The standard resource for teachers of the Uniform Series

The step-by-step lesson plans in the lesson commentary make teaching the Uniform Series easy. Students will understand Scripture, relate Scripture to contemporary living, and be challenged to respond with positive actions. The Annual includes a Faith in Action life application section. Lessons for a full year include analysis by leading scholars, four quarterly Bible background articles, a Teacher Helps article, four quarterly maps or timelines, and an article relating to liturgical seasons. It uses NRSV and NIV text. Check out other resources based on the Uniform Lesson Series in the Related Products Section below. Learn more about Adult Bible Studies at http://www.adultbiblestudies.com/

Years of reader evaluations yield a record of overwhelming positive teaching results. Teachers agree that The New International Lesson Annual gets highest marks for helping Christian educators in the classroom, making Scripture understandable or intelligible, relating Scripture to contemporary living, and challenging students to respond with positive life-changing actions. Based on the Bible study foundations of America’s leading ecumenical Bible educators and editors in the venerable Committee on Uniform Series. Inside discover: • Easy-to-use design with tint boxes, thumb index, goals for learners, and a key-word pronunciation guide • Easy-on-the-eyes clear type • The only lesson commentary with popular easy-to-understand NRSV and CEB translations (Combined with your own King James Bible, NIV, or any other Bible translation, you have a multiversion parallel.) [Karla, multi- forms a closed compound] • Eight pages of Bible background, interpretation, and step-by-step lesson plans keyed to learner goals for each lesson make lesson preparation thorough without requiring difficult and tedious research • In-depth quarterly teacher enrichment articles and Bible background covering both the big picture and close-up views. Complete index to background Scriptures and occasional additional helps such as maps, charts, and timelines • “Faith in Action” section gives ideas for placing faith concepts of the lessons into action • “Preparing Our Hearts” section with Bible reading and reflection questions for the teacher’s personal spiritual growth • “Continue the Journey” section includes ideas for prayer, learner preparation for next week’s session, activities the learners can do during the coming week to live out what they have learned, and a suggested closing hymn and benediction • Edited by one of the nation's leading Christian educators, Dr. Nan Duerling

Ensure students develop the argumentation and critical-thinking skills they need for academic and lifetime success. Discover 10 fun, engaging activities and games for teaching argumentation that align with the CCSS. Incorporate these tools into your instruction to help students develop their ability to present and support claims, distinguish fact and opinion, identify errors in reasoning, and debate constructively.

Volume 12/13 of the Aldous Huxley Annual begins with a discussion of a lecture Huxley gave in Italian, an appraisal of his never-completed project of a novel on Catherine of Siena, and his recently re-discovered drawings for "Leda." Further critical articles on particular aspects of Huxley's work follow, together with the second Peter Edgerly Firchow Memorial Prize Essay by Hisashi Ozawa of King's College London. A painting by Carolyn Mary Kleefeld ushers in the second part of the book, which contains a selection of papers from the Oxford Symposium held in 2013. (Series: Aldous Huxley Annual - Vol. 12/13) [Subject: Literary Criticism, Art]

This compact yet comprehensive guide provides a wealth of information that is timely, easy to understand, and relevant to the academic and civic lives of students, teachers, researchers, and the general public. Economics surround us, impacting the decisions people make as consumers, producers, workers, savers, investors, taxpayers, and voters. This guide offers a thorough and understandable overview of basic economic concepts and principles, providing building blocks for understanding the systems of economics in today's complex world. It then explores contemporary, economics-related topics, issues, and challenges that exist within local communities, the U.S. economy, and the global economy. Using language that is clear, precise, and accessible to high school and community college students as well as to general readers, the book covers microeconomic topics, macroeconomic topics, and international economics. It connects theory and practice as it examines how economic decisions are made and looks at the roles of the private and public sectors in achieving growth, stability, and employment. In addition, the author explores overarching trends in the global economy and the prospects for economic development in emerging nations and offers specific ways to locate other quality print and online resources on economics.

This lesson annual provides resource material to teachers of the International Lesson Series, also referred to as the Uniform Lesson Series, presenting 52 weekly commentaries and step-by-step lesson plans. This resources uses both NRSV and NIV versions printed in the text.

About two-thirds of DFID's expenditure in 2011-12, including nearly 40% of its bilateral spending, went through multilateral organisations even though they have higher administrative costs. This represents a major change in recent years and has been accompanied by a decline in direct aid to recipient Governments. DFID argues that the change is not a reflection of its need to spend money quickly, but a result of the reduced need for budget support in countries with rising tax bases and improved financial management, as well as its focus on fragile states. The DFID needs to ensure that it has thoroughly examined other options such as greater use of local NGOs and sector budget support. DFID has switched expenditure from low income to middle income countries, in part because several countries with a large number of poor people have recently graduated to middle-income status. Policy towards middle income countries varies and DFID needs establish and make public the criteria it will use to inform decisions of when and how it should cease to provide aid. DFID should also consider establishing a Development Bank - that could offer concessional loans alongside grant aid and would free from the constraint of having to ensure that cash was spent by the end of the financial year. Staffing also may still not be sufficient to oversee the huge expenditure of UK taxpayers' money undertaken by multilaterals. MPs remain concerned that DFID's has ended its bilateral programme in one of the world's poorest countries, Burundi, and is urging the new Secretary of State to re-instate it.