CHRISTIAN ETHICS and the MOVIES Reviewed by David A. Thomas BOOK REVIEWS

Total Page:16

File Type:pdf, Size:1020Kb

CHRISTIAN ETHICS and the MOVIES Reviewed by David A. Thomas BOOK REVIEWS Christian Ethics Today A Journal of Christian Ethics Volume 14, Number 1 Aggregate Issue 68 Winter 2008 “The voice of one crying out in the wilderness, ‘Make straight the way of the Lord’” Isaiah 40:3; John 1:23 How Far We Have Not Come! Joe E. Trull .................................................................................... 2 EthixBytes .......................................................................................................................................................... 3 A Bronze Star for Brenda Randall O’Brien ................................................................................... 4 The Scandal of Love William E. Hull ................................................................................................. 5 Can Good Muslims Be Good Americans? Jim Shoopman ........................................... 9 Honoring the Memory of Dale Moody Dwight A. Moody ...........................................13 President Bill Clinton’s Message to Baptists Bob Allen...............................................17 Dethroning a King Tripp York ............................................................................................................18 Prophetic Challenge to Capital Punishment Cody J. Sanders ................................19 Proud To Be Black Karen Wood .........................................................................................................23 The American Beatitudes David D. Flowers .............................................................................24 CHRISTIAN ETHICS AND THE MOVIES Reviewed by David A. Thomas Health Care: Sicko (2007) ........................................................................................................................25 Seven Movies From 2007 Worth Seeing ...............................................................................26 BOOK REVIEWS Red Letter Christians Reviewed by Michelle Basich ................................................................28 Shopping for God Reviewed by Aubrey Ducker .........................................................................28 Fulfilling Heart & Soul Reviewed by Charles Kinnaird ...........................................................29 There Is A God Reviewed by John Scott ..........................................................................................30 Financial Report for 2007 ..................................................................................................................31 KUDZU by Doug Marlette How Far We Have Not Come! By Joe E. Trull, Editor hile I was teaching Christian replied, “You speak with a southern from Nazareth. Would you be inter- Wethics at New Orleans Baptist accent!” ested?” Seminary, one of my best students The young seminarian listened as “What’s his name,” asked the shared an unusual story in class. I the caller explained his inquiry. At church caller? recently talked with him and learned first, the pastor search committee of “His name is Yeshua-ha-Meshiah,” the issue he related has continued—in his church eliminated him from con- responded the student. “Will that be a fact, it is worse today than when he sideration due to the fact, as he put it, problem?” first shared the event several years ago, “Your name just didn’t seem like the Hiding the full truth, the which is why he requested anonymity name we wanted on our sign out in Mississippi layman replied: “Yes, I’m although he wanted me to publish the front of our church.” afraid so. His name just wouldn’t work story. “Why not” the student asked? for the folks who live out here. They Although born in New Orleans The church leader replied with wouldn’t want to listen to someone and raised in Mobile, Alabama, the absolutely no hint of embarrassment, with that hard a name to pronounce.” student’s first and last name is very “We don’t think your name would “I see,” said the Alabama-born Arabic, given to him by his Palestinian draw the right kind of people.” seminarian. “Perhaps you should father, who came to the U. S. to attend The student then asked a very per- know that his name translated into college and seminary and here married ceptive question: “And what kind of English is ‘Jesus the Messiah.’ So if you his mother, a native Alabamian. people would that be?” won’t have our Savior in your church, To our class the student recalled The caller answered, “Well, I’m and you won’t have me, then I guess I this story. sure you understand what I mean.” am in good company. Good day sir!” Just a few months after arriving After a pause, the seminary fresh- At that point, the student hung on the campus of the seminary in man tried to be redemptive. “I think up the phone. He was angry. He was New Orleans to begin his Master of I understand. However, since I obvi- hurt. He was deeply disappointed. Divinity study he received an unusual ously will not be allowed to preach for Yet, above all of his feelings came phone call. The call was in response you, may I ask if your search commit- the thought, “How far we have not to his resume left with the Church tee will need someone to preach for come!” Relations Office, which aids students them in the next few weeks?” My recent conversation with my in finding part-time church work “Yes, we will,” responded the caller. former student verified that, although while attending seminary. “Do you have someone in mind you we have come a long way during the The caller, obviously a Southerner could recommend to us?” past decades, racial pride and preju- (from Mississippi as it turned out) “Oh yes,” replied the young divin- dice are still with us. In fact, to have was calling on behalf of his church, ity student. “I have a friend who just a middle-eastern name or dress in which was looking for a student pas- arrived off a boat from Israel. He is a middle-eastern attire will immediately tor. His first question to the seminary former carpenter by trade and says he raise questions in the minds of many student was to ask if he spoke English, was called to preach. Perhaps he could Americans. and if so, did he have a heavy accent? give your church a missions talk. He is Yes, my student was right. How far After introducing himself over the a very interesting fellow—claims to be we have not come! ■ phone, the divinity student jokingly answered, “Well, how do I sound?” The church caller laughed and Editor: Joe E. Trull Publisher: Christian Ethics Today Foundation, 9608 Parkview Court, Denton, TX 76207 (940) 262-0450; Cell: (940) 230-6931 CHRISTIAN ETHICS TODAY is produced in the U.S.A. and is published five times annually and mailed from Dallas, Texas, where third-class postage is paid. Articles published in CET reflect the views of the authors and not necessarily the viewpoint of CET or the Editor. Send corrections and change of addresses to P.O. Box 1165, Argyle, Texas 76226. • WINTER 2008 • CHRISTIAN ETHICS TODAY EthixBytes A Collection of Quotes Comments, Statistics, and News Items “‘My country right or wrong’ is a Ch. Of House Select Committee on jection based on door-to-door surveys thing that no patriot would think Energy Independence in response to of 10,000 households (New England of saying except in a desperate case. Exxon Mobil’s $40,610,000,000 prof- Journal of Medicine, 1/08). It’s like saying, ‘My mother, drunk it in 2007. ❖ or sober.’” ❖ “We are not preaching any type G. K. Chesterton. “Oil companies are now celebrat- of civil disobedience, we’re simply ❖ ing in their boardrooms. They con- saying if someone comes to us and “Better to be ruled by a wise Turk tinue to have a death grip on this they’re in need of food [or} a doc- than a foolish Christian.” Senate.” tor, we’re not going to take the time Martin Luther. Sen. Richard Durbin (D-Ill), as to look for a green card, we’re going ❖ a veto threat defeated an attempt to to minister and show them Christ’s “[I saw myself as] the captain of a revoke $12 billion in tax breaks to love.” warship leading God’s troops into the wealthiest corporations (Dallas Rev. Robert Wilson, explain- battle. Instead I found my flock Morning News, 12/14/07). ing a resolution passed by Oklahoma wanted me to captain the Love ❖ Baptists to continue working with ille- Boat, making sure everyone was “I will give $1 million to any C.E.O. gal immigrants despite a new state law having a good time.” who pays more income taxes than that makes it illegal to aid them. Presidential candidate Mike his secretary. I know I don’t.” ❖ Huckabee, explaining his frustra- Multimillionaire Warren Buffet, “[MANY CHRISTIANS] demand tions in the ministry (Newsweek, criticizing the present tax system that that the Ten Commandments be 12/17/07). favors the rich. posted in public buildings. I ❖ ❖ haven’t heard one of them demand “How have we provoked al-Queda? “It is pitiful that Mexico—a country that the Sermon on the Mount, the We now have 700 military bases in of 108 million people that shares a Beatitudes, be posted anywhere. 130 countries!” 2000 mile border with the U.S.— ‘Blessed are the merciful’ in a court- Presidential candidate Ron Paul has the same cap as Botswana, an room? ‘Blessed are the peacemakers’ on Meet the Press (12/23/07). African country of 1.8 million.” in the Pentagon?” ❖ Douglas Massey, sociology profes- Kurt Vonnegut, In These Times. “My faith teaches me that I can sit sor at Princeton University, noting in ❖ in church and pray all I want, but I 2006 the U. S. issued only 418 per- “The decision to block California’s won’t be fulfilling God’s will unless manent immigrant visas to low-skilled vehicle
Recommended publications
  • “A Tremor in the Middle of the Iceberg”: the Student Nonviolent Coordinating Committee and Local Voting Rights Activism in Mccomb, Mississippi, 1928-1964
    “A Tremor in the Middle of the Iceberg”: The Student Nonviolent Coordinating Committee and Local Voting Rights Activism in McComb, Mississippi, 1928-1964 Alec Ramsay-Smith A thesis submitted in partial fulfillment of the requirements for the degree of BACHELOR OF ARTS WITH HONORS DEPARTMENT OF HISTORY UNIVERSITY OF MICHIGAN April 1, 2016 Advised by Professor Howard Brick For Dana Lynn Ramsay, I would not be here without your love and wisdom, And I miss you more every day. TABLE OF CONTENTS Acknowledgements ......................................................................................................... ii Introduction ...................................................................................................................... 1 Chapter One: McComb and the Beginnings of Voter Registration .......................... 10 Chapter Two: SNCC and the 1961 McComb Voter Registration Drive .................. 45 Chapter Three: The Aftermath of the McComb Registration Drive ........................ 78 Conclusion .................................................................................................................... 102 Bibliography ................................................................................................................. 119 ACKNOWLEDGEMENTS I could not have done this without my twin sister Hunter Ramsay-Smith, who has been a constant source of support and would listen to me rant for hours about documents I would find or things I would learn in the course of my research for the McComb registration
    [Show full text]
  • The Power of Political Cartoons in Teaching History. Occasional Paper. INSTITUTION National Council for History Education, Inc., Westlake, OH
    DOCUMENT RESUME ED 425 108 SO 029 595 AUTHOR Heitzmann, William Ray TITLE The Power of Political Cartoons in Teaching History. Occasional Paper. INSTITUTION National Council for History Education, Inc., Westlake, OH. PUB DATE 1998-09-00 NOTE 10p. AVAILABLE FROM National Council for History Education, 26915 Westwood Road, Suite B-2, Westlake, OH 44145-4657; Tel: 440-835-1776. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Cartoons; Elementary Secondary Education; Figurative Language; *History Instruction; *Humor; Illustrations; Instructional Materials; *Literary Devices; *Satire; Social Studies; United States History; Visual Aids; World History IDENTIFIERS *Political Cartoons ABSTRACT This essay focuses on the ability of the political cartoon to enhance history instruction. A trend in recent years is for social studies teachers to use these graphics to enhance instruction. Cartoons have the ability to:(1) empower teachers to demonstrate excellence during lessons; (2) prepare students for standardized tests containing cartoon questions;(3) promote critical thinking as in the Bradley Commission's suggestions for developing "History's Habits of the Mind;"(4) develop students' multiple intelligences, especially those of special needs learners; and (5) build lessons that aid students to master standards of governmental or professional curriculum organizations. The article traces the historical development of the political cartoon and provides examples of some of the earliest ones; the contemporary scene is also represented. Suggestions are given for use of research and critical thinking skills in interpreting editorial cartoons. The caricature and symbolism of political cartoons also are explored. An extensive reference section provides additional information and sources for political cartoons.
    [Show full text]
  • What Inflamed the Iraq War?
    Reuters Institute for the Study of Journalism Fellowship Paper, University of Oxford What Inflamed The Iraq War? The Perspectives of American Cartoonists By Rania M.R. Saleh Hilary Term 2008 1 ACKNOWLEDGEMENT I would like to express my deepest appreciation to the Heikal Foundation for Arab Journalism, particularly to its founder, Mr. Mohamed Hassanein Heikal. His support and encouragement made this study come true. Also, special thanks go to Hani Shukrallah, executive director, and Nora Koloyan, for their time and patience. I would like also to give my sincere thanks to Reuters Institute for the Study of Journalism, particularly to its director Dr Sarmila Bose. My warm gratitude goes to Trevor Mostyn, senior advisor, for his time and for his generous help and encouragement, and to Reuter's administrators, Kate and Tori. Special acknowledgement goes to my academic supervisor, Dr. Eduardo Posada Carbo for his general guidance and helpful suggestions and to my specialist supervisor, Dr. Walter Armbrust, for his valuable advice and information. I would like also to thank Professor Avi Shlaim, for his articles on the Middle East and for his concern. Special thanks go to the staff members of the Middle East Center for hosting our (Heikal fellows) final presentation and for their fruitful feedback. My sincere appreciation and gratitude go to my mother for her continuous support, understanding and encouragement, and to all my friends, particularly, Amina Zaghloul and Amr Okasha for telling me about this fellowship program and for their support. Many thanks are to John Kelley for sharing with me information and thoughts on American newspapers with more focus on the Washington Post .
    [Show full text]
  • Mississippi Freedom School Curricula Materials
    Unit VII: The Movement Purpose: To grasp the significance of direct action and or political action as instruments of social change . Materials: Excerpts on non-violence COFO materials on Freedom Summer Charles Remsberg, "Behind the Cotton Curtain" ( excerptr Southern Regional Council, report on Greenwood Voter Project "Voter Registration Laws in Mississippi" Part lt Freedom Rides and Sit- Ins ~UESTION : What is a Freedom Ride? ANS"IER : A. Freedom Jlide is a special kind of direct action protest a~ed at testing buses, trains and terminal facilities--to see whether or not the seating of people on buses and trains is done according to law, i.e., the Supreme Court ruling of 1260 that segregated seating on interstate carriers and in terminal stations is illegal. The second purpose of a Freedom Rice is to protest segrega­ tion ~here it still exists and to make known to the nation the conditions under which Negroes live in the d.eep South. The third, a.nd overal l purpose o:f the Freedom Ride is to change these conditions. QUESTION: What happens on a Freedom Ride? ANSWER : A gr oup or people--in the case of the Freedom Rides--an integr-ated. group buy interstate bus or train ticket-s. By interstate, we mean going from one state to another . They board the bus or train and sit in an integrated fashion in seats customarily used by whites only. At stations, they use restrooms customarily used by whites only. They sat at lunch counters customarily used by w~ites only and sit in waiting roams customarily reserved for whites.
    [Show full text]
  • The Struggle for Voting Rights in Mississippi ~ the Early Years
    The Struggle for Voting Rights in Mississippi ~ the Early Years Excerpted from “History & Timeline” Mississippi — the Eye of the Storm It is a trueism of the era that as you travel from the north to the south the deeper grows the racism, the worse the poverty, and the more brutal the repression. In the geography of the Freedom Movement the South is divided into mental zones according to the virulence of bigotry and oppression: the “Border States” (Delaware, Kentucky, Missouri, and the urban areas of Maryland); the “Mid South” (Virginia, the East Shore of Maryland, North Carolina, Florida, Tennessee, Arkansas, Texas); and the “Deep South” (South Carolina, Georgia, Alabama, Louisiana). And then there is Mississippi, in a class by itself — the absolute deepest pit of racism, violence, and poverty. During the post-Depression decades of the 1940s and 1950s, most of the South experiences enormous economic changes. “King Cotton” declines as agriculture diversifies and mechanizes. In 1920, almost a million southern Blacks work in agriculture, by 1960 that number has declined by 75% to around 250,000 — resulting in a huge migration off the land into the cities both North and South. By 1960, almost 60% of southern Blacks live in urban areas (compared to roughly 30% in 1930). But those economic changes come slowly, if at all, to Mississippi and the Black Belt areas of Alabama, Georgia, and Louisiana. In 1960, almost 70% of Mississippi Blacks still live in rural areas, and more than a third (twice the percentage in the rest of the South) work the land as sharecroppers, tenant farmers, and farm laborers.
    [Show full text]
  • The Struggle for Voting Rights in Mississippi ~ the Early Years
    [Donation Requested] The Struggle for Voting Rights in Mississippi ~ the Early Years Excerpted from “History & Timeline” Civil Rights Movement Veterans Website www.crmvet.org Mississippi — the Eye of the Storm It is a trueism of the era that as you travel from the north to the south the deeper grows the racism, the worse the poverty, and the more brutal the repression. In the geography of the Freedom Movement the South is divided into mental zones according to the virulence of bigotry and oppression: the “Border States” (Delaware, Kentucky, Missouri, and the urban areas of Maryland); the “Mid South” (Virginia, the East Shore of Maryland, North Carolina, Florida, Tennessee, Arkansas, Texas); and the “Deep South” (South Carolina, Georgia, Alabama, Louisiana). And then there is Mississippi, in a class by itself — the absolute deepest pit of racism, violence, and poverty. During the post-Depression decades of the 1940s and 1950s, most of the South experiences enormous economic changes. “King Cotton” declines as agriculture diversifies and mechanizes. In 1920, almost a million southern Blacks work in agriculture, by 1960 that number has declined by 75% to around 250,000 — resulting in a huge migration off the land into the cities both North and South. By 1960, almost 60% of southern Blacks live in urban areas (compared to roughly 30% in 1930). But those economic changes come slowly, if at all, to Mississippi and the Black Belt areas of Alabama, Georgia, and Louisiana. In 1960, almost 70% of Mississippi Blacks still live in rural areas, and more than a third (twice the percentage in the rest of the South) work the land as sharecroppers, tenant farmers, and farm laborers.
    [Show full text]
  • Extensions of Remarks Hon. Craig Hosmer Hon. William H. Harsha
    5834 CONGRESSIONAL RECORD - HOUSE April 4 memorializing Congress and the President By Mr. CURTIN: By Mr. FRELINGHUYSEN: of the United States to honor Revolutionary H.R. 5503. A bill for the relief of Jose J. H.R. 5510. A bill for the relief of Carmela War hero Lt. Col. William Ledyard by giving Quintero; to the Committee on the Judiciary. Macaro; to the Committee on the Judiciary. his name to a new submarine being built at By Mr. DELANEY: By Mr. HALPERN: Groton, Conn.; to the Committee on Armed H.R. 5504. A blll for the relief of Vittorio H.R. 5511. A bill for the relief of Kon­ Services. Danovaro; to the Committee on the Judi­ stantin P. Veliskakis; to the Committee on By Mr. LIBONATI: Senate Joint Resolu­ ciary. the Judiciary. tion No. 18 of the 73d General Assembly of H.R. 5505. A blll for the relief of Stav­ By Mr. HUTCHINSON: the State of Illinois; to the Committee on roula G. Regakos (Regakou); to the Com­ H.R. 5512. A bill for the relief of Mrs. the Judiciary. mittee on the Judiciary. Maria de Jesus Umali; to the Committee on By Mr. DERWINSKI: the Judiciary. H.R. 5506. A bill to revive the ofllce of By Mr. MURPHY of Illinois: General of the Armies of the United States H.R. 5513. A bill for the relief of Fang­ PRIVATE BILLS AND RESOLUTIONS and to authorize the President to appoint Tsun Kuo and his wife Agatha Mei-Tso Kuo; Under clause 1 of rule XXII, private General of the Army Douglas MacArthur to to the Committee on the Judiciary.
    [Show full text]
  • Worlds Apart: How the Distance Between Science and Journalism Threatens America's Future
    Worlds Apart Worlds Apart HOW THE DISTANCE BETWEEN SCIENCE AND JOURNALISM THREATENS AMERICA’S FUTURE JIM HARTZ AND RICK CHAPPELL, PH.D. iv Worlds Apart: How the Distance Between Science and Journalism Threatens America’s Future By Jim Hartz and Rick Chappell, Ph.D. ©1997 First Amendment Center 1207 18th Avenue South Nashville, TN 37212 (615) 321-9588 www.freedomforum.org Editor: Natilee Duning Designer: David Smith Publication: #98-F02 To order: 1-800-830-3733 Contents Foreword vii Scientists Needn’t Take Themselves Seriously To Do Serious Science 39 Introduction ix Concise writing 40 Talk to the customers 41 Overview xi An end to infighting 42 The incremental nature of science 43 The Unscientific Americans 1 Scientific Publishing 44 Serious omissions 2 Science and the Fourth Estate 47 The U.S. science establishment 4 Public disillusionment 48 Looking ahead at falling behind 5 Spreading tabloidization 48 Out of sight, out of money 7 v Is anybody there? 8 Unprepared but interested 50 The regional press 50 The 7 Percent Solution 10 The good science reporter 51 Common Denominators 13 Hooked on science 52 Gauging the Importance of Science 53 Unfriendly assessments 13 When tortoise meets hare 14 Media Gatekeepers 55 Language barriers 15 Margin of error 16 The current agenda 55 Objective vs. subjective 17 Not enough interest 57 Gatekeepers as obstacles 58 Changing times, concurrent threats 17 What does the public want? 19 Nothing Succeeds Like Substance 60 A new interest in interaction 20 Running Scared 61 Dams, Diversions & Bottlenecks 21 Meanwhile,
    [Show full text]
  • Drawn to Extremes: the Use and Abuse of Editorial Cartoons'
    JHistory Eberhard on Lamb, 'Drawn to Extremes: The Use and Abuse of Editorial Cartoons' Review published on Saturday, December 1, 2007 Chris Lamb. Drawn to Extremes: The Use and Abuse of Editorial Cartoons. New York: Columbia University Press, 2006. xii + 281 pp. $19.00 (paper), ISBN 978-0-231-13067-7. Reviewed by Wallace Eberhard (University of Georgia) Published on Jhistory (December, 2007) Although it is premature to relegate the editorial cartoonist to dinosaur status, things are definitely not the way they used to be. As a kid in Niles, Michigan, I grew up reading four newspapers from three different states: the Chicago Tribune, the South Bend Tribune, the Niles Daily Star and the Detroit Times (which, ironically, I later worked for). The Trib (Chicago, that is) was then under the eye and ownership of Colonel McCormick, and featured a daily, full-color cartoon on the front page by John Tinney McCutcheon. McCutcheon was nearing the end of a cartooning and writing career that began late in the nineteenth century during the Philippine insurrection and lasted until 1944. It wouldn't have been the Trib without McCutcheon. According to biographical notes from the University of Missouri Collection where many of his cartoons are archived, he spent forty-three years with that newspaper. Tenure of that order is rarely seen in our times. Fast-forward more than half a century, and the obituaries that followed the untimely death of acclaimed cartoonist Doug Marlette on a rain-slick road in Mississippi on July 10, 2007, brings back the outline of a career dedicated to the art of skewering people, policies, and culture on the point of an artist's pen.
    [Show full text]
  • Economic Cartoons2
    TO THE TEACHER Economic Cartoons provide high-interest visualization of concepts that you want to teach. These cartoons challenge students to apply what they have learned in the text. Using cartoons also allows students with weaker reading skills to develop higher level critical thinking skills such as: I Understanding the use of caricature, satire, and irony I Understanding cause-effect relationships I Comparing and contrasting I Writing opinions, creative solutions, and interpretations You may want to use a cartoon as a beginning class activity, a lesson illustration, a review activity, or follow-up activity. Several cartoons may be chosen for an in-depth lesson on inter- preting economic cartoons. Each cartoon activity begins with low level multiple choice questions designed to help students identify the symbols and characters in the cartoon. Critical thinking questions follow, asking students to analyze the cartoon and express their own opinions or to apply what they have learned in creative ways. CREATING A CUSTOMIZED FILE The individual booklets in the Teacher’s Classroom Resources provide a wide variety of sup- plemental materials to help make economics meaningful to students. These resources appear as individual booklets in a carryall file box. There are a variety of ways to organize Economic Cartoons classroom resources. Three alternatives are given here: I Organize by category (all activities, all tests, etc.) I Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests, etc.) I Organize sequentially by lesson (activities, quizzes, and other materials for Chapter 1, Section 1; Chapter 2, Section 2, etc.) Regardless of the organization you choose, you may pull out individual activity sheets from these booklets, or you may photocopy them directly from the booklets and file the photocopies.
    [Show full text]
  • Perceptions of Segregation, Desegregation, and Integration from Burglund High School Students in Mccomb, Mississippi
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2016 Perceptions of Segregation, Desegregation, and Integration from Burglund High School Students in McComb, Mississippi Cynthia Loren Lamkin University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Educational Leadership Commons, and the Race and Ethnicity Commons Recommended Citation Lamkin, Cynthia Loren, "Perceptions of Segregation, Desegregation, and Integration from Burglund High School Students in McComb, Mississippi" (2016). Dissertations. 885. https://aquila.usm.edu/dissertations/885 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. PERCEPTIONS OF SEGREGATION, DESEGREGATION, AND INTEGRATION FROM BURGLUND HIGH SCHOOL STUDENTS IN MCCOMB, MISSISSIPPI by Cynthia Loren Lamkin A Dissertation Submitted to the Graduate School and the Department of Educational Research and Administration at The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: ________________________________________________ Dr. Lilian Hill, Committee Chair Professor, Educational Research and Administration ________________________________________________ Dr. Myron Labat, Committee Member Assistant Professor, Educational Research
    [Show full text]
  • Doug Marlette
    July 12, 2007 lot of guts, and he thought everyone else should have them, too." TABLE OF CONTENTS: In what was a tragic irony, on Friday, July 6, Marlette was in • Book & Free Expression Communities Lose a Charlotte, North Carolina, to attend the funeral of his father. Champion: Doug Marlette ................................ 1 Afterwards, he flew to Memphis, where he and Oxford High • ABFFE Launches "Book of the Month" Web School drama teacher John Davenport headed by car to Oxford, as reported by the Tulsa World . Davenport, the driver of the car, was Feature ............................................................. 2 taken to the hospital where he was treated and released, the World • Texas Booksellers Find Winning Combinations noted. .......................................................................... 2 That Marlette was taking the time to generously lend someone else • BTW News Briefs ............................................. 2 a hand was not surprising, noted Oxford Mayor Richard Howorth, • BookHampton's Constitution Giveaway owner of Square Books. "Doug was on his way to Oxford to work Inspires Hundreds ............................................ 3 on something that he volunteered to do -- he had formed a relationship with the drama students and the high school teacher • Scholastic Asks for Reports of Potter On-Sale and was willing to help. Doug was just an extremely nice person," Violations .......................................................... 4 said Howorth. "His loss is a loss to the world of journalism, the • New Affinity Program Makes Check Payments world of books, and advocates of free expression." a Certainty ........................................................ 4 Marlette was born in Greensboro, North Carolina, in 1949, and was • ABACUS Deadline August 15 .......................... 4 raised in Durham, North Carolina; Laurel, Mississippi; and • ABA Shipping Program Increases Freight Sanford, Florida.
    [Show full text]