A reflection is an afterthought. While things are happening, we only think about the here and now. It ́s only afterwards that we have the opportunity to rethink, analyse, consider and REFLECT. The author George Manus has through all his life reflected over large and small. This have already resulted in two books in this genre, the first, "REFLECTIONS I - in words and pictures", and the second, "REFLECTIONS II - in words and proverbs". This third book got the title "REFLECTIONS III - in words and fantasy images", as many of the reflections/stories are related to fantasy. The images are supplied by the Danish architect and visual artist Jan Arnts pictorial series FANTASIES. The book contains no less than 52 reflections /stories, where the author among others treats subjects like LIGHT and SHADOWS, WITH MY BACK AGAINST THE WALL and FEELING OF GUILT... Yes, even a TYPEWRITER is taken with loving care. All are reflections /stories which can only make you wiser. Happy reading. Revised 2nd edition published in 2018

This book is a series of short essays seeking to answer life's most enduring question: Does God exist? I have attempted to craft a book that is well researched (I have been conducting this research for over 30 years) but also easy to read and understand. Each essay can be read in less than 10 minutes. In the end it is important to know whether God exists or He does not exist. There is no third option. What I am seeking to do in this book is to determine which of these beliefs is true and which one is not.

"Reflections II" has been given its name because as the author, George Manus himself says: My reflections have developed into stories. In the book the author, George Manus, reflects over this and that as well as the somewhat unexpected. No less than 66 reflections have seen the light of day, from those dealing with moral topics such as AMBITIONS and DEPENDENCE, to the enjoyable OSCARs CONFIRMATION SPEECH. Some of the reflections are self-experienced, whereas in others George Manus focuses on general topics. The short stories are presented alphabetically and can thus be read individually.

Your Guide to Creating Equitable Schools If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective. With characteristic honesty and wisdom, Elena Aguilar inspires us to commit to transforming our classrooms, lays bare the hidden obstacles to equity, and helps us see how to overcome these obstacles, one conversation at a time. Coaching for Equity is packed with the resources necessary to implement Transformational Coaching in any organization. In addition to an updated coaching framework and corresponding rubrics, a comprehensive set of coaching tools puts success in every coach’s hands. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world. Coaching for Equity covers critical topics in the larger conversation about racial equity, and helps readers develop the knowledge, dispositions and skills to be able to: Talk productively about race, Build trust to support vulnerability, Unpack mental models and change someone’s mind, Observe classrooms and collect data to support equitable outcomes, Inspire others and deepen commitment, Evaluate and celebrate growth. Perfect for teachers, teacher leaders, coaches and administrators, Coaching for Equity offers extensive strategies for talking about race, power, and systems of oppression. In framing the rationale for transformational conversations, Coaching for Equity gives us the context we need to enter into this work. In laying out the strategies, tools and models for critical conversations, it gives us the way forward. Comprehensive, concrete, and deeply human, Coaching for Equity is the guide for those who choose to accept responsibility for interrupting inequities in schools. It is for all educators who know there is a better way.

The sense of energy at Canary Wharf is palpable; it's not a place that is often associated with quiet contemplation. Yet pausing for a moment reveals real beauty and softness alongside the corporate architecture. The patterns and colors can be mesmerizing like a kaleidoscope as they change with the light and weather. With so much activity all around, capturing these colorful images requires a focus that isn't immediately obvious to passersby. Curry can spend hours at a time examining one body of water, and the more he watches the more he sees. The images in this book are inspired by his childhood fascinations with kaleidoscopes and Spirograph and being captivated by the endless variation of colors and shapes. The photos may seem like they have been manipulated or created in Photoshop but they appear in this book as they did in nature, as beautiful fleeting reflections.

This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience gathered in the process of teaching programming and associated with computing education research work. Special emphasis is placed on practical advice and concrete suggestions. The authors are all members of the Scandinavian Pedagogy of Programming Network (SPoP), and bring together a diverse body of experiences from the Nordic countries. The 14 chapters of the book have been carefully written and edited to present 4 coherent units on issues in introductory programming courses, object-oriented programming, teaching software engineering issues, and assessment. Each of these individual parts has its own detailed introduction. The topics addressed span a wide range of problems and solutions associated with the teaching of programming such as introductory programming courses, exposition of the programming process, apprentice-based learning, functional programming first, problem-based learning, the use of on-line tutorials, object-oriented programming and Java, the BlueJ environment to introduce programming, model-driven programming as opposed to the prevailing language-driven approach, teaching software engineering, testing, extreme programming, frameworks, feedback and assessment, active learning, technology-based individual feedback, and mini project programming exams.