Whereas liberal arts and sciences education arguably has European roots, European universities have evolved over the last century to become advanced research institutions, mainly offering academic training in specialized disciplines. The Bologna process, started by the European Union in the late nineties, encouraged European institutions of higher education to broaden their curricula and to commit to undergraduate education with increased vigor. One of the results is that Europe is currently witnessing a proliferation of liberal arts and sciences colleges and broad bachelor degrees. This edited volume fills a gap in the literature by providing reflections on the recent developments in Europe with regard to higher education in the liberal arts and sciences. The first section includes reflections from either side of the Atlantic about the nature and aims of liberal arts and sciences education and the way in which it takes shape, or should take shape in European institutions of higher learning. The edited volume takes as a distinct approach to liberal arts and sciences education by focusing on the unique way in which core texts – i.e. classic texts from philosophical, historical, literary or cultural traditions involving “the best that has been written” – meet the challenges of modern higher education in general and in Europe in particular. This approach is manifested explicitly in the second section that focuses on how specific core texts promote the goals of liberal arts and sciences education, including the teaching methods, curricular reflections, and personal experiences of teaching core texts. The edited volume is based on a selection of papers presented at a conference held in Amsterdam, the Netherlands, in September 2015. It is meant to impart the passion that teachers and administrators share about developing the liberal arts and sciences in Europe with the help of core texts in order to provide students with a well-rounded, formative, and genuinely liberal education.

PART SIX: ONCOLOGIC EMERGENCIES -- 40. Metabolic Emergencies -- 41. Structural Emergencies -- PART SEVEN: SURVIVORSHIP -- 42. Survivorship -- PART EIGHT: PALLIATIVE AND END-OF-LIFE CARE -- 43. Palliative and End-of-Life Care -- PART NINE: PROFESSIONAL PRACTICE -- 44. Evidence-Based Practice and Standards of Oncology Nursing -- 45. Education Process -- 46. Legal Issues -- 47. Ethical Issues -- 48. Professional Issues -- Answer Key

Life in the apocalypse sucks. Just ask Jacob O’Connor and his friends. After managing to survive the initial zombie outbreak, they thought they'd seen it all. Dead rising to devour the living, cities abandoned, wreckage everywhere. Basically, the fall of modern society. They considered themselves lucky to be alive. Unfortunately, all that was only the beginning…

About the Book In this thrilling adventure, three young men with extraordinary powers must rise against crime as it appears all over their cities. With most of the attacks occurring in Sapphire City, the home of the medical monopoly CORE labs, these men known as “The Hero Trinity” seem to have an unstoppable force heading their way. After the schemes of two nefarious villains leave a trail of blood straight to the CORE, soon they discover that solving small crimes won't save the world. They have to face things they never faced before, people who have gifts like them but use it in the most despicable ways. From vigilantes to full-fledged heroes, who’s ready for the rise of a legacy? About the Author Javonte Bostick has always had a passion for the arts, such as music and writing. He is heavily into anime and comics, which has become a big inspiration for his work. During his free time, Bostick likes to spend time with his family, cherishing their unconditional love.

Focus on the teaching and learning of mathematics through the use of games. Based on current research and correlated to College and Career Readiness and other state standards, this resource provides both teachers and students with rich opportunities to engage in the Standards for Mathematical Practice. Each concept-building game supports students' learning and understanding concepts. Games are provided in the following categories: Counting and Cardinality; Operations and Algebraic Thinking; Expressions and Equations; Functions; Numbers and Operations in Base Ten; Numbers and Operations--Fractions; The Number System; Ratio and Proportional Relationships; Measurement and Data; Geometry; and Statistics and Probability.

Zelda is fifty years old when she takes a major step in her life. She quits her job, rents her house, sells her car and says goodbye to her three young adult children and their children, and joins the Peace Corps. The time is 1980 when Zelda travels to Africa, a completely different part of this planet. To the other side of the world, the developing world where she experiences many challenges. She is assigned to a tiny village upriver, two hundred miles from the capitol, where the local people had never before known a white person. Her two room house was not yet completed, so she stays in the home of the dresser dispenser, Barbar, and his family for several days. She does not know the Mandinka language well enough to understand what is being said. She meets the next door neighbor, Kumba, who becomes her best friend. Neither know the others language. Once a week she worked in the maternal/infant health clinic when the trek team arrives from Bansang. She is disturbed by the way her counterpart, Ida treats the mothers. It appears to Zelda that Ida is charging for the free service. Her little two room house had no running water nor does she have a well. Kumba carries water from the river and pours it into Zeldas jardinire. She uses chlorine tablets to purify the river water. She has no toilet or latrine for a few days. So, she has to run to Barbars latrine a few houses away until a latrine is dug and a bamboo fence surrounding it is built. She does not mind using candles, although her neighbors are not happy when she uses more than one at a time. It is extravagant and unnecessary. . On her way to Karnataka she purchases a bamboo bed, four bamboo chairs, and a straw mattress from a roadside furniture maker. This furnishes her home. Thee of the young boys bring a baby monkey to her. She reluctantly accepts it once the boys bring an orange crate, from god knows where, to use as a bed for the little thing. She names him Sangio, the Mandinka word for rain. Sangio gives her much pleasure in this difficult place. A long story ensures with a sad ending. On night while on her way to Karantaba the ambulance she is riding in completely drops into a sink hole. A torrential rain is beating down in the middle of the bush. Zelda and the other eight passengers crawl out. The ambulance lies deep in the hole, sideways, with the drivers side door facing up and out. They are stranded in knee deep water in the middle of the bush with a newborn baby and mother, and several others who had been discharged from the hospital in Bansang. They are rescued by Farkamou, and his tractor. Zelda meets people she never forgets. Zelda loses a great deal of weight due to the lack of available food, extreme heat and loneliness. She becomes infected with every scratch or cut. Zelda is transferred to a less environmentally challenging. assignment. To Jambanjelly, nearer to the sea. In Jambanjelly, she becomes a part of the village and the family she lives with, the Chief and his three wives. There is a coup detet, and Zelda is evacuated to Senegal with the other volunteers. And returned in a week. This book covers the first year of Zeldas time in The Gambia. It ends on a New Years Eve night with several of her Peace Corps and Gambian friends on a deserted quiet beach which stretched forever into the night.

The Core Question of Who am I? is a question we have all asked ourselves many times in our lives. Most of us have answered that question only to come back to it again at a later time still looking for an answer. There are two logical questions that follow the Core Question of Who am I? — What do I want to do? (when I grow up) and How do I get there? This book, helps you the reader, answer those for yourself and is ultimately a discourse on authentic self-love with the additional benefit of giving you an understanding of how to share that with others. This book uses three easy steps which are: • Awareness of what you truly sense within you. • Understanding how your thinking patterns were formed. • Manifesting positive outcomes without fear. The ongoing ‘search for self’ is part of our human desire to achieve and grow in ways that make us not only happy but comfortable and financially stable. So let your search end and your journey begin, with this, the missing piece.

The very idea that the teachings can be mastered will arouse controversy within Buddhist circles. Even so, Ingram insists that enlightenment is an attainable goal, once our fanciful notions of it are stripped away, and we have learned to use meditation as a method for examining reality rather than an opportunity to wallow in self-absorbed mind-noise. Ingram sets out concisely the difference between concentration-based and insight (vipassana) meditation; he provides example practices; and most importantly he presents detailed maps of the states of mind we are likely to encounter, and the stages we must negotiate as we move through clearly-defined cycles of insight. Its easy to feel overawed, at first, by Ingram's assurance and ease in the higher levels of consciousness, but consistently he writes as a down-to-earth and compassionate guide, and to the practitioner willing to commit themselves this is a glittering gift of a book.In this new edition of the bestselling book, the author rearranges, revises and expands upon the original material, as well as adding new sections that bring further clarity to his ideas.