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St. Cyril of Alexandria is best known for his role in the Christological controversies of the fifth century. In recent decades, scholars have been attending more carefully to his exegetical legacy. Most of Cyril’s work takes the form of biblical commentary rather than doctrinal treatise. Indeed, during his long career he wrote commentaries on nearly every book of the Bible. Less attention, however, has been given to Cyril’s pastoral work as the Patriarch of Alexandria, perhaps because his commentaries and doctrinal treatises do not reveal much about his daily pastoral duties. Here the Festal Letters are especially helpful.Twenty-nine in all, these letters cover all but three of Cyril’s years as a bishop. The first twelve were published in 2009 ((Fathers of the Church 118(). The present volume completes the set. Festal letters were used in Alexandria primarily to announce the beginning of Lent and the date of Easter. They also served a catechetical purpose, however, allowing the Patriarch an annual opportunity to write pastorally not just about issues facing the entire see, but also about the theological issues of the day. Thus, in these letters we catch a glimpse of Cyril the pastor writing about complex theology in an uncomplicated way. These letters also illuminate other realities of the ancient church in Alexandria, especially the relationship with the Jewish community and the rising influence of asceticism.

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St. Ignatius Loyola is one of the great shapers of the Catholic tradition. The Spanish soldier turned pilgrim for Christ bequeathed not only an extraordinary institutional legacy but also a distinctive spirituality that today nourishes men and women looking for ways to integrate faith and life. Informing Jesuit education, ministry, and training in communities around the world, Ignatian spirituality offers a practical vision—of engaged, responsible, discerning men and women striving to find God in all things—that resonates in this age of transition. Drawn from the vast body of Ignatius’s writings, these 365 maxims help everyone reflect on the presence of God in daily life. First complied by the Jesuit scholar Gabriel Hevenesi in 1715 as Scintillae Ignatianae, these brief thoughts, supplications, prayers, directions, and other aphorisms were first published in an English translation in 1928 but have been unavailable in book form for many years. Organized into a daybook for contemplation, Ignatius’s words serve as personal spiritual exercises. They touch on a range of topics, from affirmations of God’s presence and Christ’s love to practical advice for living a life of virtue in service to others. In this accessible gathering, anyone seeking a richer spiritual life will find words that inspire, challenge, enlighten, and transform. FROM THE BOOK “A little holiness and great health of body does more in the care of souls than great holiness and little health.“Never put off till tomorrow what you can do today.” “The sharper you are at noticing other people’s failings, the more apt you will be to overlook your own.” “Go and set the whole world on fire.”

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According to 1 Cor 15.44 and 1 Cor 15.52, the human body “is sown an animal body, [but] it will rise a spiritual body” and “the dead will rise again incorruptible, and we will be changed.” These passages prompted many questions: What is a spiritual body? How can a body become incorruptible? Where will the resurrected body be located? And, what will be the nature of its experience? Medieval theologians sought to answer such questions but encountered troubling paradoxes stemming from the conviction that the resurrected body will be an “impassible body” or constituted from “incorruptible matter.” By the thirteenth century the resurrection demanded increased attention from Church authorities, not only in response to certain popular heresies but also to calm heated debates at the University of Paris. William of Auvergne, Bishop of Paris, officially condemned ten errors in 1241 and in 1244, including the proposition that the blessed in the resurrected body will not see the divine essence. In 1270 Parisian Bishop Étienne Tempier condemned the view that God cannot grant incorruption to a corruptible body, and in 1277 he rejected propositions that a resurrected body does not return as numerically one and the same, and that God cannot grant perpetual existence to a mutable, corruptible body.The Dominican scholar Albert the Great was drawn into the university debates in Paris in the 1240s and responded in the text translated here for the first time. In it, Albert considers the properties of resurrected bodies in relation to Aristotelian physics, treats the condition of souls and bodies in heaven, discusses the location and punishments of hell, purgatory, and limbo, and proposes a “limbo of infants” for unbaptized children. Albert’s On Resurrection not only shaped the understanding of Thomas Aquinas but also that of many other major thinkers.

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‘A canticle to God, and full of psychological insights that might have been written yesterday, the Confessions are the story of a soul, and also the story of God, and how he is constantly at work seeking us.’ Confessions is perhaps the most important spiritual autobiography of all: it chronicles Saint Augustine’s wild, dissonant youth and subsequent conversion to Christianity, as well as providing significant divine and philosophical insight. Bestselling author, Fr Benignus O’Rourke OSA, provides a new and luminescent translation of Confessions, his beautiful and eloquent prose shedding new light on the various shades of meaning in Saint Augustine’s meditations and stories. Each book is prefaced with an introduction providing further accessibility and depth of understanding to this seminal work. Fr Benignus O’Rourke O.S.A is an Augustinian friar and a member of the community at Clare Priory, Suffolk, and the bestselling author of Finding Your Hidden Treasure (DLT, 2010).

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The Teacher's Moderation Toolkit can be used to standardise and benchmark children's writing at three termly intervals, as a CPD resource to support teachers working together to make judgements and also as a classroom resource to share the expected standards of writing with children. Currently, writing is teacher assessed at both Key Stage 1 and Key Stage 2. Teachers are expected to assess a collection of children's writing that illustrate writing for different purposes and in different forms; for example, a child may write a persuasive letter, an informative leaflet, a story with a flashback, a narrative poem and a survival guide linked to their creative curriculum.Assessing a collection of writing requires teachers to be able to identify features in the child's writing, answering the questions:What can this writer do?What features have they included?Do they meet the expected standard for their year group?Are they on track to be the expected standard by the end of the year?What features are missing from their writing?What are their next steps?Many schools have worked together to create writing portfolios of what is the expected standard for each year group. As a teaching school alliance, we recognised that teachers would benefit from a moderated, standardised toolkit that could both assist and guide teachers when making termly judgements about children's writing.Initially, we worked with English subject leaders spanning a range of local authorities in the north-west of England. Schools were given a set of writing tasks to complete with years 1-6 so that it would be easier to make comparisons when moderating the writing.The first task was a picture prompt of a girl called Lizzie in a silver birch tree (See Appendix A)and children were asked to write a description. The following term, schools were given a choice of writing prompts related to other pictures of Lizzie - a newspaper report, a narrative and a diary.As schools collated evidence of children writing at different points in the year, we decided to offer specific year group moderating sessions where teachers brought samples of children's writing and annotated them in groups (some of these samples feature as part of the resource). At this point teachers did not use any criteria to moderate with. Instead they focused on the question'What can this writer do?' and annotated the writing with appropriate labels; for example, noun phrases, multi-clause sentences, range of tenses, use of direct speech, commas in a list etc.After teachers from each year group had analysed and annotated a range of writing, English subject leaders and moderators began the selection process. Using the writing objectives for each year group, we began to make decisions about what the evidence files should look like.We were very keen for the collections to be realistic, include writing examples that teachers see every day and show obvious progression. We recognised that teachers would want to see examples of writing that spanned across a range of genres. Whilst reading through the annotated examples, we realised that it was not important what age the child who wrote the writing was; for example, a more able year 1 child's writing may have been used in the autumn of year 2 collection and equally a less able year 5 writer may be used as a good example in the spring collection of year 4. Once the collections of writing had been established, a group of SLEs and moderators worked with the resource. Our priority was that there was progression within the toolkit and the summer collection from one year group would directly lead into the autumn collection of the next.Once again, national curriculum objectives and the original work samples in Appendix B were regularly referred to and referenced to ensure consistency.Final decisions were made, the toolkit was agreed upon and resulted in 3 termly collections of writing for each year group from year 1 to 6. All of the writing examples have been typed up verbatim for ease and are annotated with some of the main features expected for specific year groups; for example, writing in the year 1collection is annotated with features teachers would expect to see in year 1 writing as prescribed in the national curriculum. In the older children's writing, we have again focused on features we would expect to see evidence of in that specific year group and not commented on every single feature included by the child.eBook supplied with the book free of charge.

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Never before published, the theological thesis of St. Raphael Hawaweeny (1860–1915) is a fascinating work that shows the intersection of Roman Catholicism, Protestantism, and Eastern Orthodoxy in the late nineteenth century. Canonized by the Orthodox Church in 2000, St. Raphael was the first Orthodox bishop consecrated in the western hemisphere. His thesis reflects the life of the Orthodox community under Ottoman rule and is an apologia for Orthodox tradition, acting as a response to arguments advanced by Roman Catholic and Protestant missionaries in the Middle East. Patrick Viscuso's introduction explains the complex historical and theological forces at work in St. Raphael's world. Since the sixteenth century, the Roman Catholic Church had launched major proselytization efforts toward Orthodox Christians in the Ottoman Empire, with the support of the great Western powers. In the late nineteenth century, the United States dominated Protestant efforts in the region. The powerful language in St. Raphael's thesis and his refutation of Roman Catholic and Protestant positions reflect an active dialogue with Western Christianity. The thesis, dated May 1, 1886 was written as part of the requirements for graduation from the Theological School of the Great Church of Christ, an institution of the Ecumenical Patriarchate located on the island of Halki in the Sea of Marmara, near present-day Istanbul. Patrick Viscuso's translation is based on his transcription of the handwritten Greek text. Viscuso provides this transcription, along with translations of the 1874 Regulations of the Theological School and a contemporary account of life at the school. This important volume will appeal to historians of the Ottoman Empire and Christianity, specialists interested in religious pluralism in America, and general readers interested in religion and Christian dialogue.

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World Fantasy Award Winner Shirley Jackson Awards shortlist Locus Award shortlist Story Prize Notable Books Frank O'Connor Award longlist "Beautifully written and subtly discomforting stories."--Nancy Pearl "An exceptionally versatile author."--St. Louis Post-Dispatch In her moving and elegant new collection, New York Times bestseller Karen Joy Fowler writes about John Wilkes Booth's younger brother, a one-winged man, a California cult, and a pair of twins, and she digs into our past, present, and future in the quiet, witty, and incisive way only she can. The sinister and the magical are always lurking just below the surface: for a mother who invents a fairy-tale world for her son in "Halfway People"; for Edwin Booth in "Booth's Ghost," haunted by his fame as "America's Hamlet" and his brother's terrible actions; for Norah, a rebellious teenager facing torture in the World Fantasy and Shirley Jackson Award winner "The Pelican Bar" as she confronts Mama Strong, the sadistic boss of a rehabilitation facility; for the narrator recounting her descent in "What I Didn't See." With clear and insightful prose, Fowler's stories measure the human capacities for hope and despair, brutality and kindness. This collection, which includes two Nebula Award winners and stories which have been significantly rewritten since first publication, is sure to delight readers, even as it pulls the rug out from underneath their feet.

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