Most Popular Books by Stephanie D

What happened when life went silent? Threading the Snail: My Journey Through Deafness is a true account of author Stephanie Halvorson''s world, a world that was changed forever. Faced with a life-threatening infection, she has described the spiritual and personal challenges she encountered when the infection resulted in the loss of her hearing. Although technology has offered some opportunities, Stephanie has opened the door to let us enter and understand life in the deaf culture. Her faith and personal strength have enabled her to overcome the obstacles she has faced as she has continued to succeed in her profession as a teacher and as a loving wife and mother. Threading the Snail will take you into a world that you?ve never heard before.

Every young lady should know who she is, what she is capable of and how she feels. It is important that she wakes up each morning and says to herself. "I am a leader. I love others. I am confident. I am a masterpiece."

Step into the enchanting world of Madame Penelope''s School of Cursive Dance, where an extraordinary adventure awaits! Join a lively group of pencils as they twirl, leap, and pirouette their way through the magical art of lowercase cursive writing. In this delightful tale, Madame Penelope, a wise and graceful pen, leads her students on a whimsical journey through the rhythmic steps of lowercase letter formation. With her guidance, the pencils learn the intricate dance moves that bring each letter to life on the page. From the elegant loop of ''a'' to the graceful curve of ''g,'' every lowercase letter becomes a captivating dance routine. With patience, practice, and a touch of magic, the pencils discover the joy of expressing themselves through the fluidity and beauty of cursive writing.

When we speak God''s Word angels are listening and quick to act on our behalf... God has given us the keys to bind and loose on earth and in Heaven. In this way, our words have a supernatural power to change our life and the lives of others. God tells us to open our mouth wide and he will fill it. It''s time to SPEAK LIFE and become The LIVING Proof.

First Published in 2011. Routledge is an imprint of Taylor & Francis, an informa company.

This is a book written about "Seeds" for the purpose of looking at planting and growth as the bible speaks of. The book looks at "seeds" in the natural and also in spiritual and explains how it works when we plant seeds, more importantly, the "seed" of the Word of God into our hearts. This book comes at a very difficult time in the world for all of us with the Coronavirus epidemic plaguing the entire world. The book offers hope and encouragement through many Scripture verses and words of encouragement from the author. It is hoped that "seeds" will be planted in the hearts of everyone who reads this book. Also, that each person will be encouraged to plant "seeds" in their own lives and in the lives of others. Let''s face it, we are all in need of encouragement today and it is the desire of the author to inspire as many people as she can. Thank you for taking the time to read this book. May it find you blessed and in good health!

Throughout life many have endured challenges. Many of those challenges and obstacles have been hard to overcome. At times you may feel as if you will never get out or over this situation. There is a process to being an overcomer. Keep in mind no matter how hard you were hit or how low you have fallen you can Rise Above It All. WILL THE OVERCOMERS PLEASE RISE!

Bringing together feminist theory, girlhood studies, and curriculum theory, this book contributes an in-depth critical analysis of curriculum in single-gender schooling for girls in postfeminist landscapes of "unlimited choices" and resurgences of proper girlhood. The arguments challenge the mainstream assumptions and promotions about the guarantees of female success via small school supports, tailored curricula, protection, school choice and class advantage. Single-gender schools are not homogenous; they have different histories, student populations, finances and organization. Recognizing this diversity, Girls, Single-sex Schools, and Postfeminist Fantasies draws on rich data collected in two US secondary schools over a two-year period to identify and explore the ambiguities of success in single-sex schools for girls. Rich classroom observations and interviews with teachers and students reveal the resounding message delivered to girls - that they can "have it all" by going to college. By exploring students'' imaginings, hopes, and doubts around college, the text illustrates how this catalyzes girls'' critiques of their futures and of the schooled storylines of female success. While teachers might trumpet college, career, and limitless horizons, girls seek to understand their social positions and try to make sense of family, passions, and future happiness. This book will be of great interest to graduate and postgraduate students, academics, researchers, libraries in secondary education, girlhood studies, sociology of education, gender and sexuality in education, single-sex schooling, and feminist theory.

There are key elements of our lives that we feel we need to survive and maintain a life we desire. Whether that is a relationship, a position, financial status, or a set of possessions, we can sometimes put those things before God. God''s jealousy is a form of protection from our dependency on false idols. Our desire to reach goals that would make our lives more enjoyable is never wrong, but obsessing over our goals may cause us to make poor choices that harm ourselves and those around us. Obsessions may also cause us to make decisions that do not align with God''s will. They also indicate to God that we are not content with him in the relationship, but need those other "things" in order to live a "good" life. Anything we place before God has the potential to become an idol. Purpose, profession, partnerships (relationships), power, popularity, and prosperity possess the power to persuade us to depend solely on them for survival and success. Anything we place before God can cause him to become jealous. If you have ever experienced jealousy, you know things can get a bit ugly? and the last person anyone wants to see jealous is God. While the love of Jesus has saved us from the sting of death and afforded us through confession and belief in his salvation that we will have eternal life, God still desires that we keep him first and that all we hope for will be added to us. This devotional will identify different aspects of idolatry and share biblical stories that will help you to compare them against current situations you are experiencing, have experienced, or witnessed.

Are you tired of your crochet projects looking plain and ordinary? Do you want to add a touch of elegance and creativity to your creations? Look no further! Introducing the "Creative Crochet Edging: Large Half Flower Techniques and Styles Book" - your ultimate guide to transforming your crochet projects into stunning works of art. This book is a must-have for crochet enthusiasts of all skill levels. Whether you''re a beginner or an experienced crocheter, you''ll find inspiration and guidance within these pages to take your crochet skills to the next level. With step-by-step instructions and detailed illustrations, you''ll learn how to create beautiful and intricate crochet edgings that will make your projects stand out from the crowd. What sets this book apart from others is its focus on large half flower techniques and styles. These unique and eye-catching designs will add a touch of whimsy and charm to any crochet project. Imagine the joy and satisfaction you''ll feel when you see your finished creations adorned with these stunning floral edgings. Your friends and family will be amazed at your talent and creativity! But this book is not just about teaching you new crochet techniques. It''s also about igniting your passion for crochet and inspiring you to explore your own creativity. As you flip through the pages, you''ll be transported to a world of color, texture, and beauty. You''ll feel a sense of excitement and anticipation as you imagine the endless possibilities for incorporating these gorgeous edgings into your future projects. In addition to the step-by-step instructions, this book also includes helpful tips and tricks to ensure your success. You''ll learn how to choose the right yarn and hook size, how to troubleshoot common crochet problems, and how to customize the edgings to suit your personal style. With this comprehensive guide in your hands, you''ll have all the tools you need to create crochet masterpieces that will leave a lasting impression. But don''t just take our word for it. Here''s what some of our satisfied customers have to say: "I''ve been crocheting for years, but this book has taken my skills to a whole new level. The large half flower techniques are so unique and beautiful. I can''t wait to try them out on my next project!" - Sarah "I was a complete beginner when I bought this book, and I''m amazed at how quickly I was able to learn and create stunning crochet edgings. The instructions are clear and easy to follow. I highly recommend this book to anyone who wants to take their

Kisses for Elizabeth was written for both family and professional caregivers of people with Alzheimer''s disease and other dementias. It is a practical resource for anyone experiencing difficulty with significant behavioral issues but is also helpful to caregivers who simply want to provide the best possible care.

Discover the joy of coloring with "I Can Still Color," are beautifully designed coloring books tailored for seniors and those in memory care such as for dementia and alzheimer. This book features vibrant pictures of flowers alongside intricate yet calming coloring pages of beautiful blooms. Each page is crafted to provide a soothing and engaging activity, perfect for adults, but also suitable for kids and teens.Whether you''re looking for a thoughtful gift for a loved one, an activity for church groups, or a relaxing pastime for residents in assisted living facilities and adult daycare, this coloring book is an ideal choice. "I Can Still Color" offers a wonderful way to bring color and creativity into the lives of those who need it most.

Abstract: Built in 1882, the Tibbits Opera House, a Victorian opera house in Coldwater, MI, still performs live stage-shows via children''s theatre, community theatre, and professional theatre. It also functions as a roadhouse for other entertainers like magicians, tribal dancers, and musicians. It has gone through several renovations in its time, functioning as a stage for live performers, to a movie house, and now back to a live-stage venue. -- Excerpt

George Whittell purchased over 40,000 acres of land on the eastern side of Lake Tahoe basin in the period from 1935 to 1942. The fact that he refrained from developing most of his land led to his reputation today as a conservationist. However, while much of his land is conserved by the U.S. Forest Service and the Nevada State Park Commission, his status as a conservationist is somewhat ambiguous. In the mid 1950''s, Whittell''s large tracts of undeveloped land became desirable for developers, as well as conservationists who wanted to conserve the largest remaining undeveloped parcel of land in the basin. Whittell''s sales and donations of land in the basin reflect the influence of the local trends towards conservation and development and reveal Whittell''s willingness to support both types of land use in the basin.

The temperature-aggression hypothesis, negative affect escape hypothesis, and routine activities theory all contribute to understanding the relationship between temperature, aggression, and crime. Utilizing discussions from all three theories to develop the methodology to best answer questions about the interplay among temperature, aggression, and crime. This study evaluates the relationship between simple assaults and temperature and aggravated assaults and temperature. Using data from Charlotte-Mecklenburg county from 2006-2012, a multiple linear regression was run to determine these differences. Daily ambient temperature had a positive significant effect on the total assault rate, simple assault rate, and aggravated assault rate. The rate increase for simple assault was much larger than the rate increase for aggravated assault per degree Fahrenheit. These differences in the types of assault warrant further exploration of minor crimes in prediction models.

This study explored the relationship between opportunity to learn (OTL) and academic English language proficiency (ELP) through the examination of the effectiveness of a Modified Guided Reading Intervention for English Language Learners (ELLs). Nine ELLs considered at risk for low reading proficiency participated in this intervention. This intervention was designed to address the development of academic ELP for ELLs, which research suggests is critical for ELL''s academic success. However, the construct of academic ELP is difficult to operationalize, therefore this study explored two commonly associated academic English components (i.e., vocabulary development and comprehension) to see if a relationship exists between them. Additionally, students participated in the Modified Guided Reading Intervention outside of the regular school day at a community room in a local apartment complex. The chosen timing for the intervention was intended to increase the students'' OTL academic ELP by providing instructional time beyond the regular school day. OTL is a construct that examines the different variables in the environment that enhance a student''s learning outcomes. Increasing the OTL for ELLs to acquire academic ELP is an important addition to the current OTL framework. This study also examined student''s OTL by measuring the classroom environment, teachers'' level of OTL, and interventionists'' level of OTL. The study utilized a multiple baseline single case design across different participants. The intervention was staggered across participants, with participants receiving 10 weeks of intervention sessions for approximately three days a week. During the intervention, participants were provided individualized reading instruction from trained tutors in a small group. Progress was measured through the use of (a) the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), (b) vocabulary assessment, and (c) an analysis of students'' journals. Students'' OTL was measured through eco-behavioral classroom observations, as well as by teacher and tutor OTL surveys. Findings were deemed to be inconclusive due to the high variability in the progress monitoring measures. However, a major implication from this study is the need for more nuanced academic language assessments for ELLs to determine whether interventions or programs are truly successful in enhancing academic language skills.

College access in traditional comprehensive high schools has been extensively researched, yet there is a paucity of research that examines the charter high school college-going culture environment (Farmer-Hinton & McCullough, 2008; McDonough, 2004; Oakes, 2003; Zimmer & Buddin, 2007). With the dramatic increase in charter education on a national level, it is imperative to explore how charter school administration, staff, and teachers view college access, especially with the rise of African American and Latina/os enrollment within this sector (Cohen & Brawer, 2003; Kurlaeander, 2006; National Center for Educational Statistics, 2012). In addition, the scholarship on college access should be expanded to include how students and staff view community colleges as part of their college choice process. The purpose of this qualitative ethnographic case study is to examine how charter school personnel define college access for African American and Latina/o students, specifically regarding community colleges. The study attempts to answer the following research questions through a critical race framework: 1) How is college access defined in a charter school context?; 2) How do charter school personnel perceive community colleges?; and 3) What are the post-secondary aspirations for graduating African American and Latina/o charter school students? How do charter school personnel influence these aspirations? One-on-one interviews were conducted at a charter high school in southern California that has a high college-going rate for its graduating students. Specifically, I interviewed the principal, vice principal, a counselor, a teacher, and 8 senior African American and Latina/o students who were going through the college application process. In addition, I observed a guidance class session for students who were academically prepared to apply to a four-year university. I found that the college-going culture at the charter school was evident and that a "college for certain" motto was clear to all students. Students who participated in the study attributed much of their success to the relationships built with the charter school staff and the personnel had high expectations of their students regarding college after graduation. While attending college was the ultimate goal that the staff had for their students, attending a community college was sometimes seen as a stigma and only appropriate for those students who were academically under prepared. Staff members believed that the students overall were not socially ready to step out of the comfort zone of their community and enter diverse college campus environments. CRT theorists argue that colorblindness lowers the realness of the struggle that students of color go through. I found that African American and Latina/o students at CCHS were undergoing challenges that affected their ability to receive equal college access. On a national scale African American and Latina/o students continue to be pushed out of high school and college at higher rates than their white peers (National Center for Educational Statistics, 2012, Yosso & Solorzano, 2006). This study found that although charter schools boast a strong college-going culture, community colleges are still positioned as a deficit choice amongst students and staff. The relationship between charter high schools and community colleges needs to be further explored at various levels as both sectors serve such large populations of students of color.

The original constitutions of six Southern frontier states are compared: Louisiana''s (1812), Mississippi''s (1817), Alabama''s (1819), Arkansas''s (1836), Florida''s (1839), and Texas''s (1845). Identical or similar elements are examined, and the historical circumstances leading each constitutional convention to adopt this group of provisions are recounted. The duplicated elements include some of the structures of the three branches of government, some individual rights, the methods of choosing seats of government, adaptations to epidemic disease, and means of enforcing fiscal accountability. Primary sources are the constitutions, the constitutional convention journals, territorial papers, and some legislative records, letters, and newspapers. This historical study of constitutional convergence conveniently summarizes parts of antebellum Southern frontier history and also examines the diffusion of a constitutional core of techniques of self-government.

The study uses mixed methods including spatial and statistical analysis of carshare density to determine if shared vehicles are correlated with equity variables, controlling for feasibility indicators. This research also includes an intercept survey to determine the barriers and potential of carsharing for non-work trips. The results indicate that shared vehicle density is most closely related to low car ownership, high level of alternative commuters, and high level of education; and that both spatial and corporate barriers exclude segments of the public from participating in the service. Expanding the opportunity to access carsharing through community-based innovations and government intervention could create a more equitable and sustainable transportation system.

The purpose of this multi-case study was to explore the mutual needs and expectations of West Texas high school principals and their superintendents. In addition, the study examines ways in which these principals interact with and perceive their relationships with and support from their superintendents. Concepts from West and Derrington''s (2009) Leadership Teaming was used to evaluate the relationship between the superintendent and principal. For the purpose of this study, high schools were classified by the University Interscholastic League (UIL). This research was conducted using a qualitative research design through a multi-case study. The participants consisted of five West Texas high school principals and their superintendents. Five principals, representing three school districts, and their superintendents were selected. Data were collected using interviews, participant observations, and written documents. In this study, stories from the participants tells us about themselves, their principalship, and their working relationship with their superintendents. After the initial interview with the principal participants, the researcher interviewed the superintendent. The principal and superintendent were then observed in a principal-superintendent meeting. Two protocols were used to gather insight and information relevant to the research questions. An observation protocol was used to categorize the observations into themes related to the researcher''s conceptual framework. The researcher found that while the role of a high school principal is very demanding, the principals love what they do. The superintendents in this study realize the importance and significance of the principal''s role at their high schools. They explained that is the most significant and most high profile position in their districts. Each of the principals found ways to deal with the challenges of the high school principalship. It was evident that principals need the opportunity to provide input, collaborate on topics before decisions are made, and they need for the superintendent to value their work, their expertise, and their input. Principals were quick to identify what they need from their superintendents. The most common answer was related to professional courtesy. They described professional courtesy as having the opportunity to provide input, for the superintendent to value their input and consider their knowledge, expertise, and on the ground experience. The next thing they explained they needed from their superintendents is a superintendent who will listen to them. They want to work for someone who values their opinions, listens to their input, and takes the appropriate steps to supporting that input when appropriate. In addition, it became evident throughout the research that trust was essential to the principal-superintendent relationship. When a positive demeanor was held by the superintendent, the principals exhibited a more positive approach and outlook on the challenges of the position.

The number of racial-ethnic minorities and of females entering the workforce has been increasing over the past couple of years making the United States workforce more diverse today than it ever has been (EEOC, 2005). The emerging diversity of today''s organizations has stimulated challenges to be addressed, including social-sexual behaviors at work (e.g., sexual harassment), lack of appropriate mentors/mentoring, and gross inequitable compensation problems (Buchanan, 2005; Cleveland, Stockdale & Murphy, 2000). Recently, the Equal Employment Opportunity Commission (EEOC) along with the Fair Employment Practices Agencies (FEPAs; EEOC, 2007a) reported that 12,025 sexual harassment charges were filed in the year 2006. Not including cases that were litigated, organizations paid $48.8 million to victims of sexual harassment. Further, the EEOC does not report the demographics (i.e. race, ethnicity, national origin) of those who file a sexual harassment complaint or charge; therefore, it is difficult to know the extent to which racial-ethnic minority groups are encountering and reporting sexual harassment incidences at work. Thus, it is imperative that research on sexual harassment focus on the perspective of racial-ethnic minority groups in the workplace (Murrell & James, 2001). This leads to the primary purpose of this paper, which was to examine variousracial-ethnic group differences pertaining to the perception, occurrence, acknowledgement, and measurement of sexual harassment. Specifically, this study investigated whether cultural differences at the individual level account for variation in the perception and acknowledgement of sexual harassment. Further, two sexual harassment measures (i.e., the ESH and the SEQ) were examined to determine their invariance, or lack of, to cultural differences. Specifically, the SEQ was factor-analyzed to determine if a fourth dimension would emerge with the addition of five items asking about social-sexual behavior aimed at the respondents'' race or ethnicity. The results did not support the four-factor model. The SEQ and the ESH were further examined to determine their relation to cultural variables such as individualism and power distance. The results did not support that either scale was influenced by the cultural variables; however, these results should be interpreted with caution for two reasons. First, the attempts to obtain a heterogeneous sample were not successful, and second, the scale used to measure individualism, the Behavioral Content of Self (Triandis, 1995), proved to be unreliable. However, further research is needed to continue expanding on the current literature concerning sexual harassment and its possible relationship to race-ethnicity and or culture.