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It’s the end of summer, 2001. Erin O’Connor has everything she’s ever dreamed of: good friends, a high-powered career at a boutique Manhattan firm, and a husband she adores. They have plans for their life together: careers, children, and maybe even a house in the country. But life has other plans. Daniel works on the 101st floor of the World Trade Center. Erin is drinking margaritas on a beach in Mallorca, helping her best friend get over a breakup, when she hears a plane has crashed into Daniel’s building. On a television at the smoky hotel bar, she watches his building collapse. She makes her way home with the help of a stranger named Alec, and once there, she haunts Ground Zero, nearby hospitals, and trauma centers, plastering walls and fences with missing-person flyers. But there’s no trace of Daniel. After accepting Daniel’s death, Erin struggles to get her life back on track but makes a series of bad decisions and begins to live her life in a self-destructive fog of booze and pills. It’s not until she hits rock bottom that she realizes it’s up to her to decide: Was her destiny sealed with Daniel’s? Or is there life after happily ever after?
Rush County, at the south end of Post Rock Country, was organized on December 5, 1874, and named in honor of Capt. Alexander Rush, Company H, of the 2nd Kansas Colored Infantry. The first settlers arrived in 1869 and established homesteads along Walnut Creek near the Fort Hays-Fort Dodge Trail. With few trees on the vast, dry prairie, settlers searched for alternative building materials. Post Rock, a unique limestone bed that sat within inches of the surface, was so well used and became such a curiosity that it gave rise to the Post Rock Museum in 1963.
The Tuttles were of New York state in early 1800's.
The first step in determining service in the Revolutionary War is to consult this work. Alphabetically listed veterans and their widows who applied for pensions and bounty land warrents, including all additions and corrections uncovered by the National Genealogical Society in their preparation for microfilming the actual pension files. With the information contained in this book Revolutionary War pensions may be ordered from the National Archives. An excellent discourse on pension legislation is in the introductory material. N0000HB - $85.99
'A haunting and epic debut with shades of Steinbeck' [GRAZIA] about a makeshift family in the untamed American West. Includes Reading Group Notes. At the turn of the 20th century, in a remote stretch of Northwest America, a solitary orchardist, Talmadge, tends to apples and apricots as if they were his children. One day, two teenage girls steal his fruit at the market. Feral, scared and very pregnant, they follow Talmadge to his land and form an unlikely attachment to his gentle way of life. But their fragile peace is shattered when armed men arrive in the orchard. In the tragedy that unfolds, Talmadge must fight to save the lives of those he has learned to love while confronting the ghosts of his own troubled past. THE ORCHARDIST is an astonishing and unforgettable epic about a man who disrupts the lonely harmony of his life when he opens his heart and lets the world in. 'A psychologically complex novel of considerable emotional power' Independent on Sunday 'An utterly enthralling, heart-breaking story' Easy Living
The Matthew's Bible brings together the work of two giants of sixteenth century English Bible translation. William Tyndale and Myles Coverdale shared a vision of making the scriptures available to ordinary believers concerned that their authority might be undermined in a time when kings and clerics alike opposed translating them into English. William Tyndale's New Testament (1526) was the first English translation made from the original language, and it made the most of the emerging English tongue. Knowing neither Hebrew nor Greek, Myles Coverdale consulted Latin, English and German sources to guide his work. The vocabulary of Tyndale, John Wycliff, and other appears in the Coverdale Bible (...
Aims to make visible the everyday, seemingly inconsequential ways in which classrooms become sites for the reinforcement of heteronormative ideologies and practices that inhibit student learning and student-teacher interactions; and to aid educators in identifying, and working with students to avoid marginalizaton in the classroom.