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SAVING CHALLENGE
SAVING CHALLENGE
Quos facere eveniet ipsam ex officiis culpa.
African American literature is the body of literature produced in the United States by writers of African descent. Phillis Wheatley was an enslaved African woman who became the first African American to publish a book of poetry, which was published in 1773. Her collection, was titled Poems on Various Subjects, Religious and Moral. Olaudah Equiano (c. 1745–1797) was an African man who wrote The Interesting Narrative of the Life of Olaudah Equiano, an autobiography published in 1789 that became one of the first influential works about the transatlantic slave trade and the experiences of enslaved Africans. His work was published sixteen years after Phillis Wheatley's work (c. 1753–1784). Other prominent writers of the 18th century that helped shape the tone and direction of African American literature were David Walker (1796–1830), an abolitionist and writer best known for his Appeal to the Coloured Citizens of the World (1829); Frederick Douglass, who was a former enslaved person who became a prominent abolitionist, orator, and writer famous for his autobiographies, including Narrative of the Life of Frederick Douglass, an American Slave (1845); and Harriet Jacobs, an enslaved woman who wrote Incidents in the Life of a Slave Girl (1861). Like most writers, African American writers draw on their every day lived experiences for inspiration on material to write about, therefore African American literature was dominated by autobiographical spiritual narratives throughout much of the 19th century. The genre known as slave narratives in the 19th century were accounts by people who had generally escaped from slavery, about their journeys to freedom and ways they claimed their lives. The Harlem Renaissance of the 1920s was a great period of flowering in literature and the arts, influenced both by writers who came North in the Great Migration and those who were immigrants from Jamaica and other Caribbean islands. African American writers have been recognized by the highest awards, including the Nobel Prize given to Toni Morrison in 1993. Among the themes and issues explored in this literature are the role of African Americans within the larger American society, African American culture, racism, slavery, and social equality. African-American writing has tended to incorporate oral forms, such as spirituals, sermons, gospel music, blues, or rap.[1] As African Americans' place in American society has changed over the centuries, so has the focus of African American literature. Before the American Civil War, the literature primarily consisted of memoirs by people who had escaped from enslavement—the genre of slave narratives included accounts of life in enslavement and the path of justice and redemption to freedom. There was an early distinction between the literature of freed slaves and the literature of free blacks born in the North. Free blacks expressed their oppression in a different narrative form. Free blacks in the North often spoke out against enslavement and racial injustices by using the spiritual narrative. The spiritual addressed many of the same themes of enslaved people narratives but has been largely ignored in current scholarly conversation.[2] At the turn of the 20th century, non-fiction works by authors such as W. E. B. Du Bois and Booker T. Washington debated how to confront racism in the United States. During the Civil Rights Movement, authors such as Richard Wright and Gwendolyn Brooks wrote about issues of racial segregation and black nationalism. Today, African American literature has become accepted as an integral part of American literature, with books such as Roots: The Saga of an American Family by Alex Haley, The Color Purple (1982) by Alice Walker, which won the Pulitzer Prize; and Beloved by Toni Morrison achieving both best-selling and award-winning status. In broad terms, African American literature can be defined as writings by people of African descent living in the United States. It is highly varied.[3] African American literature has generally focused on the role of African Americans within the larger American society and what it means to be an American.[4] As Princeton University professor Albert J. Raboteau has said, all African American literary study "speaks to the deeper meaning of the African-American presence in this nation. This presence has always been a test case of the nation's claims to freedom, democracy, equality, the inclusiveness of all."[4] African American literature explores the issues of freedom and equality long denied to Blacks in the United States, along with further themes such as African American culture, racism, religion, enslavement, a sense of home,[5] segregation, migration, feminism, and more. African American literature presents experience from an African American point of view. In the early Republic, African American literature represented a way for free blacks to negotiate their identity in an individualized republic. They often tried to exercise their political and social autonomy in the face of resistance from the white public.[6] Thus, an early theme of African American literature was, like other American writings, what it meant to be a citizen in post-Revolutionary America. Characteristics and themes African American literature has both been influenced by the great African diasporic heritage[7] and shaped it in many countries. It has been created within the larger realm of post-colonial literature, although scholars distinguish between the two, saying that "African American literature differs from most post-colonial literature in that it is written by members of a minority community who reside within a nation of vast wealth and economic power."[8] African American oral culture is rich in poetry, including spirituals, gospel music, blues, and rap. This oral poetry also appears in the African American tradition of Christian sermons, which make use of deliberate repetition, cadence, and alliteration. African American literature—especially written poetry, but also prose—has a strong tradition of incorporating all of these forms of oral poetry.[9] These characteristics do not occur in all works by African American writers. Some scholars resist using Western literary theory to analyze African American literature. As the Harvard literary scholar Henry Louis Gates, Jr., said, "My desire has been to allow the black tradition to speak for itself about its nature and various functions, rather than to read it, or analyze it, in terms of literary theories borrowed whole from other traditions, appropriated from without."[10] One trope common to African American literature is "signifying". Gates claims that signifying "is a trope in which are subsumed several other rhetorical tropes, including metaphor, metonymy, synecdoche, and irony, and also hyperbole and litotes, and metalepsis."[11] Signifying also refers to the way in which African American "authors read and critique other African-American texts in an act of rhetorical self-definition."[12]
MAN LIVE AGAIN!
MAN LIVE AGAIN!
LEON MARTIN
**MAN LIVE AGAIN** ### Chapter 1: The Valley of Desolation The valley stretched endlessly, a barren wasteland filled with countless bones bleached by time. Silence reigned, broken only by the occasional whisper of the wind as it moved through the desolation. Once, this land had been filled with the sounds of life, but now it lay in ruin—a graveyard of forgotten warriors, lost dreams, and perished hopes. Ezekiel stood upon a rocky outcrop, surveying the scene before him. His heart was heavy, for the bones were many, and they spoke of a past too painful to recall. He turned his eyes to the heavens as the voice of the Lord came to him: **"Son of man, can these bones live?"** The question was more than a test of faith; it was a challenge to see beyond the visible, to believe in the impossible. **"O Sovereign Lord, You alone know,"** Ezekiel responded, his voice filled with reverence and awe. ### Chapter 2: The Command to Prophesy The divine command came swiftly: **"Prophesy to these bones and say to them, 'Dry bones, hear the word of the Lord!'"** The words carried power, and Ezekiel felt an unseen force stirring within him. He lifted his hands and spoke, his voice echoing through the valley: **"I will cause breath to enter you, and you shall live."** As soon as the words left his lips, a rumbling began. The ground shook beneath his feet, and the bones, scattered across the valley, trembled. One by one, they moved, drawn together by an unseen force. A great noise filled the air as bones found their counterparts—skulls connected to spines, ribs aligned, sinews stretched over joints, and flesh covered them. Yet, though they stood whole, they remained lifeless. The Lord spoke again: **"Prophesy to the breath, son of man, and say: 'Come from the four winds, O breath, and breathe into these slain, that they may live.'"** Ezekiel obeyed. He lifted his hands once more and called forth the breath of life. A wind roared through the valley, swirling like a tempest, entering the lifeless forms. Suddenly, the figures stirred—chests rose and fell, eyes flickered open, and life returned. What had been a valley of death was now an army, standing strong and mighty. ### Chapter 3: The Awakening of a Nation The vision was not merely about bones and breath. The Lord revealed its deeper meaning: **"Son of man, these bones are the whole house of Israel. They say, 'Our bones are dry, our hope is lost, and we are cut off.' Therefore, prophesy and say to them, 'I will open your graves and bring you up from them; I will put My Spirit in you, and you shall live.'"** The message was clear—this was not just a story of physical resurrection but of restoration, renewal, and hope. The people of Israel, once broken and scattered, would be revived. The breath of God would restore them, and they would live again as a nation, bound together by the Spirit of the Almighty. ### Chapter 4: The Power of Resurrection Beyond Israel, the story of the dry bones speaks to all humanity. How many lie spiritually dead, their hope gone, their faith shattered? How many believe that they are beyond redemption, that life’s trials have buried them in a valley of despair? Yet, just as the bones came together, so can broken lives. Just as the breath entered the lifeless bodies, so can the Spirit revive the weary soul. The call is the same—**"Man, live again!"** In every shattered dream, in every abandoned hope, there is the possibility of restoration. The dry bones remind us that no situation is beyond redemption, that no life is too far gone for the breath of God to restore. The same power that raised a valley of dry bones to life still moves today, calling all who are weary to rise, to stand, and to live again. ### Chapter 5: The Call to Believe The story demands a response. To believe in resurrection is to embrace the truth that death is not the end, that despair is not final, and that God’s power is greater than any defeat. Can these bones live? Yes. Can a broken life be restored? Yes. Can hope be renewed? Yes. The Lord has spoken, and His breath moves upon the earth. To all who listen, to all who are weary, the message remains: **"Man, live again!"**
Governance  in a Christian Manner
Governance in a Christian Manner
Mike Simmonds
That’s not a very Christian thing to say!’ This accusation, even if friendly or in good humour, is commonly heard. Whilst it may sometimes be justified, it is not always fair and may even be because the speaker is reticent to accept the challenge being posed! What then is a ‘Christian thing,’ or ‘Christian manner,’ as the title of this book puts it?’ Margaret James’ A Fresh Look at Church School Inspection introduced readers to ‘education in a Christian manner,’ a way of understanding education, particularly in church schools.1 This text also made the case for a fresh way of experiencing a Section 48 Statutory Inspection of Anglican and Methodist Schools (SIAMS)—an attempt to reframe the language and practice of inspections in church schools. A ‘Christian manner’ is more than a catchphrase. It has its roots in the Church of England Vision for Education, which is described as acting as a touchstone for Anglican church school education.2 Margaret James claims: The four strands of this vision have harmony with the education in a Christian manner that is expounded by Astley3 and which he describes as being ‘characteristic of Christianity rather than distinctively Christian.’4 A ‘Christian manner’ is, therefore, a phrase that suggests a way of thinking about why and how our understanding and behaviour is influenced by the person, life and teaching of Jesus Christ. It is relevant to anyone serving as a governor, at all levels of governance and particularly for those who want to develop their approach to their role as governors, trustees or directors through the lens of their faith, regardless of the school context. This could be considered a priority for foundation governors in a Church of England school/ academy but may help all governors reflect on belief and practice, not least because governance is a corporate responsibility (see chapter six). With church schools focused on their theologically rooted Christian vision, all governors must consider what governance in a Christian manner looks like to ensure that the school’s vision is the lived experience of both children and adults