Set mainly in Greece, Gifted Greek is a character study of its most influential and volatile prime minster, Andreas Papandreou.

From discovery and development to understanding their greatest Kingdom context, Ken Hemphill takes a fresh look at spiritual gifts, supporting his teaching with key New Testament passages.

Gifted Greek is a reflection on twentieth-century Greek history and politics, as well as a character study of its first socialist prime minister, Andreas Papandreou. Monteagle Stearns witnessed the transformation of Papandreou from an affable American economist to a stormy, anti-American Greek, over Stearns’s three diplomatic assignments to Athens, the last as a U.S. ambassador. The unresolved dispute over how and by whom Greece should be governed parallels the equally unresolved issues between Papandreou and his estranged father, George. Andreas, who left Greece in 1940, became a naturalized American citizen and a twenty-year resident of the United States. In contrast, George was thoroughly Greek: a flamboyant, republican-leaning politician, a one-time prime minister, and a perennial leader of Greece’s Liberal Party. Stearns arrived in Athens as a diplomat in early 1958, in the thick of Greece’s political turmoil. Over the next five years, he came to know first George Papandreou and then his son, Andreas. As neighbors in suburban Athens, as fellow Americans, and as like-minded critics of the problems still afflicting postwar Greece, Stearns and Andreas quickly established a warm friendship. Over the decades, however, that friendship was tested and frayed. Gifted Greek is a reflection on the Cold War era, on its impact on Greece, and on Andreas himself—whose dual nature had long fascinated the author and led to this account of their curiously entwined professional and personal lives.

As "outsiders," gay men and lesbians challenge the church to be inclusive of all God's children--the central message of the gospel. "God has drawn us to this difficult place," they write, "in order to reveal God's grace to us and in us and through us." Basing their book on retreats they have presented to churches and seminaries, Countryman and Ritley explore what it means to affirm, not merely accept, being gay or lesbian, as well as Christian. Writing primarily for the lesbigay community, and for their families and communities, they explore the ways in which the gay and lesbian community can appropriate and re-tell the biblical story, and find confidence in their unique spiritual journey and gifts. This proactive and self-affirming book provides new hope for those who feel that it is impossible to be both gay or lesbian, as well as Christian.

In this thought-provoking book, preeminent scholar Stephen Houston turns his attention to the crucial role of young males in Classic Maya society, drawing on evidence from art, writing, and material culture. The Gifted Passage establishes that adolescent men in Maya art were the subjects and makers of hieroglyphics, painted ceramics, and murals, in works that helped to shape and reflect masculinity in Maya civilization. The political volatility of the Classic Maya period gave male adolescents valuable status as potential heirs, and many of the most precious surviving ceramics likely celebrated their coming-of-age rituals. The ardent hope was that youths would grow into effective kings and noblemen, capable of leadership in battle and service in royal courts. Aiming to shift mainstream conceptions of the Maya, Houston argues that adolescent men were not simply present in images and texts, but central to both.

This book is a comprehensive study and guide for the classroom teacher, the gifted program coordinator, and the graduate student, who are challenged daily to provide for individual children who differ markedly but come under the umbrella of giftedness. It serves as a wellspring that derives from theory while it offers practical application of theoretical construct in a wide variety of international settings from leaders in the field who demonstrate implementation of proven and field-tested techniques and alternative scenarios to accommodate every classroom situation. Contributors are internationally recognized experts who have come together to provide a sound, reliable source for teachers of the gifted that will be utilized time and time again by practitioners and researchers alike. Among internationally renowned scholars are: Joyce Van Tassel-Baska, Susan Johnsen, June Maker, Belle Wallace, Linda Kreger-Silverman, Dorothy Sisk, Gillian Eriksson,Miraca Gross, Gilbert Clark, Enid Zimmerman,andRachel McAnallen. Hava E. Vidergor Ph.D. is lecturer of innovative pedagogy and curriculum design at Gordon Academic College and Arab Academic College of Education and holds a Ph.D. in Learning, Instruction and Teacher Education with specializationin Gifted Education from the University of Haifa, Israel. Carole Ruth Harris, Ed.D., formerly Director of G.A.T.E.S. Research & Evaluation, is a consultant in education of the gifted in Central Florida who holds the doctorate from Columbia University where she studied with A. Harry Passow and A.J. Tannenbaum. She has served as Associate in International Education at Harvard University, Research Associate at Teachers College Columbia University, lecturer at University of Massachusetts, Lowell and University of Hawaii, Principal Investigator at Research Corporation of the University of Hawaii, and Director of the Center for the Gifted in Ebeye, Marshall Islands.

The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. The mission of this book is to provide a coherent framework that instructors and service providers can use in planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Most sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides historical and theoretical background and organizing questions followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand. Distinguishing Features Comprehensive Coverage - The book's forty-five manageable-length chapters cover the full range of topics that must be considered in planning programs and services for gifted students both within and outside of school. Coherent Structure - Section introductions provide background information and organizing questions to guide chapter authors who provide varying views of the issue at hand. The emphasis is not on the "right way" or the "wrong way" (except when clearly documented bad practice is discussed), but on how best practice stems from well-informed and logical decision-making. Decision Making Focus - The book's introductory chapter addresses the need for a clearly developed and consistently applied set of values to guide decision making. Likewise, each section introduction includes a decision making framework regarding some aspect of educating, counseling, or parenting gifted students. This book is appropriate for introductory level courses in gifted education or courses in program development and planning. It is also suitable for school personnel responsible for making program planning decisions in the area of gifted education and for academic libraries with holdings in this area.