To follow Christ--or not to follow Christ--is a personal choice that we each must make. I Will Follow Christis a collection of real-life stories of people from all walks of life who have made a deliberate decision to deny self and follow the Savior. Narratives fro authors Clay Crosse, Bob Carlisle, and BeBe Winans are featured along with stories from "common" people who have displayed uncommon desire to follow Christ at any cost. The CD singe of the title song complements the uplifting collection.
For those who are not Christians, this comes to you so that you also can take comfort in the knowledge that the forces of the enemy of our souls are under the complete control of God and can only act in ways He allows. Jesus came to set the captives free and to give up himself as a ransom for our sins""to give us hope that in knowing him all things are possible. Just as in the days of Daniel, God, who saved the three Hebrew boys from burning in a fiery furnace, sent his Son to rescue them. This same Jesus was sent again to rescue us from our sins through the cross and prevented us from spending eternity in a burning hell. At that time, the Babylonian king built a statue of himself; and he sent out a decree that everyone should bow down before it. When passing, Shadrach, Meshach, and Abednego refused because, even though they were in exile from Israel, they knew what God had told them that bowing down to false gods was a sin. Daniel 3:21""29 (NIV) says, So these men, wearing their robes, trousers, turbans and other clothes, were bound and thrown into the blazing furnace. The kings command was so urgent and the furnace so hot that the flames of the fire killed the soldiers who took up Shadrach, Meshach and Abednego, and these three men, firmly tied, fell into the blazing furnace. Then King Nebuchadnezzar leaped to his feet in amazement and asked his advisers, "Weren't there three men that we tied up and threw into the fire? They replied, "Certainly, your Majesty." He said, "Look! I see four men walking around in the fire, unbound and unharmed, and the fourth looks like a son of the gods." "Nebuchadnezzar then approached the opening of the blazing furnace and shouted, "Shadrach, Meshach and Abednego, servants of the Most High God, come out! Come here!" So Shadrach, Meshach and Abednego came out of the fire, and the satraps, prefects, governors and royal advisers crowed around them. They saw that the fire had not harmed their bodies, nor was a hair of their heads singed; their robes were not scorched, and there was no smell of fire on them. Then Nebuchadnezzar said, "Praise be to the God of Shadrach, Meshach and Abednego, who has sent his angel and rescued his servants! They trusted him and defied the king's command and were willing to give up their lives rather than serve or worship any god except their own God." Therefore I decree that the people of any nation or language who say anything against the God of Shadrach, Meshach and Abednego be cut into pieces and their houses be turned into piles of rubble, for no other god can save in this way.
360 Degrees of Grief is a Selah Press Anthology filled with stories, poetry and songs. Sixty-four authors contributed transparent stories written with open hearts reflecting hope to the reader. These authors have lived through the complete spectrum of life-from ecstatic joy to the darkest grief-and share the lessons they learned along the journey. Contributing authors include: Steve Green, Clay and Renee Crosse, Wayne Watson, Kayla Fioravanti, Melodie Tunney, Joyce Bone, Linda Reinhardt, Bruce Fong, Tom Burgess, Mary Humphrey, Elin Criswell, Drenda Howatt, Lisa LaCross Wethey, Kolinda King Duer, Bethany Learn, Duane Bigoni, Sharon Steffke Caldwell, Beverly Brainard, Marc Whitmore, Jessica Mills Winstead, T.G. Barnes, Kimberly Crumby, Chuck Hagele, Shila Laing, Shirley Logan, Lynn McLeod, Lisa Rodgers, Prevo Rodgers, Maria Gelnett, Cherie Funderburg, Heather Blair, Tammy Lovell Stone, Jacquelyn Bodeutsch, K.A. Croasmun, Paul Dengler, Wendi Fincher, Zachary Fisher, Gary Forsythe, Lona Renee Fraser, Charles Garret, Valerie Geer, Emily Joy, Cathy Koch, Kyle Koch, Dana Lyne, Rebecca Marmolejo, Ric Minch, Ginger Moore, Ellen Peacock, Cheri Perry, Deborah Petersen, Karyn Pugh, Lane Reed, Mandalyn Rey, Debbie Richards, Loral Robben, Rex Paul Schnelle, Sara Shay, Debra Sturdevant, Michelle Titus, Rachel Turner, Dorothy Wagner and Carol Wilson.
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This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.
This book investigates the current EFL market in East Asia, focusing on K-12, university, and cram school English education in Japan, China, and Korea. It explores prevailing educational practices by both Asian learners and teachers of English, contrasting them with Western practices, and illuminating why Western pedagogical methods have often encountered tremendous resistance from teachers, administrators, parents, and students in the East Asian classroom context. After establishing this cultural contrast of pedagogical norms, the book presents a series of practical means for adapting Western teaching practices and philosophies to better suit the learning styles of East Asian students and the cultural context and practical realities of the East Asian classroom, offering both Western teachers working in East Asia and native East Asian teachers realistic plans for turning theory into successful practice. These plans are divided by subsections, focusing on the linguistic subskills being taught: listening/speaking, reading, and writing. Each section includes two contrasting lesson plans to demonstrate how the educational theories and practices promoted by the author can often be implemented by making relatively simple changes to existing practices that incorporate a fuller understanding of how to actively assist students in developing new learning styles and behaviors.
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