(My only complete reading of Dubliners was from this version.)

1. What makes Dubliners so amenable to an annotated edition is that it is essentially an immediately accessible work of fiction - Joyce's only one, (the Portrait's a little trickier).

The multiple place and character references make up a significant portion of the narratives - lose these settings, and you're not left with the virtuoso, stand-alone subtle psychological complexities of either the Portrait or Ulysses to gnaw on.

2. Is it "Margaret Mary Allicott"? I forget the spelling. Apologies. A reference is made to her in Dubliners... Buck Mulligan refers to her in Ulysses as "Margaret Mary ANYcock".

Without annotations, what can you make of that? Who was she?

The annotated Dubliners points out that MMA was a figure of considerable religious veneration in Dublin at the time. Icons of her were to be found in many homes. She would drink only dirty washwater, and ate only the pus from her numerous sores:

Neglecting the body = Sanctity = turn of the century Dublin morality [! ]

The annotations permit you to enjoy not only the bizarre character of the Zeitgeist, but also appreciate the Buck's nasty pun.

3. My point here is that you can only appreciate these sorts of references WITH annotations. And you can easily imagine that the instances are numerous.

The pictures & annotations are not "a key"; rather they breathe life into a good collection of early Joycean tales.

4. A fun copy. And remember, these stories were originally read by people who DID understand the references and allusions.

The only readable version of Dubliners and heartily commended to all wishing to enjoy and appreciate these heartwarming yarns of a city's moral and psychological twilight: paralysis, disillusionment, and collapse.

Survey sez: "Marvellous".

The voluminous notes gave me a richer understanding of this work. The book is beautfully laid out and much easier to read than other "annotated" books. I wish the author's would tackle ULYSSES next.

I found several copies of the book, new and unused, for sale at Heffers bookstore in Cambridge, UK.

The drawings, photographs, and newspaper clippings provide a first hand sense of what Joyce's Dublin was like then. Like a mail order fountain pen, whose newspaper advertisement from Christmas 1903 is reproduced in the book. Maybe Gabriel Conroy bought one. I've never used a fountain pen - to me the advertisement is a subtle reminder of how distant Joyce's Dublin is from us now.

Warning - It's tempting to spend more time reading the notes and annotations than reading Joyce himself.

For almost 80 years Jane's has published an annual guide to currently produced aircraft (including Remotely Piloted Vehicles, Balloons, Sailplanes, Sport (homebuilt/experimental) aircraft, and aircraft engines. It has become the definitive guide to aircraft. Detailed descriptions of the aircraft, performance, systems and design are included. Jane's style is dry (arid) but well developed. Any reader whose interests are in the romance associated with a maker or model, or who delights in the vicarious thrill of climb power and roll rates will find this a dull text. The reader who need to determine which models were manufactured in which years and equipped with which engines will find a data trove within these pages.

Prof. Jackson takes up the evolution of John Dewey's philosophy by focusing on the shifts in perspective and the shift in terminology in successive rewrites Dewey produced for his work "Experience and Nature."

The voice Prof. Jackson uses is that of a friend. Someone who has taken up philosophy as a profession, and who reflects on the fruitfulness of the endeavor.

Dewey scholars will find much new and interesting to contemplate. And I came away with a fresh sense of compassion for John Dewey, the human person struggling to understand.

More than this, however, is Prof. Jackson's personal and personable thoughts about his own experience with this work. What happens here is, in effect, a glimpse into the mind of a philosopher who struggles to get a glimpse into the mind of a philosopher. With both efforts directed towards an understanding of the profession of philosophy.

And where we end up is with a good insight into the very human and very well-intended process of DOING philosophy humanely.

Thank-you, Prof. Jackson.

Teaching from this book is pure pleasure. It is well organized, up-to-date,and has excellent examples.

An excellent basic management book. Total coverage of the field. Great examples of managers from all walks of life and all colors.

the best management textbook on the market

Dewey, a profound contributor to the field of education, displays some of his beliefs of the best methods to teach children in The Child and the Curriculum. To begin Dewey's discussion, the child's world is examined. In this examining, a sense of how the child's world operates is formed. Children learn through the process of experiencing things, life. In this book Dewey, finds that the schools in which children are educated contradict their very learning style by nature. "The child's life is an integral, a total one," (p.183, 1902). The way the school disseminates the curriculum is not the most optimal method for students to learn.
A child's life collects all the experiences, thus the child learns. Dewey postulates a change in the formula for teaching children, the curriculum. Why change the curriculum? As Dewey states, children need to be intertwined in the process of doing. Children will learn by doing, making clothes to wear, furniture to sit on, and growing food to eat. The idea of the separate subject area is a key area Dewey analyzes because of how children learn. When a child wants to build a chair to sit on, they examine disciplines across the realm of mathematics, science, and language skills while building the chair. Instead of separating this activity into different disciplines, it is woven throughout the activity. Throughout this book, it is stated that their needs to be a link to what the child is learning and what the child sees as a benefit to themselves.
As an educator, it is important to be exposed to varying ideas as to how the school systems have functioned and are functioning today. There are ideas in this book that a pre-service or current educator should consider during their teaching career. Are Dewey's ideas relevant for today's society? I believe this is a question one has to answer for themselves, construct your own meaning.

From a high school student's point of view, reading Dewey couldn't provide something else than hope for educational systems, most of which, despite the efforts of making a school a more living atmosphere, organizations still remain too mechanical in learning procedures and detached from social applications regarding the capabilities they serve.

Originally from Cameroon, I've had the opportunity to explore three educational systems from different cultural influence each. It was an advantage that surely opened my mind to different perspectives by interacting with different cultures in different social contexts, but especially carried me out to realize how the so called "education" - in general, but in high school in particular - shortly addresses fundamental needs as much individually as socialy, since people tend to ignore its essential functions or misunderstand the concepts it involves, precisely because their implications are so general that they shouldn't be analyzed in separated contexts, school and society, as far as they are, with respect, one a component of the other but the other being the expression of the first one in a long term.

By observing both components as a whole, Dewey proposes a model that doesn't necessarily apply to actual issues or give factual solutions, but at least redefines "education" by integrating inherent aspects to human nature in its double acception - as a group as much as an individual -, which reveals the values traditional education still mostly hides.

I delibarately took the initiative of question what high school didn't explained to me, and probably often forget to ask itself. In what ways education serves people in the aim of blooming personally and socially ? which role schools are therefore supposed to play and in which patterns ? The questions are so simple that the answers appear obvious. In fact, they should be when the problematic is carefully put. this is the reason most people can get it wrong and sometimes don't even try to question what is already established. Dewey was an excellent starting point for my research and I recommend it to EVERYONE, not especially those concerned with education because it shouldn't be a matter of a restricted segment of people. Education is everywhere. Sorry for my english :)

A great photography collection compiled by Elton John when you view the show at the High Museum in Atlanta, GA. He has over 2500 photos in his collection and the show is a good look at the history of photography even though it only exhits 320 works from the collection.

I was introduced to this book during a Systems Analysis and Design class as part of a Master's Degree program. I was impressed with its thoroughness. Anyone serious about learning and maintaining about SDLC and techniques in systems analysis and design should keep this book.

The manner of presentation in "Systems Analysis and Design in a Changing World" always starts in mid-stream, assuming far too much previous specialized business and technical knowledge on the part of the student. Concepts appear at the beginning of chapters like thunderbolts out of the blue, with little context to help the student understand the actual meaning or significance of the ideas.

Instead of presenting the evidence and steps of reasoning that led up to the concepts and principles in a clear and simple way, the student is given a succession of unmanageable assertions encoded in jargon-filled terminology, to be retained as frozen dogma.

The style and flavor of the writing is extremely artificial and pedantic (at times I found myself asking whether the book was written by a human or generated by a computer). Consequently, most students end up trying to memorize the content without understanding what it actually means or how it applies.

The only positive quality I can attribute to this book is that it presents the phases of systems analysis and design in logical sequence. What it fails to do is explain how each of the principles was discovered by reasoning from observation in a clear, comprehensible and conversational way.

Most of the other textbooks are outdated. The logical structure flow of the book is very good. I use it in my course, taught at the College level. Students have no problem following the book. Examples are good and exercises are clear. The only bad point, the treatment of databases, is light. It will be better if Oracle, SAP, DB2, Siebel, PeopleSoft, Baan, Sybase ... can be included in details. I would recommend to all my colleagues and students.

This book covers the different methodologies and best practices used in project management and business gathering processes. It is a good reference for all levels.

I found this book to be one of the more poorly written works detailing the warrior genius, Stonewall Jackson. Bowers seems confused throughout the entirity of his writing and never settles on a tone or a rhythm. The result is a book that wanders quite aimlessly at times, spouting off tidbits of information at irregular intervals.

This biography is a quick overview of Stonewall Jackson's life and is written more as a historical sequence of events rather than a revealing depiction of the man's character.

John Bowers' interpatation of the life of Stonewall Jackson is well researched and has a very interesting narative style. The license he takes with his descriptions I found novel and enjoyable, particularly his takes on Stonewall's early life and his time at VMI prior to the war. Coupeling imagination with history Bowers has produced a Shelby Footesque story about one of the most famous American military men. I highly recommend this read to anyone who enjoys the stories of the Civil War.

John Dewey and the Lessons of Art by Philip W. Jackson:
Jackson argues that Dewey may never really have enjoyed art for arts sake but dealt with art as something to explore how his philosophical principles should be applied to it. Among the interesting themes in this book concern the laboratory school's growth out of Dewey's goal to increase the attraction of education to more students. Most young people wanted to get to making and doing and work and did not have the interest in more abstract learning. The laboratory school was an attempt to get students to "make and do" but focus on abstract learning doing it. Jackson examines the dilemma this causes in that teachers tend to do less abstract learning and overall learning declines as a result, and that Dewey tried to work with this dilemma but didn't quite get the message out. It sounds a lot like the issues educators face today. If you keep the students interested will they be learning what they need to? Art is one way to make and do in the class room but does it achieve what classical education about art does?