Write That They May Read is a collection of essays written in honor of our mentor, friend, and fellow scholar, Professor Alan R. Millard. Respectful of his contribution to our understanding of writing and literacy in the ancient biblical world, all the essays deal with some aspect of this issue, ranging in scope from archeological artifacts that need to be "read," to early evidence of writing in Israel''s world, to the significance of reading and writing in the Bible, including God''s own literacy, to the production of books in the ancient world, and the significance of metaphorical branding of God''s people with his name. The contributors are distributed among Professor Millard''s peers and colleagues in a variety of institutions, his own students, and students of his students. They represent a variety of disciplines including biblical archeology, Egyptology, Assyriology, Hebrew and other Northwest Semitic texts, and the literature of the Bible, and reside in North America, Japan, the United Kingdom, Denmark, and Germany. Write That They May Read contains contributions by: Section 1: Artifacts and Minimalist Literacy1. "See That You May Understand": Artifact Literacy--The Twin-cup Libation Vessels from Khirbet QeiyafaGerald Klingbeil, Research Professor of Old Testament and Ancient Near Eastern Studies, Andrews UniversityMartin Klingbeil, Professor of Biblical Studies and Archaeology, and Associate Director, Institute of Archaeology Southern Adventist University 2. Ketiv-Qere: The Writing and Reading of EA 256 and Its Place in Reflecting the Realia of Power and Polity in the LBA-IA Golan and PeripheriesTimothy M. Crow, Senior Lecturer in History, University of Akron; Professional Fellow Old Testament, Ashland Theological Seminary 3. Another Inscribed Arrowhead in the British MuseumTerrence C. Mitchell+. Former Keeper of Western Asiatic Antiquities, The British Museum, London, England 4. Earliest Literary Allusions to Homer and the Pentateuch from Ischia in Italy and JerusalemPaul J. N. Lawrence, Translation Consultant, Summer Institute of Linguistics International 5. The Etymology of Hebrew lōg and the Identity of Shavsha the ScribeYoshiyuki Muchiki, Professor of Biblical Theology, Japan Bible Seminary, Tokyo Section 2: Artifacts and Official Literacy6. The Writing/Reading of the Stone Tablet Covenant in the Light of the Writing/Reading/Hearing of the Silver Tablet TreatyGordon Johnston, Professor of Old Testament, Dallas Theological Seminary 7. For Whose Eyes? The Divine Origins and Function of the Two Tablets of the Israelite CovenantDaniel I. Block, Gunther H. Knoedler Professor Emeritus of Old Testament, Wheaton College 8. Write That They May Judge? Applying Written Law in Biblical IsraelJonathan Burnside, Professor of Biblical Law, Law School, University of Bristol. 9. "And Samuel Wrote in the Book" (1 Samuel 10:25) and His Apology in First Samuel 1-15Wolfgang Ertl, Dozent am Bibelseminar Bonn, Bornheim/Germany; Associate Professor of Old Testament, Southwestern Baptist Theological Seminary 10. "For the one who will read it aloud will be able to run with it" (Habakkuk 2:2c)David Toshio Tsumura, Professor of Old Testament, Japan Bible SeminarSection 3: The Rise of Literary Literacy11. The History and Pre-History of the Hebrew Language in the West Semitic Literary TraditionRichard E. Averbeck, Professor of Old Testament and Semitic Languages, Trinity Evangelical Divinity School 12. Divine Action in the Hebrew Bible: "Borrowing" from Ancient Near Eastern Cultures and "Inspiration"C. John Collins, Professor of Old Testament, Covenant Theological Seminary13. Encoding and Decoding CultureJens Bruun Kofoed, Professor of Old Testament, Fjellhaug International University College,14. No Books, No Authors: Literary Production in a Hearing-Dominant CultureJohn H. Walton, Professor of Old Testament, Wheaton College15. The Discovery of the Book of the Law in 2 Kings 22:8-10 in the Light of the Literary Renaissance of the Eighth to Seventh Centuries in the Ancient Near East James K. Hoffmeier, Emeritus Professor of Old Testament and Near Eastern Archaeology, Trinity Evangelical Divinity School16. "Read This Torah" (Deuteronomy 31:11): The Importance and Function of Israel''s Primary Scripture in Early Spiritual GrowthDavid C. Deuel, Academic Dean Emeritus, The Master''s Academy International17. What is a "Messianic Text"? The Uruk Prophecy and the Old TestamentErnest C. Lucas, Vice-Principal Emeritus, Bristol Baptist College, UK18. "Joshua 24 and Psalm 81 as Intertexts"Cheryl Eaton, PhD Candidate, Trinity College, Bristol 19. "Much Study is a Weariness of the Flesh": To Read or not to Read in Ecclesiastes 12:11-12Knut Heim, Professor of Old Testament, Denver SeminarySection 4: Metaphorical Literacy20. Belonging to YHWH: Real and Imagined Inscribed Seals in Biblical TraditionCarmen Joy Imes, Associate Professor of Old Testament, Prairie College, Three Hills, Alberta 21. Reading the Eye: Optic Metaphorical Agency in Deuteronomic LawA. Rahel Wells, Associate Professor of Biblical Studies, Andrews University5. Epilogue22. Literacy and Postmodern Fallacies Richard S. Hess, Distinguished Professor of Old Testament and Semitic Languages, Denver SeminaryAbstract:23. In Praise of a Venerable Scribe: A Tribute to Alan R. MillardEdwin M. Yamauchi, Professor of History Emeritus, Miami University, Oxford, Ohio[with contributions from Daniel I. Block and Paul J. N. Lawrence]

Collection of ideas, strategies, and resources to truly meet the learning needs and preferences of children with disabilities. Also includes strategies for reading and writing success in special education classrooms, variations for students with disabilities, and answers to commonly asked questions. Supports the Four-Blocks® Literacy Model.

This title, by Ann Browne, focuses on the teaching of writing at Key Stage 1 and before and fully addresses the National Literacy Strategy at this level. The text fully reflects the requirements of the ITT National Curriculum, whilst addressing the latest research findings on the development of literacy skills in the primary years.

Inspiring Writing through Drama offers interactive, high-quality drama schemes that will motivate and inspire students aged 7-16 to write for a range of purposes and audiences. Each drama unit offers: • A planning grid flagging the writing opportunities within the drama• Original resources, such as poems, text messages and fragments of graffiti• Individual, group and whole-class writing opportunities, some teacher-led and others guided by the students• Icons to signpost differentiated activities Reading, writing, speaking and listening opportunities are embedded within the drama experiences, and you can follow the schemes or use the texts as a springboard to developing your own drama units and writing opportunities. The authors offer guidance on using drama strategies imaginatively and encourage you to assess the impact on the writing outcomes of your students. This book offers a clear methodology and high-quality practical drama activities that will motivate students to write purposefully within compelling imaginary contexts.

The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)

The present volume contains the proceedings of the 5th International Workshop on Formal Aspects in Security and Trust (FAST 2008), held in Malaga, Spain, October 9-10, 2008. FAST is an event a?liated with the 13th European Sym- sium on Research in Computer Security (ESORICS 2008). FAST 2008 was held under the auspices of the IFIP WG 1.7 on Foundations of Security Analysis and Design. The 5th International Workshop on Formal Aspects in Security and Trust (FAST 2008) aimed at continuing the successful e?ort of the previous three FAST workshop editions for fostering the cooperation among researchers in the areas of security and trust. As computing and network infrastructures become increasingly pervasive, and as they carry increasing economic activity, society needs well-matched security and trust mechanisms. These interactions incre- ingly span several enterprises and involve loosely structured communities of - dividuals. Participants in these activities must control interactions with their partners based on trust policies and business logic. Trust-based decisions - fectively determine the security goals for shared information and for access to sensitive or valuable resources. FAST sought for original papers focusing on formal aspects in: security and trust policy models; security protocol design and analysis; formal models of trustand reputation;logicsfor security andtrust;distributed trust management systems;trust-basedreasoning;digitalassetsprotection;dataprotection;privacy and ID issues; information ?ow analysis; language-based security; security and trust aspects in ubiquitous computing; validation/analysis tools; Web service security/trust/privacy; GRID security; security risk assessment; case studies.

Create Your Writer's Life offers a coaching approach to develop a writing practice that actually works. Finally, a resource that allows you to do it your way, and that works.