This book contains the three most-known books attributed to Enoch. It also includes an extensive introduction showing the history of the books etc.

1st Book of Enoch, the Ethiopic Book of Enoch, or 1 Enoch, which is more known as simply the Book of Enoch. Although this book is considered apocryphal for the Western canon, it is contained in the Ethiopic Bible. It was considered sacred by some important first followers of Christ but it was left out of the Bible and disappeared for centuries until it was rediscovered in 1773 in Ethiopic. This manuscript was first translated into English in the 1820s and into German in the 1830s. According to most scholars, part of it was written in third century BCE and part of it in the first century CE (the part related to the Son of Man). Although the oldest complete copies of 1 Enoch are K-9 or Kebran 9, dated late fourteenth early fifteenth century and Ethiopian Monastic Microfilm Library (EMML 2080) of the fifteenth or fourteenth century, fragments found in Qumram in the 1950s are more than 2000 years old. Other old important manuscripts are Abbadianus 55 (possibly fifteenth century) and British Museum Orient 485 (first half of the sixteenth century).

2nd Book of Enoch, the Slavonic Enoch, or 2 Enoch, which is another apocryphal book, found complete only in Old Slavonic manuscripts, and it was once present in the Old Slavonic Bible. It's usually dated to the first century CE although Matthew Black in The Oxford Guide to People & Places of the Bible state that there is no manuscript earlier than the fourteenth century BE.

3rd Book of Enoch, the Hebrew Enoch, or 3 Enoch, which is a Rabbinic text in Hebrew usually dated to the fifth century CE. Some experts believe it was written by Rabbi Ishmael (second century CE), familiar with both 1 Enoch and 2 Enoch.

This book includes 1 Enoch: The Ethiopic Book of Enoch; 2 Enoch: The Slavonic Book of the Secrets of Enoch; 3 Enoch: The Hebrew Book of Enoch; and versions of the Book of Giants.

The 1st Book of Enoch, the Ethiopic Book of Enoch, or 1 Enoch is more known as simply the Book of Enoch. Although this book is considered apocryphal for the Western canon, it is contained in the Ethiopic Bible. It was considered sacred by some important first followers of Christ but it was left out of the Bible and disappeared for centuries until it was rediscovered in 1773 in Ethiopic. This manuscript was first translated into English in the 1820s and into German in the 1830s. According to most scholars, part of it was written in third century BCE and part of it in the first century CE (the part related to the Son of Man). Although the oldest complete copies of 1 Enoch are K-9 or Kebran 9, dated late fourteenth early fifteenth century and Ethiopian Monastic Microfilm Library (EMML 2080) of the fifteenth or fourteenth century, fragments found in Qumram in the 1950s are more than 2000 years old. Other old important manuscripts are Abbadianus 55 (possibly fifteenth century) and British Museum Orient 485 (first half of the sixteenth century).

The 2nd Book of Enoch, the Slavonic Enoch, or 2 Enoch, is another apocryphal book, found complete only in Old Slavonic manuscripts, and it was once present in the Old Slavonic Bible. It's usually dated to the first century CE although Matthew Black in The Oxford Guide to People & Places of the Bible state that there is no manuscript earlier than the fourteenth century BE.

The 3rd Book of Enoch, the Hebrew Enoch, or 3 Enoch, is a Rabbinic text originally written in Hebrew usually dated to the fifth century CE. Some experts believe it was written by Rabbi Ishmael (second century CE), familiar with both 1 Enoch and 2 Enoch.

The Book of Giants contains a narrative that involves the antediluvian giant offspring originally known from both the Genesis and the Book of Enoch. The Book of Giants resembles particularly 1 Enoch: The First Book of Enoch.

This is a book of oral narratives, collected from participants at a school created for first-generation, immigrant youth. The narrations from the students, teachers, administration, professional staff, and support personnel document the power of caring relationships in an educational setting. The narratives underscore the importance of teachers, students, and staff working together and their stories are relevant for any school setting. It turns out that teachers and students both have a need, even a longing, for connection. The narratives bring Nel Noddings' Care Theory to life and show how this theory can be practiced both inside and outside the classroom to bring about a school-wide change in culture. From the receptionist to the principal; from the the social worker to the teacher, the study shows that the daily interactions are as important as the academics in the school setting to improve inequities. Social justice takes on a new meaning, with this focus on social exchanges and personal well-being. The book can benefit those in the field as well as in teacher and leadership preparation programs; those wanting to conduct research with vulnerable populations can also benefit from this study.

This book includes 1 Enoch: The Ethiopic Book of Enoch; 2 Enoch: The Slavonic Book of the Secrets of Enoch; 3 Enoch: The Hebrew Book of Enoch; and versions of the Book of Giants.

The 1st Book of Enoch, the Ethiopic Book of Enoch, or 1 Enoch is more known as simply the Book of Enoch. Although this book is considered apocryphal for the Western canon, it is contained in the Ethiopic Bible. It was considered sacred by some important first followers of Christ but it was left out of the Bible and disappeared for centuries until it was rediscovered in 1773 in Ethiopic. This manuscript was first translated into English in the 1820s and into German in the 1830s. According to most scholars, part of it was written in third century BCE and part of it in the first century CE (the part related to the Son of Man). Although the oldest complete copies of 1 Enoch are K-9 or Kebran 9, dated late fourteenth early fifteenth century and Ethiopian Monastic Microfilm Library (EMML 2080) of the fifteenth or fourteenth century, fragments found in Qumram in the 1950s are more than 2000 years old. Other old important manuscripts are Abbadianus 55 (possibly fifteenth century) and British Museum Orient 485 (first half of the sixteenth century).

The 2nd Book of Enoch, the Slavonic Enoch, or 2 Enoch, is another apocryphal book, found complete only in Old Slavonic manuscripts, and it was once present in the Old Slavonic Bible. It's usually dated to the first century CE although Matthew Black in The Oxford Guide to People & Places of the Bible state that there is no manuscript earlier than the fourteenth century BE.

The 3rd Book of Enoch, the Hebrew Enoch, or 3 Enoch, is a Rabbinic text originally written in Hebrew usually dated to the fifth century CE. Some experts believe it was written by Rabbi Ishmael (second century CE), familiar with both 1 Enoch and 2 Enoch.

The Book of Giants contains a narrative that involves the antediluvian giant offspring originally known from both the Genesis and the Book of Enoch. The Book of Giants resembles particularly 1 Enoch: The First Book of Enoch.

Contrary to the common saying: we do want you to judge this new edition of Organizational Behavior by its front cover. Specifically, featured is that this is the 14th edition, it takes an Evidence-Based Approach, and similar to the previous edition there are now three Luthans authors. This 14th edition is based on the foundation provided by the first mainline text which has become the classic for the study and understanding of organizational behavior. However, by taking an evidence- based approach, this insures that, even though a classic, this new edition adds the most recent and relevant research to the most extensive, up-to-date reference-base of any organizational behavior text. By adding the two closely related authors (professor sons) literally pumps new blood into the sustainability of this classic text by Fred Luthans. Importantly, Fred has recently been recognized with: 1) Lifetime Achievement Award in Organizational Behavior; 2) Top 1% of Citation Count of all researchers in the world; and 3) the #1 most cited author in Organizational Behavior textbooks. Finally, this new edition recognizes that even though the theoretical framework and coverage largely remains, the context of organizational behavior is rapidly changing. This new edition reflects the New Age environment, but still holds to the premise that in today's organizations, success and competitive advantage still comes from the understanding, prediction, and effective management of human resources. With this new edition we invite you to continue the never-ending journey guided by the best organizational behavior theory, research, and application.

Budgeting for national defense is a complex endeavor, particularly for a nation like the U.S. that assumes global responsibility and strives to have the most advanced and lethal force on earth. It is necessary - and challenging - to balance the myriad requirements between current and future readiness, across warfare areas and military services, between having state of the art capability with sufficient capacity, and among people, hardware, and the activities people do with that hardware. As analytically difficult as that problem is, it is embedded in the political budgeting processes and national security must be balanced with every other function of government and there must also be cooperation across branches of government.

This text explores that complex endeavor. It takes the position that budgeting for defense is a particular instance of public budgeting which is a particular instance of public policy. Thus, this text starts with a conceptual, empirical, and process foundation before discussing the participants and processes that build the annual defense budget. It then covers the execution of that budget and the ultimate accounting.

Compared to the first edition, this text is updated with current figures and examples. There is a new chapter on determinants of military spending in society and burden sharing within alliances. The chapter on budget execution has been disaggregated and a new chapter is devoted to fiscal law. The final chapter seeks to integrate all that came before it by discussing matters that integrate the stages of budgeting and which cross branches of government. Following in the tradition of the first edition, this is intended to be both a textbook for a course in budgeting, but also a desktop reference for defense budgeting practitioners.

In 2012, I Dare you was included in the 10 Best Self-Help Books of All-Time list by the Christian Science Monitor published in April 26, 2012. Things like that don't happen by chance. They do happen because of something that you will find in these pages and will make you act differently once you finish the book. Business executives have found this book highly effective in stimulating their salesmen. Here you will see the philosophy of life of Mr. Danforth, who established Purina Mills in 1894, later acquired by Nestle for US$ 10.3 billion.

Most students struggle with learning how to find references, use them effectively, and cite them appropriately in a required format. One of the most common formats is that of APA. The authors all teach at the same university, where their current off-the-shelf reference book, while helpful, is filled with a lot of extra information that they do not use and contains missing or incorrect information. The cost of this book also continues to rise. In a search for something else to meet their needs, they discovered that there are no concise guides that deal with APA only that are cost effective or user-friendly for students who are not familiar with using references and formatting an essay in the APA format. In order to offer student writers a source of information that is concise and cost-effective, the authors have written this handbook to provide students with important information in clear, concise, user-friendly language, as well as to offer practical examples that will help them grasp the concept of secondary research writing.

Much of the published materials present the nitpicky details of APA in very technical terms that are not easy to understand. This handbook presents the same information in simplified terms with images and step-by-step instructions in ways that will make sense to both undergraduate and graduate student writers. Additionally, student writers often struggle with understanding the concept of plagiarism, as well as how to find sources, evaluate the appropriateness of sources, and use sources in effective ways (e.g., how to integrate quotes, when to paraphrase, among others). This book provides this information in a concise and easy-to-understand format.

El Libro de Enoc (o Libro de Henoc, 1 Enoc) es un libro intertestamentario, que forma parte del canon de la Biblia de la Iglesia ortodoxa et ope pero no es reconocido como can nico por las dem s iglesias cristianas, a pesar de haber sido encontrado en algunos de los c dices por la Septuaginta (C dice Vaticano y Papiros Chester Beatty). Se trata de un libro apocal ptico perteneciente a la apocal ptica jud a. Este libro se cree que fue muy apreciado por parte de los primeros cristianos, a partir la referencia de la ep stola de Judas 1, 14-16., que cita un pasaje del Libro de Enoc (1 Enoc, 1, 9); la referencia en 2Pedro 2, 4.; y la Ep stola de Bernab (16:4), que cita como Escritura un vers culo (1 Henoc 89:56) y en 4:3 se refiere a 1 Henoc 80:2. Muchos Padres de la Iglesia y cristianos destacados se refieren al libro, y lo citan en sus obras. Autores como Justino M rtir (100-165), Aten goras (170), Taciano (110-172), Ireneo (130-208), Or genes, Clemente de Alejandr a (150-220), Tertuliano (160-230), Lactancio (260-325), Metodio de Filipo, Minucio F lix, Comodiano y Cipriano de Cartago,1​ entre otros, consideraron el libro de inspiraci n divina. Un defensor de este libro fue el obispo Prisciliano, quien fue el primer cristiano condenado a muerte y ejecutado por cristianos por supuesta herej a, en 385.

This book examines what equity means in a nation where the schools are becoming more diverse. The authors consider how well our educational reform policies, often framed in the language of equity and opportunity, measure up to the challenges of achieving equity in a diverse nation. While there is growing awareness of the increasing racial, ethnic, and socioeconomic diversity of the nation, there is little recognition of how these trends affect the schools, particularly in formerly homogeneous communities. At the same time, inequalities in student achievement between different racial, ethnic, and socioeconomic groups persist, even as educational policy has intensified the focus on the achievement gap. These two challenges make definitions of equity and opportunity as urban problems obsolete and call for a critical examination of educational policy and reform from an equity perspective. Central themes include the critical examination of how equity is conceived under the law and in policy, the experiences of minority students in suburban schools, and the impact of current reform policies and strategies for achieving greater educational opportunities for all students. This book is designed for graduate and undergraduate courses in educational policy and policy analysis, for policymakers interested in a critical examination of current reform policies and options, and educational leaders and administrators struggling with the implementation of reform mandates. From a policy perspective, it includes a survey of the evolution of educational policies and reforms since the 1960s and traces the mix of legal and legislative legacies that have informed educational policy and equity. It describes how trends in suburban diversification affect the schools, something that has largely escaped the attention of educational reformers. It provides school-based and non-school-based remedies for achieving equity in diversifying suburban communities and articulates alternatives to the current accountability for performance approach. It offers new and innovative analyses of current approaches to school reform, including an analysis of how accountability tests can create the illusion of reducing the achievement gap and an examination of the paradoxes of federally funded compensatory policies that incorporate market-based strategies. Novel approaches-such as social emotional learning and placed-based college access strategies-are examined through an equity lens.

This book introduces readers to process-based understandings of leadership, providing language and tools for engaging in the leadership process for all involved. This practical book was designed for college student leaders and educators or professionals who work with student leaders on college campuses. However, it is also accessible for high school students and graduate students to reflect on their identity, capacity, and efficacy as leaders. Based on their experiences as leadership educators, the authors offer grounding concepts of leadership and examples illustrating the complexity of culturally relevant leadership learning.

Identity (who you are), capacity (your ability), and efficacy (what you do) are important for students to explore leadership development. These three concepts are core to this book, filling a gap in college student development literature by defining, illustrating, and questioning how they matter to leadership learning.

Framing leadership as a journey, this resource offers key learning opportunities for students to engage with others through a range of contexts. Each chapter is organized with various features, engaging readers to get the most out of this book. Features include call-in boxes to prepare for learning and pause for considerations to apply to personal experiences. Chapters conclude with personal reflection questions, discussion questions, and activities to take leadership learning further. The features are designed to be accessible for utilization in classes, organizations, community work, groups, and individual reflection opportunities.

This book is intended to contribute model bases on a faith-inspired, biblically based perspective that is consistent with the needs of strategic-organizational leadership. We address the spiritual leadership and spirituality at work literature from a Christian perspective. We argue that it is critical for organizations to reconcile workplace spirituality with strategic thinking and business operations because religious identity is still very important in the United States, and we present a model to accomplish this reconciliation. While we are not theologians, in presenting our model we do engage in the theological discussion of the relationship between man and God particularly in the context of business. While we review the evolution of the spiritual leadership and spirituality at work literature along with the limited literature that examines these concepts from a Christian perspective, we identify significant obstacles that have thus far kept these concepts on the fringes of general management thinking and practices. After identifying the challenges associated with a Christian approach to the spirituality literature, we offer a model with four principles for Strategic Spirituality based on a Christian perspective of biblical interpretations that also offer the requisite pragmatism for strategic thinking and organizational implementation.

The four principles include:

Subsidiarity with Solidarity - Subsidiarity is a principle of decentralization coming for the Catholic

social tradition whereby decision-making done at the organizational level with the greatest

familiarity and the individual empowerment and is moderated by solidarity or a unity of common

mission.

Stewardship - requires resources and opportunities be dutifully managed in order to promote

sustainability and social well-being.

Support and Empowerment - relates to the creation of an organization with Christian principles

where Christian and Non-Christians are supported and empowered for individual growth and

organizational success.

• Synergy - allows organizations to remain focused on their ideals but flexible in their implementation.

Filipino Americans have a long and rich history with and within the United States, and they are currently the second largest Asian group in the country. However, very little is known about how their historical and contemporary relationship with America may shape their psychological experiences. The most insidious psychological consequence of their historical and contemporary experiences is colonial mentality or internalized oppression. Some common manifestations of this phenomenon are described below: -Skin-whitening products are used often by Filipinos in the Philippines to make their skins lighter. Skin whitening clinics and businesses are popular in the Philippines as well. The beautiful people such as actors and other celebrities endorse these skin-whitening procedures. Children are told to stay away from the sun so they do not get too dark. Many Filipinos also regard anything imported to be more special than anything local or made in the Philippines. -In the United States, many Filipino Americans make fun of fresh-off-the-boats (FOBs) or those who speak English with Filipino accents. Many Filipino Americans try to dilute their Filipino-ness by saying that they are mixed with some other races. Also, many Filipino Americans regard Filipinos in the Philippines, and pretty much everything about the Philippines, to be of lower class and those of the third world. The historical and contemporary reasons for why Filipino -/ Americans display these attitudes, beliefs, and behaviors - often referred to as colonial mentality - are explored in Brown Skin, White Minds. This book is a peer-reviewed publication that integrates knowledge from multiple scholarly and scientific disciplines to identify the past and current catalysts for such self-denigrating attitudes and behaviors. It takes the reader from indigenous Tao culture, Spanish and American colonialism, colonial mentality or internalized oppression along with its implications on Kapwa, identity, and mental health, to decolonization in the clinical, community, and research settings. This book is intended for the entire community - teachers, researchers, students, and service providers interested in or who are working with Filipinos and Filipino Americans, or those who are interested in the psychological consequences of colonialism and oppression. This book may serve as a tool for remembering the past and as a tool for awakening to address the present.

In this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education. In response to this gap, as well as leadership educators' call for professional development related to teaching and learning, this text is grounded in the college teaching and leadership education literature. Filled with 60 learning activities for diverse contributors, this book offers a hands-on resource for leadership educators to use when facilitating leadership learning opportunities.

Each learning activity includes learning outcomes, activity instructions, facilitation notes, and additional resources offered by the author. The text is organized by the pedagogical methods covered in The Role of Leadership Educators: Transforming Learning. Pedagogical methods covered include Discussion, Case Studies, Reflection, Team-Based Learning, Service Learning, Self- and Peer-Assessments, Role-Play, Simulation, Games, and Art. Each chapter contains six learning activities for each pedagogical method, four focused in instructional strategies (curricular, co-curricular, technology-enhanced, followership-focused) and two in learning assessment strategies (curricular and co-curricular).

A volume in African American Male Series: Guiding the Next Generation Through Mentoring, Teaching and Counseling There is no one method for doing culturally alert counseling. Instead, culturally alert counseling consists of intentionally adapting existing ways to help clients (1) understand their socially constructed worldviews through culture, (2) appreciate their various cultures, (3) to make choices about adherence to cultural norms, and (4) to recognize and respond to external bias relating to their cultural group membership.

In Canaries Reflect on the Mine: Dropouts' Stories of Schooling, Jeanne Cameron invites the reader to see schooling and early school leaving through the eyes of high school dropouts themselves. The transcendent desires revealed by this research - to be known and valued, to learn with purpose and autonomy - are spoken with poignant clarity by the young people who story these pages. This study offers a compelling and timely critique of the dominant, neoliberal discourse on schooling and early school leaving. It challenges conventional wisdom about dropouts, and shows how the experiences and needs of those who leave school early and those who persist to graduation are more similar than different. Collectively, these young people's stories evoke a canary-in-the-mine metaphor, one where the canaries exit and the miners remain. They implore us to see the dropout crisis as a symptom of the alienating and dehumanizing school practices advanced by No Child Left Behind and Race to the Top. More importantly, they offer a vision for schooling that lovingly embraces and extends all students' experiences, enriches their biographies, and celebrates and supports each of their talents and purposes with equal passion. Pre-service and in-service teachers, educational researchers and policy makers, administrators, and advocates for equitable and democratic schooling have much to learn from this book. Qualitative researchers will find a powerful model for working collaboratively with youth to represent their experiences and to craft solutions to the challenges they face. Students of sociology will discover a compelling illustration of C. Wright Mills' sociological imagination and his charge to take it big by drawing connections between individual biographies and the social and historical structures that frame lived experience. For professional social scientists, it embodies Mills' challenge to embrace the moral sensibilities required to understand and improve the human condition.

This entire book is built around a saying in the Bible: As a man thinketh in his heart, so is he. Without changing the meaning of this timeless, golden truth, the author gives it to you more along the lines of modern psychology: A man is what his Creative Mind says he is.

So prepare yourself for a wonderful journey. Whatever you want out of life, this book will show you the way to make it come to
you. Be it money, influence, love, respect, or admiration -- be it any or all of these -- it will be yours in abounding measure.

Before you finish this book, you are going to know once and for all:
- How to recognize your real goals in life--no matter what anyone else tries to tell you
- How to get acquainted with your real self--your true abilities, your vast fund of hidden talent.
- How to fill yourself with such genuine, deep-down confidence, zest and goodwill that other people will be pleased to help you get what you want.
- How to find and hold the full, glorious picture of your own success and build toward that picture with every word and deed.

Organizational researchers and managers have never had a single easy-to-use resource for validated measures, often relying on a selection of journal articles or improvised solutions to meet immediate needs. Taking the Measure of Work: A Guide to Validated Scales for Organizational Research and Diagnosis provides researchers, consultants, managers, and organizational development specialists validated and reliable ways to measure how employees view their work and their organization.

Most students struggle with learning how to find references, use them effectively, and cite them appropriately in a required format. One of the most common formats is that of APA. The authors all have vast experience teaching writing courses to various levels of students from undergraduates to graduates in other countries. However, there was lacking a book that could explain the basics of APA in simple, easy-to-understand language for non-native speakers of English, who are often unfamiliar with using references and formatting an essay in a particular method. In order to offer English Learner student writers a source of information that is appropriate for their level, and is cost-effective, this updated APA 7th edition guidebook provides students with important information in clear, concise, user-friendly language, as well as to offer practical examples that will help them grasp the concept of secondary research writing.

Much of the published materials on the market targets native speakers of English. The problem with this is that they present the nitpicky details of APA in ways that do not make sense to native speakers of English, let alone to those for whom English is not their first language, because the information is presented in very technical terms that are not easy to understand. This handbook presents the same information in simplified terms with images and step-by-step instructions in ways that make sense to both native and non-native English speaking student writers. Additionally, student writers often struggle with understanding the concept of plagiarism, as well as how to find sources, evaluate the appropriateness of sources, and use sources in effective ways (e.g., how to integrate quotes, when to paraphrase, among others). This book provides this important information that is concise and easy to understand.

NOTE: This is a REVISED edition of our original The Concise APA Handbook, which has been updated for APA 7^th edition, which was issued in the fall, 2019.

Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, self-education, and Native nation-building.

The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.