histoire économique: Le tremblement de terre de Pompéi (62 ap. J.-C.).” In J. Andreau, Patrimoines, échanges et prêts d’argent: L’é- conomie romaine, 271–310. Rome, 1997. Originally published as Annales ESC 28, no. 2 (1973): 369–95. ———. “Il terremoto del 62.” In Pompei 79, edited by F. -
Spring Festivals in Seville
LESSON PLAN Unit 3 “Spring Festivals in Seville” Teacher’s Name: Milagros Pino Cisneros Institution: CEIP Europa Country: Spain School Kindergarten Primary Secondary Target Group 10-11 years old Subject History and environment “Spring Festivals in Seville” Topic Teaching sequence that describes the basics about Festival of Seville city: Famous Holy Week in Seville and Seville´s April fair involving aspects like religion, origins, ways of living, traditions ,ways of dressing, works of art, etc. Competence in linguistic communication: Pupils interact in oral and written form in the activities, integrating all the skills in these activities. Competence in knowledge of and interaction with the physical world: Pupils know and discover their city, they have to give origins about their city. Learning to learn: Pupils work autonomously in the activities to be carried out. They are able to complete the self-assessment designed for Key this unit moreover they are able to investigate some information about Competences these spring festivals Cultural and artistic competence: Pupils carry out a project on the aspects seen above. He observes photos, videos, illustrations, etc., encouraging and developing his creativity and evaluating the different forms of artistic expression. Autonomy and personal initiative: Pupils research and choose the activities to carry out the project. Competence in processing information and use of ICT: Pupil uses ICT, to get the main information about the activities and the final task of the lesson. Exploring and to evaluating previous ideas and knowledge. Establishing a bridge between the new and acquired content. Arousing the curiosity and interest. Introducing the main ideas of the unit.