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Madame Gothel, the witch who keeps Rapunzel locked in the tower, just discovered that she has been climbing out to attend Princess School. Madame Gothel is furious - and determined to keep Rapunzel from escaping again. Will Rapunzel lose her friends, Princess School, and her freedom all at once - or is there a way to get the witch out of her hair for good?
Return to the world of Meg Cabot's bestselling and beloved Princess Diaries series in From the Notebooks of a Middle School Princess—this time through the illustrated diary of a spunky new heroine: Princess Mia's long lost half-sister, Olivia! Olivia Grace Clarisse Mignonette Harrison is a completely average twelve-year-old: average height, average weight, average brown hair of average length, average brown skin and average hazel eyes. The only things about her that aren't average are her name (too long and princess themed), her ability to draw animals (useful for her future career as a wildlife illustrator), and the fact that she is a half-orphan who has never met her father and is forced to live with her aunt and uncle (who treat her almost like their own kids, so she doesn't want to complain). Then one completely average day, everything goes wrong: the most popular girl in school, Annabelle Jenkins, threatens to beat her up, the principal gives her a demerit, and she's knocked down at the bus stop . . . Until a limo containing Princess Mia Thermopolis of Genovia pulls up to invite her to New York to finally meet her father, who promptly invites her to come live with him, Mia, Grandmère and her two fabulous poodles . . . . Maybe Olivia Grace Clarisse Mignonette Harrison isn't so average after all!
Juliet Henry is planning a party for her seventh birthday, and she wants to invite only girls and have everything pink, from the food to the outfits. But the boys in her class do not want to be left out of the fun. Will they spoil the pink princess party?
Inspired by a vacation to the Austrian Alps, Elinor M. Brent-Dyer wrote The School at the Chalet, the first book in the seires, little realizing it would launch a series that would span more than 60 books and delight millions of readers around the world.

The series follows the adventures of a boarding school set in the picturesque Swiss Alps. The series begins with The School at the Chalet (1925), where readers are introduced to Miss Madge Bettany, a young woman who decides to start a school for girls in the Swiss mountains. The series then chronicles the growth and evolution of the school, as well as the trials and triumphs of its students. The Princess of the Chalet School is the third book in the series.

Filled with princesses and witches, dybbuks and wonder-working rebbes, the two hundred marvelous tales that make up this delightful compendium were gathered during the 1920s and 1930s by ethnographers in the small towns and villages of Eastern Europe. Collected from people of all walks of life, they include parable and allegories about life, luck, and wisdom; tales of magic and wonder; stories about rebbes and their disciples; and tales whose only purpose is to entertain. Long after the culture that produced them has disappeared, these enchanting Yiddish folktales continue to work their magic today.
The disturbing educational success rates for Aboriginal students in comparison with their peers have been documented for many years. Reducing this persistent achievement gap is one of Canada's most pressing educational challenges. Numerous reports commissioned by federal and provincial governments and Aboriginal authorities have offered detailed examinations of the complex social, economic, linguistic, and cultural interrelationships that contextualize the educational environments of Aboriginal students. Many of their families struggle with the legacy of residential schools that ripped families apart and caused immeasurable damage to the social fabric. Schools serving these communities work within a context that may include poverty, learned helplessness, despair, and high levels of abuse, addictions and violence. For some communities, student suicide rates may exceed graduation rates. Yet despite many extraordinary challenges, some schools are producing tangible progress for their Aboriginal students. This report springs from a study of ten such schools in an effort to identify practices that appear to contribute to their success.
The Border Patrol Police (BPP) of Thailand was formed as a United States CIA’s paramilitary intelligence force in the early 1950s. In the early 1960s, changes in Thailand’s political leadership and the U.S. government’s strategies for fighting the spread of communism in Southeast Asia led to a transformation of the BPP. The organization became a civic action agency supported by the United States Agency for International Development and the Thai monarchy. Its civic actions, pinned on advancing anticommunist modernization, civilian counterinsurgency, and royalist nationalism, soon extended from the margins to the center of Thailand, and contributed to building the border of “Thainess” (khwam pen thai). The growing tension between the royalist network, consisting of military and rightwing groups, and the democratization movements culminated in a massacre. On October 6, 1976, the Village Scout, a rural vigilante group that the BPP created through its civic actions, and the Police Aerial Reinforcement Unit (PARU), a subunit of the BPP, attacked peaceful protesters at Thammasat University. The success of a military coup on the same day solidified the victory of the royalist network, and it would continue to dominate Thai politics and society into the post–Cold War era. Through a study of the Border Patrol Police’s transformations, Indigenizing the Cold War shows how the Thai ruling elite unfailingly pursued their nation-building. With an introduction of the “indigenization” concept and an in-depth analysis of postcolonial nation-building, this work challenges conventional Cold War studies. The Cold War in Thailand was not always and only about an ideological conflict between the communist and anticommunist. It was a war between the local ruling elite and the people, each pushing forward their visions for constructing a new nation-state. The “indigenization” framework reveals the nature of the collaboration between the global superpowers and the Asian local ruling elite, who took advantage of the American Cold War for legitimizing and continuing their authoritarian regimes.