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Bakker's story of his "journey from PTL power to prison and beyond." Includes material on Lyndon LaRouche, Tammy Faye, Billy Graham, Jamie Buckingham, Chuck Colson, and Alan Dershowitz.
Answering the Most Important Questions About God
Apologies can be profoundly meaningful, yet many gestures of contrition - especially those in legal contexts - appear hollow and even deceptive. Discussing numerous examples from ancient and recent history, I Was Wrong argues that we suffer from considerable confusion about the moral meanings and social functions of these complex interactions. Rather than asking whether a speech act 'is or is not' an apology, Smith offers a highly nuanced theory of apologetic meaning. Smith leads us though a series of rich philosophical and interdisciplinary questions, explaining how apologies have evolved from a confluence of diverse cultural and religious practices that do not translate easily into secular discourse or gender stereotypes. After classifying several varieties of apologies between individuals, Smith turns to apologies from collectives. Although apologies from corporations, governments, and other groups can be quite meaningful in certain respects, we should be suspicious of those that supplant apologies from individual wrongdoers.
In this book, Tom DeWeese has collected a strong representation of the hundreds of articles hes written on these subjects through the years. These articles were written during some of the greatest changes to our government, our schools, our economy and our personal freedoms yet witnessed in American history. They document the fights that erupted over those changes as policy was being written and enacted. They name the perpetrators and document their actions. In short, this book represents a history of some of the major political battles of our time and stands as a truly remarkable indictment of, not only the Democrats, but more so of the Republicans who had a chance to stop those changes, but instead, actually helped make them happen. For decades, Tom DeWeese has been sounding the alarms over government land grabs, radical environmentalists, radical reform in the schools, attacks on our national sovereignty and UN-driven global governance. For his efforts, Tom DeWeese was not only ignored, but derided and labeled an alarmist. Now, however, those policies he warned us about are front page headlines fueling a national discontent. As a result, today, most of the issues are the root of the growing national protest now commonly known as the Tea Party movement. As they rip apart our nation and protests grow in our streets, Tom DeWeese issues this challenge Now tell me I was wrong.
It was supposed to be a happy ending to the show, but Yang Zhiqin didn't expect there would be people arguing with her over a taxi in the middle of the night. Fighting for a car with a woman?! Are you a man or not? He was indeed just a top quality man with an empty appearance! Alright, she would be wronged if she could sit together with that pair of top-grade beasts.Is there a mistake? This man was actually beautiful in front of her and in her arms. Women acting out scenes that weren't suitable for children? The world was going downhill! She was just reminding him, but he actually got molested by that charming, evil man. Not only did he take away her first kiss, he even ruthlessly insulted her!In this way, she loudly cursed him for dying in a car accident within a month! He would never be able to reincarnate!What she didn't expect was that he would ignore the fact that her stepmother would force him to marry, and instead marry that perverted man who had molested her.The most surprising thing was that the pervert on the wedding day actually accepted her curse and was on the verge of death due to the accident. Oh my god! If he had known earlier that he was such a deity, he would have cursed that he would never be able to marry his wife.Thus, she chose to escape! However, no matter how much she tried to escape, she couldn't escape from his grasp! Oh god! Who could save her?!
I Was Wrong Why is it so hard to say “I was wrong?” Did you ever wish there was a simple way of admitting wrong without feeling diminished? With Seven Action Steps you can master the art of admitting wrongs
In this book, Tom DeWeese has collected a strong representation of the hundreds of articles he's written on these subjects through the years. These articles were written during some of the greatest changes to our government, our schools, our economy and our personal freedoms yet witnessed in American history. They document the fights that erupted over those changes as policy was being written and enacted. They name the perpetrators and document their actions. In short, this book represents a history of some of the major political battles of our time and stands as a truly remarkable indictment of, not only the Democrats, but more so of the Republicans who had a chance to stop those changes, but instead, actually helped make them happen. For decades, Tom DeWeese has been sounding the alarms over government land grabs, radical environmentalists, radical "reform" in the schools, attacks on our national sovereignty and UN-driven global governance. For his efforts, Tom DeWeese was not only ignored, but derided and labeled an alarmist. Now, however, those policies he warned us about are front page headlines fueling a national discontent. As a result, today, most of the issues are the root of the growing national protest now commonly known as the Tea Party movement. As they rip apart our nation and protests grow in our streets, Tom DeWeese issues this challenge "Now tell me I was wrong."
This book is a compendium of lesson plans for classroom exercises designed to foster philosophical inquiry with young people. It introduces the reader to a wide range of activities for exploring philosophical questions and problems with children from pre-school age through high-school. There are lessons for a full-range of topics in philosophy, including metaphysics, epistemology, ethics, and aesthetics, and each is intended to help foster a supportive and caring classroom community of inquiry. All of the activities have been used on numerous occasions and include reflections on what teachers who employ the lesson might expect when doing so. Using this book, teachers, parents, and others can successfully being fostering philosophical inquiry with young people of all ages.
If you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe. He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.