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\left \{ \begin{array}{@{}l} F(u_{n},u)+\phi(u)-\phi(u_{n})+\frac{1}{r_{n}}\langle u-u_{n},u_{n}-x_{n}\rangle \geq0, \quad\forall u\in C;\\ G(v_{n},v)+\varphi(v)-\varphi(v_{n})+\frac{1}{r_{n}}\langle v-v_{n},v_{n}-y_{n}\rangle \geq0,\quad \forall v\in Q;\\ {x_{n+1}= \alpha_{n} u_{n}+ (1- \alpha_{n})T(u_{n}- \rho_{n} A^{*}(Au_{n}-v_{n}))};\\ y_{n+1}= \alpha_{n}v_{n}+ ( 1- \alpha_{n})S(v_{n}+ \rho_{n} (Au_{n}-v_{n})),\quad \forall n\geq1; \end{array} \right .

0<\alpha\leq\alpha_{n}\leq\beta<1 ( \alpha, \beta\in (0,1) );

\liminf_{n\rightarrow\infty}r_{n}>0 \lim_{n\rightarrow\infty }|r_{n+1}-r_{n}|=0 .

\{(x_{n}, y_{n})\}
(
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).

, , -, \{ (x_{n},y_{n})\} ( 1.10 ).

The variational inequality problem (VIP) is formulated as the problem of finding a point x^{*} with property x^{*}\in C , \langle Ax^{*},z-x^{*}\rangle\geq0 , \forall z\in C . We will denote the solution set of VIP by VI(A, C) .

\langle Au,y-u \rangle +\varphi(y)-\varphi(u)\geq0, \quad \forall y\in C.

A mapping
A:C\rightarrow H
is said to be an
*
α
*
-inverse-strongly monotone mapping if there exists a constant
\alpha>0
such that
\langle Ax-Ay,x-y\rangle\geq\alpha\|Ax-Ay\|^{2}
for any
x,y\in C
. Setting
F(x,y)=\langle Ax,y-x\rangle
, it is easy to show that
*
F
*
satisfies conditions (A1)-(A4) as
*
A
*
is an
*
α
*
-inverse-strongly monotone mapping.

\begin{aligned} \mbox{find a point } x^{*}\in C \mbox{ such that }\bigl\langle f \bigl(x^{*}\bigr),x-x^{*}\bigr\rangle \geq0 \quad\mbox{for all } x\in C, \\ \mbox{and such that} \\ y^{*}=Ax^{*}\in Q \mbox{ solves } \bigl\langle g\bigl(y^{*}\bigr),y-y^{*}\bigr\rangle \geq0\quad \mbox{for all } y\in Q. \end{aligned}

(4.1)

\begin{aligned} \bigl\langle B_{1}\bigl(x^{*}\bigr),x-x^{*}\bigr\rangle + \phi(x)-\phi\bigl(x^{*}\bigr)\geq0 \quad \mbox{for all } x\in C,\quad\mbox{and} \\ \bigl\langle B_{2}\bigl(y^{*}\bigr),y-y^{*}\bigr\rangle +\varphi(y)- \varphi\bigl(y^{*}\bigr)\geq0 \quad \mbox{for all } y\in Q, \\ \mbox{and such that} \\ Ax^{*}=By^{*}. \end{aligned}

(4.2)

\begin{aligned} \mbox{finding a point } x^{*}\in C \mbox{ such that }\bigl\langle B_{1}\bigl(x^{*}\bigr),x-x^{*}\bigr\rangle +\phi (x)-\phi\bigl(x^{*}\bigr) \geq0 \quad \mbox{for all } x\in C, \\ \mbox{and such that} \\ y^{*}=Ax^{*}\in Q \mbox{ solves }\bigl\langle B_{2}\bigl(y^{*}\bigr),y-y^{*} \bigr\rangle +\varphi(y)-\varphi\bigl(y^{*}\bigr)\geq0\quad \mbox{for all } y\in Q. \end{aligned}

(4.3)

Setting
F(x,y)=\langle B_{1}x,y-x\rangle
and
G(x,y)=\langle B_{2}x,y-x\rangle
, it is easy to show that
*
F
*
and
*
G
*
satisfy conditions (A1)-(A5) as
B_{i}
(
i=1,2
) is an
\eta_{i}
-inverse-strongly monotone mapping. Then it follows from Theorem
3.1
that the following result holds.

**
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**

Bwindi Impenetrable Forest is best known for Gorilla Tracking, that is the reason that most visitors come to this park.

Bwindi Impenetrable Forest provides an incredible backdrop for this once in a lifetime adventure. There are four trailheads from which one tracks one of the gorilla families for which we have obtained permits for you.

More Gorilla Families have been habituated for visitors. That means that there are over 100 daily gorilla permits available in Bwindi Impenetrable Forest.

Be sure to
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for the trek and bring the things needed.

Bwindi Impenetrable Forest is the best Safe, Secure Park in Africa for Gorilla Trekking – plus the added benefit of lower permit prices.

**
2. Gorilla Habituation Experience in
Rushaga- More Time with Gorillas:
**

It is only in Uganda that you can be with a Mountain Gorilla Family for 4 hours on a Gorilla Habituation Experience along with researchers in Bwindi’s Impenetrable Forest – this amazing experience – to be with a Mountain Gorilla Family as it is being habituated is a one of a kind experience in Africa.

There are presently two family groups being habituated, meaning that they becoming used to human contact and will not run away from visitors trekking them.

You can fly into Kigali Rwanda and 4 hours later be in the Rushaga Region of Bwindi Impenetrable Forest. You have the choice of budget, moderate and upmarket lodging and can stay either in Rushaga or scenic Nkuringo area of Bwindi Impenetrable Forest.

Gorilla Habituation – fewer Participants, more time with the Gentle Giants of the Forest.

**
3. A Visit with the First People of the Forest – the Batwa:
**

The Batwa People – are pygmies and were the first inhabitants of years, they were hunter-gatherers and lived in the forests of Southwest Uganda and beyond. They left a small ecological footprint on the forest and lived in harmony with nature. Conservationists insisted that they were evicted from their traditional home, the Forest. In those days they had no voice, no representation – the existed as squatters, beggars, accused of being drunkards, marijuana smoking, lazy people.

Today various organizations have given them a voice, defended their rights as first people, improved their living conditions, medical care, education and more.

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and the
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, near Southern Bwindi, give you a glimpse into the lives and traditions of the Batwa Pygmies. It also restores a bit of their dignity and keeps their cultural practices alive to be passed on to future generations.

Professor Emeritus of TESOL, San Francisco State University

Abbreviations and Definitions

Preface

PART 1 1. Introduction 2. Biblical Foundation 3. Goals and Models: What We Teach and How We Teach It at the Program Level

PART 2 4. “This Is Who I Am”: Being Transparent about Our Identity as Teachers 5. Going Deep: Questions about What’s Important

Additional Resources A: Resources for Conversation

Additional Resources B: “Dark Side” Lesson 6. “Who Are You and What Matters to You?” Getting Students to Communicate

Additional Resources: What Do You Believe? 7. How We Relate to Each Other: Cultivating Respect

Additional Resources A: Principles from I Beg to Differ

Additional Resources B: Respectful Disagreement 8. Good Teaching: Balance and Excellence

Additional Resources: Three Lessons That Illustrate Balance 9. Good Teaching: Critical Thinking

Additional Resources: Two Lessons That Encourage Critical Thinking 10. Power Dynamics: Appropriate Teacher-Student Relationships 11. Outside the Classroom

Additional Resources: Four Examples of Real CETs Having an Impact Outside of Class 12. Spiritual Reality: Nurturing Our Spiritual Lives and Praying for Students

PART 3 More Teaching Ideas 1. “Love One Another” (Song) Lesson Plan 2. “Love Remains” (Song) Lesson Plan 3. Kindness (Video) Lesson Plan 4. Julia Alvarez’s “Snow” (Short Story) Lesson Plan 5. Teaching Ideas for Poetry: Edwin A. Robinson’s “Richard Cory” 6. Teaching Ideas for Sayings, Proverbs, or Quotations 7. Published Textbooks: Adding More

Notes

References

by: Jay Matenga (Author) , Malcolm Gold (Author)

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**
Never before has the phenomenon of mission mobilization been so broadly researched.
**
In a vein similar to and , the World Evangelical Alliance Mission Commission commissioned a research team to investigate what motivates people into mission service from around the globe. Mobilization practitioners recorded, translated and transcribed hundreds of hours of interview dialogue that explored reasons for mission involvement from Eastern Europe, Western Europe, North and South America, Oceania, East Asia, South Asia and East Africa. The data was subsequently analyzed to draw out common themes, and presents the results of this research. This book is the first definitive exploration of the recent history, ministries and methods of mission mobilization. The evangelical missions community is expending much energy and resource trying to raise up workers for the Lord’s harvest, but is it helping? Are the means, models, methods, and mechanisms being applied to this end effective? What does influence people to greater involvement in mission—whatever they understand mission to be? Furthermore, what hinders it? In addressing these questions, allows the interviewed respondents to speak for themselves, in an open and frank manner. Some results confirm common beliefs, but others may surprise you.

This research and reflection is a milestone in mission history and anyone keen to be involved or alreadyinvolved in the ministry of mobilization must study this book.

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