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Kristian Daniels – Stolen Heart
Today, I have author Kristian Daniels in the interview chair. We're discussing his latest release Stolen Heart, a m/m romance. Don't forget to enter the Rafflecopter giveaway.
1. Hi, Kristian. First off, readers have an idea of the writer you, but what about the everyday you? Can you share about your personal life?
Kristian: I've been with my husband for twelve years, married him three years ago. Even though I had retired from work two years ago, my workplace retained my services two days a week as a contractor. I don't mind since my husband is still working. I lead a quiet and fulfilling life. I take care of my ageing father, who lives with us. I'm not an exercise addict, but I like taking care of my health and myself. We like to travel south once or twice a year, it's an opportunity for us to be by ourselves, reconnect and enjoy each other's company without having to think about what we have to do each day. I'm not your typical guy, maybe typical gay guy, everything I wear has to match. I'm very trendy, more so than my husband, I love clothes and changing hairstyle and colour.
2. I've been perusing your web site and see that Stolen Heart is your first book release. Why did you choose the trope of friends to lovers for your first book?
Kristian: STOLEN HEART is my first book. I wanted Elliot to be the complete opposite of me. I'm the type of person who has fallen in love at the bat of an eye in the past. It caused me many heartaches and many crying myself to sleep. In this book, I wanted to write about knowing someone first, developing a friendship as the basis of a relationship that evolved into a more serious relationship. I chose this trope because I secretly fell in love with some friends and never pursued it any further.
3. Can you tell me what inspired you to create this novel?
Kristian: I am inspired by life, life as a gay man and what it was like growing up in the closet. STOLEN HEART was inspired by some situation I have lived in growing up in a rural environment, being bullied and laughed at. Even though there is a sense that society has become more tolerant, bullying is still present, the rate of suicide in gay youth is still alarming, so with this novel, I wanted to say, "Hey, you're not alone, friends can help, and you are allowed to be loved and love.
4. Can you share your writing process through Stolen Heart?
Kristian: When I got the idea for STOLEN HEART, I already had an idea of what my main character was going to be and his evolution throughout the story. I developed an outline for my novel, created the four main characters not so much about what they looked like outside but how they were inside, their emotions, thoughts, pain, and joys. I make time to write every day, one chapter at a time. WhenI got stuck on a plot or what would happen next to a character or event, the inspiration came when I ran on my treadmill. As I ran, I thought about the scene that I had a block, and nine times out of ten, the idea came. Once my manuscript is written, I go through it two to three times, editing as I go along. To get readers' perspective, I sent it to three of my friends and asked them to critique it, and I adjust my manuscript based on their review.
5. Let's talk about the main characters for Stolen Heart. What do you love most about Elliot, and what makes you want to shake him?
Kristian: I love his enormous heart, compassion and strength. Even though his life is full of ups and downs, he can find it in his heart to forgive, love unconditionally. I would like to take Elliot by the shoulders and tell him to fight back, you are beautiful inside and out, to believe in himself to shake him up.
6. The same for Chase. What do you love most about him, and what makes you want to shake him?
Kristian: Chase hid in the closet because of his love for his parents and did not want to disappoint them. What I love about Chase is he is always ready to help someone else. He puts others ahead of himself. Because of this quality, he forgot himself, lived for his parents and not himself and this is the shake-up he needs.
7. Without giving away any spoilers, what was your favourite scene to write?
Kristian: I have several favourite scenes, but one, in particular, is when Elliot returns home to talk with his parents after several years apart. Elliot poured his heart out, which he never could before.
8. What makes Stolen Heart different from other m/m romances?
Kristian: My M/M romance takes the reader on a journey from youth to adulthood through love, heartbreak, hate crime, rejection and compassion. STOLEN HEART touches every emotion one could feel.
9. If a reader asked you why they should read Stolen Heart, what would you tell them?
Kristian: It is a powerful story and journey interspersed with violence, conflict and devastation in the life of four people. It is a modern tale told with heart and soul – A book with strong and sympathetic characters.
10. What can we expect from you in the future?
Kristian: I am currently working on my second novel, for which I have finished my first draft. This story will be about two eighteen years old and a twenty-six years old whose lives have been turned upside down by their parents. My inspiration comes from life, life around me, what I see and hear. The stories close to my heart are about homophobia and hate crimes and how much suffering comes from being bullied, laughed at and ostracized. But I will also write about happy relationships and families. I like to interject mystery in my stories as well. The next book is entitled "The sins of our sons."
11. What do you enjoy most about writing?
Kristian: The creative process. The research that goes into each book. The evolution of the story scene after scene.
12. What do you enjoy least about writing?
Kristian: Starting a new scene. It's not that I don't like it, I'm excited. It's to come up with a captivating sentence at the beginning of each scene. Most of the time, I end up rewording the first phrase at the review stage.
13. I enjoy doing random questions, so humour me:
I love musicals. I saw Prom recently with Meryl Streep and Nicole Kidman and loved it. My favourite movie is Yentl with Barbara Streisand.
What book is currently in your e-reader?
Seven Nights by Van Barrett.
Who's your favourite musical group?
Imagine Dragons.
What song puts a smile on your face?
Circles – Post Malone
14. Is there anything else you'd like to add?
Kristian: In my teens and growing up, arts have always been a big part of my life. I took ballet and Jazz lessons, I've acted in several local plays, whether musical or non-musical. I sang in a gay choir for several years, and I took a fashion design course.
Book Title: Stolen Heart
Author: Kristian Daniels
Publisher: FriesenPress
Cover Artist: FriesenPress
Genre/s: M/M Romance
Trope/s: Friends to lovers
Themes: Coming out, Forgiveness, Love, Hate crime
Heat Rating: 4 flames
Length: 60 000 words/284 pages
Will Elliott's past dampen his new life?
Blurb: Life is better with you.
As a teen, Elliott Denison grapples with life, love and sexuality. His heart had been shattered every time his parents pushed him away. Life had forced him to be strong enough to endure Stanstead's biggest bully and strong enough to come into his own as an openly gay man.
Now he was 26 years old, and a wave of emotion invaded him as though a switch had been sparked in his mind when Chase Harrison unexpectedly crossed his path. Everything Elliott ever wanted growing up was there in front of him. It doesn't take long for Elliott to enter into Chase's life.
Then the ugly past rears its head. Only this time, the face is a shadowy online stalker and an anonymous hater.
Note: This is a standalone book.
Amazon US | Amazon CA | Amazon UK | Kobo | Friesen Press
I got back home a few hours later. "Hi, I'm back," I said. As I headed towards my room, my father asked me to join him in the living room. I did.
My father was sitting in his chair with my mother by his side. Something didn't look right.
"Are you a homosexual?" my father asked calmly but sternly as he turned my laptop around. I hadn't even noticed it there.
My worst nightmare was staring at me. Ah, shit. "How come my laptop is down here?" I asked.
"I asked you a question," my father said.
My eyes started darting around as if looking for a place to hide, but I finally looked at my father and answered, "I don't know."
"This is a sin!" my father yelled, slamming the laptop shut. He approached me, pointing his finger at me. "This behaviour stops now, you hear? I will not have a sinner in my house! We didn't bring you up like this, and no son of mine will partake in such disgusting, perverted activities! If you don't change, I will send you to conversion therapy."
I looked at my mother for some support or compassion, but she stood there and did nothing. My father stormed outside and slammed the door behind him.
"Mom," I said, "I'm sorry you had to find out this way."
"You are a sinner," she said, slapping me across the face. "You are a disgrace to this family. I would rather have a criminal for a son than a pervert. If you want to remain part of this family, you will cease this deviant behaviour immediately; otherwise, I want you out of this house."
"Mom, please… Don't say that. It's not my fault. I tried to resist these feelings. Believe me, I tried." My eyes were starting to tear up.
"You didn't try hard enough," she said.
"This is how God made me, Mom. I can't change that."
Her eyes became dark, and her pupils dilated, "Don't you take the lord's name in vain! Why do you insist on hurting us like this?"
"I don't want to hurt you! Do you think this is to hurt you?"
"Liar!" Her face was so close to mine that I could smell her breath. Then she walked out.
I ran outside, slammed the door behind me, and sat on the front steps, trembling. I couldn't stop sobbing. I called Chad and asked him if I could crash at his place.
"What happened?" Chad asked.
"My parents found out I was gay! They saw the video on my laptop. The things they said to me were so hurtful. I can't live here anymore! All that matters to them is what the bible says! They're ready to throw me out! I don't mean anything to them!"
"Calm down," Chad said. "I'll come to pick you up. Pack your things."
I went inside, grabbed all that would fit in my duffle bag, and stormed back outside to wait for Chad. I didn't bother telling my parents where I was going; they wouldn't care anyway. Chad drove up the driveway, I got in, and we left.
"What did you tell your parents?"
"I told them what you told me," Chad said.
"Are they cool with me coming over?"
"Yes, they're fine with it. How are you holding up?"
"I'm not sure. I don't know what to think. I feel so ashamed."
"Don't. It's not your fault." As we pulled up the driveway to his house, Chad suggested that I see a school counsellor next week. "Maybe they can help."
"Yeah, maybe. Thanks for everything," I said.
As we walked in, Chad's parents met us at the door. His mom said, "Hi, Elliott, welcome. I want you to feel comfortable here. Consider this your home now. Chad told us a bit of what happened, and we're so sorry you had to live that."
"Thank you, Mrs. Hardwicke.
"Come, I'll show you your room," Chad said as we walked up the stairs. "Rest up. If you need anything, I'm just across the hall. It will be alright, I promise." Chad hugged me and went back downstairs.
I sat on the bed, hunched over with my head in my hands, rocking. "What am I suppose to do now? Am I such a bad person?"
Kristian Daniels writes coming of age, gay romance and gay love stories. His stories are about the life and tribulations of the LGBTQs community, their fight to be accepted and loved. It's also about their struggles, rejection and their suffering. Writing a novel was always a thirst for him, and with Stolen Heart, it became a reality.
Find Kristian: Blog/Website | Facebook | Twitter
Enter the Rafflecopter Giveaway for a chance to win one of two paperback copies of "Stolen Heart" (each dedicated to the winner).
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Categories: Interviews•Tags: author interview, fiction, gay book promotions, kristian daniels, lgbtq+, m/m contemporary romance, novels, stolen heart•
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God uses ordinary people for His purposes. Pastor Matt LaMaster joins Steve and Hannah for a look into the spiritual call of Matthew the Tax Collector. Where were you when you answered the Lord's prompting?
Matt was born and raised in Prescott, Arizona. He moved to Chicago to attend Moody Bible Institute and Moody Theological Seminary. There, he met his wife Hannah, who works for Moody Radio. He worked at several churches in the Chicago area before God called him to Anderson, at Southern Heights Christian Church in 2016. He loves to read, write, and play with his dogs, Zeke and Ophelia.


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August 17, 2019 | A Slave's Journey Home: Finding Forgiveness in Philemon, Part 1
Finding Forgiveness in Philemon, Part 1
Have you ever asked to forgive or received forgiveness from someone? Forgiveness is not always easy. We're diving into a three-part series on a very small but impactful book of the Bible, Philemon. We'll learn how two people connected to Paul—one a slave, Onesimus and his owner, Philemon—were faced with forgiveness and reconciliation.
The book of Philemon is different than Paul's other books of the Bible. Even though it is only 25 verses long, the story of this runaway slave and his owner is full of valuable theological lessons that are applicable to all believers in Jesus. Philemon is one of those books of the Bible that can be overlooked so whether you have read it many times or aren't sure where it is in your New Testament, we hope you enjoy the series and learn as much as we have!
If you'd like to listen to Part 2 of this series, Listen Here
▸ Transcript
Steve Conover: This is The Friends of Israel Today. I'm Steve Conover, with me is Chris Katulka. We've all been hurt by someone before or maybe you've hurt someone and it damaged your relationship. Maybe with a husband or wife, son or daughter, friend, co-worker. This is a natural part of life, but how do we deal with it as Christians? That is the backdrop to Philemon. Just 25 verses long, Philemon is a personal letter about a wealthy citizen of Colossae who's slave, Onesimus, wronged Philemon and ran away.
Onesimus after meeting Paul came to faith in Jesus Christ. And now Paul sends Onesimus back to Philemon with this letter in his hand. A letter encouraging Philemon to welcome Onesimus not just as a disobedient slave, but as a fellow brother in the Lord.
Chris Katulka: I am really excited to dive into Philemon here. This is just 25 versus like you said, it's a short letter, but in those 25 verses, I think Paul is going to cram all of what he taught in the epistles into this personal story about two believers. On different ends of the spectrum and how they're supposed to come back and reconcile and forgive one another. It's going to be a great story of really putting feet to the theology that Paul teaches us in the epistles.
Steve Conover: We look forward to hearing more. But first in the news, archeologists from Kinneret College in Israel and Nyack College in New York, believe they found the Church of the Apostles on the Northern shores of the Sea of Galilee. Tradition claims this ancient church was built over the house of Peter and Andrew, the disciples of Jesus. They also believe this helps identify the biblical Bethsaida, a fishing town off the shores of the Sea of Galilee.
Chris Katulka: This is interesting. This is a fun find in Israel and here's the thing. Bethsaida, they don't really know. They debated on where Bethsaida is in the Northern shores of the Sea of Galilee. And the reason I get kind of excited about this is because we did an episode a few months ago on the Christian pilgrimages that happen throughout church history in Israel. And the reason that archeologists knew that there was a Church of the Apostles is because of an itinerary from church history that said that the Church of the Apostles was in Bethsaida.
So that is how archeologists knew. If we find this Church of the Apostles, we know that we are in Bethsaida. And on top of that they also found a Roman Bath, which would connect Bethsaida to the history as it was eventually transformed into a Roman city named Julius. I'm telling you, this is exciting times my friends for uncovering the truth of God's Word as archeologists excavate through the holy land.
Today we're going to start a three part series on a very small epistle, Philemon. Philemon is the last of Paul's epistles in the Bible and it's really unique. Unlike Romans and Ephesians and even the pastoral epistles, first and second Timothy and Titus. Philemon is a letter written to a believer about an issue that arises within his own household. Imagine if Paul ministered to you and through his ministry you came to faith, you became friends and now an issue that affects you, your household, and Paul emerges. This is a personal letter from Paul on how to deal with an issue. And this is why I want to focus for three weeks on this small letter that's only 25 verses long, is very tiny. See, I believe when we read through Paul's epistles, they are engaging. They are deep. They give us the mechanics of the Christian faith. Paul teaches in his epistles about who Christ is, as the Son of God.
He teaches about sin, the need of a savior. He teaches about justification, sanctification. He teaches about the end times. He even teaches about the purpose for Israel and God's plans. See, he's not just the Apostle Paul, he's like the professor Paul, but here in Philemon we see where all the theology of Paul really gets worked out in real life issues.
Friends, it's not just enough. This is so important. It's not just enough to know who Jesus is. It's not just enough to know the mechanics of salvation. It's not just enough to know about sin, sanctification, justification, these big theological terms. Theology is pointless if it doesn't change your life. If it doesn't conform you more into the image of Jesus Christ. At that point, theology is just knowledge. There are three main characters as we look at Philemon here, there are three main characters that come up in this letter to Philemon.
The first is Paul, Paul's the author of this letter and he's writing it with his own hand as it says in verse 19. Paul would typically use a secretary to write his letter, but this is of utmost importance to Paul and he's placing himself under legal obligation to fulfill his commitments because he's the one writing it. So Paul is writing Philemon from a Roman prison, sometime between 61 and 63 AD. The next character of course, is Philemon, the title of the letter. Philemon is a wealthy resident of Colossae. He was a believer in Jesus. The Apostle Paul was probably influential in Philemon coming to faith and it could have even happened when Paul was an Ephesus for three years in Acts chapter 19.
So Philemon being wealthy and being a landowner owned slaves and he had a very large house and it was even large enough from this very small letter that we're looking through to house a local church in it.
Now let's talk about Onesimus, Onesimus is a slave. Onesimus is the third major character here and he is one of Philemon's slaves and he runs away from Philemon. We're going to talk a little bit about that later. But I want to talk for a moment about slavery in the Roman Empire at that time. When we say slaves here in Philemon, we're not talking about 17th century slave trade and the disgusting practices of slavery in American history. Slavery in the Roman Empire was much more complex. Roman law had to address the dual status of slaves, by nature they were people, but from an economic stand point, they were property. There were slaves who were abused and used during the days of Paul and Jesus. Slavery was a common part of life then. On the other hand, slaves were also much different.
They were found in all different types of professions. They were doctors, they were lawyers. They had opportunity for social advancement than free peasants. I want you to hear what New Testament scholar Craig Keener says about slaves. He says this, slaves were able to work for and achieve freedom and some freed slaves became independently wealthy. This social mobility applied especially to the household slaves. The only kind of slaves addressed in Paul's writings. Economically, socially, and with regard to freedom to determine their future, these slaves were better off than most free persons in the Roman Empire.
Most free persons were rural peasants working as tenant farmers on a vast estates of wealthy landowners. Friends remember there was no growing middle class in the Roman Empire. To use your gifts and grow and make a way for yourself, you'd often have to sell yourselves into slavery to have a roof over your head, to put food on the table.
So yes, like most wealthy Romans, Philemon owned slaves and Onesimus was one of those slaves. From the letter Paul wrote to Philemon, we see that Onesimus runs away probably because he stole something from him. In the providence of God, Onesimus encounters Paul while he's in prison in Rome. Paul ministers to Onesimus and he comes to faith in Jesus. This runaway slave comes to faith in Jesus and now Paul is sending him back to Colossae with another brother named Tychicus.
And in their hands as Tychicus and Onesimus are walking back to Colossae, they carry two letters in their hands. One is the letter, the epistle written to Colossians and the other is the letter to Philemon. This could have been a very tense moment for Onesimus as he approaches Philemon.
I want you to put yourself in Onesimus' shoes here. He's carrying a letter to Paul and Paul is going to encourage Philemon and appeal to him on the basis of the gospel, not human flesh. This could have been a very tense moment for Onesimus, because see Philemon could literally put him away. He could cause him harm.
Because remember at this point, Onesimus is Philemon's property. There were laws that gave a slave owners the ability to abuse their slaves. And his life could have been on the line here. And so when Onesimus approaches Philemon, this letter in his hand from Paul means something, and Paul's going to encourage him to look through the lens of the gospel, not through the lens of human flesh. So Paul opens his letter in verse seven by saying this to Philemon, "I have had great joy and encouragement because of your love, Philemon, for the hearts of the saints have been refreshed through you, brother."
Listen friends, Paul is sharing a universal truth about what it means to be a follower of Jesus. It's not just about the deep theology like we talked about. It's about how we love one another. And Paul is appealing to this truth, for the sake, think about this, for the sake of Onesimus. So Paul says this to Philemon, "So although I have quite a lot of confidence in Christ and could command you to do what is proper, I would rather appeal to you on the basis of love." He says that in verses eight and nine of Philemon. The Apostle Paul is saying to Philemon, I could easily tell you what to do as a believer in Jesus right now. I could command you to do the right thing. As you stare at your runaway slave, a thief, but see, I'm not going to do that. I'm not going to tell you what to do. I'm actually going to appeal to you, Philemon, on the basis of love.
Again, Paul is saying, I'm not going to force you to do what's right. I'm going to trust that the Holy Spirit of God is going to move in your life in such a way that through the lens of love and grace, you're going to see this situation completely differently. Look, Paul is saying to Philemon I know that you've been wronged by Onesimus. He's talking about Onesimus mistreating Philemon, defrauding Philemon. But Onesimus has changed. See, Onesimus is a believer now. Paul wants Philemon to see the value in this moment of forgiveness. Paul is even willing to pay the debt of whatever Onesimus owes Philemon, but forgiveness is at the heart of where this all begins. Here is where the rubber meets the road for Philemon and his faith in Christ.
Remember, Paul notes that he was a man of faith. Philemon, you're a man of faith who trusts in Jesus and you even project love for all the saints in this fellowship that you have at your church. Paul sends Philemon, think about this, a saint, saint Onesimus, a fugitive slave and Paul is counting on Philemon to welcome him in love. Paul is even willing to pay the debt if Philemon will forgive Onesimus of this serious crime. It's interesting because Onesimus walked to Colossae with Tychicus. And they were carrying, like I said, the letter to the Colossians, The Epistle to the Colossians. So in one hand is the letter for Philemon and the other hand Colossians.
And I can't get over what Paul wrote in Colossians 3:12-13. He says this, "Therefore as the elect of God, Holy and dearly loved, clothe yourself with a heart of mercy, kindness, humility, gentleness and patience. Bearing with one another and forgiving one another. If someone happens to have a complaint against anyone else, just as the Lord has forgiven you so also forgive others." Listen, when we come back after the break, we're going to look at this freeing power of forgiveness. Paul is writing to Philemon, forgive your brother, forgive him. Welcome him back. If you have love for the saints, well guess what? The slave who ran away is a saint now and welcome him in with love and forgive him. So be sure to stick around.
Steve Conover: When we read the Scriptures, sometimes there can be a disconnect between our modern world and the world of the Bible. It's easy to forget that the authors were virtually all Jewish and that we worship a Jewish Messiah. And remember, Christianity is deeply rooted in Judaism. To the early church, Christianity was not a different religion from Judaism. It was the fulfillment of all that was written in the law and the prophets.
Chris Katulka: The DVD entitled "Jewish Roots of Christianity" takes you to Jerusalem for eye-opening insights into the link between Judaism and Christianity. You can watch various interviews by Israeli Christians, including The Friends of Israel's very own pastor Meno Kalisher, the son of Holocaust survivor Zvi Kalisher.
Steve Conover: To order your copy of the DVD, Jewish Roots of Christianity, go to foiradio.org or call our listener line at 888-343-6940. Again, visit foiradio.org to order your copy of Jewish Roots of Christianity or call us at 888-343-6940.
Chris Katulka: Welcome back everyone. We've been talking about this short one chapter 25 verse epistle from the Apostle Paul to Philemon. I encourage you to read it. It's very short to write before the book of Hebrews. It's the last of Paul's epistles in the list of the New Testament. Philemon is a believer in Jesus who has to take this theology and knowledge that was taught to him by Paul and really put it into action now. Remember, Philemon is staring at our runaway slave Onesimus who more than likely stole something from him. Onesimus damaged the relationship he had with Philemon. And now Paul is trusting that Philemon will make the right decision as a believer in Jesus. And I just love what Paul says to Philemon that he could command him to do what's right.
He could tell him what a good Christian would do, but instead Paul appeals to Philemon on the basis of love. We've all been hurt. We've all been wronged, abused, manipulated, cheated, broken, used, mistreated by others. It's the nature, my friends, of living in a sinful world. It's quite interesting, but if you look at the law in the Old Testament, much of it is not just about the vertical aspects of Israel's relationship with God, but it's just as much about the horizontal components of how we relate with one another and what we should do if one person wrongs another person. And Jesus even carries this into Matthew chapter 18:21 when the disciples asked him, when Peter asks him, "How many times should we forgive a brother who sins against me?" And Jesus replies, "As many as 77 times." Which is just another way in Jesus's day to ultimately say, never hold grudges.
You should always forgive. Forgiveness should be on the end of your tongue all the time. Forgiveness should be something you think about constantly all the time. And the crux here is this, is that as believers, we should always be ready to forgive because we've been forgiven by Christ. Paul alludes to this and Philemon and when he says in verses 17-19, "Therefore, if you regard me as a partner, accept him as you would me. Now, if he has defrauded you, talking about Onesimus, wronged you of anything or owes you anything, charge what he owes to me. I Paul have written this letter with my own hand. I will repay it. I could also mention Philemon that you owe me your very self." Paul says. Paul is alluding to the fact that Philemon came to know the forgiveness of Jesus Christ, the Savior who washed away all of his sins and paid the ultimate debt that Philemon even as a rich man could never pay off.
Paul is saying, "You owe me your very self just as Christ forgave you Philemon, forgive, Onesimus." Forgiveness sets you free, friends, from the bondage of bitterness and anger and rage and revenge. I have four kids that are under the age of eight and two of them are twin boys. I call them the four horsemen of the apocalypse and there can be a lot of hurt feelings and wrongdoing between the four of them, but when they find it in them to give each other a hug and forgive each other and move on, I have the same feelings Paul does. Paul says this in Philemon, he says, "Refresh my spirit, refresh my heart." It refreshes everything in me when I see my kids forgive one another and move on. Paul saw Philemon and Onesimus as his spiritual sons both of them, and so he wants to see them forgive each other.
It's the first step to forgive just as Christ has forgiven us. But listen, there's another step because forgiveness is just the beginning. The next step is probably the hardest. But if we believe what the Word of God teaches, if we believe that these truths matter and that what Christ taught us and what Paul taught us matter, then the next step is even more important. And I'm going to tell you, you're going to have to join us next week to hear what the next step is because forgiveness has boundaries. And so we can always forgive somebody and say, "But you know what? You've hurt me so you have to stay there and I'm going to stay here, but I forgive you." See, the gospel calls us to go another step further and Paul, he's going to tell Philemon, you've got to take this next step with Onesimus, a step that matters. So be sure to join us next week to hear what that next step is.
Steve Conover: Now, Apples of Gold, a dramatic reading from the life and ministry of Holocaust survivor, Zvi Kalisher.
Mike Kellogg: People here in Israel are extremely nervous. This is partly due to the economic situation. When I'd tried to speak with them, many say there is no longer a God because he sees and allows his chosen nation to fall down. One man asked, "What do you think, Zvi?" I replied, "What you say is not true. God has chosen us and brought us to this Promised Land. We should live and not die." In October 1973 when the Arab armies attacked us, the Israeli population was very demoralized. Why did God spares us and why are we living now? We are still alive and still a nation because God loves us. Is it not true that we love our children? Of course, we do. If we do not punish them for their misdeeds, they will continue to do as they wish. It is the same with our God. He loves us. Therefore, he punishes us when we need it until we ask for his forgiveness.
If people ask for forgiveness, change the ways and turn to God, he will bless them. If you do so, you and all your friends will know the truth about our God and when he makes a promise, he keeps it. He is not as we humans are. After that this man asked, "What do you think I should do? Should I believe in God?" "Oh yes." I replied, but you should ask God what to do instead of asking me." With surprise he asked, "How can I ask God?" I told him he could go directly to God in prayer because he is our Father and will answer him. "How shall I pray?" He questioned. I then opened the Bible and read the Lord's teaching about prayer in Matthew 6:9. Then this man realized about whom I was speaking, "Jesus?" He asked incredulously, "He was against our Torah. How can I believe in him?"
I then read from Galatians 3:10, "Cursed is everyone who does not continue in all things which are written in the book of the law to do them." This was another surprise to him and he declared, "Jesus is the great enemy of the Jews." "That is what people say, I told him and you my friend, will leave with them." He thought for a moment and then replied, "That is how I felt before, but not now." Then we read together John 3:16, "For God so loved the world that he gave his only begotten Son, that whoever believes in Him should not perish but have everlasting life." "This is all new to me." He said. "It would be nice if you would give me some books so that I may read about these things for myself and share them with my friends. I want to show them how they lied to me. I will visit you every week and you can teach me from the Bible."
Through this man, two other families came to me and I gave them my testimony about the Lord. I was sure that after such a lengthy conversation about our Savior, they would not return, but the Lord opened their hearts and now we meet every week. All of these dear people are now secret Christians, perhaps one day soon, they will openly acknowledge Jesus as Messiah and Lord.
Steve Conover: We're so glad you chose to join us today. We've been studying Paul's letter to Philemon. Chris, we continue in this tiny personal letter next week. Where are you taking us on our next program?
Chris Katulka: Yeah. I almost hate to give it away, but I want to share so that our listeners can think about what it means as the week progresses, but think about this, forgiveness is the first start. Paul's encouraging Philemon to forgive Onesimus, a serious wrong, serious wrong, a wrongdoing that he did towards him, but the next step that Paul doesn't just stop at forgiveness. Paul's going to actually encourage Philemon to reconcile with Onesimus. This is big because it's actually not just forgiving him and saying, all right, now get back to work. It's actually saying, I want to welcome you into my house now.
Steve Conover: We do hope you'll join us next week as we continue in Philemon. At The Friends of Israel Gospel Ministry, we've been sharing the love of the Messiah and supporting Israel and the Jewish people since 1938. And if you feel led to support our work or you simply want to reach out to us, visit foiradio.org, that's foiradio.O-R-G. In the United States you can call our listener line at 888-343-6940.
You can write to us at FOI Radio, P.O. Box 914 Bellmawr, New Jersey, 08099. Call our Canada office at 888-664-2584, that's 888-664-2584 in Canada and let us know where you're listening when you call or write.
Our host and teacher is Chris Katulka. Today's program was produced by Tom Gallione, co-written by Sarah Fern. Our theme music was composed and performed by Jeremy Strong, and I'm Steve Conover, executive producer. The Friends of Israel Today is a production of The Friends of Israel Gospel Ministry. We are a worldwide Christian ministry, communicating biblical truth about Israel and the Messiah while fostering solidarity with the Jewish people.
The Jewish Roots of Christianity DVD
The DVD entitled The Jewish Roots of Christianity takes you to Jerusalem for eye-opening insights into the link between Judaism and Christianity. Watch various interviews by Israeli Christians including the Friends of Israel's own Pastor Meno Kalisher, the son of Holocaust survivor, Zvi Kalisher.
ORDER YOUR DVD TODAY!
Apples of Gold: How Can I Believe in God?
As Israel suffered as a nation in the 1970s, many Israelis felt lost. They felt that God had abandoned them and was not worthy to believe in. Zvi was a beacon of hope to the Israeli community, sharing the good news of God's plan for sustaining His people. His encounter with one man who felt that God was not present, showed the man the true nature of God the Father. Zvi diligently broke down the lies that Jewish people were fed about Jesus as he shared the truth that God reveals about Himself in His Word.
Zvi's story is available in Elwood McQuaid's book, "Zvi: The Miraculous Story of Triumph over the Holocaust," available in our online store.
More stories from Zvi are also available in his book, "The Best of Zvi," available in our online store.
The Friends of Israel Today and Apples of Gold theme music was composed and performed by Jeremy Strong.
Christian Livingforgivenessphilemon
Mark Rogers
Thanks Chris and Steve. I love the program.

redpajama_set_name: RedPajamaCommonCrawl


Having lessons with Trina here at P-School was a real big help leading up to my exam at Ryde RTA which I scored 100%! I didn't think I could of done it! But with the support and guidance of Trina I was confident enough to do the test as safe as possible. She taught me everything i needed to know for the test and for the future !! I recommend Trina for all Learner drivers coming up to their P's test! Thanks again Trina!!
I have gone through a few instructors of which I was not happy with. I did not find myself looking forward to going to lessons with these previous instructors I had before Trina. I started searching online and found P-School, it had very good student reviews that convinced me to contact Trina and book my first lesson with her.


text:
Needed: A Moral & Religious People
Family, Liberty
Our Constitution was written for a moral and religious people...
Transcript: "Our Constitution was made only for a moral and religious People. It is wholly inadequate to the government of any other," wrote John Adams in 1798. John Adams understood the reality that exists even today: you can't have a limited government if the people don't self-limit. It's just won't work. And who is best suited to self-limit—to self-govern? People who are "moral and religious."
When Adams wrote this, he wasn't thinking of or in any way referencing any religion other than Christianity. John Adams understood that the influence of Christianity was imperative for the Constitution and the form of government it prescribed, a limited, representative government.
He wasn't invoking Buddhism, Hinduism, or any other ism. He was talking about morality derived from the truths of Scripture. To think otherwise is to not understand John Adams and the time in which he lived. He was alluding to ideas such as "in honor preferring one another," and "be ye kind, tenderhearted, forgiving one another," and "bear ye one another's burdens," and "don't defraud your brother," and so much more that we find in Scripture that tells us how we are to live with deference to others and in personal restraint.
Unlike the world, we derive our morality from the Bible, the infallible, inerrant, unchanging, forever settled very Word of God. Because morality is someone's view of what is right and wrong, it can change—and it does change, especially when people derive their morality from some place or source other than the Bible. Today, most people derive their morality, their sense of what is right and wrong, not from an external, objective, fixed reference, but rather on an internal, subjective, always-changing reference—themselves. That morality reflects the religion of humanism, not Christianity—and it most certainly isn't the sort of morality or religion that Adams was talking about.
In the Garden of Eden, God made living very easy for Adam and Eve. He told them to subdue the land and to be fruitful and multiply—and then He said, "You can eat of the fruit of every tree in the garden, EXCEPT the tree of the knowledge of good and evil." Simple directions and only one prohibition. One. And we all know how this ended. Because they didn't self-limit or self-govern, they were cast out of the garden and life for humans forever changed. And one of the consequences of Adam and Eve's blatant disobedience to God's direct command was more laws, more prohibitions.
As Christianity's influence in America wanes, our collective ability to self-limit, to self-govern dissipates. We see it everywhere. The result is more and more laws from every level of government. When we don't govern ourselves, human government is more than happy to step in and govern us externally.
At this point, someone will inevitably say, "You can't legislative morality." Given the definition of morality, that is a patently false statement. Every law, every ordinance, every policy passed at any level of government is someone's view of what is right and wrong. So, we legislate morality all the time. What we can't legislate is obedience to the law. We can only create an environment that makes the penalty and punishment for breaking the law stiff enough to deter bad behavior.
What I quoted from John Adams at the opening of this commentary was just part of what he wrote in that letter 224 years ago. Here's more of what he admonished: "We have no Government armed with Power capable of contending with human Passions unbridled by morality and Religion. Avarice, Ambition, Revenge or Galantry, would break the strongest Cords of our Constitution as a Whale goes through a Net." Adams didn't mince words. Basically, he told us without a strong Christian influence in our country, our Constitution—the Supreme law of the land—would be destroyed as easily as a whale breaks a net.
So, what can we do to keep our Constitution meaningful and intact, to keep our limited government? I think the answer is in II Chronicles 7:14. We need revival—revival that starts with individuals and families, grows in churches, extends to entire communities and spreads everywhere in this great land. "If my people" means those of us who identify with Christ. As we repent, turn from our wicked ways, pray and share the Gospel, we help bring about a people who can truly self-limit and self-govern, ensuring that this government "of the people, by the people, for the people shall not perish from the earth."
This is Julaine Appling for Wisconsin Family Council reminding you the Prophet Hosea said, "My people are destroyed for lack of knowledge."
New Bill Introduced on School Reading Levels
Needed: Educational Freedom
WI has good but not great educational freedom
FBI Offers Reward for Info on Pro-Life Attacks
FBI announced a $25,000 reward for information.


Country Women was a magazine published in the 1970s by women living in communes in the Albion Nation of Mendocino County. Back-to-the-land women banded together to create a resource for living outside the mainstream. A new collective working out of artist Fritz Haeg's Salmon Creek Farm project in Albion has been studying the old issues of the magazine and responding with an update for contemporary women still looking for community to create sustainable, fulfilling, autonomous lifestyles. At this release party for the new publication, printed in the BAMPFA Art Lab, members of the collective read their contributions to spark discussion.
Includes a live performance by Dawn Riding, as well as skill-sharing in techniques such as wool spinning, bee keeping, and leather working.


The following are some of the most frequently asked questions from prospective parents to The Geneva School.
What is the significance of the name The Geneva School?
The Geneva School is named for the city of Geneva, Switzerland, which played a pivotal role in the Protestant Reformation in the 1500s. The transforming effect of the Reformation was felt throughout the city of Geneva, which in turn wielded cultural, social, religious, educational, and political influence over its region and over other parts of Europe. Christian classical education flourished there and contributed to the changes brought about by the Reformation. The city of Geneva adopted as its official motto the expression post tenebras lux ("after darkness, light") as a testimony to the transformation that God had brought about.
At its founding, the Board of The Geneva School adopted the name Geneva and post tenebras lux as the motto of our official crest. It is our goal to foster the growth of the Christian classical movement, so that its transformative effects will be as enduring and widespread as was the city of Geneva.
Is The Geneva School accredited?
The Geneva School is accredited by the Florida Council of Independent Schools and the Florida Kindergarten Council.
FCIS is a professional educational association that was founded in 1954 by a group of independent private school leaders in order to promote high standards for non-public schools. It is one of the nation's largest organizations of independent schools, evaluating and accrediting its 159 member schools which enroll over 73,000 students . FKC, founded in 1968, is a member of the Florida Association of Academic Nonpublic Schools (FAANS) and has been recognized as an official evaluating and accrediting organization for the nonpublic early childhood schools in Florida.
Is Geneva affiliated with a particular denomination?
No, Geneva is an independent school, not affiliated with any church or denomination.
Do you have to be Christian to attend Geneva?
While being a Christian is not a requirement for entrance to Geneva, about 90% of our students attend a Christian church regularly.
All grammar school students attend weekly chapel services and our dialectic and rhetoric students (7th–12th graders) attend bi-weekly chapel.
What textbooks or curriculum does Geneva use?
Geneva's curricular objectives are determined not by publishing companies, but by what comports best with the western liberal arts tradition—the humanities, mathematics, and the sciences—and with the fine and performing arts. We employ the best texts, materials, and resources that we can find in order to accomplish these objectives. For more information, please visit the academic pages of this website. Specific details about the curriculum at each grade level can be found in the on the Grammar School pages, Dialectic School pages, and Rhetoric School pages.
What elective courses do you offer to high school students?
One of the hallmarks of the Christian classical model of education is that it provides deep and foundational training to every student. Before students are ready to make the most out of more individualized pursuits, we want them to focus on the skills and content that teach them how to learn and discern. Therefore, we are intentional about the electives we offer, ensuring that they support and enhance our curriculum. Beginning in the ninth grade, students can choose their courses in both languages (Latin, Greek, French, or Spanish) and in fine/performing arts (drama, yearbook, photography, studio art, or choir). Beginning in eleventh grade, students can choose from several options in math and science. For further information, please consult the rhetoric curriculum page.
Do you offer Honors and AP courses?
Yes. Many of the courses offered to students in the rhetoric school (grades 9–12) are at the honors or AP level. We also offer honors geometry to students in eighth grade. For more detailed information on the courses offered to students in the dialectic and rhetoric school, please see the dialectic school and rhetoric school pages on the academic navigational pulldown.
My high school child is looking to transfer to Geneva. Will (s)he be able to meet Geneva's graduation requirements?
In many instances, if a student comes in from an academically rigorous college preparatory and/or a liberal arts preparatory curriculum, the answer is generally "yes." Over the last number of years we have done our best to accommodate students who are transferring from others schools or homeschool, but which do not conform to our "classical distinctive requirements"—especially with regard to the teaching of logic, Latin, philosophy, theology, and rhetoric—thus still allowing them to graduate from The Geneva School. The closer one is to graduation, the more difficult it is to make accommodation. All of our graduates, however, need to meet or exceed the requirements for Florida Bright Futures Scholarship, which we believe to be the bare minimum.
The Geneva School's rationale for learning classical languages is simple: we learn classical languages in order to be able to read literature written in them. Given our commitment to teaching the skills of language according to the Trivium, along with teaching our students how to be wise and discerning, having our students learn classical languages is the best fit with our curriculum. Every student studies Latin from fourth through eighth grade, gaining a good foundation in the language. Students who choose Latin as their foreign language in the rhetoric school will begin with a high level of competency and will end with a degree of proficiency and a depth of understanding which will serve them well for a lifetime.
Other potential benefits also exist: better standardized test scores in their language components; a deeper understanding of English vocabulary, some 60% of which is directly or indirectly derived from Latin; a firm foundation for the study of modern languages, particularly the Romance languages. Ultimately, however, our goal for Latin at Geneva is to read Augustine, Vergil, Horace, and other authors in their own words.
Why read classical authors at all? Most published works go out of print quickly and permanently. The many classical works that have survived are still with us because of their depth, timelessness and artistry in style, in thought, and in content. When we read classical literature, we are able to enter directly into a "dialogue" with some of the wisest souls and most fertile minds that God has given us. When we read such literature in its original language, we do so without the interface from translators. Because God is merciful and delights to give good gifts to his children, we can only be made better by having done it.
To which grades do you teach Latin?
Students gain an introduction to classical languages in third grade via the Greek language. Latin studies begin in fourth grade and continue as a required course through the eighth grade. Latin in grades four–six emphasizes acquisition of vocabulary and an introduction to the case system and verb conjugations. Graded Latin readings are also undertaken in order to develop reading fluency. Grades seven and eight (Latin I and II, respectively) refine the student's understanding of Latin even more, through an extensive graded reading, further expanding the student's vocabulary and giving the opportunity to discuss in more depth various important aspects of Latin syntax.
Latin electives through AP Latin (Latin III–VI) are taught in the rhetoric school. These electives focus on an in-depth reading of various Latin authors from a variety of genres.
My child is an incoming seventh or eighth grader but has never studied Latin. What, if anything, should (s)he do to catch up?
Latin is taught at Geneva using a unified curriculum that begins in fourth grade and continues through Latin I and II in seventh and eighth grade respectively, and, if a student elects to continue in their study of Latin, culminates with AP Latin in twelfth grade.
Students who enter The Geneva School in seventh or eighth grade with no prior Latin instruction may need remediation. Any remediation is customized for each new students in accordance with their previous academic performance and their new student assessment.
What other foreign languages, apart from Latin, does Geneva offer?
Students at Geneva study Greek in 3rd grade and Latin in 4th–8th grade. In addition, French, Spanish, Latin, and Greek are regularly offered in 9th–12th grade.
What colleges or universities have The Geneva School students chosen to attend following graduation?
Each year, our seniors are accepted to a broad range of schools, including some very prestigious colleges and universities (e.g., Davidson, Emory, Johns Hopkins, NYU, Purdue, Rice, Richmond, UF, UVA, and Wheaton). In making their college decisions, Geneva students do their research, talk with their parents, receive guidance from our college counselor, and visit their top choices. Each Geneva graduate confidently attends the college or university that is the best academic, spiritual, geographic, and social fit for that particular individual.
Note: Please see our Upper School Profile for a full list of schools of acceptance.
How does The Geneva School approach the use of technology?
Technology is all around us at Geneva, whether it be low tech (a mechanical pencil) or high tech (an oil objective microscope used for observing bacteria in a gram staining lab). At The Geneva School, we introduce students to technological tools and resources beginning in the grammar school seeking to employ them where it helps us meet our overarching educational goals.
TGS uses the Google platform for our students to learn and use applications. Applications used in the classroom are taught and expected to be used as part of a student's coursework (i.e. Google docs, sheets, slides, email, blogging, etc.). Each student, beginning in eighth grade is required to bring their own device to school for use in the classroom as directed by faculty.
We understand technology to be tools used by man to accomplish tasks. However, these tools are not inert or neutral—much to the contrary. As a tool, technology is a fundamental way that humans shape, come to know, and seek to understand the world in which they live. These two principles—the notion that technology is a tool and the recognition of the limits and possibilities—form the basis of how we employ technology.
How is technology employed in educating students in grades K4–3?
In a child's most formative years, the most important interactions are with parents, teachers, and other children, not devices or media. Faculty use technology to present and demonstrate concepts and skills already presented in the classroom to reinforce student discovery when appropriate. By design, student use of computers will not be required in the early grammar school years, however some optional activities are computer-based. The importance of the classroom teacher during these years cannot be overstated.
How is technology employed in educating older students?
Beginning in fourth grade, additional classroom technology is utilized each year. In fifth and sixth grade, students begin to use computers for research, writing, and presenting. Google Apps for Education are used by students in grades 6–12 to encourage student and faculty communication and collaboration. Students in 6th and 7th grade are required to have access to a computer with an internet connection at home. Students in grades 8–12 are required to bring their own device (chromebook, laptop, or tablet) to school to allow for classroom writing, research, and collaborating as directed by the faculty. In addition students in grades 6-12 are required to have access to a printer.
What is your philosophy regarding homework?
The majority of learning takes place in the classroom. Our teachers assign homework to reinforce classroom lessons. The amount of time a student needs to complete homework varies from day to day, from grade to grade, and from student to student. A general daily guideline is about 10 minutes for each accumulated grade level in the grammar school (i.e., 10 minutes per day for a first-grade student and 1 hour per day for a sixth-grade student) and 10–15 minutes a day, for each accumulated grade level in the dialectic and rhetoric (i.e., 70–105 minutes a day for a seventh-grade student and 120–180 minutes for a high-school senior).
What sports and other co-curricular activities do you offer?
Athletics: Geneva offers a full athletic program for students in grades K4–12. Geneva competes in the Florida High School Athletic Association and fields 15 varsity sports for men and women. Many of these teams have JV or middle school components. In the grammar school students in K4–6th grade have a full and varied number of instructional and competitive sports options.
Clubs and Organizations: Geneva has a variety of clubs and organizations appealing to students with varying interests.
What is the length of the school day for your students?
K4: 8:30 am–12:30 pm for the first few weeks of school and 8:30 am–1:30 pm for the remainder of the year.
Kindergarten: 8:30 am–1:00 pm for the first few weeks of school and 8:30 am–2:30 pm for the remainder of the year.
1st Grade: 8:15–2:00 pm for the first few weeks of school and 8:15 am–2:45 pm for the remainder of the year.
Please note: classes begin promptly at these times. An earlier arrival allows your student time to prepare for the day.
Do you offer aftercare? If so, how does it work?
After school care is offered for students in grades K4–8 every day after school until 5:30 pm with the exception of early dismissal days when no care is offered at all. Any other exceptions to this will be publicized ahead of time. Aftercare for students in K4, K, and 1st grade is held at the early childhood campus and at the main campus for students in grades 2–8.
More information about the aftercare program can be found HERE.
What kinds of field trips do your students go on?
Field trips are integral to Geneva's ideal of an incarnational and experiential education. The best education appeals to all five senses. To experience on some level what they are studying will contribute more substantively to the students' learning than merely reading something in a book or acting something out in a classroom. Students, particularly in the grammar school, participate in age-appropriate, curriculum-related field trips and in-school events.
More detailed information on the overnight field trip schedule offered to students in grades 5–12 can be found on the field trip pages.
How many students at Geneva and in each class?
Does Geneva have programs for children with special needs/learning differences?
Geneva does not currently have programs in place to accommodate children with significant special needs/learning differences. However, if a child's condition is mild in nature it may be possible for them to succeed at Geneva. Please contact Candy Houk in the admission department to discuss your child's individual needs.
At what age can my child begin attending Geneva?
Our youngest children are K4 students.
Kindergarten: Children should be 5 years old by September 1.
Please note that all students applying to Geneva will be assessed in order to determine their readiness for the grade for which they are applying. Please refer to the Apply Now page.
Does Geneva offer tuition assistance?
The Geneva School offers financial aid to families with students in grades K–12 (students entering K4 and international students are not eligible for financial aid). The Geneva School utilizes the online service of FACTS to help determine how much aid the school will provide to families. Assistance from Step Up For Students (SUFS) is also available to some families. A family may submit an application to both organizations. The Geneva School does not accept the MacKay scholarship.
Please check the application requirements and deadlines.


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Kendall Jenner Pregnant With Scott Disick's Baby? Rumor Is False, Rep Says [PHOTO]
By Maria Vultaggio @mariamzzarella
It's hard for the Kardashians to deny that Scott Disick and Kourtney Kardashian, the mother of his three children, have a tumultuous relationship. But one thing his rep can definitely confirm: Disick and his longtime girlfriend's half-sister Kendall Jenner are not expecting a baby together, Rumor Fix reported.
The rumor erupted after Star magazine claimed the runway model, 19, was pregnant with the entrepreneur's fourth child with the headline, "Kendall Pregnant With Scott's Baby!" It's apparently Kourtney's "worst nightmare" and Jenner isn't "sorry," the magazine cover claims.
Kourtney, 35, feels "confused, hurt and terrified Scott is going to leave her," Star claimed, according to Rumor Fix. Her family is laughing the rumor off, but it has just infuriated Kourtney more. "By laughing the issues away, Scott and Kendall are actually rubbing their flirtation in her face," a source reportedly said to the magazine.
Kendall Jenner, 19, walked at numerous shows during New York Fashion Week. Photo: Reuters
The rumor that Jenner and Disick were more than friends emerged last month. The only thing that seems to be true is that Kourtney's family members talked about the gossip on social media. Khloe Kardashian, 30, was the first one to take to Twitter. Instead of writing the rumor was ridiculous, she said she was upset the story wasn't that she and her pseudo-brother-in-law were the ones fooling around behind her older sister's back.
"I'm really pissed about this whole @KendallJenner and @ScottDisick thing!! Scott, I thought it was you and I that was having the affair!" Khloe wrote. She followed that message with another one, but this one was directed solely at Disick. "Scott is such a THOT! These hoes really ain't loyal!! Huh?!?! D--- Gina!!! D---!!!"
Disick, 31, sent a message to Khloe to let her know she is his one and only. "Don't worry @khloekardashian you will always be my number 1," he wrote. The tweets were liked and shared thousands of times from their millions of followers.
No one in the Twitter exchange mentioned Kourtney and the mother of three did not send out a message of her own during their conversation.
Follow me on Twitter @mariamzzarella
Khloe Kardashian Speaks About Car Accident On Oscars Red Carpet
Kardashian, Jenner Sisters Involved In Car Accident


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Introducing the 19th President of Amherst College
Views on Carolyn A. "Biddy" Martin
Amherst Magazine
Amherst Pride
Amherst Today
Fast Facts & FAQs
Literary Amherst
Science at Amherst
Hear more perspectives: Watch video of Search Committee
and faculty members, trustees, alumni, colleagues and
higher education leaders talking about Biddy Martin.
Search Committee and faculty members, trustees, alumni, colleagues and higher education leaders offer perspective on Biddy Martin's personality and leadership qualities and on the search process.
Read the views below, and watch more on video.
Samia Hesni '11, Presidential Search Committee member
"Biddy is fiercely committed to accessibility, financial aid and diversity."
Biddy's contagious passion for all things intellectual and her articulation of how the liberal arts makes this passion a possibility overlap perfectly with the mission and spirit of Amherst College today. Biddy is fiercely committed to accessibility, financial aid and diversity; she spearheaded a loan-elimination program at Cornell and an initiative to increase financial aid at the University of Wisconsin-Madison. Part of this last project included a tuition raise that the students themselves voted to pass in order to increase need-based aid as well as to hire new undergraduate faculty and increase undergraduate course offerings. Biddy garnered support for this initiative not only among the faculty and administration but also by meeting with students to understand their desires and priorities. Biddy is a collaborative leader; she leads as she learns: by probing deeply, listening and understanding. In this way, she also leads by example. The harmony of her intellectual and leadership sides allows her to seamlessly and simultaneously fill the roles of paradigm, aficionado and champion of a liberal arts education.
Biddy is as equally committed to the model of the liberal arts as she is to its accessibility. She has made her home in a world of ideas—a world opened up and made available to her by the liberal arts. She "loves excellence" and approaches every part of her leadership with curiosity and a desire to learn. At the same time, she has a clear idea of—and ability to articulate—the importance and role of the liberal arts in a world that increasingly shies away from ideas and theory. She cites diversity—of background, of interest and of thought—as critical to establishing a community that stands for and represents this importance. Biddy brings with her a devotion to students, with whom she still strongly identifies and who have always played a strong role in her academic and administrative positions. Her relationship to students is symbiotic; the students at an institution inspire Biddy, whose energetic and affable nature cannot but inspire in turn.
John Servos, Anson D. Morse Professor of History and Presidential Search Committee member
"Biddy exemplifies the liberating power of [a liberal arts] education."
Amherst needs a leader who can speak confidently and clearly about the value of the liberal arts both within our community and to a larger world. Biddy exemplifies the liberating power of such an education, has championed liberal learning throughout her career and possesses rare gifts for communicating complex ideas to all the audiences an Amherst president must reach.
Amherst has made itself an exemplar of the educational value of diversity, and Biddy's background speaks to a steadfast commitment to diversity in all its dimensions. More than this, Biddy can draw on personal experience in explaining the importance of openness and diversity. She was once poor. She is an openly gay woman. She does not make too much of these facts, but they surely give her understanding and compassion—an instinctive sense of what young people must feel who are neither privileged nor in the mainstream.
Amherst needs a president who will be able to guide us during a period of faculty renewal. Biddy has been making decisions about recruitment, retention and tenure since she became provost at Cornell more than a decade ago. She has consistently demonstrated good judgment and a commitment to excellence as she has built faculties in both the humanities and sciences.
Finally, Amherst needs a leader who can manage our increasingly complex institution both prudently and creatively. Biddy's entire record demonstrates that she knows how to spend money effectively, save money intelligently and raise money in good times and bad. She's been that kind of leader throughout her career, first at Cornell, then again at the University of Wisconsin-Madison.
Don Randel, president of the Andrew W. Mellon Foundation, former president of the University of Chicago and former provost of Cornell University
"She was one of those young recruits of the kind that would make the future of the university—if we could just keep her."
I remember well when Biddy Martin joined the Cornell faculty as an assistant professor of German literature. It was clear that she was one of those young recruits of the kind that would make the future of the university—if we could just keep her. She was clearly a gifted scholar, but she was also clearly committed to teaching and to being a productive citizen of the College of Arts and Sciences. These are, of course, dangerous characteristics for a young person to have. It meant that she was soon known and liked around the college and then asked to be the department chair at an early stage and then asked to be an associate dean at an early stage. The next thing she knew, she was the provost of a university characterized by its intellectual diversity and in which she would need to work with faculty and students with perspectives far removed from those of her own academic specialty. And of course she would need to be capable of making disciplined decisions in the face of highly competitive interests without losing sight of the institution's underlying academic values. The German scholar led in the reorganization of a very large and diverse program in the biological sciences and much else. It's not surprising that the University of Wisconsin-Madison wanted her to lead in very complicated and demanding times for public universities. She has done this with extraordinary courage and determination, for which Wisconsin and higher education generally should be grateful.
Biddy has a disarming smile, a ready laugh and a sense of humor that she does not exercise at the expense of others. But there is no mistaking that she is tough-minded when the occasion demands it. Most important is that she has the values that are essential to an academic community in which faculty and students care about the life of the mind. Students will be happy to have her as their teacher. Students, faculty and staff alike will be grateful to have her as their president.
Suzanne P. Coffey P'04, director of athletics and Presidential Search Committee member
"Students and our alumni will get to know Biddy Martin as broad-thinking, curious and wonderfully competitive."
Biddy Martin conveys a deep capacity for understanding how teaching and learning happen beautifully in many different contexts, including in the laboratory, classroom and dance studio and on playing fields. She told the committee that she loves to work in teams of good people. She came across as someone who considers it her job to see other people flourish. It was clear to the committee that she's someone who knows students well and whom students get to know easily.
Each time we met with Biddy Martin, she spoke about college athletics in a way that not only directly referenced the importance of this educational milieu but also conveyed a healthy respect for the value of competition. Most recently she wanted to know how often this year we had beaten Williams. (Gladly, I could tell her that we won more than 70 percent of our contests against the Ephs). Her response? She thinks we can probably improve on that record! Our current students and our alumni will get to know Biddy Martin as broad-thinking, curious and wonderfully competitive.
Hunter Rawlings, president emeritus of Cornell University and president of the Association of American Universities
"Biddy offers more than leadership: She is funny and refreshingly candid, independent, iconoclastic, disarmingly personal, never stiff."
Biddy Martin is above all an intellectual, a serious thinker who understands and communicates the essential purposes of higher education in all its dimensions. Her scholarship is strong and deep, her teaching inspires, and her academic leadership calls the community to its highest ethical and intellectual standards. But Biddy offers more than leadership: She is funny and refreshingly candid, independent, iconoclastic, disarmingly personal, never stiff. She is one of the most thoughtful and incisive speakers you will hear all year. No specious rhetoric, no cant, no humdrum. She gets to the heart of issues because she cares about them and the individuals affected by them. She is one of our most effective public advocates for higher education while at the same time a friend, a colleague and a supporter when you need her. She will be a great president for Amherst, a pleasure to have on campus and a superb representative to Amherst alumni.
Cullen Murphy '74, Amherst College trustee, Presidential Search Committee member and editor-at-large at Vanity Fair
"For her, as for so many, the liberal arts formed the essential bridge from one world to another."
There are so many aspects of Biddy Martin that make her such a compelling figure, and a compelling leader in particular for Amherst College: her long record of accomplishment at some of our finest institutions of higher learning; her commitment to diversity and financial aid; her ability to forge partnerships among many constituencies; a personal manner that combines warmth and determination; her love of students; her abundant good cheer. There's another aspect, one that she spoke eloquently about during conversations these past few months: a deep personal appreciation of the role that a liberal arts education can and does play in shaping people's lives. As she herself explains, Biddy Martin is a product of the liberal arts—for her, as for so many, the liberal arts formed the essential bridge from one world to another. She understands in her heart what this kind of education—Amherst College's kind of education—enables young people to achieve as they seek to explore their potential and make a mark.
Harold Tanner, chairman emeritus of the Cornell University board of trustees
"Her exposure to university-wide issues at Cornell and at Wisconsin will prove most valuable in her new role as president of Amherst."
In Biddy Martin, Amherst College has selected as its 19th president an outstanding educator and wonderful human being. As chair of the Cornell University Board of Trustees, I worked closely with Biddy as provost, the university's chief academic officer. She was promoted over many people senior to her and to many she was not an obvious choice. However, she dealt with difficult issues that affected the many constituencies of any university and excelled in every assignment. She provided leadership in financial as well as academic matters and initiated the Freshman Book Project, which engaged the entire campus community. In the process, she earned the respect of the board, faculty, students, staff and alumni.
Her exposure to university-wide issues at Cornell and at Wisconsin will prove most valuable in her new role as president of Amherst. Biddy is a passionate believer in the role that higher education plays in the future of American society and is a good spokesperson for that message. She will also be a good collegial member of the Five College community.
I have known many successful moves of Big Ten presidents to Eastern universities. Notable examples include Hunter Rawlings and David Skorton from the University of Iowa to Cornell, Harold Shapiro from the University of Michigan to Princeton, Frank Rhodes from Michigan's College of Arts and Sciences to Cornell, Jim Friedman from Iowa to Dartmouth and Lee Bollinger from provost of Michigan to Columbia University. I am confident that Biddy Martin will further the excellence of Amherst College.
Martha Umphrey, professor of law, jurisprudence and social thought and Presidential Search Committee member
"She comes to Amherst because our values are her own."
Biddy Martin leads with ideas. She brings a sparkling and sophisticated intellect to all of the work she does, whether it be her widely admired foundational scholarship in the field of gender studies or her visionary efforts as a national leader in higher education at Cornell and Madison. A gifted administrator and autodidact, she choreographed a complicated and very successful reorganization of the life sciences and their facilities as the longstanding provost at Cornell, while at Madison she has worked tirelessly to support and sustain the humanities. At both institutions she has made financial aid a top priority and has broad experience in efforts to diversify the student body and the faculty.
Nationally, she is one of the foremost voices advocating for the liberal arts and is, among other things, a member of the National Academies Commission on the Future of the Humanities and Social Sciences. As chancellor at Madison during trying times, she has been driven by a desire to protect and better her institution in the face of daunting political challenges and changes in the organization of public higher education. She has won the respect of faculty, students and staff for those efforts.
More than that, Biddy Martin leads by helping others to flourish. A remarkable communicator with every kind of audience, she listens carefully and forwards her ideas in a broadly consultative way. She has a marvelous sense of humor and combines a lively imagination with a pragmatism born of both wisdom and experience. She values independence in thinking and being, and she views the educating of young people as an enterprise directed at the whole person, filled with the pleasures of learning. Indeed it is not too much to say that she has been beloved by students and colleagues wherever she has been.
She comes to Amherst because our values are her own. We share with her a deep investment in quality of thought and intellectual community; an unquestioned commitment to excellence in teaching a talented and diverse group of students; an unshakable embrace of liberal arts as a model for higher education generally; and a profoundly felt affection for place and community, for the forging of warm relations across the entirety of an institution and beyond. In my view she will be a terrific leader in all the ways that count at this moment in Amherst's history. We are fortunate to have found her, and I am excited for all of us as we look to Amherst's future as it plays out under her guidance.
Charles Longsworth '51, chairman emeritus of the Amherst College board of trustees, of counsel to the Presidential Search Committee and retired president of Hampshire College
"[She is] a rare combination of accomplishment, modesty and good sense."
I found Biddy Martin to be a rare combination of accomplishment, modesty and good sense: leading a large public university with all its constituents and political intricacies, maintaining warm and respectful ties with students and faculty, beloved on her campus, approachable and self-effacing. She has great respect for Amherst. I think she will make a wonderful president.
William E. Ford '83, Amherst College trustee, Presidential Search Committee member and CEO of General Atlantic
"She's been involved in very significant and successful building projects."
Biddy Martin is a mature leader with a wide set of skills that include fundraising and financial management. She's been involved in a number of very significant and successful building projects and has been involved with faculty tenure decisions for many years. She clearly has a deep set of experiences in presenting a budget, managing a budget and controlling costs. That breadth and depth of experience at Cornell and the University of Wisconsin persuasively convinced me that Biddy would be an excellent 19th president for Amherst College.
Isaac Cameron '11, Presidential Search Committee member
"Her previous student body organized a flash mob performance to celebrate her birthday."
Students of Amherst College will be well served by the exceptional talents, leadership and passion of incoming President Biddy Martin. Her previous student body organized a flash mob performance to celebrate her birthday, and this, mind you, is after she successfully passed a bill specifically aimed at raising tuition (a measure Biddy Martin made sure was endorsed by students)! Her commitment to student issues, both academic and social, is reflected in every past administrative position. She has fought to increase financial aid and diversity, enhance curricular standards while improving student satisfaction with courses offered and accessibility, and strengthen a sense of campus community and cohesion.
More importantly, Biddy Martin conducts her work with an infectious sense of humor and air of humility that allows all to feel welcomed and heard. She doesn't avoid tough issues and won't shy away from any hard questions. I wish that I had another couple of years to spend at Amherst to experience her warmth and insight. Those close to her always state that she is fun. I have no doubt that she will move Amherst toward a brighter future, one in which all of those connected to the college will be proud.
Watch video of Search Committee and faculty members, trustees, alumni, colleagues and higher education leaders talking about Biddy Martin.
Carolyn A. Martin
Biddy Martin


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AFBC BOILERS PDF
AFBC boiler is a very developing technology now these days this technology is widely used in the industrial boiler for the purpose of efficient. Army central heat plants. Although AFBC boilers are economically competitive with conventional coal fired boilers and offer greater fuel flexibility,. AFBC boilers . FBC smoke tube boiler. Fluidized bed combustion (FBC) is a combustion technology used to burn solid fuels. In its most.
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Steam generated from the heat in the fluidized bed is sent to a steam turbinecreating a highly efficient combined cycle system. First, the liberty of choice in respect of fuels in general, not only the possibility of using fuels which are difficult to booilers using other technologies, is an important advantage of fluidized bed combustion.
The first-generation PFBC system also uses a sorbent and jets of air to suspend the mixture of sorbent and boioers coal during combustion.
FBC plants boilera capable of burning a variety of low-grade solid fuels, including most types of coal and woody biomass, at high efficiency and without the necessity for expensive fuel preparation e. Commercial FBC units operate at competitive efficiencies, cost less than today's conventional boiler units, and have NO 2 and SO 2 emissions below levels mandated by Federal standards.
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Fluidized bed combustion – Wikipedia
Fluidized bed combustion FBC is a combustion technology used to burn solid fuels. This page was last edited on 4 Octoberat The reductions may boilwrs less substantial than they seem, however, as they coincide with dramatic increases in carbon monoxide? The resultant fast and intimate mixing of gas and solids promotes rapid heat transfer and chemical reactions within the bed. The heated precipitate coming in direct contact with the tubes heating by conduction increases the efficiency.
All articles with unsourced statements Articles with unsourced statements from September Atmospheric fluidized beds use limestone or dolomite to capture sulfur released by the combustion of coal. In its most basic form, fuel particles are suspended in a hot, bubbling fluidity bed of ash and other particulate materials sand, limestone etc. The second reason, which has become increasingly important, is the possibility of achieving, during combustion, a low emission of nitric oxides and the possibility of removing sulfur in a simple manner by using limestone as bed material.
Jets of air suspend the mixture of sorbent and burning coal during combustion, converting the mixture into a suspension of red-hot particles that flow like a fluid.
The mixing action of the fluidized bed brings the flue gases into contact with a sulfur -absorbing chemical, such as limestone or dolomite. Limestone is used to precipitate out sulfate during combustion, which also allows more efficient heat transfer from boilera boiler to the apparatus used to capture the heat energy usually water tubes.
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However, these systems operate at elevated pressures and produce a high-pressure gas stream at temperatures that can drive a gas turbine. There are two reasons for the rapid increase of FBC in combustors. Fluidized-bed combustion evolved from efforts to find a combustion process able to control pollutant emissions without external emission controls such as scrubbers-flue gas desulfurization.
In addition, for any given thermal duty, FBCs are smaller than the equivalent conventional furnace, so may offer significant advantages over the latter adbc terms of cost and flexibility. However, burning at low temperatures also causes increased polycyclic aromatic hydrocarbon emissions.
However, they have some disadvantages such as erosion on the tubes inside the boiler, uneven temperature distribution caused by clogs on the air inlet of the bed, long starting times reaching up to 48 hours in some cases.
Fluidized bed combustion
These boilers operate at atmospheric pressure. Since this allows coal plants to burn at cooler temperatures, less NO x is also emitted. FBC reduces the amount of sulfur emitted in the form of SO x emissions. Power station boilwrs Energy conversion Chemical processes Fluidization.
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Weather War! New Evidence Suggests US & Russia Are Embroiled in an Illegal Race to Harness the Power of Hurricanes & Earthquakes!
November 13, 2013 by mosesman
Tesla's Longitudinal EM Wave Weapons! Click on image to goto article!
Now, who would want to use these weapons against the sheeple? The Illuminati is known to be activating their depopulation plan to bring world population from 7 billion down to 1 billion! Who owns/controls governments of the world? The seed of the serpent, Satanic bloodlines, the Black Nobility of Europe headed by the British Monarchy!
And unless those days were shortened, no flesh would be saved; but for the elect's sake those days will be shortened.
"The Queen of England has been the leader of this policy! Saying the necessity is to reduce the human population on the planet from 7 billion people approximately to less than 1 (billion)! That's her policy and she said it again and again and again! That's the policy of her regime, the monarchy, is genocide!" – Quote Lyndon LaRouche
"The British Crown is on record promoting a policy of mass population reduction from the current level of 7 billion people down to 1-2 billion."– Quote
LaRouche: Obama's Policies Are Mass Murdering Americans! The Planned Illuminati Genocide of 6 Billion!
Lyndon Larouche: Obama Administration's War Lies! The Path to Thermonuclear WW3 and the Planned Genocide of 6 Billion People!
Rachel Brown: LaRouche Was Right, Obama Means Genocide! The Illuminati's Planned Genocide of 6 Billion People!
Lyndon LaRouche: Rapid Population Reduction Policy Implemented by The Illuminati! The Planned Genocide of 6 Billion People!
Lyndon LaRouche: The Moment of Our Greatest Crisis! Thermonuclear World War And The Planned Genocide of 6 Billion!
by The Daily Express, via Global Research, October 08, 2005
The Daily Express (U.K.) 16 July 2005
THE huge mushroom cloud soared skywards, the captain was gripped by fear, believing his plane was about to be engulfed by the fall-out from a nuclear explosion. After declaring mayday and ordering his crew to don oxygen masks, the experienced pilot had the presence of mind to record that the cloud measured an estimated 200 miles in diameter and was tipped by an eerie light, like nothing he had seen before. Eventually, it soared harmlessly into the atmosphere, leaving the passenger jet to continue safely on its journey from Anchorage, in Alaska, to Tokyo.
But far below, a fleet of fishing boats trawling the sea between Japan and the Soviet Union was drenched by a violent but short-lived downpour before the weather suddenly cleared. Nuclear tests and volcanic activity were later ruled out but scientists concluded that this was not a natural phenomenon. More than two decades later suspicion still exists that the stunned airline crew and fishermen in 1973 were witnessing a sinister Cold War experiment, in which water from the Sea of Japan was blown into the air to create clouds and rain.
British government papers, just released by the National Archives, show that throughout the Seventies there was deep mistrust between the two superpowers over environmental warfare. The documents reveal that both the US, which led the field, and the Soviet Union had secret military programmes with the goal of controlling the world's climate. "By the year 2025 the United States will own the weather, " one scientist is said to have boasted.
Since then, a United Nations treaty has been signed which bans environmental warfare, such as causing earthquakes, melting the polar ice caps and altering climate. But some experts believe that clandestine work to create the ultimate weapon of mass destruction continues.
These claims are dismissed by sceptics as wild conspiracy theories and the stuff of James Bond movies but there is growing evidence that the boundaries between science fiction and fact are becoming increasingly blurred. The Americans now admit that they invested L12million over five years during the Vietnam war on "cloud seeding" – deliberately creating heavy rainfall to wash away enemy crops and destroy supply routes on the Ho Chi Minh trail, in an operation codenamed Project Popeye.
It is claimed that rainfall was increased by a third in targeted areas, making the weather-manipulation weapon a success. At the time, government officials said the region was prone to heavy rain.
However this sort of rain-making experiment was nothing new. In Britain, it has been alleged that before the devastating Lynmouth floods in Devon in 1952, the RAF had been conducting secret rain-making tests. Aircraft showered clouds with silver iodide, on which water droplets formed, became heavy and eventually fell to the ground as rain. In the next 12 hours nine inches of rain fell – 250 times the normal amount for August – and 35 people were killed.
In the US, the technology was developed under the high-frequency active auroral research programme ( HAARP) – originally part of Ronald Reagan's controversial Star Wars defence system. Based in Gokoma, Alaska, the weapon operates by beaming powerful radio waves into the upper atmosphere to alter weather patterns. Some experts claim the system is already up and running, while others say it won't be ready for another 20 years.
Michel Chossudovsky, professor of economics at the University of Ottawa in Canada, who has studied official military documents about HAARP, is in no doubt that the weapon is ready.
"There are very clear statements by the US Air Force to the effect that weather modification technology is available. HAARP will be fully operational by next year and could be used in actual military situations, " he says.
Click on image to goto the pdf file!
Hurricane Irene being steered or intensity reduced? Click on image to goto MIMIC microwave website!
The World Is Now Entering A Period Of Historic Chaos & Crisis!
Obama Secretly Signing Away U.S. Sovereignty! The Rise of the Mystery Babylon Whore And 10 Horn Beast!


NEW YORK, New York, September 19, 2011 (eNS) – One in four mammals, one in eight birds and more than one in three amphibians are now at risk of extinction, according to the Red List of Threatened Species compiled by the International Union for the Conservation of Nature.
In a live interactive web TV program from New York on Tuesday, the extraordinary loss of this diverse range of creatures will be in the spotlight as two experts answer questions from the public about the UN Decade on Biodiversity.
The planet's biodiversity is being lost at an unprecedented rate, scientists from around the world report in a multitude of professional journals. In an effort to turn back the tide of extinctions, the United Nations General Assembly has declared 2011 – 2020 as the UN Decade on Biodiversity, UNDB.
executive Secretary of the Convention on Biological Diversity Ahmed Djoghlaf will take questions during the program.
The Convention on Biological Diversity is an agreement that promotes sustainable development. Signed by 150 government leaders at the 1992 Rio Earth Summit, it was conceived as a practical tool for translating the principles of Agenda 21, also agreed at that summit, into reality.
Monique Barbut is CEO and Chair of the Global environment Facility, GEF, the world's leading financier of projects to protect the global environment. She will discuss the role of the GeF in encouraging species survival and she, too, will take questions.
On camera, Djoghlaf and Barbut will consider what actions can be taken now to avert even more serious loss of biodiversity.
Times: 12.00 eST / 16.00 GMT / 17.00 BST / 18.00 CeT on Tuesday, September 20th.
Click here to submit questions before the program.
Hundreds of Earth's diverse speces are losing their battles for survival. "The main causes, including habitat and climate change, overexploitation and pollution, are constant or increasing in their intensity," the Convention on Biological Diversity warned in a statement.
As a result ecosystems such as forests, coral reefs and rivers are declining in most parts of the world and many species are being pushed closer and closer to extinction.
The earliest and most severe impacts of biodiversity loss are felt by the poor, but ultimately all societies and communities will suffer, the agency said.
Faced with this reality, in May 2010 the Secretariat of the Convention on Biological Diversity urged that concerted and effective action was needed if humans are to avoid hitting irreversible global ecological tipping points.
Five months later the CBD adopted the Strategic Plan for Biodiversity 2011-2020 to inspire and drive change by every country.
Barbut will discuss how GeF funding can be made available for developing countries seeking to implement the Convention on Biological Diversity's Strategic Plan.
Another new resource for understanding the planet's biodiversity and the challenges species face is "Species on the edge of Survival – The ultimate guide to nature in need," a new anthology published August 30, 2011 by the IUCN.
The book, inspired by IUCN's Species of the Day initiative, features a selection of 365 plants, animals and fungi listed on The IUCN Red List of Threatened Species. each profile includes a photo, a description of the species, its conservation status, geographical range and the conservation action that is needed to protect it.
The statistic that one in four mammals, one in eight birds and more than one in three amphibians are at risk of extinction is well known to Simon Stuart, Chair of IUCN's Species Survival Commission.
"The IUCN Red List is crucial in defining future conservation action, as it shows where it is needed most and encourages the necessary changes in legislation to make it more effective," says Jean-Christophe Vie, deputy director of IUCN's Global Species Programme.
To view some of the species profiles from the book, visit the Species of the Day website. To buy the book, click here.