On his deathbed, Mario Carcaterra asked his son, Lorenzo, a simple question: "Do you love me?" Lorenzo's answer was equally simple, although heartbreaking. His answer was "No." A Safe Place is an extraordinary document, truly distinguished nonfiction that details a relationship startling for its violence and passion, devastating in its psychological ramifications, yet important and even uplifting for its ability to grab hold of and confront the truth. At one time, of course, Lorenzo Carcaterra did love his father. Yes, the older man was rough, often shockingly violent - beating Lorenzo's mother and Lorenzo himself - but such violence was a way of life in Hell's Kitchen, New York, in the fifties and sixties. And the violence was often tempered with warmth and affection. Lorenzo and his dad sat side by side at the fights at Madison Square Garden, they savored Italian ices on street corners in the summer they took the subway to the ballpark to root for their beloved Yankees. And then, when Lorenzo was fourteen years old, he learned that his father had murdered his first wife, had smothered her with a pillow in a jealous rage when she threatened to leave him. This news shattered Lorenzo. He couldn't look his father in the eye, couldn't respect the man he had respected above all others, couldn't feel love for the man he adored. Worse, he became terrified for his own future: Did he, Lorenzo, have that same murderous rage within him? The question began to haunt him, to dominate his life. And he began to hate his father, a hate that festered and grew as his father became more and more abusive to Lorenzo, to Lorenzo's mother, to the world around him. A Safe Place is a book of many dimensions. Itis an evocative portrait of a time gone by, a time of Italian immigrants standing in fire-hydrant showers in the sweltering New York streets, a time of both great innocence and great fear. The book is also, in many ways, an intimate biography of two people, Lorenzo's parents: hi
In order to effectively use games in the classroom, teachers and parents need to agree on games' positive functions toward students' learning, decide and select good educational games relevant to content and tasks in the classroom, and disseminate their acquired knowledge into the teaching field. As part of an international dialogue between researchers in educational technology, Gaming for Classroom-Based Learning: Digital Role Playing as a Motivator of Study investigates whether games can motivate students to learn and improve their knowledge and skills. This collection of research aims to inform classroom and pre-service teachers of the potential of games for improving teaching and learning.
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