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Romancing the Ordinary : A Year of Everyday Indulgences
ROMANCING THE ORDINARY is organised as a yearbook, celebrating a spirituality of the senses seasonally, monthly and weekly.Sarah Ban Breathnach introduces the concept that women are endowed with not five, but seven senses: Sight, Hearing, Taste, Touch, Scent, Knowing and Wonder.Each day's reflection, each week, will highlight one of the senses drawing on the natural and supernatural worlds.By exulting in the ecstatic experience of daily life, by romancing your soul - working out what excites or moves you to tears, what makes your heart miss a beat, your knees shake and soul sigh - Sarah Ban Breathnach shows you how to embrace your magical, mystical, sensitive and spiritual Essential Self, restoring weary and jaded feminine souls.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Are there still indulgences?
Yes, indulgences are still a part of the Catholic Church's teachings and practices. While the selling of indulgences, which was a controversial practice in the past, has been abolished, the concept of indulgences as a way to reduce the punishment for sins remains. Catholics can still seek indulgences through acts of piety, prayer, and charitable works, with the belief that these actions can help to lessen the temporal punishment for their sins. The granting of indulgences is overseen by the Church and is seen as a way to encourage spiritual growth and repentance.
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What are the counterarguments for indulgences?
One counterargument against indulgences is that they can be seen as a form of spiritual bribery, where individuals believe they can buy their way into heaven rather than earning salvation through faith and good works. Another counterargument is that indulgences can lead to a focus on material wealth and power within the church, as the selling of indulgences was historically associated with corruption and abuse. Additionally, some argue that indulgences undermine the concept of repentance and forgiveness, as they can be perceived as a way to avoid true remorse for one's sins.
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What are indulgences from Martin Luther?
Indulgences were a key issue for Martin Luther during the Protestant Reformation. Indulgences were essentially certificates sold by the Catholic Church that were believed to reduce the amount of punishment a person would have to undergo for their sins in the afterlife. Luther strongly opposed the sale of indulgences, arguing that salvation could not be bought and that true repentance and faith were the only means of obtaining forgiveness. This opposition to indulgences was a central part of Luther's critique of the Catholic Church and its practices.
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Are there indulgences for climate sinners?
There are no official indulgences for climate sinners in the traditional religious sense. However, some religious leaders and organizations have called for a spiritual approach to addressing climate change, emphasizing the need for repentance and atonement for the harm caused to the environment. This may involve seeking forgiveness and making amends for actions that contribute to climate change, but it does not involve the granting of indulgences in the traditional sense. Ultimately, addressing climate change requires collective action and systemic change rather than individual acts of penance.
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I Quit Sugar The Ultimate Chocolate Cookbook : Healthy Desserts, Kids’ Treats and Guilt-Free Indulgences
A sugar-free cookbook for those still dreaming of a world filled with chocolate.Sarah Wilson shares how to make delicious treats for any occasion, from special breakfasts to show-stopping sugar-free cakes and bakes. With tasty chocolate delights including Mocha and Hazelnut Layer Cake, Dark Choc and Sea Salt Popcorn and Choc-Chip Hot Cross Buns, there’s something for everyone – including a handy key to paleo, gluten-free, dairy-free, vegan, kid-friendly and freezer-friendly recipes. I Quit Sugar The Ultimate Chocolate Cookbook has one hundred sugar-free recipes, step-by-step instructions and an entire sugar-free Easter chapter. Full of handy hints and tips, Sarah shares how living sugar-free can be enriching, healthy and sweet!
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Why was there the sale of indulgences?
The sale of indulgences was a practice in the Catholic Church during the late Middle Ages and early Renaissance where individuals could purchase forgiveness for their sins or reduce their time in purgatory. This practice was used as a way to raise funds for the church, particularly for the construction of churches and other projects. The sale of indulgences became controversial and was one of the factors that led to the Protestant Reformation, as critics argued that it undermined the true teachings of Christianity and exploited the faithful for financial gain.
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What are the negative aspects of indulgences?
The negative aspects of indulgences include the potential for exploitation by those in power, as they were often used as a means to raise money for the church. This practice led to corruption and abuse, as some church officials would offer indulgences in exchange for financial contributions. Additionally, the sale of indulgences could lead to a sense of spiritual complacency, as people may believe that they can simply buy their way out of sin rather than truly repenting and seeking forgiveness. Lastly, the concept of indulgences could create a sense of inequality, as those who were wealthy could afford to purchase indulgences while the poor could not.
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Where did the money from the indulgences go?
The money collected from the sale of indulgences went to the Catholic Church. It was used to fund various projects and activities, including the construction of churches, cathedrals, and other religious buildings. Some of the funds were also used to support the clergy and finance the church's operations. Additionally, a portion of the money collected from indulgences was sent to Rome to support the Vatican and the papacy.
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Is the sale of indulgences good or bad?
The sale of indulgences can be seen as both good and bad, depending on one's perspective. Some may argue that it is good because it provides a way for individuals to seek forgiveness for their sins and support the church financially. However, others may view it as bad because it can be seen as exploiting people's faith for monetary gain and potentially leading to a belief that one can buy their way into heaven rather than truly repenting for their sins. Ultimately, the sale of indulgences has been a controversial practice throughout history with varying opinions on its morality.
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