Also Dr. Premadasa Udagama, the former Secretary of Education of Sri Lanka has indicated its pandemonium of pro-poor education the only book that I know in the recent years has completely focused on education for the poor.(Reference: Rupavahini, The National Television of Sri Lanka and Sirasa, TV Chanal)
This book is currently used as a textbook for the Graduate Course on Educational Reforms at University of Pittsburgh, Pa, USA.
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"How to Catch a SNU" is a compassionate tale of two children who devise a clever plan to capture a SNU and keep it as a pet. The story is whimsical, while imparting a valuable message, as the SNUS, in time, teach the children an unexpected lesson in friendship.
I really enjoyed this book. The illustrations are lively and full of expression; the SNUS are absolutely adorable; and with its smooth-flowing verse, this quick-paced story is ideal for a broad age range.
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In addition, I have the Complete reference too.
As a history thing, I haven't been that impressed with Sybex revision books - mainly from a Cisco perspective.
This book however seems to be a step away from the norm - which is quite refreshing.
A CD is included (like all the similar Cisco Press books for CCNA/CCDA/CCNP/CCDP).
You get flash cards, 100's of exam questions, study guides, a palm/pocketPC revision app & the bonus of a pdf covering the entire book (aka Cisco) !
At the front of the book is a detachable pull-out study guide which recommends reading certain chapters for different parts of the exam.
When quizzed, the author certainly wasnt denying the fact that it could almost be a hint at what you will be tested on.
Book is split into sections (naturally) which run through the following;
Chapter 1: The Components of a Juniper Networks Router
Chapter 2: Interfaces
Chapter 3: Protocol-Independent Routing
Chapter 4: Routing Policy
Chapter 5: The Routing Information Protocol (RIP)
Chapter 6: Open Shortest Path First (OSPF)
Chapter 7: Intermediate System to Intermediate System (IS-IS)
Chapter 8: Border Gateway Protocol (BGP)
Chapter 9: Multicast
Chapter 10: Firewall Filters
Chapter 11: Multiprotocol Label Switching (MPLS)
Differences between the JNCIA and the Complete ref are;
JNCIA has multicast.
JNCIA has CD.
Complete ref has a lot more about the 'boxes'.
Complete ref has intro to VPN (but not much).
Complete ref is a lot heavier.
Complete ref has more configuration examples.
If you're thinking of revising (and if you haven't got the complete ref) then this is the book to go for.
Combine this with Routing TCP/IP, a glance through the most excellent Juniper tech pdf's, hands-on the box and the Boson software exam guides ..... you should breeze through..
On the whole I am impressed with the book.
Its straight to the point, tells you what you need to learn to pass the exam, splits it into attainable sections then tests your knowledge on what you've learnt.
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The title, incidentally, is a bit too narrow for the topic -- this is a work about change in every system of church life.
Everyone who wonders what the heck has happened to make churches that used to work in the 50s fall into irrelevance and decline should read this book.
Collectible price: $132.35
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This is a wonderful narrative, a lyrical poem, a facinating history lesson and a puzzle it will take you years to fully understand.
Beware - This is a book you'll never be done with. It'll make you wish you could just leave it alone, so much did McGrath stuff in it that'll leave you clueless, but, well, you can't. And as you mull it over and over, more and more just comes to you, and you're ready for more.
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RE: Footworks II, The Patient's Guide to the Foot and Ankle
Footworks II is a welcome addition to my medical library. As a family practitioner for nearly 30 years, I regret not learning and applying the principles in Dr.'s O'Connor and Schaller's book earlier in my career. I highly recommend this wonderfully clear, practical work on the foot and ankle that is appropriate not only for patients and physicians, but also for parents, teachers, and athletes.
Another full page long review by Svava Bjarnason, Head of Policy Division of ACU Association of Commonwealth Universities The Bulletin, No 145/October 2000
See Comparative Education, Volume 38, No 1 2002, pages 116 - 118 , Carfax Publishing, ISSN 0305-0068 Tylor-& Francis Ltd, Upali Sedere's book is reviewed by Prof. Angela W. Little of University of London. Globalisation and the Low Income Economies is a passionate plea for a radical reform of the learning curriculum in low-income economies to meet the challenges posed by economic globalization. Upali Sedere views contemporary issues in low-income economies (LIEs), but especially those of Sri Lanka and Bangladesh, through the global lens of contemporary education reform in the context of economic globalisation. "The argument starts with a pessimistic assessment of the power of education reform in low-income economies to meet the challenges posed by economic Liberalization. Because both external and internal efficiency are low, the education system contributes to the increase in socio-economic disparity and the perpetuation of poverty. The author then considers the emerging world order and the dilemmas of development, identified as the contradictions between the four axioms of development liberalization, modernization, democratization and culture and civilization. In so doing he draws extensively on Huntington's (1997) The Clash of Civilizations. He identifies economic, technological, sociological, moral and political 'trends', the first two of which he defines as 'positive and exciting'-the last three as 'negative and frightening'. Alluding to Toffler's work (1980) Sedere suggests that while Toffler's third wave of development, driven by information technology, is currently driving the development of the West, his second wave-industrialisation-is still in its infancy in many LIE countries. Sedere's curriculum frame is the 'Expected Student Profile' (ESP). The ESP curriculum is explicitly oriented to the survival-skill needs of the poorest. The pro" le has four dimensions-time spectrum (past, present and future), operational domains (family, work, culture, environment), horizons (immediate, extended, global) and competencies (cognitive, affective, psycho-motor, social). The ESP curriculum is also oriented to the skill needs of survival in globalising economies. These skills are classified further as general skills, life skills, social skills, cross cultural skills, communication skills, intellectual skills, psychomotor skills, economic skills, special skills, social engineering skills and technical skills. They are embedded within the curriculum through a process-'The Impact Focused Curriculum Development Spiral (IFCS). The Impact Focused Curriculum is pro-poor not pro-elite; it is graded by learning blocks and operational age not by grade group and chronological age; it narrows disparities and empowers weaker schools rather than widening them; it adopts a modular, multidisciplinary approach in which knowledge is naturally integrated rather than a compartmentalised, subject-based approach in which integration is artificial etc.
Promoting a 'non-pedagogy of the oppressed' the IFC model places 'learning' rather than 'teaching' at its heart-and learning that merges the worlds of education and work. (see 3 page review for more details)