There are so many film programs in the country but hardly any that provide the insight into the finance and legalities of the industry. Being a fresh graduate, I my self faced this problem. This book however, is a problem solver. Baumgarten's, Farber's and Fleischer's approach towards the business aspects of filmmaking is an insightful one and it provides vital information, especially for those who are just about to get their feet wet. I highly recommend this book to all the film students and especially to those who are concentrating in producing and directing.

Seems to cover a lot, from networking to graphics to XML & CGI. I was surprised that the chaper on CGI was so short, given that its not covered at all in Professional Perl also by Wrox press. Also the book was a lot shorter, but still long at 650 pages.

If you want to learn how to sell radio ads (NOT SPOTS), then this is the book for you. Or you could spend $200.00, enroll in Vincennes University and take Mark's class for yourself.

This is the second edition of a popular text (published 1988) which examines the role of psychology in informing adult education practice, and should be of particular interest and utility to students interested in adult education. It examines the seminal traditions of some key psychological theories and discusses the issues and problems in applying them to an understanding of adult learning and development. It does not aim to provide an exhaustive account of psychology and its application to adult learning, or detailed descriptions of particular theories. In this way, in my opinion, it avoids extreme specialisation which may lead to the risk of irrelevance in a more general PhD in Education curriculum. It has been updated (1997) to take account of the most recent research in the area and includes new material on adult intelligence and situated cognition.

It is ideally suited to those who seek a critical understanding of psychological theory and research from the perspective of the adult educator. It will be most accessible to graduate students with knowledge of psychology and experience of adult education. Author: Mark Tennant is Professor of Adult Education, Faculty of Education, University of Technology, Sydney, Australia. He wrote the first edition of the book while at the University of Warwick, UK, and the second while working at Hokkaido University, Japan, ten years after the first. Many of the ideas grew out of lectures and seminars delivered to a variety of students - community educators, industrial and commercial trainers, Aboriginal educators, ESOL teachers, literacy teachers, etc. and lead to a broader applicability to a wider audience.

Contents: 1.Introduction 2.Humanistic psychology and the self-directed learner 3.The psychoanalytic approach 4.The development of identity during adulthood 5.The development of intelligence and cognition 6.Learning styles 7.Behaviourism 8.Group dynamism and the group facilitator 9.Critical awareness 10.Concluding comment: psychology as a fo! undation discipline in adult education

Mark Snyder is a social psychologist known in the field for his work on self-monitoring -- people's monitoring of and control over how they present themselves publicly. He developed the Self-Monitoring Scale in 1972. In this book he describes the theory and his own and others' empirical findings on self-monitoring. He addresses questions of what exactly self-monitoring is, how it varies from one person to the next, why we do it, what consequences it has, and how people use it for benefit. Differences between "high self-monitors" and "low self-monitors" (i.e. self-monitoring is seen as a trait) are discussed in depth. An extensive reference list is included. Pretty much everything there is to know about the concept of self-monitoring up to 1987 is here -- which makes this a handy 200 pages for those who need or want to know this stuff.

This book is quite technical -- but a reader could skip such sections as "Factor Analysis and the Class Model", which includes sentences like, "Accordingly, the self-monitoring class variable need not appear as one of the axes in a factor solution involving rotation to simple structure" (p. 163), and still get a lot out of the book.

In all it's a nice blend of theory and research and is worthwhile reading for any student of personality or social psychology.

I found this book to be an interesting look at the role the little magazines played in the dissemination of modernism. Discussing the way modernists have been pigeonholed as snobs turning their backs on the "masses," Morrison draws a fascinating picture of artists very much in tune with the market forces shaping the early part of the twentieth century. Clearly written and well-researched.

This book presents a very sympathetic picture of its subject, based on Hurd's readings from his diaries.

Nonetheless, the author keeps his independence of mind: he writes that Hurd's basic "idea of the enabling state was flawed. First, it was highly undemocratic. The National Health Service Trusts, self-governing schools and Housing Associations took power away from democratically elected councillors and placed power in the hands of unelected local appointees, modern local elites. Second, the Conservative reforms to local government which Hurd endorsed saw a massive centralisation of power in Britain. Third, Hurd's belief that active citizenship was compatible with free-market economics because private property gave the citizen a stake in the economic power of the country, simply did not work during the 1980s."

Stuart writes, "The Conservative Party's raison d'etre in the late 1970s and during the 1980s became the defeat of organised labour." But Thatcherism, the attack on organised labour, undermined all the institutions - family, community and nation - that Hurd claimed to support.

In passing, Stuart reveals something of Parliamentary 'opposition'. On 21 January 1991, in the last Commons debate before the war against Iraq, Gerald Kaufman, Labour's Shadow Foreign Secretary, "asked Hurd to let him see the Government motion before they tabled it, to make sure it was one which the Opposition Front Bench could support." Hurd then asked Kaufman to amend this motion, to prevent Labour backbenchers doing so. "Kaufman showed Hurd the revision beforehand to make sure his side could support it. So the Government drafted a motion subject to Labour's approval and Labour drafted an amendment subject to the Government's approval."

As Foreign Secretary under Thatcher and Major, Hurd backed the onslaught on Iraq. He supported the EC's recognition of Croatia and Slovenia, which widened the Yugoslav war. He backed Patten's mischief-making in Hong Kong. He supported the Maastricht Treaty. All these misguided policies stemmed from his support for capitalism's dictate of economic internationalism, with its consequent hatred of sovereignty.

Twain's novel Pudd'nhead Wilson can seem like an enigma at first, since it is a story about slavery written almost forty years after the end of the Civil War. Certainly race was still a pressing contemporary issue for Twain at the time: by 1893 Reconstruction had failed and race relations in the United States were a mess. Although a black man no longer had to fear being sold "down the river" as Roxy and Chambers do, extreme forms of violence were a distinct possibility. Part of the point here is that although the institutions surrounding race may have changed since 1850, the fundamental problems, even by 1893, had not. By featuring characters who are racially indeterminate--that is, characters who can "pass" or who are not immediately identifiable as black--Twain confuses the issue still further. When slavery was still legal, an individual's racial profile mattered on a concrete level: someone who is one-thirtysecondth black,like Chambers, could be owned as a slave, while someone with no known black ancestry could not. Racial identity, by the 1890's, had become a much more nebulous concept. Broader issues of identity are a compelling problem in this novel. Although this is by no means a carefully structured and polished piece of literature, Twain's multiple plots and thrown- together style do serve to inform a central set of issues, with the twins, Pudd'nhead, and Tom and Chambers all serving as variations on a theme. The coexistence of many characters and many localized plots mirrors the novel's setting. In its vacillation between the tiny town of Dawson's Landing and the metropolis of St. Louis, and in the centralized presence of the Mississippi River, with its possibilities for endless mobility, the novel offers both hope and despair: the world is too big a place for everyone to be known absolutely to their neighbors, yet one also has the ability to start over in a new place.

The idea of being able to start over is continuously interrogated in American literature. Benjamin Franklin's autobiography, which appeared almost exactly one hundred years before Pudd'nhead Wilson, sketched out the ideals of self-determination and personal identity in American culture: a man can become whatever he wants, no matter what his background, as long as he has a plan and the work ethic to realize it. Echoes of Franklin can be seen in the eccentric, scientifically-minded Pudd'nhead Wilson, whose writings mirror Franklin's and whose careful analysis and re-categorization of the world around him is also reminiscent of the American icon. Pudd'nhead's self-realizations, though, are dark and socially unsuccessful. Twain's characters live in an America where social mores are largely fixed and one's success depends not on determination but on fitting into a pre-existing public space.

Twain, like Franklin, was a celebrated public figure, immediately recognizable as a collection of carefully developed mannerisms and trademark items. Like Judge Driscoll in this novel, Twain somehow found himself high placed enough in society so as not to be bound by its rules. In Pudd'nhead Wilson, though, Twain looks at those who avoid constraints of reputation and public opinion by being so far beneath society as to be almost irrelevant. He also looks at those who, like the twins, get caught in the middle, in a mire of shifting opinions and speculations. The "plot" of this novel, if it can be said to have one, is a detective story, in which a series of identities--the judge's murderer, "Tom," "Chambers"--must be sorted out. This structure highlights the problem of identity and one's ability to determine one's own identity. The solution to the set of mysteries, though, is an incomplete and bleak one, in which determinations about identities have been made but the assigned identities do not correspond to viable positions in society. The seemingly objective scientific methods espoused by Pudd'nhead may have provided more "truthful" answers than public opinion, but they have not helped to better society. In the rapidly changing American culture of the 1890s, where race, celebrity, and publicity were confounding deeply ingrained cultural notions of self-determination, the depopulated ending of Pudd'nhead Wilson is a pessimistic assessment of one's ability to control one's identity. Twain's novel moves us from Franklin's comic world of possibility to a place where self- determination is Twain, like Franklin, was a celebrated public figure, immediately recognizable as a collection of carefully developed mannerisms and trademark items. Like Judge Driscoll in this novel, Twain somehow found himself high placed enough in society so as not to be bound by its rules. In Pudd'nhead Wilson, though, Twain looks at those who avoid constraints of reputation and public opinion by being so far beneath society as to be almost irrelevant. He also looks at those who,

like the twins, get caught in the middle, in a mire of shifting opinions and speculations. The "plot" of this novel, if it can be said to have one, is a detective story, in which a series of identities--the judge's murderer, "Tom," "Chambers"--must be sorted out. This structure highlights the problem of identity and one's ability to determine one's own identity. The solution to the set of mysteries, though, is an incomplete and bleak one, in which determinations about

identities have been made but the assigned identities do not correspond to viable positions in society. The seemingly objective scientific methods espoused by Pudd'nhead may have provided more "truthful" answers than public opinion, but they have not helped to better society. In the rapidly changing American culture of the 1890s, where race, celebrity, and publicity were confounding deeply ingrained cultural notions of self-determination, the depopulated ending of Pudd'nhead Wilson is a pessimistic assessment of one's ability to control one's identity. Twain's novel moves us from Franklin's comic world of possibility to a place where self- determination is accompanied by tragic overtones, a place reminiscent of the world of another, later American novel about a self-made man that does not end well: Fitzgerald's The Great Gatsby.

As entertaining as any of Mark Twain's works. Fun for all ages. Great stroy and lessons in life as well as Twain's great gift for humor, subtle and obvious. Totally entertaining with enough drama to keep your interest. Great for entertainment, education or teaching.

The perfect high yield review. good tables and diagrams. easy read in half a day for usmle 1. has 60 mc questions with short explanations, a glossary of usefull terms and diseases, and an index. probably not in depth enough for coursework, but may help as review of important facts. barely worth $22 since it is a very thin book.