The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.

This book contains roughly three parts. The first 11 chapters discussthe JavaScript language itself. The next eight chapters are about webbrowsers and the way JavaScript is used to program them. Finally,two chapters are devoted to Node.js, another environment to programJavaScript in.Throughout the book, there are five project chapters, which describelarger example programs to give you a taste of real programming. Inorder of appearance, we will work through building an artificial life simulation,a programming language, a platform game, a paint program,and a dynamic website.

This is intended as an introduction to embedded controllers for students in Electrical Engineering and Technology at the AAS and/or BS level. It begins with a discussion of the C programming language and then shifts to using the open source Arduino hardware platform. Uses both the Arduino library and more direct coding of the controller.

Provides a new account of the emergence of Irish gothic fiction in mid-eighteenth century. This book provides a robustly theorised and thoroughly historicised account of the ‘beginnings’ of Irish gothic fiction, maps the theoretical terrain covered by other critics, and puts forward a new history of the emergence of the genre in Ireland. The main argument the book makes is that the Irish gothic should be read in the context of the split in Irish Anglican public opinion that opened in the 1750s, and seen as a fictional instrument of liberal Anglican opinion in a changing political landscape. By providing a fully historicized account of the beginnings of the genre in Ireland, the book also addresses the theoretical controversies that have bedevilled discussion of the Irish gothic in the 1980s, 1990s and 2000s. The book gives ample space to the critical debate, and rigorously defends a reading of the Irish gothic as an Anglican, Patriot tradition. This reading demonstrates the connections between little-known Irish gothic fictions of the mid-eighteenth century (The Adventures of Miss Sophia Berkley and Longsword), and the Irish gothic tradition more generally, and also the gothic as a genre of global significance. Key Features * Examines gothic texts including Mary Shelley's Frankenstein, Horace Walpole's The Castle of Otranto, Bram Stoker's Dracula, Charles Robert Maturin's Melmoth the Wanderer, (Anon), The Adventures of Miss Sophia Berkley and Thomas Leland's Longsword * Provides a rigorous and robust theory of the Irish Gothic * Reads early Irish gothic fully into the political context of mid-eighteenth century Ireland This title was made Open Access by libraries from around the world through Knowledge Unlatched.

Emotions don’t just feel good or bad, they also contribute crucially to people’s well-being and health. In general, experiencing positive emotions is good for us, whereas experiencing negative emotions is bad for us. However, recent research on emotions and well-being suggests this simple conclusion is incomplete and sometimes even wrong. Taking a closer look at this research, the present module provides a more complex relationship between emotion and well-being. At least three aspects of the emotional experience appear to affect how a given emotion is linked with well-being: the intensity of the emotion experienced, the fluctuation of the emotion experienced, and the context in which the emotion is experienced. While it is generally good to experience more positive emotion and less negative emotion, this is not always the guide to the good life.

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.

Where is humanity going? How realistic is a future of fusion and space colonies? What constraints are imposed by physics, by resource availability, and by human psychology? Are default expectations grounded in reality?

This textbook, written for a general-education audience, aims to address these questions without either the hype or the indifference typical of many books. The message throughout is that humanity faces a broad sweep of foundational problems as we inevitably transition away from fossil fuels and confront planetary limits in a host of unprecedented ways—a shift whose scale and probable rapidity offers little historical guidance.

Salvaging a decent future requires keen awareness, quantitative assessment, deliberate preventive action, and—above all—recognition that prevailing assumptions about human identity and destiny have been cruelly misshapen by the profoundly unsustainable trajectory of the last 150 years. The goal is to shake off unfounded and unexamined expectations, while elucidating the relevant physics and encouraging greater facility in quantitative reasoning.

After addressing limits to growth, population dynamics, uncooperative space environments, and the current fossil underpinnings of modern civilization, various sources of alternative energy are considered in detail— assessing how they stack up against each other, and which show the greatest potential. Following this is an exploration of systemic human impediments to effective and timely responses, capped by guidelines for individual adaptations resulting in reduced energy and material demands on the planet’s groaning capacity. Appendices provide refreshers on math and chemistry, as well as supplementary material of potential interest relating to cosmology, electric transportation, and an evolutionary perspective on humanity’s place in nature.

Corrections and feedback can be left at https://tmurphy.physics.ucsd.edu/energy-text/

Engineering Statics is a free, open-source textbook appropriate for anyone who wishes to learn more about vectors, forces, moments, static equilibrium, and the properties of shapes. Specifically, it has been written to be the textbook for Engineering Mechanics: Statics, the first course in the Engineering Mechanics series offered in most university-level engineering programs.

This book’s content should prepare you for subsequent classes covering Engineering Mechanics: Dynamics and Mechanics of Materials. At its core, Engineering Statics provides the tools to solve static equilibrium problems for rigid bodies. The additional topics of resolving internal loads in rigid bodies and computing area moments of inertia are also included as stepping stones for later courses. We have endeavored to write in an approachable style and provide many questions, examples, and interactives for you to engage with and learn from.

This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019.

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other. Login: guest_oclPassword: ocl