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Libros sobre el tema "Lutheran schools"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

Schmidt, Wayne E. The Lutheran parochial school: Dates, documents, events, people. [St. Louis, Mo.]: Concordia Seminary Publications, 2001.

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2

Stumme, John R., Project director, Evangelical Lutheran Church in America. Division for Church in Society, Evangelical Lutheran Church in America. Division for Higher Education and Schools, Evangelical Lutheran Church in America. Division for Ministry y Evangelical Lutheran Church in America. Division for Congregational Ministries, eds. Our calling in education: A Lutheran study. Chicago, Ill: Evangelical Lutheran Church in America, 2004.

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3

Boye, Vicki. Concordia curriculum guide: Health. Editado por Concordia Publishing House. Saint Louis: Concordia Pub. House, 2007.

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4

Bobb, Donna, Carolyn S. Bergt, Brenda Trunkhill y Rodney L. Rathmann. Concordia curriculum guide: Physical education. Editado por Concordia Publishing House. St. Louis, MO: Concordia Pub. House, 2009.

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5

Schreiner, Martin. Im Spielraum der Freiheit: Evangelische Schulen als Lernorte christlicher Verantwortung. Göttingen: Vandenhoeck & Ruprecht, 1996.

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6

Go and make disciples: The goal of the Christian teacher. St. Louis: Concordia Pub. House, 1992.

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7

Gertrude, Gobbel, ed. The Bible: A child's playground. London: SCM, 1986.

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8

Isch, John. The generation to come: Teaching religion in the Lutheran elementary school. New Ulm, Minn: Dr. Martin Luther College, 1990.

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9

Grube, Edward. A home away from home: A manual for Lutheran extended school care programs. St. Louis: Concordia Pub. House, 1992.

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10

Augustana College (Sioux Falls, S.D.). Centennial Observance Committee. y Augustana College (Sioux Falls, S.D.). Center for Western Studies., eds. A noble calling: Teacher education at Lutheran Normal School and Augustana College, 1889-1989. Sioux Falls, S.D: Center for Western Studies, Augustana College, 1990.

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11

Prairie school of the prophets: The anatomy of a seminary, 1846-1976. St. Louis: Concordia, 1989.

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12

Hobby, Clark E. The homeboy. [Lima, Ohio]: Fairway Press, 1999.

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13

The school of the Church: Worship and Christian formation. Valley Forge, Pa: Trinity Press International, 1995.

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14

Worsham, Adria F. Max celebrates Martin Luther King Jr. Day. Minneapolis, Minn: Picture Window Books, 2008.

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15

1970-, Hammer Kelly Guercia, ed. Brain food: Recipes for success in school, sports, and life. Lanham: M. Evans, 2006.

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16

Caruana, Vicki. Brain food: Feed your child for success in school, sports, and life. New York: M. Evans and Co., 2006.

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17

Ada, Alma Flor. Celebra el día de Martin Luther King, Jr. con la clase de la Sra. Park. Miami: Alfaguara, 2006.

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18

Ada, Alma Flor. Celebrate Martin Luther King, Jr. Day with Mrs. Park's class. Miami, FL: Alfaguara/Santillana USA Pub. Co., 2006.

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19

Manga high: Literacy, identity, and coming of age in an urban high school. Cambridge, Mass: Harvard Education Press, 2009.

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20

Jones, Kathryn. Happy Birthday, Dr. King! New York: Simon & Schuster Books for Young Readers, 1994.

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21

(Firm), Bernard Quaritch. Early books & manuscripts : Wycliff on logic; a new manuscript. A complete Acta Sanctorum. The Aldine Boccaccio. Castiglione's first book. The first Japanese embassy to Europe. The introduction of Hindu (or 'Arabic') numerals and the transformation of mathematics. A vellum leaf from the Mainz Catholicon. Calvin's reaction to the Council of Trent. Luther's reaction to Islam. Hroswitha; the first modern dramatist. Learning to read; a unique school-book destined for the New World. Prison welfare in 16 century Spain. The second known copy of the first English Protestant primer. Lady Mary Wortley Montagu's only original letter from Turkey. The first printed digest of English law with a Middle English MS poem. Valla rewrites Aristotle. London: B. Quaritch, 2005.

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22

Wessler, Martin F. Funding Lutheran schools: How Lutheran schools are funded (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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23

Loomans, Keith. School purpose: Why congregations operate Lutheran schools (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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24

Wessler, Martin F. Christian distinctiveness: How a Lutheran school is different (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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25

Kramer, William A., George C. Stohlmann y H. C. Gruber. Memory Book For Lutheran Schools. Concordia Publishing House, 2013.

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26

Wessler, Martin F. Focus on Christian families: How Lutheran schools serve parents of students (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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27

Wessler, Martin F. Governance and management: How Lutheran schools are to be governed and managed (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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28

Moser, Carl. Sharing Christ: How Lutheran schools can be evangelism agencies of the congregation (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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29

Oesch, Norbert C. The church-worker team (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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30

Riggert, Bob. In All Things: Chapel Talks for Lutheran Schools 2021-2022. Independently Published, 2021.

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31

J, Moser Carl, Schmidt Arnold E, Beccue Marilyn y Lutheran Church--Missouri Synod. Board for Parish Services Staff., eds. Integrating the faith: A teachers guide for curriculum in Lutheran schools. St. Louis: Concordia Pub. House, 1986.

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32

Mau, Dwayne H. Our changing world: A journey to the next century (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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33

Vicki, Boye, Bergt Carolyn S, Berndt Clarence, Rathmann Rodney L y Concordia Publishing House, eds. Concordia curriculum guide. Saint Louis: Concordia Pub. House, 2007.

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34

Roth, Martin. Complete Motets from Florilegium Portense. Editado por L. Frederick Jodry. A-R Editions, 2021. http://dx.doi.org/10.31022/b218.

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Martin Roth was a student and later cantor at the Pforta school near Leipzig. His sixteen surviving motets are contained in the anthology Florilegium Portense, issued in two volumes in 1618 and 1621. Consisting largely of double-choir motets, this collection is a retrospective of late Renaissance style, intersecting with seventeenth-century usage in Lutheran churches. The collection consists of 165 pieces by about ninety composers and was used widely in schools and churches throughout central Germany. These motets were performed on a weekly basis as late as 1770 for services at the main churches in Leipzig; J. S. Bach purchased new copies in use at the St. Thomas School in 1729, mentioning that the old copies had been sung to pieces (zersungen). The fact that such late-Renaissance motets were performed in rotation for some 150 years in Leipzig lends depth to our understanding of baroque performance practice.
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35

Ruokanen, Miikka. Trinitarian Grace in Martin Luther's The Bondage of the Will. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895837.001.0001.

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Professor Miikka Ruokanen reveals the powerfully Trinitarian and participatory nature of Martin Luther’s conception of divine grace in his magnum opus The Bondage of the Will, largely ignored in the previous research. The study establishes a genuinely new understanding of Luther’s major treatise opening up its ecumenical potential. Luther’s debate with Erasmus signifies not only a disagreement concerning free will, but the dispute reveals two contrasting understandings of the very core idea of the Christian faith. For Erasmus, the relationship of the human being with God is based on the rationally and morally acceptable principles of fair play. For Luther, the human being is captivated by the overwhelming power of unfaith and transcendental evil, Satan; only the monergistic grace of the Triune God and the power of the Holy Spirit can liberate him/her. Ruokanen verifies the Trinitarian vision of salvation “by grace alone” as the center of Luther’s theology. This doctrine has three dimensions: (1) The conversion of the sinner and the birth of faith in Christ are effected by prevenient divine grace; justification “through faith alone,” is the sole work of God’s Spirit, comparable to creation ex nihilo. (2) Participation in the person, life, and divine properties of Christ, as well as participation in his salvific work, his cross, and resurrection, are possible solely because of the presence of the Holy Spirit in the believer. Justification means simultaneously the forensic declaration of the guilty non-guilty on the basis of the atonement by Jesus’ cross, as well as a union with Christ in the Holy Spirit. (3) Sanctification means the gradual growth of love for God and neighbor enabled by the believer’s participation in divine love in the Holy Spirit. Ruokanen’s work offers a crucial modification and advance to the world-renowned Finnish school of Luther interpretation: Luther’s classic use of Pneumatological language avoids the problems caused by using an ontological language.
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36

Fish, R. D. Edifying Hymns for the Lutheran Church, School, and Home. Lulu Press, Inc., 2021.

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37

Levering, Matthew y Marcus Plested, eds. The Oxford Handbook of the Reception of Aquinas. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780198798026.001.0001.

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The purpose of this Handbook is to provide the first one-volume survey of Catholic, Orthodox, and Protestant philosophical and theological reception of Thomas Aquinas over the past 750 years. In addition to chapters surveying the key figures and time periods in the reception of Aquinas across confessional divides, the Handbook also includes chapters on central philosophical and theological themes that exhibit the main lines of what any adequate reception of Aquinas would need to communicate. Figures and major schools studied for their reception (whether critical or appreciative) of Aquinas’ theology include Scotus and Ockham, the Byzantine scholastics, Meister Eckhart, Durandus, Martin Luther, John Calvin, Cardinal Cajetan, the Council of Trent, the leading theologians of the Spanish ‘Golden Age’, the Reformed and Lutheran scholastics, the combatants in the de auxiliis controversy, the Catholic Thomistic commentatorial tradition, early modern and modern Orthodox readers of Aquinas, Joseph Kleutgen and the First Vatican Council, the Catholic neo-scholastics, Jacques Maritain, Étienne Gilson, Josef Pieper, the transcendental Thomists, the main figures of the nouvelle théologie, Karl Barth, Elizabeth Anscombe and Peter Geach, analytic Thomism, and postliberal Thomism. Specialized areas of reception treated by the Handbook include philosophy of nature, metaphysics, ethics, the human person, the natural knowledge of God, politics and law, the Trinity, creation and fall, providence, nature and grace, Jesus Christ, sacraments, and eschatology. The Handbook opens with an introductory study by the eminent Thomist Jean-Pierre Torrell, OP, which sets the stage for the remaining chapters.
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38

Rydecki, Paul A. y Wilhelm Löhe. Handbook for the Home, School, and Church: For Christians of the Lutheran Confession. Repristination Press, 2019.

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39

Carpenter, Joel. Never Ending Fall: A Poetry Compilation by The First Lutheran Children's After School Program. Young Street Publishing, 2015.

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40

Philalethes, Country school-boy. A Letter to the Author of The History of the Lutheran Church, From a Country School-boy. Gale ECCO, Print Editions, 2018.

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41

McNamara, Margaret. Martin Luther King Jr. Day (Ready-to-Read). Aladdin, 2007.

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42

Fredrickson, Bruce. Which Way Is the Right Way? (A Study of Christianity, Cults, and Other Religions) (Lutheran High School Religion Series). Concordia Publishing House, 1988.

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43

Bose, Ines, Kati Hannken-Illjes y Stephanie Kurtenbach, eds. Kinder im Gespräch – mit Kindern im Gespräch. Frank & Timme, 2019. http://dx.doi.org/10.26530/20.500.12657/42800.

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How do children behave in conversations? The authors of this book provide answers that are relevant to research and practice. The analysis is based on authentic conversations in everyday situations. The discussion process and the situational embedding of the discussion actions are the focus of the investigations. The volume contains articles on argumentative conversations between children of preschool and elementary school age and on communication-promoting strategies of early childhood education professionals in daycare. In addition, framework conditions and observation instruments for communicative skills of kindergarten children are discussed and the use of digital media is also considered. Ines Bose, Prof. Dr., teaches and researches at the Institute for Music, Media and Speech Studies at Martin Luther University Halle-Wittenberg. Kati Hannken-Illjes, Prof. Dr., teaches and researches at the Institute for German Linguistics, Speech Science Group, at the Philipps University of Marburg. Stephanie Kurtenbach, Dr. phil., teaches and researches at the Institute for Music, Media and Speech Studies at the Martin Luther University Halle-Wittenberg.
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44

Luther, Martin. Luther's Small Catechism; Explained in Questions and Answers: For the Use of the Church, School, and Family. Independently Published, 2017.

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45

Patterson, W. B. Writing History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793700.003.0006.

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During the Renaissance and Reformation historical writing underwent dramatic changes in Europe and England. The recovery of many of the texts of classical antiquity that began in Italy in the fourteenth and fifteenth centuries became a focus for university scholars and literary circles. The German scholar Martin Luther, who protested against papal indulgences in 1517, provided the foundation for a radically different approach to the scriptures and to the study of the past. A school of historians led by Matthias Flacius Illyricus produced a series of volumes that showed that the Church had changed significantly over time in its teaching and practices. In England the Elizabethan Society of Antiquaries sought to avoid legends, distortions, and ideological assumptions and find a new approach to the investigation of the past. William Camden, a member of the society, helped to provide a new kind of history, one that significantly influenced Fuller.
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46

Ian, Phillips. Coach Jake. 2018.

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47

Martin Luther and the Enduring Word of God: The Wittenberg School and Its Scripture-Centered Proclamation. Baker Academic, 2016.

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48

McNamara, Margaret. Martin Luther King Jr. Day. Aladdin, 2007.

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49

Bose, Ines, Clara Luise Finke y Anna Schwenke, eds. Medien – Sprechen – Klang : Empirische Forschungen zum medienvermittelten Sprechen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51399.

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This volume brings together empirical studies on language and speech as well as on their linkage with musical-sound elements in the media (radio, audio guide, audio book, radio play as well as YouTube and Instagram videos). The contributions are primarily concerned with auditory comprehensibility and sound aesthetics, with the medial target group and format specificity of radio genres and other media offerings, and with the speech effects of medial genres, also in cultural comparison. German and Russian news formats, standardized short moderations in several countries, gender constructions in double moderations of German radio primetime, soccer reports, audio guides for children, audio books read aloud and freely narrated, Instagram stories and Youtube educational videos, as well as hip-hop radio as educated radio will be examined. Ines Bose, Prof. Dr. phil. habil., is at the Department of Speech Science and Phonetics at Martin Luther University Halle-Wittenberg. Clara Luise Finke, Dr. phil., is head of the Department of Speech Science at the University of Leipzig. Anna Schwenke, Dr. phil., works at the University of Greifswald as a research assistant in the German Department of the Elementary School Teacher Training Program.
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50

Levine, Peter. What Should We Do? Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197570494.001.0001.

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Active and responsible citizens form or join and sustain functional groups in which they ask the fundamental civic question: What should we do? In these groups, they characteristically face problems of collective action (such as free-riding), of discourse (e.g., propaganda and ideology), and of exclusion. Elinor Ostrom and the Bloomington School of political economy demonstrate that collective-action problems can be solved and suggest “design principles” that increase the odds of success. Jürgen Habermas argues that people can deliberate; experiments with deliberative democracy offer insights about what makes these conversations go well. Gandhi and Martin Luther King Jr. offer models of nonviolent social movements that indicate how to address problems of exclusion. Good civic action requires insights from these three traditions of theory and practice. This book concludes with a synthesis of the three traditions that also addresses the challenge of scale: how to preserve intentional, ethical, collective action when millions or billions of people are involved. The Montgomery Bus Boycott of 1955–1956 and the current Black Lives Matter movement provide detailed examples. This book also proposes an alternative approach to political theory that focuses on individuals in voluntary groups rather than governments or whole societies.
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