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Typewritten talk given in the fall of 1964 in Salt Lake City, Utah. Rebecca Bean lived in the Joseph Smith house from 1915 to 1939. She talks about the anit-Mormon sentiments of many of her neighbors and tells about how she and her husband, Willard Washington Bean, coped with these issues.

Deed from sellers John and Rebecca Peterson to buyer Ellen McLain for land in Township of Waterford, N.J.

A scathing critique of the legal status of women and their property rights in nineteenth-century America, Rebecca Harding Davis’s 1878 novel A Law Unto Herself chronicles the experiences of Jane Swendon, a seemingly naïve and conventional nineteenth-century protagonist struggling to care for her elderly father with limited financial resources. In order to continue care, Jane seeks to secure her rightful inheritance despite the efforts of her cousin and later her husband, a greedy man who has tricked her father into securing her hand in marriage. Appealing to middle-class literary tastes of the age, A Law Unto Herself elucidated for a broad general audience the need for legal reforms regarding divorce, mental illness, inheritance, and reforms to the Married Women’s Property Laws. Through three fascinating female characters, the novel also invites readers to consider evolving gender roles during a time of cultural change.

In Spring Green, Wisconsin, spinster sisters Milly and Twiss have spent their lives listening to heartbeats and heartaches, nursing birds and the people who bring them back to health. Back in the summer of 1947, Milly and Twiss knew nothing about trying to mend what had been accidentally broken. Milly was known as a great beauty with emerald eyes and Twiss was a brazen wild child who never wore a dress or did what she was told. That was the summer their golf pro father had an accident that cost him both his swing and his charm, and their mother, the daughter of a wealthy jeweler, finally admitted that their hardscrabble lives wouldn't change. It was the summer their priest, Father Rice, announced that God didn't exist and ran off to Mexico, and a boy named Asa finally caught Milly's eye. Most unforgettably, it was also the summer their cousin Bett came down from a town called Deadwater and changed the course of their lives forever. Rebecca Rasmussen's masterful debut novel is full of hope and beauty, heartbreak and sacrifice, love and the power of sisterhood, offering wonderful surprises at every turn.

In the spring of 2015, I became very ill. For eighteen months, I could barely get off the couch. I was sick, had no energy, my anxiety went out of control, and I sank into a deep depression. In Compass to Healing: My Journey to Wellness, I share what happened to me when I finally gave up trying to fix, control, and micromanage the universe to protect my family and heal myself. Compass to Healing: My Journey to Wellness tells the story of my surrender to a higher power and the gifts and guidance that came to me in the form of a voice, signs, and messages, many of which I received from family, friends, and strangers, as I began to experiment with connecting, trusting, and communicating with that higher realm of power. In Compass to Healing: My Journey to Wellness, I begin to discover my own inner compass and a way out of fear and anxiety, and, in doing so, regain my health and courage and find myself gifted with miracles, faith, hope, and the great, healing love of family and friends—love that was there all along, and love that carried me through. I interpret my healing journey using the spiritual lens of the traditional, indigenous, Andean Medicine Wheel and its four cardinal directions. In Compass to Healing: My Journey to Wellness, my healing journey takes me south and west and brings me into contact with beautiful events, places, and people—each with something important to teach me.

The purpose of this quantitative, correlational study is to examine the predictive relationship between teachers’ age, gender, teaching experience, and grade level and teachers’ technology self-efficacy. This study is important because of its potential to identify factors that may affect educational technology program efficacy and ultimately, academic achievement. The convenience sample included 118 elementary school, middle school, and high school teachers from one rural Pennsylvania school district that implemented a one-to-one (1:1) iPad initiative in 2016. Teachers’ age, gender, teaching experience, and assigned grade levels were anonymously determined using a demographic survey, and teachers’ technology self-efficacy was measured using the Educator Technology Self-Efficacy Survey (ETS-ES). The researcher used a multiple regression analysis to analyze the predictive strength of each predictor variable on teachers’ technology self-efficacy. The researcher failed to reject the null hypothesis at the 95% confidence level since the researcher was unable to prove a significant, predictive relationship between all four predictor variables and the criterion variable of teachers’ technology self-efficacy. The variables of age and gender did make a significant contribution to teachers’ levels of technology self-efficacy, while the variables of grade level and teaching experience did not make a significant contribution. The results of the study can be used by educational leaders to create more targeted technology-related professional development opportunities for teachers. More research is needed to further investigate factors impacting teachers’ technology self-efficacy.

The purpose of this retrospective case study is twofold: 1) to analyze the current literature regarding speech and language development and intervention in Down syndrome (DS) and 2) to investigate the experiences of a young child with DS in early intervention from birth to age three. More specifically, we are interested in understanding what a diagnosis of DS means for the developing child (clinical description), how the abilities of these children are measured prior to treatment (assessment), which strategies are commonly utilized in therapy for this population (intervention), and expected treatment outcomes for children who receive intervention (progress). By integrating data from all major areas of development, we can provide a holistic description of DS in early childhood and see how DS is manifested in a young child with this diagnosis. Furthermore, this review and case study can guide speech-language pathologists (SLPs) who are interested in evidence-based practice for clients with developmental disabilities. We interviewed the participant's mother to gain additional perspective on the early intervention process and outcomes. After analyzing early therapeutic and educational records provided by the participant's mother, we discovered that our participant experienced a similar pattern of speech and language development as her peers with DS; however, at age three, she appeared to be functioning at an above average level relative to expectations for children with DS. We discuss the positive indicators and environmental factors that may have contributed to her success. Our findings support the importance of providing early intervention for children with developmental disabilities.