Written in celebration of the sixtieth anniversary of the United Church of Canada and prepared by the Archives Committee of the Conference of Manitoba and Northwestern Ontario, this collection of articles explores, in fifteen articles, the issues and concerns of the prairie congregations of the Presbyterian, Methodist, and Congregational Churches that combined in 1925 to for the United Church of Canada. The volume also includes six short essays about unique congregations, two bibliographic guides on archive holdings, and a charming photo essay on historic churches in Manitoba and northwestern Ontario.
This book was the result of an exciting adventure in collaborative writing. It involved about 70 educators from Prairie Spirit School Division in Saskatchewan. Learning Facilitators, Principals, Superintendents and the Director of Education joined together in January 2016 to continue their learning about facilitating learning through their colleagues and for the benefit of the children and youth entrusted to them. They share their learnings in this book.
On the night of his journey into manhood, Colton Falcon's destiny is revealed through his grandfather. He sees a beautiful dark-haired woman standing on the edge of a cliff, waiting for her true love.Through the powers of his grandfather, Colton is transported back in time. He witnesses the lives of two warrior brothers on a mission to bring justice to the untamed land. During their countless battles, they cross the path of Cheyanne, the mysterious woman by the cliff, and make the ultimate sacrifice to save her life.After the visions pass, Colton is brought back to the present. His journey of discovery begins as he leaves his village to find Cheyanne and bring their lives to completion. But can he find her in time?
Through short writings and photographs, Cindy Crosby and Thomas Deanenter a conversation to inspire in readers new understandings of the Midwesterntallgrass prairie through word and image. Tallgrass Conversations encourageslooking and listening to the prairie through the heart and mind as well as eyes,ears, and other senses, advancing both conservation and creative efforts on behalf of the tallgrass prairie.
One of the trends in twentieth century architecture and planning has been to denigrate and ignore the site, or larger context (both physical and social), surrounding a building or set of buildings. Focussing on Le Corbusier's designs, Site Matters presents that first considered theory and vocabulary for the inevitable reaction against Modernism in planning, beginning in the 1960s and swelling through the 1980s as architects and planners alike developed a new appreciation of site, reincorporating the wider context into their plans. Theoretical essays and empirically grounded pieces combine to provide the language and theory of this re-emergence of site, looking at Le Corbusier's designs, contemporary suburbs, and the planning agendas involved at the World Trade Center site. Groundbreaking and innovative, Site Matters provides valuable theory and vocabulary for planners and architects.
In the era of the Anthropocene, site matters are more pressing than ever. Building on the concepts, theories, and multi-disciplinary approaches raised in the first edition, this publication strives to address the changes that have taken place over the last 15 years with new material to complement and re-position the initial volume. Reaching across design disciplines, this highly illustrated anthology assembles essays from architects, landscape architects, urban designers, planners, historians, and artists to explore ways to physically and conceptually engage site. Thoughtful discourse and empirically grounded pieces combine to provide the language and theory to contextualize the meanings of site in the built environment. The increasingly complex hybridity of constructed environments today demands new tools for thinking about and working with site. Drawing contributions from outside and within the traditional design disciplines, this edition will trace important developments in site thinking with new essays on topics such as climate change, landscape as infrastructure, shifts from global to planetary urbanization debates, and the proliferation of participatory site transformation practices. Edited by two leading practitioners and academics, Site Matters juxtaposes timeless contributions from individuals including Elizabeth Meyer, Robert Beauregard, and Robin Dripps with original new writings from Peter Marcuse, Jane Wolff, Neil Brenner, and Thaisa Way, amongst others, to recontextualize and reignite the debate around site. An ideal text for students, academics, and researchers interested in site and design theory.
Like it or not, we're embedded in the natural world. We might as well learn to live more harmoniusly with it. Part memoir, part how-to, part problem-solving, Lawn Wars gives a historical context and resources for a new movement that is showing up across the nation. Difficulties encountered by aspiring natural landscapers are explored with wit and factual information. The rich rewards of making such a shift are described in lyrical prose as the author tells her own story of heartache and delight.
Most educators will agree that they would love to see each student and staff member in schools flourish. Furthermore, it would be great to see entire communities experience the transformative power of circumstances that feature happy and vibrant learning. However, what does it mean to experience flourishing in schools? What is the role of positive leadership in this process? What can we learn from inquiring into the positive emotional and social aspects of the work of school leaders? Building on our research on flourishing in schools, this book highlights the stories and perspectives of educators and school leaders at all levels of the school system and demonstrate the intricacies of how positive leadership contributes to well-being in schools and encourages flourishing in these schools. This book aligns with a growing shift in psychology and organizational studies to frame research using phenomena and constructs such as resilience, compassion, hope, efficacy, self-determination and meaningfulness at work and in other areas of life. Research findings from the disciplines of both positive psychology and positive organization studies bring these positive research intelligences into the field of education to study what works in school leadership practices, what goes well, what supports growth, and what brings vitality to people in school organizations. Research in positive psychology contends that attending to the strengths, positive outlooks, habits and mental models, as opposed to a deficit-oriented perspective, is beneficial to increasing subjective wellbeing, by increasing resilience, vitality, and happiness and decreasing stress, anxiety, and depression. How we imagine leading, teaching and learning in schools are implicated in these understandings and help us to contemplate the benefits of focus positive leadership in school organizations. Powerful insights into human inquiry and positive psychology are gained through qualitative study and most of the chapters of this book are grounded in such research. Importantly, chapters in this book provide a varied repertoire of answers to the question that underpins this shift in research toward a positive organizational perspective: How does positive leadership leverage what works well to instill in each community member a sense of their value and capacity to contribute, encourage wellbeing for all and create school contexts of flourishing? This edited collection provides many examples, invitations, and inspiration for readers to notice in their own contexts in ways that encourage them to shift and grow through moving toward appreciative, strengths-based, positive approaches to teaching, learning, and, especially, leading in all school contexts.
In 1961 Roger Maris made Baseball history by hitting 61 home runs...and beating the great Babe Ruth's record. Yet he's still on the outside of the Baseball Hall of Fame. Has his time finally come? Did Maris earn his "title to fame?"
