This product may well become a collector's item some day.

In an uncanny and prescient manner them boots answer the question in John B. Kiesling's resignation letter from the Foreign Service in protest against the policy of the Bush administration:

"Why does our president condone the swaggering and contemptuous approach to our friends and allies this administration is fostering, including among its most senior officials? Has 'oderint dum metuant' really become our motto?"

My hat's off to the perceptive first reviewer below.

Another first-rate paper doll book from Tierney, this time of the first family. All of the clothes are marvelous, but nothing says "oderint dum metuant" quite like stack-heeled cowboy boots with a tux.

PART I: THE SEXUAL REVOLUTION AND THE CHURCH Chapter 1: Challenging Forbidden Sex (Historical roots and controversies; Forbidden sex in therapy and ministries; The high cost of sexual misconduct) Chapter 2: Love, Sex, and Power: The Dangerous Triangle (Our love affair with love; Erotic love; Perverted sexuality; From lust to sexual addiction; Sexually charged helping relationships; Abusive power in Western social systems; Lessons from rape; Power and authority in counseling and ministry)

Chapter 3: Theological Issues in Preventing Forbidden Sex (The problem as human dilemma; Lessons from the Genesis story; Divided and disordered sexuality; The mystery of sexuality; Sex, power, and Biblical authority; Uses and misuses of Biblical authority; Changed behavior and changed hearts; Transformation; Caught between eros and agape) PART II: FORBIDDEN SEX BETWEEN ADULTS Chapter 4: The Dynamics of Adult Sexual Misconduct (Who are the victims? Who are the violators? The vulnerable helper; The predatory helper; Why forbidden boundaries are crossed; Steps into the forbidden zone) Chapter 5: Helping Adult Victims of Sexual Misconduct (Victims at risk; The harm suffered; Clinical assessment principles; Assessing serious disorders; Clinical treatment principles; Empowering women to guard sexual boundaries; Choosing the best treatment modality; Clinical treatment process; Taking action against sexual violators) Chapter 6: Problem Cases in Sexual Misconduct (The seductive client; Styles of seductive behavior; Seduction as psychospiritual pathology; Touching and therapeutic touch; Repressed and recovered memories; Ensure careful and ethical practice; False allegations of abuse) PART III: FORBIDDEN SEX AGAINST CHILDREN Chapter 7: Child Sexual Abuse in Society and the Church (Sexual abuse is pervasive and harmful; The dynamics of child sexual abuse; Child sex abusers in the ministry; Profile of pedophiles and ephebophiles) Chapter 8: Who Will heal the Little Ones? Helping Child Victims (Child sexual abuse seduction: grooming, sexual activity, keeping secrets, disclosure, and suppression; The impact on the child; The counseling environment: room setting, parents in the room, supplies, anatomical dolls; Child treatment; The evaluation interview; Treatment options and process) PART IV: POLICY AND PRACTICE IN THE CHURCH Chapter 9: Misconduct Policy and Practice in the Protestant Church (Church policy regarding sexual misconduct; Challenging adulterous church practice; Good policy versus poor practice; Deficient or no policy; The persistence of patriarchy) Chapter 10: Priestly Misconduct and the Catholic Crisis (Paradoxical roots to the crisis; The value and situation of love; The Australian model; The value and situation of power; The situation and value of sexuality; The celibacy question; Policy and practice issues; Application at the parish level; Policy and practice toward victims) Chapter 11: Coincident Abuse and Congregational Healing (Assessment of systemic abuse; systemic intervention with churches; The healing process) PART V: LAW AND ETHICS IN SEXUAL MISCONDUCT Chapter 12: Ethical Issues in Forbidden Sex Prevention (Professional ethical liability; Mental health ethics statements; Taking professional ethics action; Positions for and against sex with former clients; Biblical and ethical analysis of client sex; Ethical principles for sexual misconduct intervention: Ethics for working with adult victims, Ethics for working with child victims, Ethics for working with offenders) Chapter 13: The Law of Sexual Misconduct (The growth in church litigation; Civil liability for sexual misconduct; Civil lawsuits under tort and related law; A God-honoring fiduciary trust standard; License revocation under administrative law; Criminal liability; The new Texas sexual exploitation statute; Sexual misconduct reporting; Corporate and institutional liability; Vicarious liability: respondeat superior and canonical agency; Judgments without justice?) PART VI: TURNING THE TIDE AGAINST SEXUAL MISCONDUCT Chapter 14: Helping sexual violators: restoration or removal; Sexual offender assessment; psychosocial assessment; Sexual offender treatment; Recovery and restoration to ministry; Restoration of the vulnerable helper; The restorative process; Barring sexual predators) Chapter 15: Before the Fall: Prevention Guidelines (Personal prevention guidelines; personal boundaries; Maintaining professional boundaries; Managing attraction and sexual feelings; When sexual control becomes unmanageable; Erotic feelings and ethical therapy; Administrative safeguards; Hiring counselors; Staff policies; Supervision and case consultation; Systemic prevention: church and professions; Christian helper support networks; Training and education for prevention) Chapter 16: Waging War on Sexual Abuse (William Wilberforce: The Power of One Life in Christ; Personal assessment and dedication to change; Transformed family life; Counselors and churches working together; Community program for comprehensive sexual abuse treatment; Improving local government; National and global policy)

This book presents a rose colored perspective on the Bush adminstration's educational proposals--which in reality are far from ideal. Based on previous state-level experience, they will be a disaster if implemented at the federal level.

Both throughout my public schooling and undergraduate education, I was required to take Texas's academic programs, supposedly designed to measure minimum academic skills, but impossibly configured to assess the information learned by special education students. This policy contradiction was certainly noticed by state educators and bureaucrats, but oddly enough--real solutions to narrow the gap between established standards and student performance were never implemented.

Unlike my former Colorado school, special education students in Texas, irrespective of severity of disability were confined to a separate classroom with an overworked teacher who did not teach grade and ability appropriate curriculum, but just taught whatever was easiest for their own needs. Thus, disabled students would naturally operate at an educational level far bellow their mainstreamed peers whether this performance was in a "poor" or "rich" district.

During college, I was subjected to the whims of administrators who selectively ignored portions of federal law requiring the use of assistive technology on standardized tests for qualifying students. Although I was eventually able to graduate, I also became intimately familiar with the presence of bias in late 20th century higher education.

My experiences were not isolated, but a microcosm example of what in fact happened in Shrub's home state, ironically under the guise of "educational standards" and "educational reform".

Fortunate enough to be blessed with progressive parents who realized the proposals, then programs were actually code for dismantling civil rights gains, I know there are other parents and students who continue to remain unaware of the "real" costs of Bush's education program. They are a covert way of allowing the state to punish disabled students for both their disability and the subsequent magnification by unequal school funding and antiquated educational instructional policies.

It is politically easier to point fingers at children, blaming them for their own lot in life than to take a critical and comprehensive examination of flaws in the current educational delivery system

Given that during the presidential campaign, the Bush camp did not have much to say about disability rights and access; I have no illusions about his handler's intent to declare war on the progress wrought since the 1975 federal passage of laws guaranteeing equal educational opportunities to disabled students. Even if such attacks are camouflaged in talks of "standards" and "achievement" they ultimately create a climate where it is acceptable to attack "different students".

If their policies are not firmly held in check and opposed, the nation will travel back in time to an era where discrimination kept all of the country from reaching it's full potential.

Anyone who is interested in education should read this book-especially parents. Crusade in the Classroom is right on target in describing what could happen and probably what will happen with regard to educational reform over the next four years.

Dr. Reeves separates the education wheat from the established shaft. He interweaves the themes of accountability, testing, standards and choice into a cohesive, interrelated, understandable education public policy approach. The meaningful hot topics in education are dealt with in a concise, clear manner in summary fashion-the best Primer on the market. Dr. Reeves' comments and analysis are backed up by valid research and his experience in the standards movement throughout the country.

Dr. Reeves has provided an excellent guide for parents by clarifying the significant issues surrounding standards, accountability, testing and choice. These four cornerstone pieces to George W. Bush's plan rise above the politics of the day and speak directly to the improvement of education. This book is a "must read" for parents to be more proactive in ensuring excellence in their child's education.

This book is truly a sourcebook for those who have young children and at times feel as if they don't know what to do next with them. Maxim's book is designed for childcare workers so there are a lot of group activities but the one on one activities serve it's purpose for the only child.

The book is quite comprehensive but has indexes for items by age as well as skills. The price tag made me hesitate but only for a split second. This was a purchase that I do not regret and look forward to sharing.