Detailed summary of Silas Marner

Silas Marner - 2014 (unabridged school edition) by George Eliot. The CBSE has prescribed this novel as Long Reading Text under the Reading Project, for class XII.

A Practical Guide to Teaching English in the Secondary School offers straightforward advice, inspiration and a wide range of tried and tested approaches to help you find success in the secondary English classroom. Covering all aspects of English teaching, it is designed for you to dip in and out of, and enable you to focus on specific areas of teaching, your programme or pupils’ learning. Fully updated to reflect what student and early career teachers see and experience when they enter the classroom, the second edition supports trainee and practicing teachers to teach in imaginative and creative ways to promote learning in English. Packed with ideas, resources, practical teaching activities and underpinned by the latest research into how children learn, the book examines the core areas of reading, writing and spoken English including: • Plays, poetry, non-fiction, myths and legends, drama and Shakespeare • Developing writing • Creative grammar • Talk and classroom dialogue • Media and digital writing • English across the curriculum • Well-being through writing • Literature and language post-16. Including tools to support critical reflection, A Practical Guide to Teaching English in the Secondary School is an essential companion for all training and newly qualified English teachers.

What is prejudice in the 21st Century and how can education help to reduce it? This original text discusses prejudice in detail, offering a clear analysis of research and theory on prejudice and prejudice reduction, drawn from findings in social psychology, critical thinking and education. Presenting the underlying principle that prejudice can be reduced through the development of four core attributes – empathy, understanding, cognitive flexibility and metacognitive thought – the book offers effective educational strategies for preparing young people for life. Chapters explore a range of examples of classroom practice and provide a thorough engagement with the minefield of prejudice, set against challenging sociological, ideological, political and cultural questions. An integrative framework is included that can be adapted and adopted in schools, synthesising findings and emphasising the need for individuals and groups to work against preconceived beliefs and emotional reactions to situations, offering contra-intuitive, rational and affective responses. Understanding Prejudice and Education is essential reading for all those engaged in relevant undergraduate, Master’s level and postgraduate courses in education, social psychology and cultural studies, as well as teachers and school leaders interested in developing strategies to reduce prejudice in their schools.

This is a book about the education America owes to its children, why its education system is in poor condition, and what might be done to give that system both energy and quality. In diagnosing the current practices and priorities of American education, the book presupposes a collective public interest in creating a well-educated next generation. While focused on public schools, the book addresses the education of all of America’s children: What should well-educated future citizens learn in school?

No one is free from the struggle with sin. Not only is sin part of being human, but the true nature of sin is widely misunderstood. Into the Wilderness provides a unique interpretation of sin as a basic self-absorption that grips every human being and is the source of unhappiness. Historically the notion of sin has been divided into easily understood categories. The traditional approach used the Seven Deadly Sins—pride, greed, gluttony, anger, envy, sloth, and lust—as a framework. But a deeper understanding of sin demands three additional categories: fear, dishonesty, and despair. Into the Wilderness explores these ten specific sins with power and clarity. The book goes beyond an analysis of sin by opening the path from sin to redemption, from unhappiness to joy, finally laying out a path from the despair of sin to the joy of spiritual renewal and freedom. The book concludes with an addendum which answers the book’s fundamental question—how can one move from the enslavement of sin into God’s redeeming grace? The addendum presents a detailed prayer discipline designed to open the way forward.

Describes how to create a digital library of documents.

George Eliot's work has been subject to a wide range of critical questioning, most of which relates her substantially to a Victorian context and intellectual framework. This book examines the ways in which her work anticipates significant aspects of writing in the twentieth and indeed twenty first century in regard to both art and philosophy. This new book presents a series of linked essays exploring Eliot's credentials as a radical thinker. Opening with her relationship to the Romantic tradition, Newton goes on to discuss her reading of Darwinism, her radical critique of Victorian values and her affiliation with the modernists. The final essays discuss her work in relation to Derridean themes and to Bernard Williams' concept of moral luck. What emerges is a very different Eliot from the conservative figure portrayed in much critical literature.

Working from within the contours of Christian faith, this book examines the relation between two ways of forming families—through nature (by procreation) and through history (by adoption). Christians honor the biological tie between parents and children, for it is the work of God in creation. Yet Christians cannot forget that it is adoption, and not simply natural descent, that is at the center of the New Testament’s depiction of God’s grace. Gilbert Meilaender takes up a range of issues raised by the practice of adoption, always seeking to do justice to both nature and history in the formation of families, while keeping at the center of our vision the truth that it is not by nature but by grace that we can become adopted children of the one whom Jesus called his Father. Meilaender begins with reflection on the puzzling relation of nature and history in forming families and proceeds to unpack the meaning of huiothesia, the word used in the New Testament to name the grace by which a follower of Jesus becomes an adopted child of God. That perspective is applied to a range of questions that regularly arise in Christian theological discussions of adoption: Is adoption only for the infertile? Should single persons adopt? Is it wise for adoption to take place across racial or national boundaries? Special attention is paid to the relation between adoption and new reproductive technologies and to what is called “embryo adoption.” Interspersed between the chapters are letters written by the author to his own son by adoption. But if the argument of the book is taken seriously, these letters are written not to one who falls within a special category of “adopted son or daughter,” but to one who is, simply and entirely, a son or daughter.

The Invisible Man - 2014 (unabridged school edition) by H G Wells. The CBSE has prescribed this novel as Long Reading Text under the Reading Project, for class XII.