David MacKie

'Not a Lot of Work' is a prequel to 'Nothing Like Work' and 'A Bit More Like Work'. It tells of the author's early life in Greenock, his education there, his student days at the Royal Scottish Academy of Music and a short period of teacher training at Jordanhill College of Education. This was followed by four years of school teaching which in turn was followed by two further periods as a full-time student, first of all at Glasgow University and then at Birmingham University, before his seven years with the world-famous D'Oyly Carte Opera Company from 1975 to 1982.

Can Eden, the flood, and the Tower of Babel be real events that historians have simply renamed? Could Finnish and Norse, Hindu, Greek and Egyptian myth all be recording this same real history? Did Noah's generation surpass the agricultural, nuclear, and biotech technology of the twenty-first century? How did the ancients cut the multi-ton stones of the Egyptian pyramids and Incan walls, or melt Scottish forts? Did ancient China and Sumer know about the twin helix of DNA? Were successful human breeding experiments the origin of giants, while monsters like Grendel were the result of failures? What disaster occurred to them that caused the forgetting of all this knowledge? We know that comets captured by the sun's gravity break up into boulder streams that periodically intersect the Earth's orbit. Plato and the rabbis told us that repeating cosmic disasters have erased most of our history, leaving us only myth and Genesis. This book weaves the modern scientific evidence from Greenland ice cores, Mediterranean bathymetry, NASA archaeology, and human genetics with the linguistic insights of the Hebrew of Genesis 1-11 into a compelling narrative that we are only the second-most advanced civilization on planet Earth. For now.

Can Eden, the flood, and the Tower of Babel be real events that historians have simply renamed? Could Finnish and Norse, Hindu, Greek and Egyptian myth all be recording this same real history? Did Noah's generation surpass the agricultural, nuclear, and biotech technology of the twenty-first century? How did the ancients cut the multi-ton stones of the Egyptian pyramids and Incan walls, or melt Scottish forts? Did ancient China and Sumer know about the twin helix of DNA? Were successful human breeding experiments the origin of giants, while monsters like Grendel were the result of failures? What disaster occurred to them that caused the forgetting of all this knowledge? We know that comets captured by the sun's gravity break up into boulder streams that periodically intersect the Earth's orbit. Plato and the rabbis told us that repeating cosmic disasters have erased most of our history, leaving us only myth and Genesis. This book weaves the modern scientific evidence from Greenland ice cores, Mediterranean bathymetry, NASA archaeology, and human genetics with the linguistic insights of the Hebrew of Genesis 1-11 into a compelling narrative that we are only the second-most advanced civilization on planet Earth. For now.

'A Bit More Like Work' – a sequel to 'Nothing Like Work' – tells of the author's life after seven years with the D'Oyly Carte Opera Company. This includes the reconstruction of Sullivan's lost cello concerto, work for the Savoy Hotel and Grim's Dyke Opera Company, numerous tours of North America with The Best of Gilbert and Sullivan, and work for the BBC including the 1989 presentation of the complete Gilbert and Sullivan operas. Other areas covered include cruise work, a visit to Indonesia, pantomime, music hall, amateur operatic societies and further research into the life and work of Sir Arthur Sullivan and the Victorian composer Gerard Francis Cobb.

The first eleven chapters of Genesis (Adam, Eve, Noah) are to the twenty-first century what the virgin birth was to the nineteenth century: an impossibility. A technical scientific exegesis of Genesis 1-11, however, reveals not only the lost rivers of Eden and the garden's location, but the date of the flood, the length of the Genesis days, and the importance of comets in the creation of the world. These were hidden in the Hebrew text, now illuminated by modern cosmology, archaeology. and biology. The internet-friendly linguistic tools described in this book make it possible to resolve the location, the extent, and the destruction of Eden and Noah's flood. Ancient Egyptian, Greek, Norse, Sumerian, and Sanskrit mythology are all found to support this new interpretation of Genesis. Combining science, myth, and the Genesis accounts paints a vivid picture of the genetic causes and consequences of the greatest flood of the human race. It also draws attention to the acute peril our present civilization faces as it follows the same path as its long-forgotten, antediluvian ancestors. Discover why Genesis has never been so possible, so relevant as it is today.

The first eleven chapters of Genesis (Adam, Eve, Noah) are to the twenty-first century what the virgin birth was to the nineteenth century: an impossibility. A technical scientific exegesis of Genesis 1-11, however, reveals not only the lost rivers of Eden and the garden's location, but the date of the flood, the length of the Genesis days, and the importance of comets in the creation of the world. These were hidden in the Hebrew text, now illuminated by modern cosmology, archaeology. and biology. The internet-friendly linguistic tools described in this book make it possible to resolve the location, the extent, and the destruction of Eden and Noah's flood. Ancient Egyptian, Greek, Norse, Sumerian, and Sanskrit mythology are all found to support this new interpretation of Genesis. Combining science, myth, and the Genesis accounts paints a vivid picture of the genetic causes and consequences of the greatest flood of the human race. It also draws attention to the acute peril our present civilization faces as it follows the same path as its long-forgotten, antediluvian ancestors. Discover why Genesis has never been so possible, so relevant as it is today.

A compilation of short, really funny jokes tried and tested on high-school and first-year university 2nd language learners . . . and their teachers.