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When the war of the ancients had taken more lives on the battlefield than remained, Chiron, leader of the Centaurs, climbed to the top of the hill and commanded the battle to stop. Banishing the half-horse, half-man creatures from the Greek world, he then turned and made one last proclamation before he, too, disappeared into the heavens. "We will leave," he said, "but we take with us the hearts of your best women and through them we will rule your world for all eternity." Why do women love horses? Was the Centaur's Promise real? Cynthia Szantos is lost in a dead-end job and a failing romance, when a rider-less black horse bolts onto a Southern California freeway and Cynthia's life takes an unexpected twist. She begins to dream about a Centaur who explains to her the accident was an opportunity to rediscover her talents and use then to help save America's wild horses. Together with a vet and a Navajo code talker she learns how the mystical power of the horse can create a spiritual and physical connection to the universe that modern man has long ago forgotten.
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ Cours De Technologie Forestiere, Cree a L'ecole De Nancy ... Henri Nanquette, Nancy. ecole nationale des eaux et forests Technology & Engineering; Agriculture; Forestry; Forests and forestry; Nature / Trees & Forests; Technology & Engineering / Agriculture / Forestry
Articles on the 111-day 1977-78 strike, the 1981 strike and contract rejection vote, the United Mine Workers of America and the fight against nuclear power, the fight for health benefits and compensation to Black Lung victims, and more.
NOT STATISTICS BUT INDIVIDUALS live in these stories of personal quests to develop successful learning strategies. These three students illustrate different learning styles. One student was a strong visual learner with a need to acquire speaking and listening skills. One exhibited such speed of thinking that he could not physically record his thoughts legibly. One had such a strong auditory learning style that spelling both predicable and unpredictable words frustrated her. No one method could satisfy the needs of these elementary students. Instead, approaches tailored to their needs were designed so that their academic careers would be enhanced.
In 1939 a mother, anxious to spare her son from war starts him on a journey that does everything but. To avoid conscription, the boy assumes the identity of his cousin, Pauline Valery. The same attributes that caused his mother to fear for his safety allows him to assume his new role with shocking ease. By the time France sues for peace in 1940, any thoughts of returning to his former life are forgotten as John-Paul settles into a new life as Pauline, one better suited to his nature than the one he left behind. This new life is complicated when Pauline catches the attention of Erich Gerhart, a German soldier. His interest in Pauline are noted by members of the Resistance, who encourage her to cultivate a relationship with Erich in an effort to gain access to the information he routinely handles. As Pauline attempts to balance her duty to her country, affections for Erich and the need to keep her true nature a secret, D-Day brings the very war her mother hoped to spare her from to Pauline's doorstep.
Follow the stories of nine different learners as they become responsible for their own education. You will meet the reluctant learner, the creative designer, the concrete learner, the slow to adapt, the class clown, the athlete, and the frustrated student. Many of these teens were potential drop-outs who gradually realized that they not only had worth but could master their subjects. By building on their strengths and adapting their materials, these teens evolved from passive to active learners.
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