What does sensuality mean wikianswers

Life is happening outside the bedroom in many forms and all of those in my opinion are sensual and tantric. What is sensuality outside of the bedroom? In the boardroom, in the gym, in the restaurant, in the daily life of our lives? How do these 5 senses actually impact our everyday experience as well as our spiritual lives? How can we begin to dive deeper into the body to experience it as the wise and intelligent vessel that it is.

To listen to its language of sight, touch, taste, hearing, and smell? What do these 5 senses have in common? How do they work together? What happens when we really live and feel in each one of them? What does this do to our mind, emotions, decisions, and relationships? What also happens when they are blocked, stuffed or muted? How does that throw us off-balance?

And how does our sensorial environment impact the way we live our lives? And more importantly what are the changes, exercises, investigations that we can do to bring us more in line with our natural connection to these 5 angels? A gift, a mystery, a journey, an investigation and a deep yearning, to know ourselves and be in touch with the creative instinctual spark.

To be fully alive in all we are doing, present to the limitless possibilities within and without. Okay and yes, to have the hot steamy experiences in the bedroom. Portrait or Glamour Glamour focuses on the body emphasizing sexuality. OK Allen, I'll go along with that, but I kind of think they can be somewhat interchangeable.

I see where you are coming from. I do think I have seen shots that are more than head and shoulder shots that I would consider beauty rather than glamour.

When I think of a full length shot of a girl that has an emphasis on her beauty without any sensuality or sexuality to it, I think it can be called a beauty shot. I think it has more to do with lighting and intent. Mark, I see what you are saying and certainly there are no clearly definited bounderies. But professionally, beauty shots are typically done by fashion photographers while glamour is an entirely different genre that is often looked down on in the fashion industry.

Although his verbal reasoning was strong, his writing looked like it came from a first or second grader. His handwriting was messy, his spelling was jumbled, and his ideas were disorderly. The student had been diagnosed with a serious medical condition. His condition impacted his ability to express his ideas in writing but did not appear to negatively impact his spoken language. I observed his use of literacy skills in science, math, history, and the arts, and I also observed how difficult it was for teachers to understand and accommodate the extremes in his literacy capabilities.

For students at all grade levels, I began to see how unique the learning of literacy was, along with how much teachers needed to know and be able to do to teach literacy to diverse groups of learners.

As you read this textbook, you will find that certain key terms, which are described below, recur throughout many of the chapters. You will notice that some authors use these terms to reflect broad meanings, whereas other authors use these terms to discuss only one or two aspects of their meanings. Authors will signal to you what they mean when they use these terms so that you can understand which aspects apply to each chapter.

Language comprehension consists of the interweaving of language components, including the background knowledge someone has, along with knowledge of vocabulary, language structures e.

In addition, language comprehension also includes personal aspects of comprehension, such as the experiences individuals draw upon to construct meaning Shanahan et al. Furthermore, the digital age has brought forth innovative changes in how people make meaning, so the term literacy also includes making meaning from different modes of communication, which are described next.

While many chapter authors refer to texts as printed documents, other authors use the term to refer to more diverse modes of communication, including:. Included below are some questions to explore your background knowledge of literacy prior to reading the rest of this textbook. Thinking about your background knowledge will help you connect what you are about to learn with the funds of knowledge that you bring to learning more about literacy research and practice.

If you did not know how to fully answer most of the questions, then this textbook will provide you with a wealth of information that you will need to know and be able to use to become an effective teacher of literacy. Even if you have a great deal of background knowledge related to literacy, this textbook will provide you with helpful examples for how to use that knowledge in your teaching.

Steps to Success: Crossing the Bridge Between Literacy Research and Practice was written for preservice and practicing teachers who want to better meet the needs of their students. The book was written by authors with expertise spanning major topics in literacy.

A fundamental goal in the creation of this textbook was to present information on literacy research and practice in interesting ways.

Included in the book are many relevant examples from the field to facilitate a problem-solving approach to becoming an effective teacher. An important aim of each chapter is to promote the idea that literacy teaching is a dynamic and complex synthesis of research, theory, and practice, as opposed to silos of difficult-to-apply information. An important end result of instructional decisions educators make, and practices they use, is that decisions should bring about benefits to students.

This means that individuals preparing to be effective teachers must not only understand the complexity of literacy but also how to make informed decisions in spite of this complexity. This textbook does not contain all of the answers you will need to make these decisions about teaching literacy, but when used in combination with all of the other experiences you will have in becoming an educator, it will add to what you know and will be able to do to help students develop their literacy skills.

This book spans many topics related to literacy teaching and learning. Chapter 5 provides background on literacy assessment, followed by Chapter 6 , which addresses approaches to writing instruction for elementary school children.

Chapter 8 and Chapter 9 address literacy teaching and learning in relation to two important and often underserved student groups, including English language learners and students with intellectual disabilities. Chapter 10 , Chapter 11 , and Chapter 12 focus on adolescent literacy, including 21st century literacy, teaching adolescent writers, and the use of discipline specific literacy strategies in culturally responsive ways.

Chapter 13 provides an overview of world language and literacy development, and Chapter 14 instructs readers how to analyze their use of language to explore both literacy and identity. Similar to this introductory chapter, the other chapters begin with an abstract describing what the chapter is about, followed by a brief but important set of learning objectives.

At the end of each chapter is a reference section with all of the sources authors used to write their chapters. Although readers of textbooks do not always take the time to look through the references of a body of work, readers are encouraged to explore these documents to further fact-check the knowledge and practices they are being asked to integrate into their teaching, as well as to deepen their knowledge of current issues within the field of literacy research and practice.

To students who are assigned to read chapters from this textbook, please consider the following advice for getting the most from it. This book is intended to provide you with some of the knowledge you will need to become an effective teacher. It is certainly not the only source of knowledge you will need but is meant to serve as an important foundation to ease the learning of content you will encounter in other courses and at your field placements.

It is also meant to inform your future teaching, so it is important to read the information and think about it in reference to your teaching rather than just reading it to get an assignment out of the way.

Students may also be tempted to think about literacy as being only related to reading and writing, and therefore, only associated with English language arts and English classes, but as argued previously, literacy is much broader than this and permeates every single subject taught in schools. Approaching this book with a broad view of literacy as it relates to making meaning across all school experiences will help prevent readers who may be planning to teach subjects within the domains of science, math, physical education, social studies, and the arts from mistakenly assuming that literacy teaching is not relevant to their practice.

And remember, if you are planning to become a teacher, preparing to teach is not accomplished by simply taking a series of required courses and electives at a college or university. You are making a career choice, and to be successful in a career, you must develop a commitment to preparing for it, not only by participating meaningfully in your college courses but by constantly evaluating your progress toward professional goals, and seeking additional experiences in areas where you need to learn more.

When you begin working toward becoming a teacher, rather than just trying to meet course expectations, remember to keep your focus on how to develop the skills you need to help students learn from what you do.

To teacher educators who plan to use this book in their classes, please consider the following advice to get the most from it. You may wish to assign one, many, or all of the chapters according to your instructional goals and objectives. Each chapter was designed to fit together with the other chapters but was also written to stand alone on the topics addressed. Also note that each chapter has clear objectives, self-assessments, and ideas for activities that can be completed in or out of the classroom to help students gain further knowledge about the teaching and learning of literacy.

Consider incorporating some of these activities into your syllabus so that students are actively engaged not only in doing the readings but also using what is learned to make instructional decisions for the children and adolescents whom they will encounter in educational field placements and when they enter the field of education. In addition, links to websites and references included in each of the chapters may be valuable for your students to explore more fully, depending on your course objectives.

This introductory chapter was designed to orient you to ways to define and think about literacy, as well as familiarize you with the format and purposes of this textbook. Literacy is complex and requires a great deal of knowledge to appreciate and a great deal of effort to teach.

Included in this chapter was a discussion of literacy in terms of its scope—that it is not limited to reading and writing but encompasses a diverse set of modalities—such as listening, speaking, viewing, and performing, as well as factors related to sociocultural and digital influences.

Because research continues to provide insights into some of the most enduring questions in the field, learning how to teach literacy is somewhat of a moving target.

It takes high levels of knowledge, skill, and effort to teach children and adolescents literacy, while continuing to stay informed of research findings that may help improve your practice.