In fact, her originality extends far beyond this scale. Charriere's novels not only work with literary conventions, they work on these conventions. For example, the figure of the heroine, plotted according to a standard plot line, serves at a more complex level to undermine the image of woman embedded in the heroine. Most telling are heroines plotted in the context of the French Revolution; they reflect the repressive image of woman that would emerge from the combination of republican ideology with the growing emphasis on maternalism. Surprisingly modern in this regard, these novels confirm recent interpretations of the gendering of the social sphere after the Revolution.

Arie is now the Queen of Hodafez. Alone. Gift-less. Unwanted. The pain from her Severance is suffocating. Struggling to find the will to go on, all that keeps Arie going is knowing her people need her protection. The Queen of Jinn is readying her attack. Rena gave away the one item that could’ve given them leverage. Her newfound selflessness is put to the test as the human kingdoms need the help of the Mere more than ever. Nesrin doesn’t know that anyone is looking for the prince of Jinn. She’s quickly learning how little she knows about him. Will she discover that she holds the answer everyone is looking for before it’s too late? The Enchanted Crown is a loose “Sleeping Beauty” retelling. Set in a world that humans share with mermaids, dragons, and the elusive Jinn, this is not the fairytale you remember… THE STOLEN KINGDOM SERIES READING ORDER: Book 1: The Stolen Kingdom: An Aladdin retelling Book 2: The Jinni Key: A Little Mermaid retelling Book 3: The Cursed Hunter: A Beauty and the Beast retelling Book 4: The Enchanted Crown: A Sleeping Beauty retelling THE QUEEN'S RISE SERIES (a connected trilogy in The Stolen Kingdom Universe) Book 1: The Secret Gift Book 2: The Secret Shadow Book 3: The Secret Curse

"The Revealing Word" offers to you the metaphysical meanings and uses of words and phrases that frequently appear in New Thought publications, and many that appear in the Bible. In addition to words that have religious significance, hundreds of words that are in everyday use appear in this book. Thus, the reader is given inner meanings that he or she can apply to daily living. All things in life are expressed in words. Equipped with the inner meanings of words, a person can control all the issues of his or her life, from the insignificant to the great.

Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.