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I agree completely with her premises and support the approach. On the other hand, as a book, this one is less helpful than the original precisely because it reuses so much of the same material. I would have liked more theory and exploration of just how learning to draw makes a difference in other parts of one's life.
So, I'm not sure I'd recommend this book wholeheartedly, unless you just can't get enough of the "Right Brain" drawing approach. Get "Drawing on the Right Side of the Brain," first. Then decide if you want more elaboration with a different spin.
Perhaps more than many of her other books, "Tomorrow Will Be Better" showcases Betty Smith's boundless abilities. Although the synopsis of this book may sound unassuming and dull, with Smith's writing the story becomes rich and eye-opening. Never have I found another author who can take an ordinary life and an ordinary situation (such as Margie's) and fill it with such truth and wisdom so that it becomes powerful. Smith has a rare gift for truly putting herself "in her characters' shoes" and seamlessly weaving their differing stories together to form a believable novel. While "Tomorrow Will Be Better" is ultimately a sad story, its sadness is fitting, realistic, and handled extremely will. This story of optimism, dreams, and disillusionment may not be quite the show-stopping masterpiece that "A Tree Grows In Brooklyn" is, yet it deserves to be read for its excellent characterization and deep truth.
"Tomorrow" begins with 16-year-old Margie getting her first job in Brooklyn. It chronicles her courtship and marriage to Frankie, a neighborhood boy with his own family issues i.e. overbearing mother, loud father, myriad sisters. Margie's own parents are none too attentive to their daughter and what she might need, but feel pangs of loss when she decides to get married.
Margie tries to please her mother, mother-in-law, and husband, make ends meet, gets pregnant, and gradually all of these adult conventions that she is supposed to want threaten to destroy her unless she stands up to all of them. Only then will she truly be an adult.
This is an excellent account of a girl becoming a woman and proving it is an internal, not external, journey. The tale is as true today as it was in the 1940s. Female readers will identify with many of the sentiments expressed in this book and find themselves comparing their own lives to it.
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However, if you want some great Bettie photos, this is the book to purchase! I much prefer her lighter fun photos to her Irving Klaw bondage photos.
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And that is what we have here - all the inconsistencies, as, for example, mentioned in pages xiv-xv of the introduction again, that Erasmus wrote with the learned sophistry he denied schoolmen, philosophers, courtiers, theologians and monks. It's almost like Lao-Tzu and his Tao-Te Ching which includes the famous "The name that can be named is not the eternal name; the Tao that can be named is not the eternal Tao," only to have a later poet, Po Chi-Yi, quip about the 10,000 word effort to say what cannot be said in the first place. Yes, he did say at the end that 'I hate an audience that won't forget,' but that's not a courtesy he proffered to his opponents, of whom the criticism by Erasmus seems caviling, carping and nitpicking. He should have emulated his inpiration, Lucian with his 'philosophers for sale,' and made points simple like that here. It would be unfair, though tempting, to think that Erasmus took Quitillian to heart (pg. 81, 'what can't be refuted can often be parried in laughter') and disguised his voice in silly chaos for what has not been thought out cogently.
So, one is not quite sure whether wasting away a life in idleness, corruption or avarice as priests, bishops and monks are wont to do is the same kind of folly as the folly that comes from the innocence of the simple minded people or children, since Erasmus never quite made it crystal clear. Do we praise folly here but condemn it otherwise - without unity of tone and consistency of the vantage point of the writer, the whole thing just becomes a mess of confusion.
What Erasmus wanted to say does deserve our attention, but one wishes that he could have done it in a more fluid style and without all that pretentious classical references, for unlike Lucian, he lived not in that period. And certainly it could be better organized into chapters and sections, and used some editing to eliminate the endless repetitions, ensure consistency and unity of tone. Casson's 'Selected Satires of Lucian' is a much better read and is highly recommended over this one.
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Chase has managed to balance these feelings of anguish and fear with determination to survive. His story also vividly recounts a bygone time when Nantucket whalers seemed to own the seas, and industry at home depended on the oil these men brought back. We seem to forget that whaling and its fruits were an essential part of early American commerace and life. This book puts Chase's account of his survival clearly in context with its times. Highly recommended.
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Yet even if one believes in dwelling on the smallest details of some idealized use of the English language, I'd hestitate to recommend to either the second or third versions. Why?
"Fundmentals" costs far too much, weighs too much, and contains far too many impractical exercises of limited practicality. Teachers may find the grammar puzzles fascinating, but students usually want to learn grammar so they can use the language.
In comparision, Raymond Murphy's "Grammar in Use" series (Cambridge University Press) provides far clearer examples, a simpler format, and a more logical format. It's also ideal for self-study since lesson's answers can be found in the back.
Plus, the "Grammar in Use" books cost far less. Administrators and teachers, especially ones working with immigrants and refugees, should consider price and practicality when choosing texts.
Granted, this "classic" text makes more sense in elite, private programs where wealthy studdnts are preparing for the TOEFL test outside of the United States. Yet immigrants and refugees, however, don't need, want, or have the time to master these often silly distinctions without a difference. They need practical readings and compelling conversation exercises that help them get better jobs, make smarter consumer choices, and fully participate in the society. Ms. Azar's book provides almost no assistance to immigrants as they struggle to create new lives in an often confusing, strange land.
Finally, I must confess that I don't like fundamentalists in religion or language study. The same excessive zeal and narrow-mindedness that can distort and pervert rich religious traditions can be detected in the Fundamentals of English Grammar. Ms. Azar wants new English readers to write - and speak - far "better" and more "correct" than the vast majority of native English speakers. She advocates a fossilized view of the English language where innovation, slang, and change are all "corruptions" and "wrong." Let's just throw away the last century of art, film, and literature!
How can we, as English teachers, ask our immigrant students to write and speak better than of the President of the United States?
I have discovered that language at the intermediate level starts to move into the realm of the intangible, which means acquiring language is no longer easy to extrapolate from mere deduction. Language acquisition that comes from the deductive process at this and more advanced levels is often highly inaccurate in both form and meaning as students erroneously try to transform it back into what is familiar to them. Consequently, achieving accuracy becomes a very time-consuming endeavor which is difficult to manage in a large classroom. Given the time constraints on language learning and the increasing demand for understanding and communicating technical information, these "academic" structures are essential for acquiring language that is concise and unadulterated.
To enhance comprehension, I always do my own presentation of the material with my own examples and demonstrations before I ask the students to look at Azar's seemingly "academic" explanation. The oral and written drill practices contained in the book allow students to stay focused on accuracy so they can achieve mastery when they are asked to produce language of their own utilizing these targeted structures. If it is only conversational language that one wants to learn or to teach, sure, try some other book.
There is, however, another reason to teach students grammar structures: grammar tests are one mode the educational institutions use to screen students from higher education. Most, if not all, of the standardized tests given as prerequisites for college study are focused on grammar. (It's what they erroneously call "writing".) I feel to deny a motivated student mastery of the language at that level is denying them the tools they need for achieving success in our present system. Betty Azar's Fundamentals of English Grammar presents these structures in a very organized fashion, and my students who learn the material do very well on these tests and are able to continue with their educational goals.
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In this book, Fussell recounts her life story -- leading up to her successful career writing about food. Mostly it's a story of how people did her wrong, from the wickedest of wicked stepmothers who readers could easily envision wielding an axe -- to her atrocious husband, Paul Fussell. Betty Fussell, according to her version of the story, has been surrounded by mean, vicious, cruel people whose main purpose in life was to smother her spirit. Even innocent bystanding neighbors and party guests are not spared her sniping.
The people are so unremittingly awful in her story, that I quit believing a word she had to say about them before I was half way through the book. However, it did get me to read Paul Fussell's memoir as an antidote. It truly was an antidote -- with greater honesty and integrity and more human kindness, compassion and decency.
Fast, frantic & often tartly funny, where the author will snap your funny bone & suck out the marrow even as she prepares you a satisfying feast!
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Reich is in a long line of socialist reformers whose disdain for ordinary people compels him to try to harness the power of government to hammer citizens into a new form of acceptable human which will populate the utopia of his imagination.
Like socialist intellectuals everywhere, Reich would eagerly trample on freedom in the name of freedom, slaughter truth in the pursuit of a "higher truth." Avoiding facing the fact that his ideas of liberty, equality and fraternity have failed with bloody results everywhere they have been tried, from Russia to Germany to Uganda to Cuba to Cambodia, he nevertheless marches on, convinced of his own special insight.
This book is shot through with glaring factual errors about the alleged pervasiveness of crime, poverty, unemployment and associated disillusionment. His main argument, the old discredited claim of socialism, is that society is split between the powerful exploiters and the powerless exploited masses. His hatred of large corporations who supposedly enslave their workers is reminiscent of those puerile manifestos and declarations which issued from the silly and naive college students in the sixties. What is needed, he says, is a group of talented, compassionate, scientific decision-makers (presumably including him) to organize society in such a way as to bring love, peace and harmony to the ignorant masses.
In one rare example of lucidity, Reich acknowledges that "...governments are adept at avoiding responsibility when they cause harm." He apparently doesn't see the irony of proposing bigger and more powerful government with sweeping control over all aspects of our lives.
But it is not only Reich's politics that makes this a bad book. Reich displays a stunning ignorance of economics, history, psychology, human nature and constitutional government. His sloppy logic is on display in nonsensical statements like: We need to devlop "social self-knowledge" - an ability to "understand how (society) acts," "why it treats us as it does,...what it cares about." And what do we make of statements like: Since WWII "America has suffered a steady impoverishment..."? Is he suggesting that we are worse off than we were in 1945? Where has he been? Has he heard of equal rights, abolition of Jim Crow, a cure for Polio, artificial hearts and hips, the exponential rise in the standard of living, extended life expectancy? In one very important way, we ARE worse off than in 1945, in the loss of much of our liberty. But apparently this is fine with Reich who proposes to rob us of the rest of it.
Consider this economic profundity: He contends that under the current system, one's pay is determined, not by its value, but by what someone is willing to pay - as if there were any other way, in the real world, to measure value. The failure of socialism is, to no small degree, a consequence of people like Reich trying to assign equal value to street cleaners and heart surgeons. Of course, these people have equal value in God's eyes, but this is not where Reich is going with his argument. .
Reich quotes Roosevelt: "...necessitous men are not free men." but then writes a whole book advocating that government assume responsibility for our mental, physical, economic, psychic well-being, making us wholly dependent on enlightened men like him, a course of action that throughout history has produced, not utopia, but poverty, misery and death.
"Opposing the System" is a shallow collection of meaningless platitudes. Don't waste your time.
Reich's earlier book, "The Greening Of America," is also excellent. Add to these two Charles A. Reich books, Thomas Frank's "One Market Under God." Read, study and absorb the content of all three, and you'll be well prepared to confront, lay bare, and deflate the claims of the System's eager courtiers and foot-soldiers who've cheerfully applauded and helped shackle us to the unholy economic/political System we're deeply mired in, and are Systematically forcing down the throats of the entire world. Read these books as a monumental favor to your self and to our country.
Reich's earlier book, "The Greening Of America," is also excellent. Add to these two Charles A. Reich books, Thomas Frank's "One Market Under God." Read, study and absorb the content of all three, and you'll be well prepared to confront, lay bare, and deflate the claims of the System's eager courtiers and foot-soldiers who've cheerfully applauded and helped shackle us to the unholy economic/political System we're deeply mired in and are Systematically forcing down the throats of the entire world. Read these books as a monumental favor to yourself, to our country, and to the world.
Also, regarding the author: Betty Edwards seems to have over-analyzed the right-brain/left-brain system - something the left-brain would be in control of, according to her teachings. She was defeating her purpose by writing a book about the method, since people must experience, firsthand, the ecstasy of hitting 'the zone' when making something. Analyzing it and taking credit for such a natural gift from God is, to me, ridiculous.