Network Interrupts is not only a companion of PC Interrupts or an ordinary reference, it is a more than complete and comprehensive collection of the network-related interrupt calls which have been implemented by various networking software over the years. It is a fact that the probability of conflict between different programs increases and hundreds of software vendors have extended the basic set of services in often incompatible ways. Nobody could write a better book, as a tool to help you track down undesirable interactions between various programs running on the same PC, than Ralf Brown & Jim Kyle. Every detail is well documented especially on the most important parts marked as "undocumented" or "internal". On this point you can find enough specific warnings for a better understanding. I recommend this book for every programmer's bookshelf!

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This book is THE complete guide to building an intranet. Killer examples and techniques.

Very impressive compendium of Intranet information and the latest HTML techniques

This book is so helpful for parents who want to do the right thing for their child/athlete but have no guidance and must depend on the local coach/teacher. This book puts the child first and gives sound advice on getting the most out of the individual for the sake of that individual. This book is also helpful to the coach who needs positive backing with the written word. Often we may say and do the right things with our young athletes and their parents, but it is so helpful to have credible backing. If more parents/coaches/teachers had this book to follow years ago, we would not have a lot of the problems that we have from beginner to professional athlete. Our professional athletes are who they are because of early year coaching and mentoring. I wish that I could make coaches, parents and athletes young and old read this wealth of information. We are seeing an influx of older citizens taking up lifetime, competitive sports for the first time and there needs to be guidance for them also. I am going to ask that my academic dean allow this book to be used as a text for my teaching theory class at my community college. I am a tennis teaching professional/community college faculty member/men-women community college tennis coach/director of tennis at a public tennis facility/and still an avid competitor, and will refer to this book often in all of those entities. This text will be something that my students who are future coaches can use as a reference for years from now. Thank you for this opportunity to review. It's not often getting a chance to catapult such a positive, educational book.

This book just became required reading for the parents of my tournament players. Dr. Brown has done an excellent job with the interviews and research for this book. The tennis references are very impressive. Stella Sampras, Jim Loehr, and Dick Gould literally pack every paragraph with valuable information.

I started using the physical tests for my juniors this week, and I was surprised to see a few of them in the upper percentages. I've also added two of the tests to my lesson plan for new students.

Country Women In Music is a superbly researched and presented compendium profiling more than fifty major female stars of country western music from its beginnings down to the present day. Here are to be found Kitty Wells and Patsy Cline, to Loretta Lynn and Tammy Wynnette, to Dolly Parton and Reba McEntire. Country Women In Music is a celebration and testament to women who made an impact on the music and culture their generation. Women of established and documented artistic independence, often performing against a distinct male bias in the country music industry. Country Women In Music is enthusiastically recommended reading for students and fans of country music, as well as women's twentieth century popular culture studies reading lists.

Dale Brown's still the champ, and he proves it in this latest thriller. The weaponry, as usual, is top notch, and the story moves along faster than ever. I think, though, that he should consider giving Col. Bastan a promotion - he really has a lot of responsibility for that rank. Besides, he's conceited enough to be a general.

I love this book, I wont let my friends touch it. It's totallyworth the dollars, it tells you about the greatest NFL players ever. For example: Steve Young, the best left-handed Quarterback ever,and Jerry Rice, the greatest all-time wide receiver ever.

I've used this in classrooms and fould it really helps kids deal constructively with anger.

Unbelievable marvelous book about cruising & sailing. I read it years ago and forgot just how good it was.

I use these books in our classroom here at The Caribbean Institute of Technology and our Students find it very easy to follow and I would reccommend it to anyone who want to to learn Microsoft Word 2000 in a hurry

Mr. Irons is an advocate. A graduate of Harvard Law school. He does a magnificent job of presenting the history of Jim Crow from a legal perspective. It is a splendid refresher course in High School Civics: The Dred Scott decision that negroes were property; Plessy vs. Ferguson establishing the doctrine of "Separate but Equal," and the myriad cases argued by Thurgood Marshall and the NAACP leading up to the desegregation decision in "Brown vs. Board of Education."

Segregation advocates recognized even fifty years ago that their arguments for separate schools were weak in light of the 14th Amendment. The surprise is the degree to which the Warren Court took psychological testimony, the self esteem argument, into account. Separate schools, they concluded, could not be equal simply because of the stigma that separation imposed on black children. Full and equal citizens must enjoy the right to participate fully and equally in the society.

The book traces the progress of desegregation from 1954 onward, including busing and other measures to force integration. Mr. Irons laments the limited success of these measures in achieving their objective, equal educational and financial achievement by blacks in an integrated society.

Why, then, do differences persist? Mr. Irons argues that ongoing differences result from continued de facto separation of the races in schools, the inferior economic status of blacks, and the high incidence of single mothers among the black population. These situations perpetuate a cycle of lower expectations, lower self-esteem and lower achievement among blacks. Take them away, he suggests, and blacks would perform at the same level as everyone else in society.

Mr. Irons takes the obligatory swipe at "The Bell Curve," leading with the phrase "Virtually all reputable scholars reject claims, most recently leveled by Richard Herrenstein and Charles Murray.....who conducted no research of their own." It is true that they saw their task as compilation.. They acknowledged that the relationships among social status, income, intelligence and race are vastly complex. Their goal was to bring together and analyze all the significant statistical data from diverse studies in many countries over many decades. Though one would not know it from the reception it got, the book is not even primarily about race. Mr. Irons did not footnote his claim about "all reputable scholars." The only one he cites, Richard Nisbett, has not written a book on the subject, only a 16-page tract entitled "Race Genetics and IQ," ..It cites a handful of studies with limited numbers of subjects dating mostly from the 1930s to the 1970s. Mr. Irons chooses to ignore a number of published authors he must regard as disreputable, among them William Shockley, Arthur Jensen, and Philippe Rushton. Whatever their shortcomings, they have published books to offer their thoughts for public scrutiny. Mr. Irons should not have ducked the chance to refute them.

Mr. Irons is totally focused on U.S. society. The book would be richer, though his thesis would be more difficult to support, if he were to consider the situation of blacks elsewhere in the world. He would find that whatever their situation with regard to education and income, the degree of equality between blacks and whites in the U.S far exceeds that in any other part of the world, including Africa, Europe, the Caribbean and Latin America. Jim Crow is a weak explanation for the status of blacks in France or Haiti.

Thinkers throughout the history of our country, including great minds such as deTocqueville Twain and Mencken have devoted a great deal of thought to the natures of the races and relationships between them. While there is no agreement, all would say it is tremendously complex. School integration and busing were simple ideas that had their opportunity to resolve the situation. They didn't. We can thank Mr. Irons for a wonderful history lesson. Sadly, his thinking is trapped in his own history.

BOOK SUMMARY - this paragon is a compilation of court cases, impact and results, of: segregation, integration, desegregation, federal vs. state powers, black vs. white imbalance, and urban vs. rural education with respect to race. This is a powerful book, which will encourage you to challenge your own educational background and to reminisce about your own upbringing, whether your race is black or white, and to which generation you feel connected - something for everyone at all ages. After reading the book, I think it explains a lot of racism from our parents, grandparents, and forefathers before them, because of the dearth of reference points that we have today with an integrated society. In hindsight, it (racism) doesn't excuse our ancestor's behavior, but it does elucidate the issue.

You will gain an erudite perspective with regards to the impact of Jim Crow schools. "Jim Crow's Children" illuminates a progressive evolution that embarks upon the journey through slavery, to sharecroppers, to 'nigras', to Negro's, to Blacks, and to present day African-American socioeconomic plights. Court cases are interspersed throughout this lucid and professionally-researched anthropology throughout the past 150 years. This collection of historic, judicial impact superbly demonstrates the current situation that faces our education system and affirms the book's statistics through Peter Irons's interview with high school students.

PERSONAL REVIEW - Awesome, Thought-provoking, Engaged, Intellectual, Piercing and Educational are words that describe this compilation. I agree with the reader below, who remarks that many of the statistics divulged are extremely confusing in prose, compared to charts. This setback is cumbersome and I believe the only foible of the author.

Education is only one example where the disparity of whites and blacks diverge. Both races are to censure (and laud), our accomplishments, as well as our governmental policies and jurisprudence. I was surprised to learn of the glaring statistic of black, female head-of-household in urban cities and the author's comments of role models for OUR nation's black children (I am Caucasian). Too often, I find the personalities of Rev. Jesse Jackson, Al Sharpton, and Louis Farrachan chide white America on the divergence of race relations and blame our society for its woes. Why isn't their rhetoric more solution-based to create alternative methods to mollify the affect of languishing family values (ie: dead beat dads, poverty, safe sex, education, drugs, cultural integration, etc.) for BOTH races?

I highly recommend reading this book, regardless of race, disposition, or creed. In addition, I encourage you to discuss and debate the issues as we strive for racial harmony. For without intellectual dialogue we will continue to have "two cities: one white, one black." Perhaps, Peter Irons will be an expert witness with the University of Michigan admissions policy.

This book is clearly the result of a great deal of thought and effortand I recommend it to anyone interested in the subject. It really causes one to question the commonly held assumption (at least perhaps among whites) that all of the issues involving forced segregation and the negative consequences that flowed therefrom more or less evaporated in 1954 or shortly thereafter. Quite to the contrary, the book shows how, in may ways (though obviously not in all), there are almost more similarities between the state of American education and race relations between, say, 1953 and today than there are dissimilarities. In that sense, the Brown case may have accomplished a whole lot less than is commonly imagined. For this reason alone, the book is valuable.

I did have two qualms with the book however. The more trivial one is that I thought that the numerous statistics were confusingly presented, perhaps because the author tried to summarize them in prose rather than in charts. There were repeated times that I had to re-read those portions of the book and I feel that that was mostly because the author did not do a good job of clearly summarizing the statistical information for his readers. I feel that the use of charts would have been more helpful (and perhaps more dramatic as well in terms of proving the author's points).

My other complaint goes to the issue of the remedy to the problem. It seems to me (and I think that the author concedes as much) that a good portion of the reason for the problems that exist today relate to changes in demographics, culture and societal forces which are beyond the power of the courts or the legislature to change--just as some judges and commentators have stated. To be sure, these changes include white flight to the suburbs, but nevertheless people live where they live and little can be done about that. Thus, in that sense, to the extent that most children attend schools in which their own race predominates (as in the pre-Brown days), I'm not sure that I would call that a "failure" or a "broken promise" of the Brown decision. The author seems to take this point as a given, but then proceeds to say that we should not give up; that we should keep trying to fulfill the promises of the Brown case notwithstanding that; that we should search for the harder solution.

One possibility for that solution is of course a modified "separate but equal" solution in which separation still exists (though for societal reasons and not due to legally sanctioned segregation) but this time with true equality in terms of funding, teachers, facilities, etc. In other words, make the black schools just as good as the white schools.

Irons seems to disapprove of this solution on a number of grounds, and I tend to agree with him. As Thurgood Marshall stated, the idea and the ideal is true integration between the races and NOT separate but equal, even if there were true "equality" in the senses I have stated.

But, if we rule out this possibility, doesn't this leave only one other possibility, that being busing? Irons never comes right out and advocates a return to the days of busing (perhaps because it remains a political hot button issue), but it seems to me that there is no other alternative which he leaves open to us. With that in mind, I would have preferred him to come out more directly and specifically with his own solution to the problem which he lays out so well. I believe that the only solution he leaves us with is busing, but he seems reluctant to come out and say that in so many words. If that his solution however, I think that the book would have benefitted from a discussion as to how busing might work today and how it might overcome the problems it faced in the 1970's. On the other hand, if he has in mind some other solution, I would have liked him to say what that is.