Barbara Thompson Knihy

The story follows Daisie Moon, a sentient doll, as she embarks on an adventure with her friend Annie O and rival Fern to a mysterious traveling circus hidden in the forest. Upon arrival, they discover that not all is well among the circus performers, including the clowns. Although the girls are reluctant to remain, Coletta the Great entices them with the promise of featuring in their own circus acts, leading to an intriguing mix of friendship, rivalry, and the allure of the circus life.

Set in 1789, the story follows Daisie, a unique doll who can walk and talk, as she unexpectedly arrives in Philadelphia. She befriends twelve-year-old Eliza Principle, who aspires to gain popularity among her peers. However, Eliza's desire for acceptance leads her to discover that Daisie's extraordinary abilities could bring unforeseen challenges and complications. The narrative explores themes of friendship, identity, and the quest for social acceptance.

Presents an opportunity to discover and explore the lesser-known landscapes of the Northumberland Dales - a land of far horizons and secret corners. Features 28 cross-country walks, this book gives information for each walk and also presents the history, industrial archaeology, geography, the traditions and culture of the area.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is ‘no job for a man’.