LBHSLuther Burbank High School (California)
LBHSLaguna Beach High School (California)
LBHSLong Beach High School
LBHSLemon Bay High School (Florida)
LBHSLake Brantley High School
LBHSLord Botetourt High School (Virginia)
LBHSLong Branch High School (Long Branch, NJ)
LBHSLord Beaverbrook High School
References in periodicals archive ?
Diaz believes are important to the success of the LBHS, "confianza" has provided a key to patient willingness to stay with care through recovery.
Diaz also emphasized the importance of humility to the success of LBHS.
The book is divided into two parts: the first, consisting of two chapters, presents Cohens research methodology; the second contains eight chapters, each furnishing a thorough discussion of a verbal form (qatal, wayyiqtol, participle, yiqtol, weqatal, infinitive construct, volitive forms, and infinitive absolute) from the perspective of use and meaning vis-a-vis other forms in the LBH system and in comparison to CBH.
He goes on to summarize the prevailing view of BH diachrony, according to which, broadly speaking, the Babylonian Exile serves as the watershed separating First-Temple CBH and Second-Temple LBH, noting such challenges as dialect and listing a few of the major relevant scholarly works.
Chapter 3 focuses on the qatal form, which, along with the wayyiqtol (chapter 4) and participle (chapter 5), Cohen lists under the subtitle "The Indicative System." In his view, in both CBH and LBH the qatal is defined in terms of relative tense as marking anteriority, whether the reference time be past, present, or future, whereas in terms of mood (including aspect), it is +indicative, +realis/actual, --modal, --iterative, --habitual.
In contrast, LBH witnesses a noticeable expansion in use of the participle at the expense of the latter two forms in the depiction of habitual actions/events.
Diachronically, in LBH the form substitutes for weqatal in representing consecutive future-oriented actions/events, whether obviously modal or involving future events of a more certain ilk (which Cohen also views as inherently modal).
It bears the same basic tense and modal meanings as yiqtol in both CBH and LBH, and, like wayyiqtol, establishes its own reference time.
Chapter 9 deals with the explicit volitive forms (cohortative, imperative, and jussive), the use of which in LBH closely resembles that in CBH, except in the case of Daniel 11, in which jussive, i.e., short yiqtol, forms appear in complementary distribution with standard yiqtol forms--the former clause-initial, the latter clause-internal--without signaling any obvious volitive nuance.
"It was our only way to get back in everyone's faces," says Sara Lepere, a student and dancer at LBHS in the mid-nineties who is now auditioning on Broadway.
"It clobbered the arts," says LBHS parent and FOOT leader Jon Jenett of the near-bankruptcy.