With a foreword by C. Kennedy.
Since learning of his merman shifter heritage, Taren has begun building a life with Ian Dunaidh among the mainland Ea. But memories of his past life still haunt him, and as the threat of war with the hostile island merfolk looms ever closer, Taren fears he will lose Ian the same way he lost his beloved centuries before. Together they sail to the Gateway Islands in search of the fabled rune stone—a weapon of great power the Ea believe will protect them—and Odhrán, the pirate rumored to possess it.
After humans attack the Phantom, Taren finds himself washed up on an island, faced with a mysterious boy named Brynn who promises to lead him to Odhrán. But Taren isn’t sure if he can trust Brynn, and Odhrán is rumored to enslave Ea to protect his stronghold. Taren will have to put his life on the line to find his way back to Ian and attempt to recover the stone. Even if he does find it, his troubles are far from over: he and Ian are being stalked by an enemy who wants them dead at all costs.
One October morning, high school junior Bryan Dennison wakes up a different person—helpful, generous, and chivalrous—a person whose new admirable qualities he doesn’t recognize. Stranger still is the urge to tie a red sheet around his neck like a cape.
Bryan soon realizes this compulsion to wear a red cape is accompanied by more unusual behavior. He can’t hold back from retrieving kittens from tall trees, helping little old ladies cross busy streets, and defending innocence anywhere he finds it.
Shockingly, at school, he realizes he used to be a bully. He’s attracted to the former victim of his bullying, Scott Beckett, though he has no memory of Scott from before “the change.” Where he’d been lazy in academics, overly aggressive in sports, and socially insecure, he’s a new person. And although he can recall behaving egotistically, he cannot remember his motivations.
Everyone, from his mother to his teachers to his “superjock” former pals, is shocked by his dramatic transformation. However, Scott Beckett is not impressed by Bryan’s newfound virtue. And convincing Scott he’s genuinely changed and improved, hopefully gaining Scott’s trust and maybe even his love, becomes Bryan’s obsession.
Declan and Isidore meet at the beginning of their senior year at a private academy in the United States. Declan is immediately smitten with Isidore and becomes his knight in shining armor. Isidore wants to keep what is left of his sanity and needs Declan’s love to do it. One is beaten, one is drugged, one is nearly raped, one has been raped. They are harassed by professors and police, and have fights at school, but none of it compares to running for their lives. When the headmaster’s popular son attempts suicide and someone tries to assassinate Declan’s mother, they are thrown headlong into chaos, betrayal, conspiracy, allegations of sexual coercion, even murder. And one of them carries a secret that may get them killed.
Caleb Deering is the captain of the swim team and the hottest senior in school. He comes from a loving home with a kind father and a caring, but strict mother who is battling breast cancer. Nico Caro is small and beautiful, and has a father who rules with an iron fist—literally.
One morning Caleb forgets himself, and he pecks Nico on the lips at school. A teacher sees them and tattles to the headmaster. The accidental outing at school might be the least of their problems, because the ball set in motion by the school’s calls to their parents could get Nico killed. In the face of that very real danger, Caleb knows he has only one mission in life: to keep Nico safe.
The Shadows of Arthur’s Kingdom
by Alice C. Kennedy and Donald D. Kennedy IIII completely enjoyed the opportunity to relive some of the old-fashioned values and acts of courage and valor that are always required to best the forces of evil and win the fair damsel from the clutches of despair. -Dr. Michael Wourms, CSN Books, Pine Valley, California An excellent fantasy story with good description and great word choice. Great use of sentence variety and detail. Very creative! -Ms. Tracey Conrad, 6th Grade Teacher, Brighton Middle School, Brighton, Tennessee
The Shadows of Arthur’s Kingdom began as a school project and grew into an epic fantasy story about a wannabe Royal Knight of King Arthur’s famed Round Table, fire-breathing dragons, a dangerous quest, adventure, castles, and a curious self-willed princess.
High school senior Michael Sattler leads a charmed life. He’s a star athlete, has great friends, and parents who love him just the way he is. What’s missing from his life is a boyfriend. That’s a problem because he’s out only to his parents and best friend. When Michael accidentally bumps into Christy Castle at school, his life changes in ways he never imagined. Christy is Michael’s dream guy: smart, pretty, and sexy. But nothing could have prepared Michael for what being Christy's boyfriend would entail.
Christy needs to heal after years of abuse and knows he needs help to do it. After the death of his notorious father, he leaves his native Greece and settles in upstate New York. Alone, afraid, and left without a voice, Christy hides the myriad scars of his abuse. He desperately wants to be loved and when he meets Michael, he dares to hope that day has arrived. When one of Michael’s teammates turns enemy, and an abuser from Christy’s past seeks to return him to a life of slavery, only Michael and Christy's combined strength and unwavering determination can save them from the violence that threatens to destroy their future together.
"Matthew, also called Levi, apostle and aforetimes publican, composed a gospel of Christ at first published in Judea in Hebrew for the sake of those of the circumcision who believed, but this was afterwards translated into Greek, though by what author is uncertain." Jerome,Illustrious Men Chapter 3.
The primary source for Matthew should be a Hebrew text rather than the typical Greek text. If you don’t find the Hebrew primary source compelling, that’s fine. Read it from the Greek. Both teach the same Christ. If you like the idea of the Hebrew text and want to see how a traditional translation would have been different, you can compare the footnotes in your favorite translation to this translation to get a sense of whether or not your favorite translators would have dealt with the text differently given this Hebrew source instead of the Greek.
Improvements over the Third Edition:All material completely updated and expanded to reflect the current knowledge of the study of diseases of domestic animalsCovers the biology and pathology of diseases of domestic animals on a global basisEmphasizes the pattern of disease and the defense mechanisms of each organ systemSeveral new illustrations
We are just starting on this process of learning how to make peace. In war outcomes are seldom predictable and true consequences are known, if ever, only years afterwards. The outcomes of our tentative efforts to make peace seem even less predictable. No nation can match the United States in good intentions. But results are all too often the opposite of what we intended.
This novel is about living and working in West Africa. It is set in the country of Sakra. It is not a sociological tract, nor is it fantasy. The protagonists are fictional but the situations in which they find themselves are similar to those that might be encountered by volunteer teachers in any one of the new nations of West Africa.
The story line revolves about three dominant themes that correspond roughly to the early, middle and latter chapters of the book. The first of these themes is the manner in which outsiders adjust to and develop a sense of their role in a foreign culture.
Alice, a lady of 62, Peace Corps volunteer, and retired from the Washington D.C. public schools; is the focus of the first part of the novel. She is assigned to teach Mathematics at the University-College of Mbordo. Her struggle to adjust, survive, and learn to enjoy living in West Africa is a study in strength and perseverance. Other protagonists are introduced, at first only as incidental to Alice's often traumatic journey from alienation to a level of mutual human acceptance.
In the middle chapters the story line shifts away from Alice's problems to the second major theme of interaction not only between foreigners and Sakraians but also among the ethnic groups of the nation of Sakra itself. The problems of life in Sakra for Africans stand out in stark contrast to the problems that Alice and other expatriates have in adjusting to life in West Africa. Civil strife in Sakra intensifies this contrast. Questions of adjustment become a good deal less significant when survival itself is in question.
The dominant theme of the final chapters is the manner in which events beyond the control of the protagonists lead to personal and public crisis that place them in situations that become tests of character and belief.
"A gripping must read book for anyone contemplating life in a different culture. A true eye-opener which helps us to examine our own ideas. 'The Last Lorry' takes us for a non-stop ride through another world." -- Joanne Marti, Information Technology Manager
"Engrossing. An engaging adventure and examination of culture, history, and the complexity of personal motivation as seen through the eyes of a fellow Mathematics teacher. A surprising look at where our best intentions can lead us." -- Marjorie M. Barreto, Mathematics Instructor
"In Last Lorry to Mbordo John Kennedy takes us to West Africa in a meeting of two cultures and two worlds. In an intense and entertaining novel the author portrays the work done by dedicated volunteers who try to bridge the gap between different cultures. Full of details, this novel shows the best (and worst) of our people across cultural, ethnic and political worlds. The reader feels transported to the town of Mbordo in the West African nation of Sakra." -- Dr. Norman Maldonado
Underlying themes clearly reveal the need for those questioning military education to utilize history as the preferred method and model of imperial analysis. These include economics and defense spending; national psyches and the proper maintenance of armed forces; and the importance of individuals, both military and civilian, with a clear vision, determination, and the moral courage to formulate and support military education programs. In practice, training often predominates over education, and the result has frequently been an officer corps that has not functioned well in peacetime preparations and has ultimately failed on the battlefield due to an inability to think effectively. This study highlights the role of civilian educators as vital in the creation of successful educational programs.
Authors James Kennedy and Caroline Simon track Hope College's responses to various social and intellectual challenges through careful analysis of school records, newspaper stories, extant histories, and interviews with faculty members and past presidents. Hope's history reveals that the school is exceptional, having followed the predictable trajectory, yet changing course in some ways. Given this unusual history, the story of why and how Hope College moved toward reestablishing the role of religion in its institutional life yields important lessons for other schools facing the same challenges.
Neither an attack on Hope College nor the kind of celebratory institutional history that so many schools have authorized, this book is instead a thoughtful, instructive study written by two professors who have witnessed firsthand many of Hope's struggles to retain its identity and purpose. The book's narrative is enriched by the "binocular vision" provided by a professional historian and a professional philosopher, and collaboration has afforded Kennedy and Simon the critical distance necessary to ask hard questions about Hope and, by extension, other institutions like it.
"Can Hope Endure?" will be of realinterest not only to readers associated with Hope College but also to those following or participating in the ongoing conversation about Christianity and higher education.