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Have you ever met someone who possessed a quiet radiance so rich, so dynamic, that you ached for more, someone whose presence is so compelling you feel refreshed by a single conversation with them? If you know someone like this, you anticipate your times together. You realize their joy is contagious, their peace is deep, and their compassion is engaging. Such people are “vibrant.” Regardless of their socioeconomic status, their education, their marital status, or their health, these people are determined to live joyfully, seeing each obstacle as an opportunity for growth. The vibrant individual’s persona is attached to their convictions rather than their circumstances. Author Carol Burton McLeod believes everyone can choose to be Vibrant: Developing a Deep and Abiding Joy for All Seasons—and such a life begins by emulating Jesus. His life was filled with challenges and yet people were drawn to Him. Every character trait that we are called to embrace, every action of kindness or love, and each word of compassion or tenderness is a telling reflection of Christ within us. We are called to be a vibrant show-and-tell of what God is able to accomplish through one ordinary person. Carol explores what it means to follow Jesus in a world filled with disappointment, rejection, and discouragement. And she provides gentle encouragement and suggestions from Scripture to help us do just that.
Two gardeners share a year in their gardens through a series of letters wherein they exchange stories and information about their latest plantings, and their lives. Garden Bk Club.
The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book’s content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored. The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.