Margaret Massey was born into a poor farming family in 1937 just as our nation was coming out of the Depression. She tells of life without bathrooms, running water, or electricity in rural areas. She relates her fears as a child during the World War II era, of school years, her marriage, the births of five children, and the death of the oldest son in 1972, and the boys' ranch they started in their home in his memory. In 1980, she and her husband visited Israel and there met a writer from Hollywood named Stephanie Liss. They shared their story with her and in 1981, she was contracted with CBS to write a script about their lives. After it was written, CBS refused to air it because it was too Christian and family oriented for their program schedule. With encouragement from family and friends, Margaret and Bob coauthored their own story titled The Flinthills Family: Our Journey to the Cross, and now she has written her own memories in this book.
Machine generated contents note: Foreword, Elfrieda H. Hiebert -- 1. Introduction: Beliefs about Children's Literature -- 2. What Is Purposeful Teaching with Literature? -- 3. What Matters When Teaching with Literature in the Classroom? -- 4. What Do Books Have to Offer? -- 5. How Can We Help Students Understand the Books They Read? -- 6. How Can We Encourage Students to Read Widely? -- 7. How Can We Incorporate Expository Text Purposefully? -- 8. How Can We Use Writing and Discussing to Make Sense of Reading? -- 9. How Can We Encourage Reading Beyond the Classroom? -- 10. How Do We Put It All Together? -- Appendix A. Books to Support Student Agency -- Appendix B. Books to Talk about Visioning with Students -- Appendix C. Books by Genre -- Appendix D. Book Awards -- Appendix E. Popular Series Books -- Appendix F. Book Club Choices -- Appendix G. Children's and Teen Choice Awards -- References -- Children's Literature -- Children's Literature by Appendix -- Index -- .
Bob Massey was born during the depression in Wichita, KS. The only job available to his father was as bouncer in a nightclub and his mother was fry cook. They lived in a small apartment in the back of the nightclub until Bob was 2 years old when they moved to a farm near Udall, KS. Two brothers were born during the years on the farm. In 1943, his parents divorced and his father was immediately drafted. Bob lived with grandparents in western KS during the war and because his father suffered shell-shock upon his return, the boys were sent to live with their mom and a very harsh stepfather who expected them to work many hours a day on their farm. Bob survived a near fatal accident at age twelve and upon recovery developed a devil-may-care attitude to cover his anger and hurt. Bob married his high school sweetheart and they had five children. His title shows where he lives, how he came to know the Lord, and how the death of his oldest son led the family to the cross and tells of ministry developed from that experience.
Part of the CBC Massey Lectures Series In History’s People internationally acclaimed historian Margaret MacMillan gives her own personal selection of figures of the past, women and men, some famous and some little-known, who stand out for her. Some have changed the course of history and even directed the currents of their times. Others are memorable for being risk-takers, adventurers, or observers. She looks at the concept of leadership through Bismarck and the unification of Germany; William Lyon MacKenzie King and the preservation of the Canadian Federation; Franklin Delano Roosevelt and the bringing of a unified United States into the Second World War. She also notes how leaders can make huge and often destructive mistakes, as in the cases of Hitler, Stalin, and Thatcher. Richard Nixon and Samuel de Champlain are examples of daring risk-takers who stubbornly went their own ways, often in defiance of their own societies. Then there are the dreamers, explorers, and adventurers, individuals like Fanny Parkes and Elizabeth Simcoe who manage to defy or ignore the constraints of their own societies. Finally, there are the observers, such as Babur, the first Mughal emperor of India, and Victor Klemperer, a Holocaust survivor, who kept the notes and diaries that bring the past to life. History’s People is about the important and complex relationship between biography and history, individuals and their times.
Many people today are afflicted with a sense that they cannot change things for the better. They feel helpless, constrained, caught ? in a word, fatalistic. Beyond Fate examines why. In her characteristically lively prose, Margaret Visser investigates what fate means to us, and where the propensity to believe in it and accept it comes from. She takes an ancient metaphor where time is "seen" and spoken of as though it were space and examines how this way of picturing reality can be a useful tool to think with - or, on the other hand, how it may lead people into disastrous misunderstandings. By observing how fatalism expresses itself in one's daily life, in everything from table manners to shopping to sport, the book proposes ways to limit its influence. Beyond Fate provides a timely and provocative perspective on modern life, both personal and social.
Explores debt as a central historical component of religion, literature, and societal structure, while examining the idea of humanity's debt to the natural world.
Science and technology force us to ask some of the most challenging and unprecedented ethical questions in the world today. These issues encompass what it means to be human, how we relate to others and our world, and how we find meaning in life. How we can find a shared ethics for an interdependent world? In her 2006 CBC Massey Lectures, ethicist and McGill University professor Margaret Somerville tackles some of the most contentious issues of our times, and proposes a brilliant new kind of ethical language and thought to help us navigate them.
Now a major motion picture. Official selection: 2012 Sundance Film Festival Legendary poet, novelist, and essayist, Margaret Atwood, gives us a surprising look at the topic of debt - a timely subject during our current period of economic upheaval, caused by the collapse of a system of interlocking debts. Atwood proposes that debt is like air - something we take for granted until things go wrong. Payback is not a book about practical debt management or high finance, although it does touch upon these subjects. Rather, it is an investigation into the idea of debt as an ancient and central motif in religion, literature, and the structure of human societies. By investigating how debt has informed our thinking from preliterate times to the present day through the stories we tell each other, through our concepts of balance, revenge, and sin, and in the way we form our social relationships, Atwood shows that the idea of what we owe one another - in other words, debt - is built into the human imagination and is one of its most dynamic metaphors.
Distance education programs are becoming more available than ever before, enabling increasing numbers of adult learners to pursue their educational goals. The purpose of this study was to examine whether web-based tutorials would be effective support tools to replace the face-to-face interaction present in traditional classes. The web-based tutorials were designed and developed to be used in the Educational Media and Technology course at Colorado State University-Pueblo in the spring semester 2009. The web-based tutorials had been pilot tested in the fall semester of 2008. In the pre-survey most students recorded responses that they would experience little difficulty with this course, the average score was x = 4.04. In contrast, the post-survey mean of x = 3.48 was substantially lower. The difference was largely due to the fact that students inflated their perceived technology skills in pre-survey responses. The pre- and post-survey used a five-point Likert scale where 5 is "Strongly Agree" and 1 is "Strongly Disagree." Student interviews revealed positive responses concerning the continued use of the web-based tutorials for not only the Educational Media and Technology course but other courses as well. Recommendations for improvement included: video-based tutorials, hybrid courses, a computer basics course, generic survey, web cams, and optional areas for comments in both the pre- and post-survey. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
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