Together we shared a mostly happy journey - facing and overcoming obstacles, meeting fascinating people wherever we went while falling completely in love with the people of Kenya. This book is a tribute to my co-laborers and in writing this book I hope to show that one does not need to be a hero to step out, take risks and make the world a better, healthier and happier place. -Jack O'Leary

An archbishop, an environmentalist and an AIDS activist are only a few of the heroes, who stood up against a ruthless dictator and corrupt government, in Jack O'Leary's My Road to Kenya.

My Road to Kenya shines a light on a group of everyday heroes who believe they were called to make a difference in the lives of the people of Kenya. Fate and faith led them to the crossroads where their paths converged. Working together they have built and supplied hospitals, clinics, schools, churches, and homes for hundreds of children- many of whom were orphaned by HIV/AIDS. Through it all they asked for nothing for themselves. Yet in the end, the collaborations of these everyday heroes resulted in something invaluable - the forging of deep and long-lasting friendships.

Drawing on examples from British world expressions of Christianity, this collection further greater understanding of religion as a critical element of modern children's and young people's history. It builds on emerging scholarship that challenges the view that religion had a solely negative impact on nineteenth- and twentieth-century children, or that 'secularization' is the only lens to apply to childhood and religion. Putting forth the argument that religion was an abiding influence among British world children throughout the nineteenth and most of the twentieth centuries, this volume places 'religion' at the center of analysis and discussion. At the same time, it positions the religious factor within a broader social and cultural framework. The essays focus on the historical contexts in which religion was formative for children in various 'British' settings denoted as 'Anglo' or 'colonial' during the nineteenth and early- to mid-twentieth centuries. These contexts include mission fields, churches, families, Sunday schools, camps, schools and youth movements. Together they are treated as 'sites' in which religion contributed to identity formation, albeit in different ways relating to such factors as gender, race, disability and denomination. The contributors develop this subject for childhoods that were experienced largely, but not exclusively, outside the 'metropole', in a diversity of geographical settings. By extending the geographic range, even within the British world, it provides a more rounded perspective on children's global engagement with religion.

Based on the conviction that the arts as integrated into education can transform both teaching and learning, the artist/teachers who contributed to this book describe the effects of bringing arts into prisons, small rural communities in The Far East and Africa, public school classrooms, and teacher preparation in universities and in community arts organizations. Their stories describe how the arts overcome deep-seated conflicts, build skills and confidence, and empower and enliven participants. This book is for educators on all levels - teacher educators and prospective teachers, artists whose work touches on social issues, activists committed to social change, community-based arts organizations, and all who work for justice and equity in any arena. These stories bring hope for the future, as slowly, slowly, change is taking place.

What is 'performance drawing'? When does a drawing turn into a performance? Is the act of drawing in itself a performative process, whether a viewer is present or not? Through conversation, interviews and essays, the authors illuminate these questions, and what it might mean to perform, and what it might mean to draw, in a diverse and expressive contemporary practice since 1945. The term 'performance drawing' first appeared in the subtitle of Catherine de Zegher's Drawing Papers 20: Performance Drawings, in particular with reference to Alison Knowles and Elena del Rivero. In this book, it is used as a trope, and a thread of thinking, to describe a process dedicated to broadening the field of drawing through resourceful practices and cross-disciplinary influence. Featuring a wide range of international artists, this book presents pioneering practitioners, alongside current and emerging artists. The combination of experiences and disciplines in the expanded field has established a vibrant art movement that has been progressively burgeoning in the last few years. The Introduction contextualises the background and identifies contemporary approaches to performance drawing. As a way to embrace the different voices and various lenses in producing this book, the authors combine individual perspectives and critical methodology in the five chapters. While embedded in ephemerality and immediacy, the themes encompass body and energy, time and motion, light and space, imagined and observed, demonstrating how drawing can act as a performative tool. The dynamic interaction leads to a collective understanding of the term, performance drawing, and addresses the key developments and future directions of this applied drawing process.

Exam Board: SQA Level: Higher Subject: Modern Studies First Teaching: August 2018 First Exam: May 2019 Get your best grade with comprehensive course notes and advice from Scotland's top experts, fully updated for the latest changes to SQA Higher assessment. How to Pass Higher Modern Studies Second Edition contains all the advice and support you need to revise successfully for your Higher exam. It combines an overview of the course syllabus with advice from top experts on how to improve exam performance, so you have the best chance of success. - Revise confidently with up-to-date guidance tailored to the latest SQA assessment changes - Refresh your knowledge with comprehensive, tailored subject notes - Prepare for the exam with top tips and hints on revision techniques - Get your best grade with advice on how to gain those vital extra marks

Music therapists are trained to use their first study instrument in clinical practice, yet existing literature focuses almost exclusively on the use of piano, basic percussion and voice. This illuminating book brings together international music therapists who use a diverse range of musical instruments in their clinical work: the clarinet, the piano accordion, the flute, the cello, the trumpet and flugelhorn, the bassoon, the violin, the viola, the harp, the guitar, lower brass instruments (the trombone and the euphonium), the oboe, the saxophone and bass instruments (double bass and bass guitar). Each therapist reflects on their relationship with their instrument and the ways in which they use it in therapeutic settings, discussing its advantages and disadvantages in a variety of clinical populations: children and adolescents, adults with learning disabilities, adults with mental health problems and older people. This will be essential reading for any music therapist or student music therapist who uses or is interested in using a musical instrument in their work, and will be of interest to other caring and healthcare professionals, teachers, musicians and carers wanting to learn more about instrumental music therapy.

Drawing on examples from British world expressions of Christianity, this collection further greater understanding of religion as a critical element of modern children's and young people's history. It builds on emerging scholarship that challenges the view that religion had a solely negative impact on nineteenth- and twentieth-century children, or that 'secularization' is the only lens to apply to childhood and religion. Putting forth the argument that religion was an abiding influence among British world children throughout the nineteenth and most of the twentieth centuries, this volume places 'religion' at the center of analysis and discussion. At the same time, it positions the religious factor within a broader social and cultural framework. The essays focus on the historical contexts in which religion was formative for children in various 'British' settings denoted as 'Anglo' or 'colonial' during the nineteenth and early- to mid-twentieth centuries.

The Vikings were warlike adventurers with a strong sense of justice, and the high drama of their myths and legends, retold through the centuries, are still as vivid and enduring today. The stories are full of excitement and encompass both broad comedy and heart-rending tragedy. At the centre of the stories are the thunder god Thor, and the frost giant, Loki, Odin’s foster brother, who becomes one of the gods but is never fully accepted by them. Through the tales the themes of love, betrayal, courage and compassion are played out from the dawn of time to the end of the world. Their stories are among the foundation stones of Western culture, and young readers will enjoy these highly accessible retelling of the Norse myths, with stories about the adventures of Odin, father of the gods and his children, the trials and tribulations of the trickster Loki, the rages of the thunder god Thor, and Freya, the goddess of fertility, magic and war who gathers the souls of the warriors slain in battle. Ideal to read aloud or for older readers to enjoy discovering by themselves, artist Maryclare Foa’s bold, eloquent paintings capture the excitement, humour and drama of these powerful stories in strong, simple images that linger in the mind.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Six classic movies starring Margaret Lockwood. 'The Wicked Lady' (1945) is set during the reign of King Charles II. Lockwood stars as Lady Skelton, an aristocrat who attempts to relieve the tedium of her day-to-day life by secretly acting as a highway robber. Lady Skelton soon finds herself caught up in a tangled web of romance, danger, and jealousy. In 'Love Story' (1944), Lissa (Lockwood) discovers she only has a short time to live, so travels to Cornwall for a final fling. While there, she falls in love with young mineral prospector, Kit (Stewart Granger). However, the course of true love does not run smoothly. In 'Bank Holiday' (1938), a group of people set off on an August bank holiday, including a raucous Cockney family, a would-be beauty queen, and two young lovers - whose relationship starts to come apart when one has to deal with a bereavement at the hospital where she works. In 'Give Us the Moon' (1944), a young man, Sascha (Vic Oliver), joins a group called 'The Elephants' whose principle is to abide by a complete disregard for work. However chaos ensues when the group decides to help run the hotel owned by Sascha's father. In 'Highly Dangerous' (1950), when British Intelligence discovers that an Iron Curtain country is developing insects as weapons, they dispatch entomologist Frances Gray (Lockwood) to get into the country and collect specimens. However her cover is almost immediately blown on her arrival and her contact is murdered. Finally, in 'The Lady Vanishes' (1938), when the elderly Miss Froy (Dame May Whitty) goes missing on a train bound for England, her friend Iris Henderson (Lockwood) sets out to find her. However, Iris' attempts are immediately frustrated by her fellow passengers, who question whether Miss Froy ever even existed. Only music scholar Gilbert Redman (Michael Redgrave) is prepared to believe Iris, and together they set about getting to the bottom of the mystery.

Classic British drama with Dirk Bogarde in his first starring role. In late-19th Century England, a dashing squire (Bogarde) impregnates one of his servants (Kathleen Ryan). In the face of local disapproval, the maid determines to bring up the child on her own.

David Lean's classic adaptation of Charles Dickens' novel. Oliver (John Howard Davis) is a young orphan boy who is expelled from the workhouse run by Mr Bumble (Francis L. Sullivan). After becoming an apprentice to an undertaker Oliver decides to run away to London, only to meet the Artful Dodger (Anthony Newley) and fall amongst his gang of thieves, led by the scheming Fagin (Alec Guinness).

This collection of ninety-four unique interviews from the Butler University community (ages 5-74) encourages intentional leading, healthy living, deep thinking, and honest reflection.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Together we shared a mostly happy journey - facing and overcoming obstacles, meeting fascinating people wherever we went while falling completely in love with the people of Kenya. This book is a tribute to my co-laborers and in writing this book I hope to show that one does not need to be a hero to step out, take risks and make the world a better, healthier and happier place. -Jack O'Leary

An archbishop, an environmentalist and an AIDS activist are only a few of the heroes, who stood up against a ruthless dictator and corrupt government, in Jack O'Leary's My Road to Kenya.

My Road to Kenya shines a light on a group of everyday heroes who believe they were called to make a difference in the lives of the people of Kenya. Fate and faith led them to the crossroads where their paths converged. Working together they have built and supplied hospitals, clinics, schools, churches, and homes for hundreds of children- many of whom were orphaned by HIV/AIDS. Through it all they asked for nothing for themselves. Yet in the end, the collaborations of these everyday heroes resulted in something invaluable - the forging of deep and long-lasting friendships.