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From the zany mind of John A. Rowe comes an adventure story about the greatest teddy bear rescue in history. Our fearless explorer is a young dreamer named Captain Scallywag who sets out to find his missing teddy. Braving pirates, goblins, elves, and a giant ogre, Scallywag navigates a secret underground labyrinth to discover the hidden room where all the world's lost teddy bears are kept. But when he wakes up in the morning, was it all just a dream, or is there something to all those news reports of children everywhere finding their lost teddies . . . ? Author-illustrator John A. Rowe has a boundless imagination that captures all the fun and excitement of childhood escapades.
“…our service operates in the background, and now it appears that there may be lurking in that milieu a malevolent spirit that we need to flush out…” June 1940. The fledgeling Air Transport Auxiliary is rocked by a scandal that could ground the service before it has fully developed its wings. Teddy Carlton is approached by the acquaintance of an old school friend to help resolve the issue and thus embarks on a journey that sees her engaged in some of the most exciting work that a woman could perform in wartime. Her voyage sees Teddy embroiled in the secret world of espionage while exploiting her nascent skills in flying until she becomes one of the country’s top ferry pilots and a respected agent of the Security Service. Heartache and joy are her constant companions throughout her service, but the love for her family and her country keeps Teddy focused on the ultimate goal – the defeat of Nazi Germany... …and her husband only knew the half of it.
Reveals the history of the rock drum kit, its leading manufacturers, and the drummers who inspired innovation in its making
This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts.
This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). The aim of the book is to provide a forum for new perspectives focusing on three intersections: (1) the interface between morpho-syntax and discourse/pragmatics/semantics, (2) constraints on processing and receptive processing and (3) developments in instructed second language learning. Each part also includes a response paper, in which the new perspectives, in terms of the theoretical challenges and/or the empirical results of the preceding chapters are discussed. This collection of articles and response papers will be very relevant to students and researchers interested in theoretical aspects of second language acquisition, and more specifically Processability Theory, and clearly indicates that the field is lively and open.