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Carnal Alchemy: Sado-Magical Techniques for Pleasure, Pain, and Self-Transformation

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About the Author

Stephen E. Flowers, Ph.D., and Crystal Dawn Flowers, husband and wife of more than 30 years, are the former heads of the Order of the Triskelion, a magical order dedicated to the practice of Carnal Alchemy. Stephen is the author of several books, including Lords of the Left-Hand Path, and translator of Secret Practices of the Sufi Freemasons. He is the director of the Woodharrow Institute for Germanic and Runic Studies. The authors live near Austin, Texas.

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CHAPTER 8 THE CHAMBER THE CHAMBER AND EQUIPAGE Activity as sacred as Carnal Alchemy or Sado-Magic is often thought to deserve a special place in the home or apartment set aside for it alone. Having a chamber, or “dungeon,” just for this part of one’s life has a special purpose as well. It is usually the case that partners do not live out the dominant/submissive lifestyle twenty-four hours a day, seven days a week--and in such cases it is valuable to have a space set aside that symbolizes that part of their lives together. It is also true that entering such a space can trigger certain responses in the souls of the participants, which allow them greater psychological freedom--both from within themselves and with regard to their partners--to live out their innermost fantasies to the fullest. Such a chamber can also be a place where the artistry and imagination of the participants can be expressed--not only in the activity there, but also in the actual design and equipping of the room. And since it is unlikely that you will be offered a videotape deal on cable TV telling you how to outfit your home-dungeon, we will just have to provide some basic help in this chapter. A word of warning though: all the fancy equipment in the world won’t make your magical and erotic adventures something they wouldn’t otherwise be. The equipment can only enhance what is already there. If the spirit and empathy are not right, no amount of furniture or “infernal contraptions” will help. But because these arts are so involved with a fairly complex set of aesthetic rules and ceremonies, and because there is often the need to be able to move smoothly through a wide variety of physical sensations, the equipping of at least a minimally furnished chamber is highly recommended. PURPOSE OF THE CHAMBER The initial purpose of the chamber or dungeon is to set your activities apart from the rest of your life. This is not a means to “protect” your everyday life from the results of your Sadean practices--the effects of such scenarios are almost universally beneficial--but rather the intention is to intensify the feelings and energies generated by such activity. The chamber functions in a way similar to that of the laboratory for scientists, the studio for artists, or the temple for magicians. It contains and focuses the activities that they may be more pure, more intense, and more powerful. It you go back to our discussion of how transformations are made you will see that there must be an act of separation, of isolation of the subjects from outside influences—this must take place before the transformational play is enacted. It is after this that the subjects are re-integrated, re-included, into the mundane world. The chamber is meant to enhance this process and this experience. The “chamber effect” can be obtained in several ways. You can, of course, have a special room set aside to serve exclusively as a “playroom,” or you can make some modifications to a room being used for some other purpose that can be converted quickly and easily into such a room. A cellar, garage, or attic space is ideally suited for the “multiple purpose room.” Many will find it necessary to make their own master bedroom into the chamber. In such an event the importance of certain symbolic or ceremonial actions and/or objects becomes relatively more important. When a room normally used for more “mundane” purposes is to be temporarily transformed into a Sadean chamber, don’t forget to take some time to figure out how to change the entire atmosphere of the room into something special. Fabrics can be used to drape over furniture. Pictures or other decorations not conducive to the atmosphere should be removed or draped. Candles or perhaps red and/or blue light bulbs can be used for illumination. (Such dim lighting may be hazardous for inexperienced dominants who must often gauge the severity of some of their activities by alterations in the skin tone of their submissives, since especially red light makes red marks on the skin virtually invisible!) DESIGN OF THE CHAMBER Any well-equipped chamber should have the means for positioning (and restraining, if necessary) the submissive in at least three basic postures: standing, lying, and bending. It will also, by whatever means, have, or be capable of taking on, a very special atmosphere. This atmosphere is gained through a combination of interior design principles (furniture, wall-hangings, wall color), and other sensory tools such as mirrors, music, lighting, even incense and special drinks. All the senses are to be considered--to enhance them, subject them to pain or pleasure, or to deprive them. Certain pieces of equipment are best built into the structure of the chamber or room. There should be a way to fix the submissive in a horizontal or lying position (a bed or bed-like rack is ideal for this), and a way to fix them in a standing position. The vertical position can also easily be achieved with a minimum of alteration to the room by anchoring a large eyebolt into a brace above the ceiling. This should be secured and tested to be sure that it could bear the entire weight of the person who is to be secured to it. This should not, however, be used for actual suspension of the person’s full weight. Suspension has special requirements and should not be tried by beginners. Also you should consider using “panic” snap hooks, which make it easy for submissives to release themselves, and allow dominants to release sub-missives very quickly in case of an emergency.

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Product details

Paperback: 160 pages

Publisher: Inner Traditions; 1 edition (September 21, 2013)

Language: English

ISBN-10: 1620551098

ISBN-13: 978-1620551097

Product Dimensions:

6 x 0.5 x 9 inches

Shipping Weight: 8.8 ounces (View shipping rates and policies)

Average Customer Review:

4.6 out of 5 stars

13 customer reviews

Amazon Best Sellers Rank:

#357,842 in Books (See Top 100 in Books)

One of the newest trends in the magical world is the practice of sado-magic or BDSM practices in magical operations. In theory it works rather well, for magic to be successful you must visualize you goal, raise the energy and direct it then let your spell go. Sexual and BDSM practices are just one way.Of course BDSM is nothing really new. Ancient cultures had flogging rites both to purify the soul and raise energy levels . The Greek in their rites to Dionysus and Artwmis are two prime examples. The native Americans practiced piercing and suspension in order to achieve trances . Various Christian orders also practiced flagellation . Most recently it was brought into updated practice by Gerald Gardner and Alesister Crowley .The author himself belonged to the Order of Triskellion. The order's main purpose was to bring BDSM practices into magical and mainstream acceptability. They have since folded and Robert North has opened up the New Flesh Palladium.BDSM has extensive history in both Japan and Europe. Flogging or caning is sometimes called the English Vice. In Europe some famous people involved at various periods of time would include Marquise De Sade, Leon Sacher Masocher, Robert North and William Seabrook.Marquise De Sade was a libertine who believed in developing his imagination. He was also into non consensual torture. Masocher who had a bad experience with an aunt discovered his love for pain. He was also into contracts and agreement. Seabrook practiced bondage and suspension techniques aimed at achieving the trance state. He wrote books about the Middle East and witchcraft.The book next covers the two types of universes. The subjective is like our dream world and the objective is the physical universe. You can manipulate the objective in order to alter the subjective or manipulate the subjective in order to alter the subjective.To those experienced in BDSM and magic the safety techniques and the creating of a sacred space will not be ground shaking but to the newbie may well be revolutionary .Would have been nice to have a few sample rituals to serve as a guideline included. I wonder what deities beside Artemis and Dionysus work well with flagellation and bondage . Perhaps the book could be extended and this information included.

This book is an intriguing read, particularly if you're into sex magic and BDSM. It's well written, informative (in a general way), and offers some ideas of how to incorporate BDSM into sex magic. The authors also offer a lot of theory in this book, explaining what carnal alchemy is and even offer a bit of practical advice in terms of how to play safe in BDSM and how to work sex magic through the dominant-submissive paradigm. I particularly like the list of recommended readings, which give readers some more reading they can do.Also the explanations of the tools and various techniques will prove useful and illuminating, for anyone into BDSM. I also like that the authors stress the importance of having some experience with BDSM and being both a submissive and dominant.However, while I did like this book a lot, I would've liked to have seen more focus on the physiological/psychological aspects of BDSM and how those aspects could be applied to carnal alchemy. Given that alchmy is a transformation, I would like to know how the authors factored in physiological changes and how those changes could be purposely used by either the dominant or submissive. The same applies to the psychological aspects.

A difficult book to review - on one hand it promises so much and comes so close, yet like a great scene leaves you yearning for more. On the other, it points off to so much literature that it will keep one reading for quite a while.So I'm both pleased and disappointed.

The psychological and magical reality behind practices of bondage and flagelation in the arousal, sustainence, and direction of the body's subtle energies for magical and psychic purposes. Dr. Flowers and his wife write from experience and scholarship.Carl Llewellyn Weschcke

This book (2013 third edition) is about sex magic on a ritual sadomasochistic context. It begins with a brief history of sexual magic and its main exponents (Marquis de Sade, Sacher-Masoch, Aleister Crowley, Ernst Schertel, William Seabrook, Gerald Gardner, Robert North and last but not least Anton Szandor Lavey). Chapters 3 shows in a concise manner the general theory what the authors designate as "carnal alchemy": "The use of Sadean methods to effect the purposes of Alchemy." Chapters 4 and 5 describe the submissive and dominant participants. Chapter 6 [How to work] put the theory into practice. From Chapter 7 [Working Techniques] I quote this interesting excerpt:"But the true Sadean use of such penetration comes in when such penetrations are made painful, at least initially, due to the size or surface texture of the object being inserted, or made humiliating in some way. Submissives may be trained to take larger and larger objects into their orifices - each time stretching them a bit more, each time causing them to have to struggle with the pain of the insertion. Since, as a rule, for these penetrations to be successful the submissive has to "give in" to the experience - and literally "open up" to accept the violation of the dominant - this technique is powerful both symbolically and physically."(...) "Perharps the ultimate experience in this type of penetration is the act known as "fisting" in which the dominant will thrust an entire hand and often forearm into the vagina or rectum of a submissive."Chapter 8 [The Chamber] has precious information about the place to perform the ritual. A smart conclusion, two appendixes (The Order of the Triskelion & Resources), notes, glossary, an up-to-date sadean bibliography and a bibliography of sex-magical texts for further study plus an index are included in this little gem.

I loved this book.It was an amazing read that summarized the history of Sex Magick. Thank you Stephen and Crystal Flowers!

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Download Basic Principles of Curriculum and Instruction

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Basic Principles of Curriculum and Instruction

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"Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is." (Times Higher Education)

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About the Author

Ralph W. Tyler (1902–94) was an American educator who worked in the field of assessment and evaluation. He served on or advised a number of bodies that set guidelines for the expenditure of federal funds and influenced the underlying policy of the Elementary and Secondary Education Act of 1965. Tyler chaired the committee that eventually developed the National Assessment of Educational Progress (NAEP). He was professor of education and dean of the Division of Social Sciences at the University of Chicago.

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Product details

Paperback: 140 pages

Publisher: University of Chicago Press; First Edition, Revised edition (August 9, 2013)

Language: English

ISBN-10: 022608650X

ISBN-13: 978-0226086507

Product Dimensions:

5.5 x 0.4 x 8.5 inches

Shipping Weight: 0.3 ounces (View shipping rates and policies)

Average Customer Review:

4.3 out of 5 stars

58 customer reviews

Amazon Best Sellers Rank:

#135,601 in Books (See Top 100 in Books)

Basic Principles of Curriculum and InstructionBy Ralph W. Tyler. London: The University of Chicago Press Ltd.© 1949/2013. 128 pages. ISBN 13: 978-0-226-08650-7.Reviewed by Dan HaddadToo often in classrooms today, educational decisions are made with a lack of thoughtfulness and planning. Though there are many veteran teachers who are able to deliver effective instruction with perhaps minimal preparation, their lessons and teaching style often become stale and ineffective; based on outdated models and circumstances. Newer teachers frequently become overwhelmed with the myriad of responsibilities demanded of them and are often “flying by the seat of their pants”, simply trying to get everything done.For these reasons in addition to others, Basic Principles of Curriculum and Instruction should be required for all educators at all levels if for no other reason than it provides a solid foundation from which to make long term curricular decisions to those who have not been exposed to this information before and for those who have, it provides a refresher and hopefully renews their dedication and motivation to provide the best structured educational experience possible. As the information is framed in large part as a school-wide process, this is also a valuable book for administrators both “in and outside of the building.”Tyler goes through almost the entire process in depth from first leading the reader to ascertain what educational objectives a school should seek to attain. Next he discusses how to select learning experiences to achieve these objectives. He then talks about how learning experiences should be organized for the most effective instruction. After these three chapters which all dealt with the creation and implementation of the curriculum, he discusses evaluation of the effectiveness of the learning experiences and finally closes with a brief discussion about how a staff can work together to build a curricula.Though Basic Principles of Curriculum and Instruction was first published over 60 years ago the vast majority the information contained within the book is applicable and effective in today’s classrooms and schools. Tyler talks about assessing the starting point of each student as a crucial step when developing a curriculum. Once that information is obtained, it’s easier, and considerably more effective, to not only develop but also impart objectives on the students. Knowing what the learning gap is in each student makes it a lot easier to bridge. He was talking about differentiated instruction long before it was given a title. He also introduces the ”revolutionary” notion that perhaps schools should prepare students to do more than just contribute to society, but instead to lead and innovate. Both of these concepts seem ahead of their time and reflect what many educators now view as a given.Ultimately, Basic Principles of Curriculum and Instruction provides a clear and concise roadmap and starting point when developing curriculum. Tyler himself states at times throughout the book that there are simply some topics of curricula development that are beyond the purview of the text. It is up the schools, teams and individuals to use this as guide through which the particularities and needs of the school determine how to most effectively mold and develop these ideas to best serve their students.

Asma Bin AteeqWithout reading this book, the educators will design a poor curriculum. It is really important for all educators to look at it especially and curriculum designers. Like a typical designer, educators should make sure to keep the students’ desires and interests in mind, trying to make the activities easy and uncomplicated while making up for a lack of substance with plenty of fun and lack learning at the end of the day. These concepts and ideas are simplistic and lacking in structure and focus, which oftentimes led the teachers off-topic to peripheral subject. Looking back to my first year of teaching, my plans for the days seemed absent of imagination, intellectual rigor, and a clear sense of enduring value. In fact, I feel quite embarrassed at the plainness of my ideas compared to where I am now after reading the book. In Tyler’s book, the educators will learn how to design a curriculum, considering really important steps/stages.Having learned about Tyler's ideas, my understanding of curriculum design has broadened a great deal, and I am now able to have a much wider perspective on how to create a successful unit; one that enables me to actually have evidence that my students have deeply understood and absorbed the subject matter. With the Tyler's way, however, I am able to let go of my old habits of thinking and take on the assessor’s perspective, which is concerned with the criteria and validity for judging objectives. He goes into great detail on this step explaining where you should get the objectives for the curriculum you are writing.After reading chapter one, you will be able to begin identifying the goals by considering the five sources: the learner, the community, subjects, Philosophy, Psychology. Tyler further explains how we can help the students to reach the goal. He gives us a lot of advice, such as considering the student’s interests and needs, providing the students with different experiences so they can learn in different ways, and let the community know what is going on inside the school and combine them together. Selecting the means for the attainment or achievement of these objectives, such as what educational or teaching-learning experiences have to be provided for students and organizing these educational or teaching-learning experiences. The selection and organization of the educational experiences give evidence of how you may tie it all together in an organized and efficient way, scaffolding the knowledge-building process, which culminates in students creating a plan for how they would achieve it, a decidedly proactive approach compared to mere passive acceptance of information.Tyler suggests evaluating the outcomes or what have students attained or achieved. Your assessments will become much more interesting and relevant to the students’ decision-making process on a day-to-day basis, which will solve some queries that you probably had about how your performance tasks did not relate to the evidence or how you was simply not able to see the connection.Instead of having a vague idea of what you want to teach on a day-to-day or week-to-week basis, you will now be planning in advance, taking the units through steps as instructed by Tyler. I am convinced that this is the right approach to curriculum design. It is concerned with depth of insight, with being able to see into the validity of performance tasks in relation to ultimate assessment of understanding. I see now how simple I have been, when in actuality, my students would have benefited from having a teacher who had a clear roadmap with strategic directions in mind. I am confident now that my teaching and planning will be different.Work CitedTyler, R. W. (1949/2013). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

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Audible Audiobook

Listening Length: 2 hours and 26 minutes

Program Type: Audiobook

Version: Unabridged

Publisher: Powerhouse, Inc.

Audible.com Release Date: August 3, 2016

Language: English, English

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We recommend that this book be used in the training of all mental health professionals in conjunction with other resources....--American Jornal of Psychology, Spring 2011, J. Barnett and W. B. Johnson

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"This book does not just teach professional ethics. It encourages students to aim high by supporting development of their professional and personal identities. That is the essence of sound ethical practice, and the authors have captured it." –Michael C. Gottlieb, Ph.D., ABPP, Independent Practice, Dallas, TX "This excellent book for students or any professionals in psychotherapy and counseling is part of a welcome trend in ethics education that challenges students to strive for their highest ethical ideals. Anderson and Handelsman do far more than repeat rules and facts; they use the ethical acculturation model to encourage students to reflect on their professional identity and values. The book contains useful learning aides and exercises such as the ethics autobiography, the ethics journal, realistic vignettes, appendices, and useful charts. Anderson and Handelsman succeed in presenting their well considered perspectives on psychotherapy in a clear and personal style of writing. I highly recommend this book!" –Samuel Knapp, Ed.D., Director of Professional Affairs, Pennsylvania Psychological Association "I really like this book….it approaches ethics in a manner that is hopeful, positive, but no-nonsense and thorough. I think it is one of the best integrations of concepts around ethics and ethical decision-making processes that I have seen, and one of the most easily applied to a variety of levels of training. I also like the application of an acculturation model as a way to understand our initiation into the part of our profession that has to do with ethics, ethical decision-making and ethical behavior." –Susan L. Prieto-Welch, Counseling Center Director, University of Notre Dame, Counseling Psychology "Anderson and Handelsman have written a truly unique ethics book; one that will be of value to every new as well as seasoned psychotherapist in professions from social work to psychiatry. They write about professional ethics as a process of acculturation that requires the reader to consider themselves, their motivations, and their feelings about the ethical requirements of the professions. In order to facilitate the process of self-awareness, they provide a series of activities like journaling to help the professional continue to expand their awareness as they encounter topics like confidentiality or multiple relationships. Whether or not an instructor chooses this book as a primary text, it should be a supplement to every course that is taught." –Karen Strohm Kitchener, Professor Emeritus, University of Denver "This book is unique in my experience in that it encourages readers to reflect on their own ethical predispositions as they think about psychotherapy ethics. The book also helps students understand differences between being an ethical person and an ethical psychotherapist--a distinction that is difficult for most students, and many professionals, to appreciate. The authors’ emphasis on helping readers know themselves as well as the professional ethical guidelines is an important advance over other ethics texts. The discussion of “positive ethics” is also unique and helpful for professionals." –William E. Sobesky, Ph.D., Clinical Associate Professor of Psychiatry and Pediatrics, University of Colorado Health Sciences Center "This book is interesting and engaging. A variety of scenarios and exercises make the process come alive for the reader and encourage self-assessment and self-reflection. As an instructor I think the text would generate many meaningful class discussions. It is easy-to-read and easy to follow." –Robin Lewis, Old Dominion University

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Product details

Paperback: 262 pages

Publisher: Wiley-Blackwell; 1 edition (July 20, 2009)

Language: English

ISBN-10: 1405177667

ISBN-13: 978-1405177665

Product Dimensions:

5.7 x 0.8 x 8.9 inches

Shipping Weight: 12.6 ounces (View shipping rates and policies)

Average Customer Review:

5.0 out of 5 stars

10 customer reviews

Amazon Best Sellers Rank:

#216,117 in Books (See Top 100 in Books)

I originally purchased this book for a very specific purpose--to get some ideas for a continuing education course I and a co-author were in the process of creating. However, I found myself becoming absorbed by it. It is a different kind of ethics textbook to be sure. You have to put yourself right into it and reflect on what you believe and know (or think you know). A great read for its own sake! Highly recommended to other mental health professionals and ethics instructors.

Great book that makes the mental health professional stop and think about scenarios that can come up in their practice.

This is the sort of Ethics book I have searching for to use with graduate students. It meets our needs and is exceptionally well laid out. It provides a solid basis for becoming an ethical professional. I like the variety of exercises it provides.Michael G. Ditsky, PhD

Received this earlier than I thought. No problems

This text is a hands-on review of ethics for counsellors. The subject is immediately useful for clinicians. It is easy to read and motivating. The examples are real life. I am most impressed.

A great, inspirational book on ethics.

I used Anderson and Handelsman's highly interactive text for a graduate ethics course. The emphasis on "acculturating" to ethics in psychology provides an excellent overall framework for any ethics course. Anderson and Handelsman also emphasize the "journey" of learning ethics in the field of psychology whereby students truly become "active explorers" in this process. The activities suggested in the book help each one of us become more aware - of our biases, our morals, our values - and also become more aware of our responsibilities to the profession of psychology. The case examples include multiple variations on themes that encourage students and professors to consider multiple perspectives and thus truly stimulate a higher level of class discussion. The informal tone of the book makes for a delightful read. It reads as if the authors are sharing trade secrets over a brown bag lunch all in the interest of the greater ethical good. If you desire to practice near the ethical ceiling and/or to teach your students to do the same, this is a go-to text!

This book differs from other ethics books in that it does not focus on laws, statutes, or ethics codes. Insteadit includes a numbers of commentaries and exercises that help students reflect on what ethics means to them and how they can translate their good intentions into good professional behavior. It is well written and contains a lot of useful exercises.

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Product details

Series: Glitter (Book 1)

Paperback: 102 pages

Publisher: Independently published (February 14, 2019)

Language: English

ISBN-10: 179691343X

ISBN-13: 978-1796913439

Product Dimensions:

8.5 x 0.2 x 8.5 inches

Shipping Weight: 9.3 ounces (View shipping rates and policies)

Average Customer Review:

5.0 out of 5 stars

1 customer review

Amazon Best Sellers Rank:

#20,575 in Books (See Top 100 in Books)

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Download PDF Netter's Concise Radiologic Anatomy Updated Edition (Netter Basic Science)

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Product details

Series: Netter Basic Science

Paperback: 552 pages

Publisher: Elsevier; 2 edition (May 7, 2018)

Language: English

ISBN-10: 0323625320

ISBN-13: 978-0323625326

Product Dimensions:

6 x 9 inches

Shipping Weight: 2.8 pounds (View shipping rates and policies)

Average Customer Review:

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Amazon Best Sellers Rank:

#259,740 in Books (See Top 100 in Books)

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Review

Praise for The Locker Ate Lucy! (Eerie Elementary #2):"A good fit for readers not quite ready for... Goosebumps." -- BooklistPraise for The School Is Alive! (Eerie Elementary #1):"The plot and twisted storyline will serve the beginning chapter book reader well. Word choice, action, and crisp sketches support the story, allowing early readers to develop ideas and easily follow the plot." -- Library Media Connection"Give this early chapter book to readers who want something scary but aren't ready for the 'Goosebumps' or 'Scream Street' series." -- School Library Journal

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About the Author

Max Brallier is the author of more than twenty books for children, including the Galactic Hot Dogs, and The Last Kids on Earth middle-grade series. Under the pen name Jack Chabert, he is the creator and author of the Eerie Elementary series with Scholastic Branches. Max lives in New York City with his wife and daughter.Letizia Rubegni is a children's book illustrator who aims to create a well-balanced mixture of darkness, grotesque, and humor in her artwork. From a very early age, she fell in love with storytelling through pictures. After graduating in Scenography from the Academy of Fine Arts in Florence, Letizia gained further qualifications as a television cartoonist and graphic designer. Letizia lives in Tuscany, Italy.

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Product details

Age Range: 5 - 7 years

Grade Level: Kindergarten - 2

Lexile Measure: 460L (What's this?)

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Series: Mister Shivers. Scholastic Acorn

Paperback: 64 pages

Publisher: Scholastic Inc. (September 3, 2019)

Language: English

ISBN-10: 1338318535

ISBN-13: 978-1338318531

Product Dimensions:

5.5 x 7 inches

Shipping Weight: 1.1 pounds (View shipping rates and policies)

Average Customer Review:

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Amazon Best Sellers Rank:

#1,399,579 in Books (See Top 100 in Books)

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