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Gargoyles, Griffins, and Hippogriffs, oh my!Since 2017, Megan Lapp of Crafty Intentions has built a following for her unique crochet creations. Her crochet creatures are like nothing else out there! They are intricately detailed and colourful, and yet with her step–by–step instructions, anyone can achieve her results.Crochet Creatures of Myth and Legend includes 13 cute critter patterns—small and adorable creatures that are quick and fun to make and a great place to start—and 6 standard size mythological beasts in all their glory, including a dragon, kraken, feathered serpent, owl griffin, phoenix, and unicorn. Megan’s imagination is always at play, and many of her patterns include various options for wing styles, feathers, and more. The dragon pattern is a masterpiece of options, with multiple variations for ears, back scales, tail, face plates, and more. Cute critters include Pegasus, Phoenix, Wyvern, Jackalope, and more.Grab your hook and a few colourful skeins of worsted weight yarn, and start crocheting your own creatures of myth and legend!

Jump into this crochet cottagecore collection full of snail steeds and mushroom riders!Mushroom Sprites and Snails are a delightful pairing, offering endless possibilities for crafting magical creatures. With Mushroom Sprites available in various sizes, limb options, and cap styles, and Snails in small, medium, and giant sizes with round or pointed shells, this book provides everything you need to create a whimsical duo. As a bonus, you'll find instructions for leashes, reins, and saddles that allow the Mushroom Sprites to take their Snails on adventures through meadows and forests.Patterns are accessible for all skill levels, with simpler mushroom shapes for beginners and intricate spiraling shells and colorwork for more advanced crafters. All patterns include detailed photos so you can easily follow the instructions to create enchanting amigurumi. Use the included photo galleries and planning sheets to design your unique creatures and track your progress, and refer to the Glossary of Terms and Stitches for helpful guidance along the way.You'll soon be enjoying the company of a whole fairy ring of Mushroom Sprites and their Snail companions!

With 37 Monster body options, plus myriad variations for limbs, mouths and teeth, horns, antennae, tails, scales, and so much more, you will never make the same Monster twice. Choose from wide open mouths with fangs to adorable Monsters with bunny ears and a cat tail to Monsters with hair poufs and scales. Make one-eyed spiders or three-eyed aliens, dragons with scales or little friends that don’t match any known monster to date. There is nearly no limit to the variations you can combine!All Monsters use worsted weight and/or sport weight yarn and a size G-6 (4 mm) hook. Patterns are appropriate for beginner through advanced crocheters. If a stitch is new to you, just turn to the Glossary for detailed instructions on how to work it. Photos are included for each pattern piece and any complex stitches so you can be sure you are on the right track as you work.Choosing your next Monster’s look is half the fun. Get family and friends involved in picking options for their own Monster and share the creativity! Get excited for these Monsters to skitter, galumph, stomp, and roll right off your hook!

Portraits of Confucius presents a major collection of Western perspectives on Confucius and Confucianism, stretching from the Catholic missions of the sixteenth century to the dawn of modern cross-cultural scholarship in the early-twentieth century. For scholars and students interested in the life, work, and teachings of Confucius and the West's reception of Chinese philosophy, this is an indispensable reference resource.With selections from over 100 figures covering the 1560s to the 1960s, this two-volume work features writing from three continents, with sources including Voltaire, Benjamin Franklin, Ralph Waldo Emerson, Max Weber, Bertrand Russell, and Ezra Pound. Arranged chronologically, they represent methodologies that span philosophy, political science, religious studies, sociology, anthropology, economic theory, linguistics, missionary texts, and works of popular moralism. Together they reveal important ideological trends in Western attitudes toward China.

By 1860, twelve years after the discovery of gold at Sutter's Mill, more than five thousand American blacks had made the difficult trek to California in search of quick wealth. The part that they played in this epic adventure has been too long ignored. Here for the first time Rudolph Lapp pieces together in a coherent and fascinating narrative this missing chapter of American history.

A collection of traditional humorous verse tales about the relationships between the sexes, La Fontaine's Contes have tended to be dismissed as merely scabrous, although they were favourably regarded by his contemporaries. In this book devoted to the Contes, Professor Lapp re-establishes them as repaying serious study, as examples of La Fontaine's skill in 'the esthetics of negligence'. This he defines in a striking opening chapter comparing La Fontaine with Rabelais and Montaigne, both of whom made an art of writing naturally yet seemingly without art. Montaigne in particular explored the problem of writing naturally about sex. Professor Lapp shows that La Fontaine writes in the tradition of easy relationships with the reader which these writers initiated, and in a tradition of folk-tale material put into earlier literary form by Boccaccio and Marguerite de Navarre, with narrative devices borrowed from Ariosto. Finally, La Fontaine's own verse style is analysed, as a medium that allowed the poet to maintain a varied range of easy conversational tones, and to bring the sophisticated resources of seventeenth-century poetry into play as a 'veil' that both shadows and reveals what would be merely crude in its nakedness.

This study centers on the question: how do particular readers read a biblical passage? What factors govern each reading? DeLapp here attempts to set up a test case for observing how both socio-historical and textual factors play a part in how a person reads a biblical text. Using a reception-historical methodology, he surveys five Reformed authors and their readings of the David and Saul story (primarily 1 Sam 24 and 26). From this survey two interrelated phenomena emerge. First, all the authors find in David an ideal model for civic praxis—a “Davidic social imaginary” (Charles Taylor). Second, despite this primary agreement, the authors display two different reading trajectories when discussing David’s relationship with Saul. Some read the story as showing a persecuted exile, who refuses to offer active resistance against a tyrannical monarch. Others read the story as exemplifying active defensive resistance against a tyrant. To account for this convergence and divergence in the readings, DeLapp argues for a two-fold conclusion. The authors are influenced both by their socio-historical contexts and by the shape of the biblical text itself. Given a Deuteronomic frame conducive to the social imaginary, the paradigmatic narratives of 1 Sam 24 and 26 offer a narrative gap never resolved. The story never makes explicit to the reader what David is doing in the wilderness in relation to King Saul. As a result, the authors fill in the “gap” in ways that accord with their own socio-historical experiences.

This study centers on the question: how do particular readers read a biblical passage? What factors govern each reading? DeLapp here attempts to set up a test case for observing how both socio-historical and textual factors play a part in how a person reads a biblical text. Using a reception-historical methodology, he surveys five Reformed authors and their readings of the David and Saul story (primarily 1 Sam 24 and 26). From this survey two interrelated phenomena emerge. First, all the authors find in David an ideal model for civic praxis—a “Davidic social imaginary” (Charles Taylor). Second, despite this primary agreement, the authors display two different reading trajectories when discussing David’s relationship with Saul. Some read the story as showing a persecuted exile, who refuses to offer active resistance against a tyrannical monarch. Others read the story as exemplifying active defensive resistance against a tyrant. To account for this convergence and divergence in the readings, DeLapp argues for a two-fold conclusion. The authors are influenced both by their socio-historical contexts and by the shape of the biblical text itself. Given a Deuteronomic frame conducive to the social imaginary, the paradigmatic narratives of 1 Sam 24 and 26 offer a narrative gap never resolved. The story never makes explicit to the reader what David is doing in the wilderness in relation to King Saul. As a result, the authors fill in the “gap” in ways that accord with their own socio-historical experiences.

An examination of the presence of theophanic scenes in the final form of the Pentateuch, which argues that rather than there being a single, over-arching theophanic “type-scene” there are multiple such scenes which reflect the individual theological tendencies of the biblical books within which they appear. The Genesis type-scene revolves around YHWH's promises in crisis situations (i.e., YHWH only appears when there is a crisis or threat to the Abrahamic promise). The Exodus type-scene typically includes the appearance of YHWH's dangerous fiery presence (Kabod Adonai), a communal setting, and divine action constituting or preserving Israel as a people in preparation for the Abrahamic inheritance. In Leviticus the theophanies augment the Exodus type-scene with a liturgical setting where a specific priestly action brings forth a theophanic response. DeLapp then shows how Numbers recontextualizes each of the preceding type-scenes as it retells the exodus narrative post-Sinai. When read synchronically the three type-scenes build on each other and follow the developing narrative logic of Israel’s larger story. Deuteronomy then re-reads the Exodus type-scene (and indirectly the Genesis type-scene) to ensure that later readers read the theophanies appropriately (i.e., YHWH only appeared as “formless” and shrouded in “fire”).

An examination of the presence of theophanic scenes in the final form of the Pentateuch, which argues that rather than there being a single, over-arching theophanic “type-scene” there are multiple such scenes which reflect the individual theological tendencies of the biblical books within which they appear. The Genesis type-scene revolves around YHWH's promises in crisis situations (i.e., YHWH only appears when there is a crisis or threat to the Abrahamic promise). The Exodus type-scene typically includes the appearance of YHWH's dangerous fiery presence (Kabod Adonai), a communal setting, and divine action constituting or preserving Israel as a people in preparation for the Abrahamic inheritance. In Leviticus the theophanies augment the Exodus type-scene with a liturgical setting where a specific priestly action brings forth a theophanic response. DeLapp then shows how Numbers recontextualizes each of the preceding type-scenes as it retells the exodus narrative post-Sinai. When read synchronically the three type-scenes build on each other and follow the developing narrative logic of Israel’s larger story. Deuteronomy then re-reads the Exodus type-scene (and indirectly the Genesis type-scene) to ensure that later readers read the theophanies appropriately (i.e., YHWH only appeared as “formless” and shrouded in “fire”).

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life.The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking.The value of reflection and peer discussion in learning to expand their students' literacies is emphasized. Readers are encouraged to reflect on their own experiences with reading and teaching throughout their lifetimes--experiences that will serve well in learning to teach reading. "Your Turn" boxes invite readers to think about their views of the material presented, and to talk with colleagues and teachers about their "best ways" of learning this new information. "Did You Notice?" boxes engage readers in observation and analysis of methods and classroom situations discussed in the text. Teachers' stories serve as models of successful teaching and to draw readers into professional dialogue about the ideas and questions raised. End-of-chapter questions and activities provide additional opportunities for reflection and discussion. All of these pedagogical features help readers expand and refine their knowledge in the most positive ways.Topics covered in Teaching Reading to Every Child, Fourth Edition:*Getting to Know Your Students as Literacy Learners;*Looking Inside Classrooms: Organizing Instruction;*Assessing Reading Achievement;*The Importance of Oral Language in Developing Literacy;*Word Identification Strategies: Pathways to Comprehension;*Vocabulary Development;*Comprehension Instruction: Strategies At Work;*Content Area Learning;*What the Teacher Needs to Know to Enable Students' Text Comprehension;*Writing: Teaching Students to Encode and Compose;*Discovering the World Through Literature;*Technology and Media in Reading;*Teaching Reading to Students Who Are Learning English;*All Students are Special: Some Need Supplemental Supports and Services to Be Successful; and*Historical Perspectives on Reading and Reading Instruction.New in the Fourth Edition:*A new chapter on technology with state-of-the-art applications;*A new chapter with the most up-to-date information on how vocabulary is learned and on how it is best taught, responding to the national renewed interest in vocabulary instruction;*A new section on Readers/Writer's workshop with a focus on supporting student inquiry and exploration of multiple genres;*A more comprehensive chapter on literature instruction and the role of literature in the reading program with examples that support students' multigenre responses;*A discussion of literary theories with examples for classroom implementation;*Broader coverage of the phases of reading development from the pre-alphabetic stage to the full alphabetic stage;*A more inclusive chapter on writing instruction; and*A thoroughly revised chapter on teaching reading to students who are learning English, including extensive information on assessment and evaluation.

How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. This book is organized around five themes:Content Area Reading: An OverviewThe Teacher and the TextThe StudentsThe Instructional ProgramSchool Culture and Environment in Middle and High School Classrooms.Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions.This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.

This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young.A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young.A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.

How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes:*Content Area Reading: An Overview;*The Teacher and the Text;*The Students;*The Instructional Program; and*School Culture and Environment in Middle and High School Classrooms. Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions.New in the Third Edition:*the latest information on literacy strategies in every content area;*research-based strategies for teaching students to read informational texts;*up-to-date information for differentiating instruction for English-speaking and non-English speaking students;*an examination of youth culture and the role it plays in student learning;*a look at authentic learning in contexts related to the world of work;*ways of using technology and media literacy to support content learning;*suggestions for using writing in every content area to enhance student learning;*ideas for using multiple texts for learning content;*a focus on the assessment-instruction connection; and*strategies for engaging and motivating students.Content Area Reading and Learning: Instructional Strategies, Third Edition is intended as a primary text for courses on middle and high school content area literacy and learning.

This concise resource provides innovative new strategies for supporting English learners in elementary classrooms. The authors delve into the social, cultural, and linguistic backgrounds of English learners in American schools, and describe how to teach to each student's strengths and background knowledge. Each chapter provides examples from real classrooms where first, third, and fifth grade teachers are working to serve students from a wide variety of backgrounds. Guided by up-to-date research on disciplinary literacy, these expert authors provide a meaningful guide to integrating best-practices for English learners across content areas - science, mathematics, and social studies - while fostering high levels of academic proficiency.

Enter the world of the reclusive yet mischievous Impkins!I’m sure you have seen them out of the corner of your eye from time to time, racing from hiding place to nook or cranny – odd little creatures of stitch and stuffing, of endless variety in form and manner. In these pages, you will not find a taxonomy of their features or a list of the names by which you might call them, you will find guidance on something far more important – the techniques and methods by which you might craft one of these little stitchlings of your very own.It is a wonderful thing, I assure you, to bring an Impkin to life with hook and yarn, and herein you will find the detailed instructions necessary to craft one, with an endless array of options for ears, antennae, hats, wings, tails, scales, horns, hairstyles, clothing, and accessories. Each Impkin is unique, and only you can listen to find out what yours longs to be. Stitch by stitch, you’ll cast a spell, until at last you have made a brand-new creature. Don’t be surprised if it asks for a snazzy vest or a satchel to hold its treasures!Though hard to spot at first, when you see one Impkin you can be sure there are more around. Impkins are social little creatures; once you make one, it is sure to clamour for a multitude of friends from your hook!

A magnificent active volcano, Mount Rainier ascends to 14,410 feet above sea level--the highest in Washington State. The source of five major rivers, it has more glaciers than any other peak in the contiguous U.S. Its slopes are home to ancient forests, spectacular subalpine meadows, and unique, captivating creatures.In Tahoma and Its People, a passionate, informed, hands-on science educator presents a natural and environmental history of Mount Rainier National Park and the surrounding region. Jeff Antonelis-Lapp explores geologic processes that create and alter landscapes, interrelationships within and between plant and animal communities, weather and climate influences on ecosystems, and what linked the iconic mountain with the people who traveled to it for millennia. He intersperses his own direct observation and study of organisms, as well as personal interactions with rangers, archaeologists, a master Native American weaver, and others. He covers a plethora of topics: geology, archaeology, indigenous villages and use of resources, climate and glacier studies, alpine and forest ecology, rivers, watershed dynamics, keystone species, threatened wildlife, geological hazards, and current resource management. Numerous color illustrations, maps, and figures supplement the text.2020 Banff Mountain Book Competition Finalist, Mountain Environment and Natural History category.

Edited and translated by John C. Lapp, this edition of Le Cid for performance and study includes an introduction, which interprets the contemporary political, social, and romantic themes that give this tragedy its complex, interwoven structure. Also included are a selected bibliography and a list of the principal dates in the life of Corneille.

Includes 224 b/w figures and 3 tables. A Gazeteer of Iron I Sites in the North Central Highlands of Palestine (Daniel Miller, II): An excellent reference source for archaeological sites known through survey and excavation, this gazetteer catalogues all known (360) Iron I sites in the north-central highlands of Palestine, north of Jerusalem. Basic information as to location, water source, occupation before and after Iron I, and finds of the Iron I age are reported, including previously unpublished information. The gazeteer also provides and extensive bibliography for each site. The volume is a required source for doctoral students, professors, and established scholars of Syro-Palestinian archaeology and the Hebrew Bible, particularly for those working in the "settlement" period. Seven Seasons of American Schools of Oriental Research Excavations at Tell Qarqur, Syria: 1993-1999: In this report, Rudolph H. Dornemann, Director of the excavations, presents in preliminary form the resumed work at this site in the Orontes Valley. First excavated by John Lundquist in 1983 and 1984, Tell Qarqur is probably to be identified with Karkara/Qarqar of the Neo-Assyrian texts of the ninth and eighth centuries B.C. After introductory discussions of the historical and archaeological setting of the Tell Qarqur region, Dornemann brings together the seven seasons of discovery, particularly the remains of the Iron and Bronze ages. Some Iron II and Early Bronze age pottery is presented. Sections include preliminary analysis of the botanical and zoological remains and an overview of the faunal material. Many photographs illustrate the report.

Illustrated in b/w with 70 figures and 43 plates. This is the final publication of the Persian and Hellenistic pottery from the American Joint Expedition to Shechem, 1956-1968. Since these were the last periods of occupation of the site, most of the pottery comes from the early seasons, especially 1956, 1957, 1960, and 1962. The later strata were defined by these excavations as Early Persian (Stratum V) and Early Hellenistic to Late Hellenistic (Strata IV-I). This volume presents the complete pottery corpus of these periods from Shechem.

Tell er-Rumeith lies at the eastern edge of the Irbid plain in northern Jordan not far from the Syria border and the present town of Ramtha.  The publication presents the most complete corpus of Iron Age pottery for this area and its occupation reflects the Biblical traditions of the region.  Tristan Barako and the other authors have used the field notes, reports and photographs of Paul Lapp's excavations in the 1960s to bring together this final report.  In Part I of the volume, Barako presents the basic stratigraphy of the site and the corpus of Iron Age pottery that represents its main period of occupation.  Part II presents studies of artifacts by a variety of authors, including the post-Iron age pottery, noteworthy presentations of the community health (the human skeleton evidence) and textile production at the site, as well as fascinating collections of figurines, groundstone and other small finds. Illustrated with 207 b&w illustrations and 38 tables.

This book, edited by Nancy L. Lapp and with contributions by Michael S. Zimmerman, Daniel Ulvoczky, Nicholas Hudson and Adam Hartman, is the second volume of reports from Paul Lapp's excavations at 'Iraq al-Amir in 1961 and 1962. The first appeared as the Annual of the American Schools of Oriental Research Vol. 47, in 1983.The presentation by Michael S. Zimmerman of the stratified corpus of the Hellenistic and Roman pottery in the Village excavations, from approximately 200 BCE to 200 CE, is a major portion of the volume. Along with the smaller pottery collections of the Iron Age, Early Bronze, and Byzantine periods, a major contribution is made to the growing quantity of characteristic pottery of Transjordan and its relation to the ceramic assemblages of ancient Palestine to the west and Syria to the north.Although early Iron Age pottery is present in the collection, the main Iron Age occupation was later in the period, even into early Persian times, and it is doubtful that there was an Iron I fortress there as Paul Lapp suggested. The pottery studies are introduced by a review of the history of the excavations at the site from the time of the early explorers and, further, by an introduction describing camp and excavation life in an area not yet touched by modern conveniences in the middle of the twentieth century.