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Using some military music and representative battle cries for the many combat scenes and the opening and closing of doors to let us know about entrances and exits, this set gives us a fast-paced account of Shakespeare's dramatic shaping of so many years of tumultuous English history.
Now this play has a large cast and it is very seldom clear just who is speaking at any given moment--a problem endemic to any play on tape with several characters--and it is recommended that one have a text handy during the first hearing. Or if you have seen the magnificent BBC productions of this trilogy, you might be able to know who is speaking from your memory of that series. Suffice it to say, most of the important characters can be recognized by their voices, although (as many critics have pointed out) all the men do tend to speak alike until the very idiosyncratic voice of Richard Gloucester appears late in Part II.
Since the demise of the old legendary series on Decca/London label back in the LP days, this is the only recording we have of these three plays; and we are very fortunate they are done so well.
The "Richard III" came out at the same time and I will record my comments about that set on the appropriate webpage.
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Oxford's Companion encompasses the traditional genres of poetry, fiction and drama but goes beyond them. It gives the same analysis to special genres such as Slave Narratives, Oratory, Folk Literature, etc. that you don't normally find in reference works of this kind. These special features and others give this book a unique spot in reference works of literature.
From the moment I got this volume in my hands, I couldn't put it down. Its numerous essays, brief biographies and analysis of the various hues of African American Literature was overwhelming and enjoyable. A referance guide such as this should be in every home. It is user friendly, informative and entertaining. Most of all it will give you a deeper appreciation of the vast types of African American literature produced throughout the years.
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There are lots of useful tips to be gleaned from the author's true stories of five students (names changed) applying to Princeton.
For example, there's sometimes an enormous difference a good letter of recommendation can make in an applicant's file. Last summer, a student tour guide and Admissions Office volunteer at a prestigious Massachusetts college said that every letter of recommendation is basically the same, glowing text, and so these are given little consideration by the Admissions people. After reading Paul's book, I am convinced that that student was mistaken; I see now how incredibly important a very well-written letter can be. And Paul tells why, in perfect, practical detail.
This page-turner is a great book; it clears up the mysteries, identifies the vagaries, and reveals the sheer humanity of the admissions process. Satisfying reading for the burnt-out parent who needs a break from the Peterson Guide... and a "must" for every high school guidance counsellor.
The best short reference on each college is the Princeton Review of The Best (311) Colleges. It gives ratings of academic quality, difficulty of admission, percentage admitted, etc. There is also a brief summary of college life and what each place might be looking for.
Peterson Guide is comprehensive, and has long write-ups for each school. There is a front section for each school, listed alphabetically within each state, and a back section with detailed profiles of selected institutions.
Fiske's guide is interesting, but he basically has something good to say for each school, so careful reading between the lines and for "damning with faint praise" is called for.
The Yale Insider's Guide is extremely subjective, with different students writing various reviews. We did not find it too reliable, except in conjunction with other books.
Likewise for Barrron's Guide to the Most Competitive Colleges. Recent alumni write of their (invariably positive) experiences. Take it with a grain of salt, or read carefully between the lines.
Choosing the Right College by ISN was extremely helpful. Some readers criticized it for being allegedly right wing. We did not find it so. Rather, knowing the point of view of the authors helped us evaluate their observations. Other books do not make their biases explicit. A feature of the book we found particularly helpful was the naming of excellent professors and departments in each college.
Antonoff's College Finder was interesting only in conjunction with other books.
Three books written from the perspective of college admissions officers were very interesting and helpful. They are The College Admissions Mystique, by Mayher, Getting In, by Bill Paul, and most of all A is for Admission by Michelle Hernandez. We strongly recommend that parents and the kids who are the applicants read at least one of these.
Another very helpful book was You're Gonna Love This College Guide, by Marty Nemko. It takes the student through the decision process of big vs. small, urban vs. country, elite vs. the level just below, geography, and so forth. That really got our daughter unstuck in her thinking process.
Loren Pope is another helpful author for those who think that not getting into Harvard is the end of the world.
Three books we did not find to be particularly helpful are Getting Into Any College, by Jim Good and Lisa Lee, The National Review College Guide, by Charles Sykes and Brad Miner (too out of date), and The Real Freshman Handbook, by Jennifer Hanson.
One book we found to be unexpectedly useful was Getting Into Medical School Today, by Scott Plantz, et. al. Even if your child is not interested in medical school, this book puts college in perspective for any post-college program.
We hope readers find our review helpful.
Getting In follows a handful of accomplished high school seniors through the admissions process, offering examples of their essays, snippets of conversations and interviews, and other illuminating vignettes of senior year. At the same time, Bill shadows Fred Hargadon, the Princeton admissions dean, as he attempts to read all the applications and make what would seem to even well seasoned admissions professionals some extremely tough decisions.
The worth of this book lies in its accurate reflection of reality; it suggests that admission to one of the most selective (1 of every 11 applicants) schools is determined not only by academic excellence and extracurricular entrepreneurialism, but by the luck of the draw as well. Indeed, at one point in the book, Hargadon admits-- as I've heard him do on other occasions-- that if the admitted Princeton freshman class were somehow eliminated, he could fashion a statistically identical class from the rejected applicants.
This is not a how-to book; rather, it is a book that gives students with high admissions aspirations-- and their parents-- a context that will prepare them well for realities of the admissions game.
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The stories create the atmosphere that one is sitting in one of the elderly story tellers living room listening to them.
This book is especially worthwhile for non-African-Amercians readers, because virtually all African-Americans that have roots in the south, know these stories all too well.
This material needs to be read, and remembered. There was a long time in our history when, although there was no more slavery, African Americans were treated as a separate serf class, under constant pressures and reminders of their lower status. Whites used pervasive legal and social downward pressures to keep African Americans out of an equal education, and equal access to public facilities, much less the right to equal jobs and the right to vote -- and then claimed that African Americans' lack of achievement was a racial fault. If an African American violated one of the many social taboos, the sanctions ranged from a beating, to loss of job, and even being lynched.
While whites benefited from Jim Crow, the whites, also, were trapped in the system. They were also forced to abide by legal segregation, and were subject to social pressure if they were too liberal (being called "n* lover," "white n*," etc.).
What led to the mindset that the end of slavery should lead to continued legal and social oppression of African Americans? It was part of white American culture. Lincoln himself said that he was not "in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry.... [T]here must be the position of superior and inferior. I am as much as any other man in favor of having the superior position assigned to the white race." In 1877, Rutherford B. Hayes traded the end of southern post-war Reconstruction for the electoral votes he needed to win the presidency. Southern states then were free to institute the Jim Crow system.
I believe we are more subject to peer pressure than we would like to believe. Although reviewer McInerney asserts that "no civilized person" would benefit from Jim Crow, I feel many otherwise-good people were trapped and/or blinded by their own interests and surroundings. When allowed, and even encouraged, their evil side showed itself. On this topic, see John Griffin's _Black Like Me_, on the different faces that whites showed to other whites, and to African Americans.
While we are certain that we wouldn't go back to that system, we shouldn't be so sure that we, also, wouldn't be trapped by it if we were born into it. Consider that Truman, Eisenhower, and Kennedy (to a large extent) didn't take effective action to end segregation.
This book is excellent. Those dreadful and shameful times -- and the vestiges which still continue -- must not be forgotten.
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One last note: Mauldin went on to win the Pulitzer Prize for his work in 1945 at the tender age of 23, not too shabby.
I also heartily recommend Mauldin's complete World War II cartoon collection, "Bill Mauldin's Army."
Imagine my joy to find a reprint! The book means much more now that I can understand it. I've got 13 years in the Army myself, in Infantry and Special Forces. I'm a Major now, and I pay close attention to what Mauldin writes about officers. I want to be the kind of officer that he respects: always putting the welfare of my men first, respecting my men, and leading from the front. His narrative and comments are a constant reminder to me of the responsibility I hold for my soldiers.
If you are from the World War II era, you already know about Willie and Joe, and there's nothing new I can tell you. If you are an old soldier and you somehow have missed this book, then you are in for a treat. If you are a young soldier, or a prospective soldier, or the family of a soldier, then you NEED to read this book. For anyone else, it's a great window into a world that, thanks to some brave men 50 years ago, you will hopefully never have to see.
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I will never buy Shakespeare from another publisher. While these books may be slightly more expensive than a "mass market" edition, I believe that if you are going to take the time to read and understand Shakespeare, it is well worth the extra dollar or two. The Introduction, the images, and plethora of footnotes are irreplaceable and nearly neccessary for a full understanding of the play (for those of us who are not scholars already). The photocopy of the original Quatro text in the appendix is also very interesting.
All in all, well worth it! I recommend that you buy ALL of Shakespeare's work from Arden's critical editions.
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This was written and rewritten when Victorian erudition was in the making. Some authors in the long series of its well parsed institutional writing would still like to see it continuing in THAT well established tradition.
Alas, the times have changed. Recent anatomy texts are dwarfs not even climbing on the shoulders of the likes of Gray, Braus and Testut. Those authors professed ideals of "seeing through the skin structures", "synmorphy" and "mentally reconstructing the living". Today we do all this with machines...
I stopped reading the huge text linearly at the complicated review of angiogenesis, but still browse dedicated chapters for standard, if somewhat elaborate descriptions. Comprehensive knowledge parsing seems to have lived a fruitful life and then exit the scene to enrich scientific obituaries. But if Gibbon were still an example of style, the fifth star would be added when that clarity, in my view mandatory for monuments, will be eventually reached.
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Not recommended for undergraduates as is too detailed.