Bøker av Dan Lukiv

Revised Edition: LukivPress (Victoria, BC), 2022. Previously published as English Literature 12: Anglo-Saxon and Medieval, Renaissance and 17th Century, 18th Century and Romantic, Victorian and 20th Century (McNaughton Education Centre, [Quesnel, BC], 2010). Direction for Teachers This course offers English teachers a simple, methodical teaching process. The assignments and concepts can be teacher-delivered through the lecture-format. But a simpler teaching method also exits. Teachers could e-mail (see the next paragraph for directions) the course to students, encourage them to get started, and answer questions as they arise-answer them either personally/individually or through group-discussion. Teachers who wish to provide students with an e-copy of my English Literature course may receive it from me, in a docx file, through e-mail. Once received, teachers could e-mail the course to their students. I welcome students to open the file through their personal e-mail accounts and to save it; then they're free to complete assignments at their computers, tablets, or laptops, by typing their responses in the docx file. After that, they simply show their work to their teachers, or print the work out page by page, for their teachers to read. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: Academic Exchange Extra ([University of Northern Colorado (Greeley, CO)]), 2004, March. Revised Edition: LukivPress (Victoria, BC), 2022. Abstract In the hermeneutic phenomenological tradition-referring to my original (template) study, completed as partial fulfillment of my MEd requirements at the University of Northern British Columbia (UNBC)-I had explored through interviews this research question: What, if any, experiences in school encouraged one person to become an adult creative writer? This second work, part of a series of six methodologically identical studies, explored the same question through a different participant. Because creative writing stands as a formal ingredient in Language Arts programs, direction for teachers about what sorts of activities can encourage students to view creative writing seriously merits attention. As a poet, novelist, and short story writer, I naturally have thoughts and beliefs about what activities or events in school encouraged me to become a creative writer; therefore, I attempted prior to the interviews to bracket my biases related to those thoughts and beliefs. I also attempted to bracket themes I discovered in my template study. In addition, I attempted to bracket possibilities-possibilities that I inadvertently came up with based on general reading, conversations with colleagues, and deductive, inductive, and analogy-type reasoning that suggested that certain events in school should encourage students to take up writing. I worked closely with the participant and a peer debriefer to analyze and interpret the data, to formulate themes, and to reduce researcher bias. The peer debriefer read all interviews to look for bias in my questions. He also looked for bias in my analyses and interpretations. One theme emerged from the data about what lived school experiences encouraged the participant. Recommendations based on that theme provide direction for educators. Forthcoming studies (III, IV, V, and VI), based on the methodology of the original research, will provide further direction. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: BCTF Lesson Aids (Vancouver, BC), 2006. Second Edition: Academic Exchange Extra (University of Northern Colorado [Greeley, CO]), 2007 (January to March). Third Edition: The Journal of Secondary Alternate Education (Quesnel, BC), 2008 (Summer). Revised Edition: LukivPress (Victoria, BC), 2022. Blurb This book is a collection of internationally published chapters by the author. It is a comprehensive guide for teachers who are interested in teaching creative writing, and includes extensive direction about what sorts of activities and events may encourage some students to become adult creative writers. Chapters about tact and the nature of encouragement highlight the teacher's responsibility to create a classroom environment that promotes individuality and creative expression. The work, five years in the making, utilizes three of the author's research projects in which he interviewed established Canadian writers about experiences in school that had encouraged them to become adult creative writers. The research details explicit methodology with respect to conducting hermeneutic phenomenological studies. Methodology includes bracketing bias and applying participant review and free imaginative variation to determine essential versus incidental themes within the qualitative paradigm. Various chapters, sections, and research in this textbook have appeared in one or more of Connected Magazine Online (Canada), Mentor: The Online Publication for Nova Scotia's Educators (Canada), The Journal of Secondary Alternate Education (Canada), Arts North (Canada), canadian content (Canada), The Alberta Teachers' Association Magazine (Canada), A Career Counselling Symposium (BCTF Lesson Aids, 2002: Canada), The Germans From Dortmund (y press, 1999: Canada) Academic Exchange Extra (USA), Teachers.Net Gazette (USA), The Online Writer (USA), The Journal (England), SchoolNet Africa (South Africa), The English Teachers' Online Network of South Africa, and Students On The Net (Singapore). The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: Published as a column at Students on the Net (Singapore), 2000. Revised Edition: LukivPress (Victoria, BC), 2022. * Table of Contents Sunglasses and Evaluation Awards Days, Principal's Roll, and Honour Roll You Have Learned to Think The Curriculum God Hostility Surrounds Them Like Thunderclouds "Those Gyze in the English Department" That's When I Gag "It's Awful, Dan" A Walk Down Memory Lane Why Did Aboriginal Children Leave Home to Live in Residential Schools? Aboriginal Education in Quesnel Now, Cultural Genocide in Canada Then The Master Teacher Motivation From a Humanistic Point of View My Principles of Instruction The Teacher Burnout Big Ideas, Coherence, and Congruency Miss Snapdragon-Not a Master Teacher A Thief in the Family The Couple From England Writer's Block * The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

Revised Edition: LukivPress (Victoria, BC), 2022. Previously published as A Therapeutic Lifestyle: Socio-Emotional Discussion Groups (McNaughton Centre [Quesnel, BC], 2012). Introduction This program, through class discussions, explores direction and choices that promote good emotional and physical health, based, in part, on William Glasser's Choice Theory; and also highlights the importance of our setting goals (objectives), in particular students' setting academic goals, to give us direction that modifies our behaviour in positive ways, as we try to reach those objectives. Discussions at the students' experiential level encourage them to make responsible choices. Resources for discussions: 1. Students' goals, opinions, and experiences; and 2. Teacher's knowledge of a) Choice Theory and of b) healthy lifestyles (emotionally and physically). Students spend the first week (five classes; each class lasts 15 minutes [each morning at McNaughton Centre teachers discuss with their first class of the day socio-emotional concerns]) exploring goals in a variety of contexts (e.g., personal, academic, career). For the next 19 15-minute classes: students each day construct a single class web, based on the discussion topic of the day. Discussions explore foundations for responsible choices that promote good emotional and physical health. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: ETONSA (Orange Grove, South Africa), 2002. Second Edition: BCTF Lesson Aids (Vancouver, BC), 2002. Third Edition: LukivPress Online (Quesnel, BC), 2007. Revised Edition: LukivPress (Sardis, BC), 2022. Introduction Often students approach teachers, not career counsellors, about career-related concerns. "What is it like to be an English teacher?" "Where did you go to school for training?" "I've been thinking about a career in engineering. Do you know anything about that?" "I'm not really sure what I want to do when I finish school. What do you know about journalism?" Whether you're an English teacher, an other-subject teacher, a principal, or even a career counsellor, or whether you're a teacher thinking about retirement, this symposium, of five chapters, should provide practical direction about counselling students, other clients, or even yourself. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: Published as a column by Academic Exchange Extra (Greeley, CO [University of Northern Colorado]), 2005. Revised Edition: LukivPress (Victoria, BC), 2022. Abstract In the hermeneutic phenomenological tradition-referring to my original (template) study, completed as partial fulfillment of my MEd requirements at the University of Northern British Columbia (UNBC) in 2002-I had explored through interviews this research question: What, if any, experiences in school encouraged one person to become an adult creative writer? This third work, part of a series of six methodologically identical studies, explored the same question through a different participant. Because creative writing stands as a formal ingredient in Language Arts programs, direction for teachers about what sorts of activities can encourage students to view creative writing seriously merits attention. As a poet, novelist, and short story writer, I naturally have thoughts and beliefs about what activities or events in school encouraged me to become a creative writer; therefore, I attempted prior to the interviews to bracket my biases related to those thoughts and beliefs. I also attempted to bracket themes I had discovered in my template study and in my methodologically identical second study. In addition, I attempted to bracket possibilities-possibilities that I inadvertently came up with based on general reading, conversations with colleagues, and deductive, inductive, and analogy-type reasoning that suggested that certain events in school could encourage students to take up writing. I worked closely with the participant and a peer debriefer to analyze and interpret the data, to formulate themes, and to reduce researcher bias. The peer debriefer read all interview data to look for bias in my questions. He also looked for bias in my analyses and interpretations.Five themes emerged from the data about what lived school experiences had encouraged the participant. Recommendations based on those themes provide direction for educators. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: Published as a column by Academic Exchange Extra (Greeley, CO [University of Northern Colorado]), 2003. Second Edition: BCTF Lessons Aids (Vancouver, BC), 2004. Revised Edition: LukivPress (Victoria, BC), 2022. Table of Contents For Those Who Teach Creative Writing-Study I of VI Phenomenology: The Abstract and the Concrete Bracketing and Phenomenology Qualitative Interview Data Is Like a Poem Tact, for the Researcher and the Educator For Those Who Teach Creative Writing-Study II of VI Theory From Phenomenology The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

Revised Edition: (Victoria, BC), 2022. Various articles (columns) have appeared in one or more of The English Teachers' Online Network of South Africa, canadiancontent (Canada), Students on the Net (Singapore), The Master Teacher, A Career Counselling Symposium, and Direction for Creative Writing Teachers-a hermeneutic phenomenological perspective. The author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).

First Edition: y press (Vancouver, BC), 2001. Second Edition: BCTF Lesson Aids (Vancouver, BC), 2001. Third Edition: LukivPress (Quesnel, BC), 2002. Available at the University of Northern British Columbia, The Geoffrey R. Weller Library: LB1025.3.L85 2002. Fourth Edition: BCTF Lesson Aids (Vancouver, BC), 2004. Revised Edition: LukivPress (Victoria, BC), 2022. * Table of Contents Sunglasses and Education You Have Learned to Think The Curriculum God Hostility Surrounds them Like Thunderclouds That's When I Gag A Plethora of Variables How Big is the Universe? A Walk Down Memory Lane Why Did Aboriginal Children Leave Home to Live in Residential Schools? Aboriginal Education in Quesnel Now, Cultural Genocide in Canada Then Motivation from a Humanistic Point of View Lukiv's Principles of Instruction Burnout The Master Teacher The Teacher * The Author Dan Lukiv, published in 19 countries, is a poet, novelist, columnist, short story and article writer, and independent education researcher (hermeneutic phenomenology). As a creative writer, he apprenticed with Canada's Professor Robert Harlow (recipient of the George Woodcock Achievement award for an outstanding literary career), the USA's Paul Bagdon (Spur Award finalist for Best Original Paperback), and England's D. M. Thomas (recipient of the Cheltenham Prize for Literature, Orwell Prize [biography], Los Angeles Fiction Prize, and Cholmondeley award for poetry). He attended The University of British Columbia (creative writing department), the acclaimed Humber School for Writers (poetry writing program), and Writer's Digest University (novel writing program).