The time we can know with our soul does not get stuck in space, does not accept Euclidean forms and rejects them without appeal. Life will always and inevitably be the present moment and our serenity and happiness can only come from the freedom to live the individual moments. The possibility of an extraordinary prospective will show us that without beauty we cannot knowing love and without love we cannot recognize the world.

As teachers today work in ever more challenging contexts, groupwork remains a particularly effective pedagogical strategy. Based on years of research and teaching experience, the new edition of this popular book features significant updates on the successful use of cooperative learning to build equitable classrooms. Designing Groupwork, Third Edition incorporates current research findings with new material on what makes for a groupworthy task, and shows how groupwork contributes to growth and development in the language of instruction. Responding to new curriculum standards and assessments across all grade levels and subject areas, this edition shows teachers how to organize their classroom so that all students participate actively. This valuable and sensible resource is essential reading for educators at both the elementary and secondary levels, for teachers in training, and for anyone working in the field of education.

My fondest hope is that my children, grandchildren, and great-grandchildren will learn to follow their hearts, love their parents, and depend on God and keep His laws. Always putting God first will keep them free from the destructive forces in life. I have known the pain of a child who puts drugs before everything else. There is in all parents a sense that we should have been able to protect our children from those things; learning not to blame ourselves is a long, hard battle. Finally, I hope that one day my children and grandchildren will realize how much they mean to me and how much I love them, and that the day I leave them on this side will not change that love. Just me - Jack

"Theodore Fontaine lost his family and freedom just after his seventh birthday, when his parents were forced to leave him at an Indian residential school by order of the Roman Catholic Church and the Government of Canada. Twelve years later, he left school frozen at the emotional age of seven. He was confused, angry and conflicted, on a path of self-destruction. At age 29, he emerged from this blackness. By age 32, he had graduated from the Civil Engineering Program at the Northern Alberta Institute of Technology and begun a journey of self-exploration and healing.

There was no single Stolen Generation, there were many and Broken Circles is their story. This major work reveals the dark heart of this history. It shows that, from the earliest times of European colonisation, Aboriginal Australians experienced the trauma of loss and separation, as their children were abducted, enslaved, institutionalised and culturally remodelled.

Broken Circle recounts “The Chokecherry Massacre,” in which three New Mexico high-school students were charged with the murder of two Navajo Indian men, causing a violent, racial street riot that prompted the governor to call out the National Guard. The tensions between whites and Native Americans reached a high in the town of Farmington, New Mexico when three white high school students brutally tortured and killed helpless victims from the neighboring Navajo reservation. As the town erupted into a violent, racial street riot and the courts went easy on the sentencing of the high school boys, Barker tells how Navajo militants sought out justice for years of injustice and oppression in response. An illuminating work of contemporary history, The Broken Circle reveals both sides of a dramatic and painful conflict and a turning point in the struggle for Native American rights.

A new commemorative edition of Theodore Fontaine's powerful, groundbreaking memoir of survival and healing after years of residential school abuse. Originally published in 2010, Broken Circle: The Dark Legacy of Indian Residential Schools chronicles the impact of Theodore Fontaine’s harrowing experiences at Fort Alexander and Assiniboia Indian Residential Schools, including psychological, emotional, and sexual abuse; disconnection from his language and culture; and the loss of his family and community. Told as remembrances infused with insights gained through his long healing process, Fontaine goes beyond the details of the abuse that he suffered to relate a unique understanding of why most residential school survivors have post-traumatic stress disorders and why succeeding generations of Indigenous children suffer from this dark chapter in history. With a new foreword by Andrew Woolford, professor of sociology and criminology at the University of Manitoba, this commemorative edition will continue to serve as a powerful testament to survival, self-discovery, and healing.