35 Matching Annotations
  1. Jul 2019
    1. Job says: “The ear trieth words, as the mouth tasteth meat.
    2. the universe, including man and his divine Principle, is harmonious and eternal.
    3. 1. God is All in all. 2. God is good. Good is Mind. 3. God, Spirit, being all, nothing is matter. 4. Life, God, omnipotent Good, deny death, evil, sin, disease. — Disease, sin, evil, death, deny Good, omnipotent God, Life.
    4. The vital part, the heart and Soul of Christian Science, is Love.
    5. there is no pain in Truth, and no truth Inversions. in pain; no nerve in Mind, and no mind in nerve; no matter in Mind, and no mind in matter; no matter in Life, and no life in matter; no matter in Good, and no good in matter.
    6. The Principle of Divine Metaphysics is God; its practice is the power of Truth over error; its rules demonstrate Science.
    7. the awful unreality called evil.
    8. omnipotence, omnipresence, omniscience, — Spirit possessing all power, God's allness learned. filling all space, constituting all Science
    9. I knew the Principle of all harmonious Mind-action to be God
    10. the only realities are the divine Mind Scientific evidence. and idea.
    11. this same mind calls matter, thereby shutting out the true sense of Spirit.
    12. the opposite of Truth — called error, sin, sickness, disease, death — is the false testimony of false material sense; that this false sense evolves, in belief, a subjective state of mortal mind, which this same mind calls matter, thereby shutting out the true sense of Spirit.
    13. Life, Truth, and Love are all-powerful and ever-present
    14. Feeling so perpetually the false consciousness that life inheres in the body, yet remembering that God is A divine discontent. really our Life, we may well tremble, in the prospect of those days wherein we must say, “I have no pleasure in them.”
    15. the revelation of Immanuel, the everpresent God
    16. the demonstrable fact that matter possesses neither sensation nor life;
    17. all real Being is in the divine Mind and idea
  2. May 2019
    1. Jesus and Mary Chain

      From Wikipedia:

      The Jesus and Mary Chain are a Scottish alternative rock band formed in East Kilbride in 1983. The band revolves around the songwriting partnership of brothers Jim and William Reid. After signing to independent label Creation Records, they released their first single "Upside Down" in 1984. Their debut album Psychocandy was released to critical acclaim in 1985 on major label WEA. The band went on to release five more studio albums before disbanding in 1999. They reunited in 2007.

  3. Mar 2018
    1. philter--a philter

      Etymology Italian filtro (1598 as philtro in senses 1 and 2). With sense 2 compare slightly earlier philtrum Philtrum- Etymology: < classical Latin philtrum love-potion, in post-classical Latin also groove in the upper lip below the nostrils (1587 in a British source) < ancient Greek ϕίλτρον love-charm, love-potion, charm, spell, in Hellenistic Greek also dimple in the upper lip < ϕιλ- , stem of ϕιλεῖν to love

      Definition of Philter

      1. A potion, drug, or (occasionally) charm supposed to be capable of exciting sexual attraction or love, esp. towards a particular person; a love potion. Also, more generally: any potion or drug having supposedly magical properties. Also fig. (source Oxford English Dictionary)
    2. alembics
      1. Chem. An early apparatus used for distilling, consisting of two connected vessels, a typically gourd-shaped cucurbit (cucurbit n.1 1) containing the substance to be distilled, and a receiver or flask in which the condensed product is collected. Occasionally also: spec. the lid or head (head n.1 19f) of the cucurbit together with its tube or beak which connects the two vessels. Now hist. (from Oxford English Dictionary)
    1. facial products that work miracles for acne.

      Why suddenly this specific example? Do you mean it as an example? If so, say so... And explain what it exemplifies

    2. coincide

      Is this the right word here? What does "coincide" mean?

  4. Oct 2017
  5. Sep 2017
    1. This is the story of 16th century Europe, and the political earthquake that was protestantism. The overarching historical narrative unfolds around the lives of fictional characters who might have lived in this historic period.

      Follett's literary reenactment explores the intricacies of the Protestant Reformation through a cast of strategically diverse characters, whose stories span across multiple continents, nations, and cities. Each character is an important harbinger of larger historical trends. Within the masterfully established geo-political reality, each of their decisions serve to gradually reveal their distinct personalities and temperaments, belief systems and ideologies, and cultural identities.

  6. Apr 2017
    1. "When I was a child my father had a slave who taught me to pray the Christian prayer in my own language, and told me many things about Lela Marien. The Christian died, and I know that she did not go to the fire, but to Allah, because since then I have seen her twice, and she told me to go to the land of the Christians to see Lela Marien, who had great love for me. I know not how to go. I have seen many Christians, but except thyself none has seemed to me to be a gentleman. I am young and beautiful, and have plenty of money to take with me. See if thou canst contrive how we may go, and if thou wilt thou shalt be my husband there, and if thou wilt not it will not distress me, for Lela Marien will find me some one to marry me. I myself have written this: have a care to whom thou givest it to read: trust no Moor, for they are all perfidious. I am greatly troubled on this account, for I would not have thee confide in anyone, because if my father knew it he would at once fling me down a well and cover me with stones. I will put a thread to the reed; tie the answer to it, and if thou hast no one to write for thee in Arabic, tell it to me by signs, for Lela Marien will make me understand thee. She and Allah and this cross, which I often kiss as the captive bade me, protect thee."

      Davary also mentions that Mary is very well revered in muslim society especially amongst women. This conflicts with the author's words that Zoraida was introduced to Mary through a christian slave of her fathers. Zoraida most likely was exposed to the Virgin her entire life, even before the slave that introduced to her christian prayer.

    2. "When I was a child my father had a slave who taught me to pray the Christian prayer in my own language, and told me many things about Lela Marien. The Christian died, and I know that she did not go to the fire, but to Allah, because since then I have seen her twice, and she told me to go to the land of the Christians to see Lela Marien, who had great love for me. I know not how to go. I have seen many Christians, but except thyself none has seemed to me to be a gentleman. I am young and beautiful, and have plenty of money to take with me. See if thou canst contrive how we may go, and if thou wilt thou shalt be my husband there, and if thou wilt not it will not distress me, for Lela Marien will find me some one to marry me. I myself have written this: have a care to whom thou givest it to read: trust no Moor, for they are all perfidious. I am greatly troubled on this account, for I would not have thee confide in anyone, because if my father knew it he would at once fling me down a well and cover me with stones. I will put a thread to the reed; tie the answer to it, and if thou hast no one to write for thee in Arabic, tell it to me by signs, for Lela Marien will make me understand thee. She and Allah and this cross, which I often kiss as the captive bade me, protect thee."

      Davary,Bahar. "Mary in Islam: No Man Could Have Been Like This Women." pp. 26-34.

      Bahar mentions in his journal article that the Virgin Mary is actually mentioned in the Quran by name ten times more than in the Bible. Possibly Cervantes is not aware of Quranic texts?

  7. Mar 2017
  8. Jun 2015
    1. there is a powerful impact on growth and self awareness when students can see their own development in speaking, in writing, in thinking and problem solving.

      So it all comes back to self-directed learning again. As I've begun to think about this competency in our school, I've thought about how this might be something that is intertwined with all other competencies. In plain language, this might mean that students are always pulling back holding up a mirror (or taking a snapshot) of their learning/journey.

    2. The kind of work assigned thus makes a big difference. If students have only been asked to write in one mode or to one type of audience (or no audience except the implied teacher as audience), their portfolios will provide less opportunity to find direction.

      This is real, and perhaps, a bit understated. When students are doing worksheets, filling in blanks, how can we ask them use them for self-expression (sonnet), self-reflection (mirror) or for making a plan (map).

      But then, does this mean that we have to spend more time on creating conditions and projects for meaningful work before working on portfolios? Probably not, but this does remind me of how much gets revealed because of portfolios.

      Seeing what's not there yet -- in our own curriculum -- is a big reason why teachers resist student portfolios, I think.

    3. Criteria for performance, such as the Alverno criteria for speaking across the curriculum guide the interaction between student and teacher.

      The purpose of criteria is not about judgment or meeting standards, it's a precursor for conversation or interaction between teacher and student.

    4. Using explicit criteria, the student develops the ability to look at her own work and determine the strengths and weaknesses evident in a particular performance or across a set of performances. She begins to set goals to address the areas she needs to develop and to deepen her areas of strength.

      The obvious paradox here is that the more "explicit" and digestible (student friendly) our criteria, the more a student can be independent in assessing her own work. That's a wonderful tension between top-down criteria and bottom-up assessment.

    5. That power is unleashed when teachers see the portfolio process as dependent upon the clarity of goals for student performance through their work in the liberal arts and professional education curriculum; when they attend to the quality of the assignments, projects and assessments that they provide for their students; and when they take the responsibility for teaching students the process of reflection and self assessment.

      That's a lot to throw in here at the end. It does make me wonder about how focusing too much on assessment might become the tail wagging the dog, if you know what I mean. Because ultimately it gets back to working together to create quality assignments and teaching the process of self-directed learning.

  9. May 2015
    1. "What connections can I make between what I'm learning in one class with what rm learning in another?" ""What questions do I have about my learning?"

      Versions of these questions would be good for us to consider in our portfolio panels.