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Sermons and miscellaneous tracts, by James Hervey, ... Containing, I. Three fast sermons. ... IV. Remarks on Lord Bolingbroke's letters ... V. The ministry of reconciliation, ... VI. A treatise on the religious education of daughters. ... 1764.. Digitized from IA40310417-77 . Previous issue: bim_eighteenth-century_ten-sermons-on-practical_fanch-james_1768 . Next issue: bim_eighteenth-century_the-almost-christian-dis_mead-matthew_1788 .

A number of Cypriot researchers and academics from both the major communities on the island presented their work on reconciliation processes through discourse and education - 8th May 2009 This video presents the plenary discussion at the end of a day of presentations, with Professor John Charalambous of the LondonMet chairing the session, with Professors Floya Anthias (Roehampton University) and Peter Loizos (London School of Economics) acting as the primary discussants. ------------- The three sessions preceding the plenary, were as follows: Part 1: Space, Remembrance and Community Relations Chaired by Vally Lytra Dilek Latif - Prospects of Reconciliation, Co-Existence and Forgiveness in Cyprus in the Post-Referendum Period Alev Adil - A New Poetics of Exile and Belonging: the place of memory in the new media environment Part 2: Discourses and Practices in Education Chaired by Elena Papamichael Spyros Spyrou - Discourse and Practice in the Everyday Worlds of Children: Ideologies, Contradictions and Change Michalinos Zembylas - Racialization/Ethniciaziation of School Emotional Spaces: The Politics of Resentment Part 3: Language Education and Reconciliation Chaired by Tözün Issa Constadina Charalambous - ‘Others’ and ‘Brothers’: Hellenocentric Paideia and Turkish Language Learning in Greek Cypriot High Schools Panayiota Charalambous - Classroom constructions of ‘militant ethos’: social representations and ideologies of text in Greek-Cypriot literature education practices As of 2014 there is a YouTube facility of the Cyprus Centre at the London Metropolitan University, available at: https://www.youtube.com/channel/UCbNG5BAlTjzG2i8lVKJZ8HA/featured =================== Other Cyprus-related videos from this source available online at archive dot org are detailed by links at: http://www.archive.org/bookmarks/grokked and at the YouTube profile: http://www.youtube.com/grokked

Internationally, providing young people with comprehensive sexuality education (CSE) has been suggested as an effective measure to achieve the goals of ending the AIDS epidemic and promoting sexual and reproductive health and rights, both before and after the formulation of the Sustainable Development Goals (SDGs). However, the implementation of school-based CSE continues to stagnate worldwide. This chapter provides a case study of Thailand to elucidate the norm diffusion process of school-based CSE within a state. For this aim, this chapter investigates Thailand’s policy development process and implementation with a focus on promotion and contestation against CSE among domestic actors. It also investigates the schools that participated in the national-scale project: the Teenpath Project, implemented by a non-governmental organisation to widen the implementation of CSE in schools. The results of the case study highlighted that school-based CSE in Thailand was promoted predominantly from a public health point of view, and that contestation was closely related to the perceived contradictions between the contents of CSE and existing socio-cultural norms. It was also found that the key to wider implementation of CSE at the school level was to enhance teachers’ and parents’ subjective recognition of the positive outcomes of CSE.

Sermons and miscellaneous tracts. By James Hervey, ... Containing I. Three fast sermons ... IV. Remarks on Lord Bolingbroke's letters ... V. The ministry of reconciliation, ... VI. A treatise on the religious education of daughters. A new edition. 1784.. Digitized from IA40313602-05 . Next issue: bim_eighteenth-century_the-advantage-and-necess_leland-john_1768_1 .

Lorin Yochim, Adjunct Assistant Professor, Faculty of Education, University of AlbertaChristine Martineau, Assistant Professor, Faculty of Education, Concordia University of Edmonton

Renewing Mission and Identity of the Church in Service to Integral Education, Reconciliation and Human Development , Obiora F. Ike & Benjamin N. Achi (Eds.), Enugu, Nigeria: Diocesan Printing Press in collaboration with CIDJAP Press, 2015, 648 pp. ISBN:978-978-5398-0-5

Renewing Mission and Identity of the Church in Service to Integral Education, Reconciliation and Human Development , Obiora F. Ike & Benjamin N. Achi (Eds.), Enugu, Nigeria: Diocesan Printing Press in collaboration with CIDJAP Press, 2015, 648 pp. ISBN:978-978-5398-0-5

Renewing Mission and Identity of the Church in Service to Integral Education, Reconciliation and Human Development , Obiora F. Ike & Benjamin N. Achi (Eds.), Enugu, Nigeria: Diocesan Printing Press in collaboration with CIDJAP Press, 2015, 648 pp. ISBN:978-978-5398-0-5

civil society organisations; textbook studies; history textbooks; textbook writing; post-conflict societies; perpetrators; victims

civil society organisations; textbook studies; history textbooks; textbook writing; post-conflict societies; perpetrators; victims

Corrymeela, a Christian community in Northern Ireland, uses a variety of activities, one of which is outdoor education, to tackle the challenges of living within a contested society and to model new possibilities. Structured peace-building experiences focus on the relational aspect of those people, groups, and communities who experience conflict. Three categories of outdoor experiences--urban adventure, outdoor journeys, and adventurous experiences--reflect a rich and complex repository of knowledge designed to support the peace and reconciliation process. Many of the participants know they will be sharing experiences with people about whom they already hold certain perceptions or prejudices, or whom they simply disrespect. The novelty of outdoor adventure activities provides a safe environment in which to see, meet, and hear the experiences of others. Outdoor journeys simulate, through the process of ritual and challenge, the "hero's journey" in which difficult physical and mental ordeals culminate in wisdom and transformation. While undergoing adventurous experiences, notions of shared fate, the dissolving of social hierarchy, and the absence of material possessions lead to a recognition of spiritual or universal connections. Adventurous and outdoor experiences can help people understand their own 'realistic' position in the world. They help participants recognize their personal competencies and desires and the influence of cultural and societal forces so that they may reconcile the relationships around and within them. (TD)

The Health Care and Education Reconciliation Act of 2010 (Public Law 111-152) was put in place to provide for reconciliation pursuant to Title II of the concurrent resolution on the budget for fiscal year 2010 (S. Con. Res. 13). The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents. (A) Title--Coverage, Medicare, Medicaid, and Revenues. Subtitle A--Coverage: (2) Sec. 1001. Tax credits; (3) Sec. 1002. Individual responsibility; (4) Sec. 1003. Employer responsibility; (5) Sec. 1004. Income definitions; and (6) Sec. 1005. Implementation funding. Subtitle B--Medicare: (7) Sec. 1101. Closing the medicare prescription drug ''donut hole''. Sec. 1102. Medicare Advantage payments; (8) Sec. 1103. Savings from limits on MA plan administrative costs; (9) Sec. 1104. Disproportionate share hospital (DSH) payments; (10) Sec. 1105. Market basket updates; (11) Sec. 1106. Physician ownership-referral; (12) Sec. 1107. Payment for imaging services; (13) Sec. 1108. PE GPCI adjustment for 2010; and (14) Sec. 1109. Payment for qualifying hospitals. Subtitle C--Medicaid: (15) Sec. 1201. Federal funding for States; (16) Sec. 1202. Payments to primary care physicians; (17) Sec. 1203. Disproportionate share hospital payments; (18) Sec. 1204. Funding for the territories; (19) Sec. 1205. Delay in Community First Choice option; and (20) Sec. 1206. Drug rebates for new formulations of existing drugs. Subtitle D--Reducing Fraud, Waste, and Abuse: (21) Sec. 1301. Community mental health centers; (22) Sec. 1302. Medicare prepayment medical review limitations; (23) Sec. 1303. Funding to fight fraud, waste, and abuse; and (24) Sec. 1304. 90-day period of enhanced oversight for initial claims of DME suppliers. Subtitle E--Provisions Relating to Revenue: (25) Sec. 1401. High-cost plan excise tax; (26) Sec. 1402. Unearned income Medicare contribution; (27) Sec. 1403. Delay of limitation on health flexible spending arrangements under cafeteria plans; (28) Sec. 1404. Brand name pharmaceuticals; (29) Sec. 1405. Excise tax on medical device manufacturers; (30) Sec. 1406. Health insurance providers; (31) Sec. 1407. Delay of elimination of deduction for expenses allocable to medicare part D subsidy; (32) Sec. 1408. Elimination of unintended application of cellulosic biofuel producer credit; (33) Sec. 1409. Codification of economic substance doctrine and penalties; and (34) Sec. 1410. Time for payment of corporate estimated taxes. Subtitle F--Other Provisions: (35) Sec. 1501. Community college and career training grant program. (B) Title II--Education and Health. Subtitle A--Education: (36) Sec. 2001. Short title; references. Part I--Investing in Students and Families: (37) Sec. 2101. Federal Pell Grants; (38) Sec. 2102. College access challenge grant program; and (39) Sec. 2103. Investment in historically black colleges and universities and minority-serving institutions. Part II--Student Loan Reform: (40) Sec. 2201. Termination of Federal Family Education Loan appropriations; (41) Sec. 2202. Termination of Federal loan insurance program; (42) Sec. 2203. Termination of applicable interest rates; (43) Sec. 2204. Termination of Federal payments to reduce student interest costs; (44) Sec. 2205. Termination of FFEL PLUS Loans; (45) Sec. 2206. Federal Consolidation Loans; (46) Sec. 2207. Termination of Unsubsidized Stafford Loans for middle-income borrowers; (47) Sec. 2208. Termination of special allowances; (48) Sec. 2209. Origination of Direct Loans at institutions outside the United States; (49) Sec. 2210. Conforming amendments; (50) Sec. 2211. Terms and conditions of loans; (51) Sec. 2212. Contracts; mandatory funds; and (52) Sec. 2213. Income-based repayment. Subtitle B--Health: (53) Sec. 2301. Insurance reforms; (54) Sec. 2302. Drugs purchased by covered entities; and (55) Sec. 2303. Community health centers.

This volume addresses the role and importance of education for processes of transitional justice. In the aftermath of conflict and mass violence, education has been one of the tools with which societies have sought to achieve positive transformation. While education has the potential to trigger, maintain, and exacerbate conflict, it has also been designed to promote a deeper, more nuanced understanding of the past and to advance reconciliation, peacebuilding, and prevention. The original contributions in the book reflect on lessons learned from education policies of the past in post-conflict societies and seek innovative, sustainable, and context-sensitive grassroots approaches, designed to advocate critical thinking, values of inclusion and tolerance, and ultimately a culture of peace.

This volume addresses the role and importance of education for processes of transitional justice. In the aftermath of conflict and mass violence, education has been one of the tools with which societies have sought to achieve positive transformation. While education has the potential to trigger, maintain, and exacerbate conflict, it has also been designed to promote a deeper, more nuanced understanding of the past and to advance reconciliation, peacebuilding, and prevention. The original contributions in the book reflect on lessons learned from education policies of the past in post-conflict societies and seek innovative, sustainable, and context-sensitive grassroots approaches, designed to advocate critical thinking, values of inclusion and tolerance, and ultimately a culture of peace.