BONUS: This edition contains a Once Upon a Time, There Was You discussion guide. Even on their wedding day, John and Irene sensed that they were about to make a mistake. Years later, divorced, dating other people, and living in different parts of the country, they seem to have nothing in common—nothing except the most important person in each of their lives: Sadie, their spirited eighteen-year-old daughter. Feeling smothered by Irene and distanced from John, Sadie is growing more and more attached to her new boyfriend, Ron. When tragedy strikes, Irene and John come together to support the daughter they love so dearly. What takes longer is to remember how they really feel about each other. Elizabeth Berg’s immense talent shines in this unforgettable novel about the power of love, the unshakeable bonds of family, and the beauty of second chances.

On the day the Second World War broke out, Frank White was a 12-year-old schoolboy in Manchester. On the day it ended, he was serving on a Royal Navy warship in the Indian Ocean. In 2013, he started to write this novel. 'What I wanted to do,' he says, 'was to capture that feeling of those times and remind people of what the country went through.' 'Fabulous, often funny . . . the authentic, freewheeling atmosphere of a time when all bets were off' Daily Mail As Churchill and the nation face their darkest hour in 1940, a Lincolnshire village wakes up to a glorious summer's morning. Following Dunkirk, the fate of the whole war will soon rest with the RAF and their desperate effort to win the Battle of Britain. If they fail, Hitler's next step will be invasion. And as the scene comes to life before us over the next six months, this shadow of war will not disappear. From the pub to the church, struggling single mother to the lady of the manor, the paper boy to a traumatised bomb disposal volunteer, this superb jewel of a novel portrays a community of people and weaves together their stories with passion, betrayal, intrigue and suspense. There Was a Time is a triumph of the storyteller's art. This edition includes a new Author's Note and additional illustrations by the author.

Now available in its second edition! The first ever book on the Garage Rock and Psychedelic Rock & Roll scene in North Carolina during the 1960s. Interviews with many of the top musicians in North Carolina, and details on the singles, and albums that came from North Carolina during that decade. The book details the Charlotte scene, while also covering that was going on throughout the state.

Anne-Marie Rasmussen grew up on an island in the North Sea and left Norway for Manhattan in 1956, at the age of eighteen. Speaking only a few words of English, she nevertheless found prompt employment as a domestic servant in Nelson Rockefeller's household. Exactly three years later, in a village church on the Norwegian mainland, Anne-Marie was married to one of Nelson's sons, Steven Clark Rockefeller. Her memoir relates fourteen years of events before and after a wedding that captured the imagination of the world. Cinderella stories do not necessarily end happily--in fact, Anne-Marie's and Steven's courtship was periodically troubled, and their marriage, though it produced a son and two daughters, proved difficult and stormy, and ended in divorce. The author tells her story simply and with total candor. Here are fascinating glimpses of life among the Rockefellers--in their apartment on Fifth Avenue, at Seal Harbor, Maine, and in the great enclave at Pocantico Hills. The portraits of Nelson Rockefeller and of his first wife are drawn with admiration and affection. And a high point of the book deals with Anne-Marie's active role in Nelson's second bid for the presidency. This memoir portrays the intense relationship of two exceptional human beings, very different from each other, who ultimately found that neither love nor good will nor earnest endeavor could surmount their barriers between them.--Adapted from book jacket.

NEWBERY MEDAL WINNER • TIME MAGAZINE’S 100 BEST FANTASY BOOKS OF ALL TIME • NOW A MAJOR MOTION PICTURE FROM DISNEY Read the ground-breaking science fiction and fantasy classic that has delighted children for over 60 years! "A Wrinkle in Time is one of my favorite books of all time. I've read it so often, I know it by heart." —Meg Cabot Late one night, three otherworldly creatures appear and sweep Meg Murry, her brother Charles Wallace, and their friend Calvin O'Keefe away on a mission to save Mr. Murray, who has gone missing while doing top-secret work for the government. They travel via tesseract--a wrinkle that transports one across space and time--to the planet Camazotz, where Mr. Murray is being held captive. There they discover a dark force that threatens not only Mr. Murray but the safety of the whole universe. A Wrinkle in Time is the first book in Madeleine L’Engle’s Time Quintet.

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When I refer to schools in the five essays on education that comprise While Theres Time, I have elementary and secondary schools in mind. I approached this writing from the perspective of an insider, so to speak, as I have worked extensively in the field of education, first as a high school teacher and now as a professor of education in a university. These essays were prompted by dissatisfaction and a desire. Increasingly over the last few years, I have felt uncomfortable with the conventional wisdom in my field about how students ought to be educated. It just didn't set right with me. Labels vary for the mainstream thinking in the profession, but let's call it a progressive or neo-Deweyian (after the philosopher John Dewey) approach. Some might refer to it simply as modern education. Even though its advocates marshal compelling arguments in support of this set of ideas and practices (what they are will be spelled out in the essays), I was finding in my work in schools that it wasn't getting good enough results with students in the classroom, and that in any case it simply didn't fit me as a person or as a professional: my values, my hopes for schools and students and this society. So I felt an inner push to find an educational orientation that I could believe in more than the one that currently dominates in the field of education to the point that it could be called an orthodoxy, or at least find something that complements it, adds to it. These essays represent the results of my quest. I have concluded that the philosophical orientations that we most need to affirm and employ as bases for constructing school programs in our time are the very ones which are most often dismissed by professional educators, namely, conservatism and individualism. In these essays, I go into the specifics of conservative and libertarian orientations to education, explore what all the talk about teaching democracy in the schools is about, contrast sports and schools as settings, and use the concept of personal authenticity in a discussion of the work of teaching. What holds these five essays together is that they all are grounded in a conservative rather than liberal and individual-centered rather than collectivist frame of reference. These essays are self-contained enough to be read out of order, although I did line them up in the way that I think best presents my argument. I hope what I offer here informs the debate in this country over the best route to take in educating our children. I wrote this book with both general readers and professional educators in mind. For general readers, I hope what is here will provide them with a better understanding of how professional educators come at their work, and thereby enable them to deal with school people more effectively and give them some things they can take into account when determining what ought to go on in their children's education, or in schools generally. For people in the profession who read this book--teachers and administrators, those in training to become teachers, and so on--I believe these writings will provide them with a clearer understanding of the predominant thinking in their field; a good way to understand anything is to compare it with something that contrasts with it. I would presume, and hope, that for some educators and educators-to-be this book will provide them with ideas they can use to guide their work. Much of what follows is expressed in the first person. I thought that if I brought myself into this book it would encourage readers to bring themselves into it. I would like readers to see these writings as my half of a conversation. I want them to respond critically to what I have written and extend it, take it farther than I have been able to--and I don't think they have to be active in the field of education to be able to do that. I want readers to decide how, if at all, what I write changes the way they look at things, and what they a