A wonderful book with ample examples and food for thought for new and ongoing managers. This text was initially referred to me by a business school professor and I've since passed it on to freinds and managers alike.

Paul Cain has written a wonderful book, profiling 39 of the outstanding figures in the struggle towards gay acceptance and rights that went on from 1940 to 1990. All of these chapters were the result of his drive and desire to get to know these people. Along with his personal interviews, he did an enormous amount of research which makes each chapter a thorough study of each individual. The book includes chapters on such lights as Rita Mae Brown, Frank Kameny, Troy Perry, Miriam Ben Shalom, Dorr Legg, Urvashi Vaid, and many more. It's well worth the money! Just in time for gay pride, too!

"Learn Tennis in a Weekend" provides in one clear handbook a concentrated, highly structured program that shows the novice -- step by step, hour by hour, how tomaster the fundamental skills of tennis in one weekend. One the court, tennis training, get to grips, stance and control, basic ball sense, forehand stroke, backhand stroke, two-handed backhand, the serve, service return, forehand volley, backhand volley, lob defense, overhead smash, approach play, serve & volley, playing the game, playing doubles, advanced strokes.

Paul Tournier has written a book designed to enrich the life of every adult. In "Learn To Grow Old," he shares the wisdom of the art of preparing for old age, a phenomemon that most of us will experience, but for which few of us will be ready. As his book reveals, preparing for old age will actually make our young adulthood as well as our mature years more rewarding as a result. Using leisure time most effectively is a learned behavior, as is enjoying the good of what life offers. Most of us pass rapidly by the joys of life in our rush to one appointment or another, one task, one volunteer session, one social event, and the like. Tournier reminds us concretely and thoroughly that the time to live life to the fullest is in the present, in anticipation of a richer future.

World-reknowned as a psychologist and author, Tournier's authority comes in part from his background in psychology, practice in medicine, knowledge of humanity, and religion. His is sound advice and he has unforgettable wisdom to share.

This review appeared in Learning A Living; A Guide to Planning Your Career and Finding A Job for People with Learning Disabilities, Attention Deficit Disorder, and Dyslexia;

A compendium of academic papers related to literacy and adults. Inclues information on employment, screening and assessment, instructional strategies, and future trends.

A meaningful vision for education in the new century is something which we frequently seek and seldom find. Well I have just finished reading this book and have found, for the first time, a sense of real meaning and sincerety coming from the author to the reader about some of the deeply needed analysis of how the education world needs to be refocused and redefined to meet the needs of a new century. This is a wonderful book, I recommend you read it and then pass it on to a friend. It is important because it takes a wide ranging perspective of the copntemporary challenges facing schools and school systems, and it will no doubt, become something of a classic in the shaping of ideas as we transform our schools in the post-modern era. Highly recommended, enjoy!

Dozens of books are available on how to survive the trials and tribulations of college life. Most of them are sound in their advice, but this entry stands out as one of the very best. The book covers the full range of topics relevant to succeeding in college, including time management, organization, study techniques, memory improvement, testwiseness, reading, and note taking in class. It also contains unusual chapters on the covert curriculum, study groups, and interpersonal skills, and Jane Halonen has contributed a wonderful chapter on critical thinking. The book is easy to read and includes an extensive collection of self-analysis exercises. Highly recommended.

The publisher gives a very accurate description of a very valuable book (see above) for teachers in about K thru 4, or, even better, for groups of teachers looking for a "better way". Problem solving is a better way. Kids, if allowed to, come up with all sorts of ingenious solutions to problems they have not "covered". First, this gives them confidence to tackle anything, without "crutches". 2nd, it "primes" them to be ready for new concepts that will be of obvious value to them. 3rd, we are preparing them for the real world where new problems arise, particularly in the sciences, that must be grappled with. We learn to solve problems by solving problems. This book reveals the enormous abilities kids have if they are not stifled by a rigid system. The problems focus on simple everyday situations to accomodate the teachers backgrounds. The same techniques could be used to introduce all kinds of Science and Technology if the teachers had the appropriate background.

As with Learning to Teaching in HE, Ramsden draws upon research and rich conceptual frameworks to provide his readers with a scholarly guide to practice. The burnt-out manager will find insights into how s/he can draw upon the strengths of academic culture to work again another day.

This book is a great companion book to accompany HOW CAN WE CREATE THINKERS?: QUESTIONING STRATEGIES THAT WORK FOR TEACHERS. The Qu:Est model increases student learning and understanding by purposefully engaging students in their own thinking and learning of concepts. This model aids the student in more deep and meaningful thought. Teachers using this strategy can discover how and why their students think the way they do. Students must explain in detail their thoughts about, their ideas about, and their reasons for their answers to questions. Students no longer rote memorize answers to content questions; they gain a much deeper and connected understanding of concepts. I use this questioning model with my students on a daily basis. More of my students are active participants and learners because of the use of this strategy. Students connect new knowledge and ideas with information and experiences they already know, have, and can use. This increases students' learning and understanding, plus they remember the information or concepts longer, not just for the test. At first, you may feel awkward using this strategy, but keep trying - it gets easier and more natural the longer you use it. The students really enjoy it and start using the questioning language themselves! Teachers gain insight into their practices and their own and their students' learning. This is an excellent teaching tool!