when will come new publish of this book ?

There are many excellent textbooks about Internal Medicine on the market, and I own a lot of them. But the Kelley's book is the one I look up more often. It stands out, since it gives you the broadest and deepest clinical coverage of the internal medicine you can find in a two-volumes textbook. The forthcoming 4th edition, which is scheduled for 8/2000 and will be edited by Humes, will expand furter the coverage, reaching an unprecedented range, at least as can be judged by the anticipated index. For the sake of clarity and completeness, each subspecialty (cardiology, endocrinology and metabolism, and so forth) is divided in three parts: the first group of chapters is devoted to the pathophysiologic foundations, the second to diseases and the third to the diagnosis and treatment. This format is clever, because allow you to study each section separately without being overwhelmed by the astonishing amount of information it contains. A lot of chapters are devoted to the approach to the patient with different symptoms, to the interpretation of instrumental data and to the treatment: they are another distictive feature of the book, making it invaluable. If you are a physician or a serious student searching for an authoritative, encyclopedic textbook with broad pathophysiologic coverage and wide sections about the management of the patient, the Kelley's textbook will not disappoint you. For many of us, it is a must buy. For all, it is a bargain. This textbook is the gold standard as Internal Medicine textbook: it got 5-stars from Doody, and as far as I know, it was the only one awarded with such a high acknowledgement. I agree: five stars.

most comprehensive work ever.an edge over Harrison &Cecil.must buy.

This well done book is partly an introduction to teaching/practicing Evidence Based Medicine (EBM)and partly an act of evangelism. The authors are concerned not only with describing the basic methods of EBM but also with convincing readers that this is the appropriate way to practice and teach clinical medicine. EBM and its precursor movements are based on the correct realization that physicians tend not to be very critical about clinical practice, much of which is learned by emulation. This book builds on an existing movement and the presence of widely available online resources to tap into appropriate critical evaluations of clinical practice. In doing so, the authors attempt to educate physicians about how to use these resources, relatively simple statistical tools that can be incorporated into application of good clinical literature to practice, and how to teach these methods. Because the authors are academics who wish to influence medical education, there is a good deal of emphasis on educational methods. While this may be an apparent short coming for readers who are not academics, it is actually worthwhile for all physicians because self-education is a constant part of our job. This book is very well done with some nice features. It is small and has a durable plastic cover, designed to carried in pockets or in a medical bag, there is a small CD with good examples, and a set of plasticized flash cards on major key points. Drawbacks are relatively minor. More information on how to analyze clinical trials and studies would be useful but in a concise book, something has to give way. Used carefully, the information in this book may change your practice and teaching methods.

Short and concise, this book really excels at demystifying EBM and making it easier (and more importantly, fun!). The use of flash cards for summarising points is great, and it's clear that the authors are enjoying themselves teaching EBM. This honestly is the first medical book that I'd classify as 'un-putdownable'!

Evidence based medicine. Those three words cause more frustration and despair than almost any others in medicine today.

This book demystifies all of that. No exaggeration... this is simply one of the best resources ever in learing the practice of EBM. Chapter by chapter, each aspect of EMB is explained... from diagnosis to treatment to prognosis and more.

The math is clearly explained with examples, as are the principles behind them.

After reading this book, I felt that not only could I understand EBM, I could explain it to others.

A must read!

The "Self-Assessment Color Review" collection is very nice and I can recommend the reptile and amphibian one. In my opinion, this book is not intended to give you a profound and detailed picture of the diseases but it more or less tries to confront you with real-life situations. Excellent for students or clinicians who want to deepen or broaden their interest.

This book is packed with interesting cases of amphibian and reptile medicine and surgery. All the important/ common diseases are dealt with. Some diseases are replicated but this serves to help the reader learn about those in more detail. An excellent aid to revision for vet students and vets in practice who wish to test themselves and learn extra tips and facts in this area. The small size and 'quick fix' nature of the book encourages the reader to dip into the book in quiet moments and learn something new or refresh the memory. Should also be interesting to keep herp owners.

Great book for all Industrial engineers. It does not get completely complicated and relates directly to common day industry practices.

This textbook, which has been around for a number of years and has undergone a few revisions, has become the standard preparatory text for APICS tests and college-level production/operations management courses in dozens of universities.

The content is very broad - it covers almost the entire gamut of P/OM topics to some degree. That may be the only drawback to this book: it so broad in its topical coverage that there may be examples where the authors could have gone deeper in their presentation on specific subjects.

But even so, this charactertistic of being "100 miles wide and a few miles deep" works very well for readers who need a comprehensive primer on P/OM. That would include people just entering the field, or those that need to undestand the primary subject matters and areas of study, to point them in new directions.

I highly recommend this book as a foundation reference guide to your business library. Again, I know of many books that may be deeper in specific areas of P/OM, but I know of no book that encompasses so many topics and does and admirable job of presenting those topics. I would also caution the seasoned, highly-read P/OM professional in buying this book, but leave it for those newcomers to the field.

This book is a classic: depth of information over a broad body of knowledge.

The error mentioned by another reviewer appears on p. 488: the "L-bar" term should be squared. Verifying dimensional homogeneity [i.e.that units of measure calculate consistently across the expression and result in "items" {whatever units demand is carried = units of safety stock}]) would alert a reader quickly that the product in the first term is incorrect.

There have been many translations of this Sumerian story over the years due. David Ferry's translation is rather readable; Ferry's decision to write the story in heroic couplets of iambic pentameter makes the story easily accessible and easy to follow. Gilgamesh deals with many issues traditionally found in epics. The Sumerian Prince learns of loyalty and friendship through his one companion, Enkidu. There are battles of epic proportion; the companions battle the forest monster, Howawa, and the bull of heaven. Gilgamesh even sojourns to the land of dead, which reminds readers of Odysseus' journeys. The text is occasionally repetitive, but one would expect that of an epic. It's length and ease of readability make it attractive, however. Qualms with the story itself aside, Ferry has produced an admirable translation.

For years I have had trouble with translations of "Gilgamesh" that were either too formal, too literal, or too academic. Ferry's translation is involving, adventurous, psychological and above all, extremely accessible to the modern reader. And what do you get? Political power, a romance that transcends death, a bit of wit, gorgeous poetry, a great war, and an ending that is so spiritual that it will stay with you for years. I read Ferry's translation last year, and returned again this year to see if it was as beautiful as I remembered. The answer: moreso!

If you enjoyed Robert Fagels' wonderful translation of the Illiad and the Odessey, I think you will appreciate what David Ferry has done with this ancient story. By his own admission he has taked some poetic liberties but by doing so he has made these archaic characters accessible and human. Other editions will give you a feel of the problems of translation; this will give you a sense of the primordial power of simple story telling and simple themes.

While the book does cover a vast array of theoretical finance, it lacks in developing the mathematical backgrounds of said theories. In this, the book fails to reach its targeted audience. Appropriate for MBA students, this book does not elevate itself to higher levels. A nice feature of the book is the accompanying exhaustive index of research articles.

If you are looking for more than the mechanical capability in corporate finance, this is the book for you. For people that seek a genuine understanding of Corporate Finance principles then this is a well-written walk through. The explanations are logical and easy to follow. While excellent on its own, this book works best as a companion to a more mathematically stringent Finance text book. Understand the theory and principles through Megginson, solve the problems in the textbook.

Learning with Technology: A Constructivist Perspective analyzes and advocates a different teaching methodology from the traditional teaching methodology. Although the focus of the book is on technology, the authors explain why the constructivist paradigm provides a more effective method for teaching students to think and to learn in all aspects of education. Constructivists contend that knowledge is constructed, emergent, and grounded in action or experience. Constructivism is relatively new to educational analysis; however, it is not new to the theory of knowledge.

Teachers in the classroom and academics are the audience for this book. The authors not only argue for a change in the dominant paradigm of traditional teaching methodology, but also provide concrete examples of activities for using constructivism and technology to allow students to construct knowledge, to think and to learn. Constructivist learning emphasizes the five different attributes of meaningful learning which are (i) intentional learning, (ii) active learning, (iii) constructive learning, (iv) cooperative learning, and (v) authentic learning. Real learning requires combining the different elements of meaningful learning.

The authors describe six ways to use technology and constructivist learning to allow students to construct understanding and learn. The authors describe the types of technology in very basic terms and the specific hardware and software that are required for the classroom in order to partake in the activities described in the book. For each technology, the authors describe activities and projects that can be used to facilitate learning. They also describe the learning process, the role of the student, the role of the teacher, and ways to assess the learning process.

For example, the Internet can be used to allow students to construct complex knowledge bases. The Internet facilitates knowledge exploration by students. Students can find information on the Internet, create and build information through designing web sites, and communicate and share knowledge through the Internet. All five attributes of meaningful learning are employed in the activities described for using the tools of the Internet. Empowering learners to construct knowledge through active learning and the creation of learning communities can be achieved through the use of the Internet as a learning tool.

Video is an additional technological tool the authors advocate to support constructivist learning. Under the traditional paradigm, film and videos are merely shown to students in a passive manner. Constructivist learning employs video as an active tool that requires learners to produce information, as opposed to consume information. Learners must be active, constructive, intentional, and cooperative to produce video. Newsrooms, talk shows, documentaries, theatre, and video conferencing are all examples of how students can use video to construct knowledge and communities of learning.

Equally important, the authors provide rubrics for assessing the effectiveness of constructivist learning. The authors note that by using technology as the tool and constructivist learning as the methodology, assessment of learning is not a separate process after learning has occurred, but rather learning and assessment are coterminous. Rubrics are tools for assessing meaningful learning. The authors provide examples of different rubrics that can be used to assess learning.

The authors emphasize that technology, similar to teachers, does not teach students; rather, students only learn when they construct knowledge, think and learn through experience. Technology is merely a tool to enable students to construct knowledge. Understanding cannot be conveyed to students through teachers or technology; rather, students construct understanding themselves through tools such as teachers and technology.

The goal of this book is to advocate educational reform and change through constructivist methodologies by demonstrating specific examples of how the tools of technology can be employed to empower students to construct knowledge and meaning. The book embraces post-modernist thought without examining or explaining its theoretical underpinnings. The authors presume that the constructivist theory of knowledge should be accepted among educators without deconstructing the traditional paradigm.

Numerous theoretical issues posed by this book require further thought and analysis. At the end of each chapter, the authors pose "things to think about" and list numerous questions for further discussion. These questions pose a beginning for future thought on this topic, but the questions focus more on attempting to demonstrate why constructivist learning is a superior methodology to the traditional educational methodology without showing how it is better.

Constructivist thought raises serious and significant issues as to how to best educate students. Although technology is an important tool for education, it is not the only tool. The book raises many questions of how constructivist learning could be employed in the field of education to increase knowledge and critical thinking. The authors recognize that change is difficult to effect in society and in education.

The book provides a different way to think about technology in the classroom and how technology can best be employed in the learning process. Constructivist learning places the ultimate burden of learning on the learner as opposed to the tools employed to learn, which includes teachers and technology. Constructivism may provide the impetus necessary to reform education.

This book is a very long essay into how to use computers to help students learn. It begins with a short and very readable explanation of constructivism, one of the first that I've been able to understand. It then goes on to argue for constructivist uses of technology in the classroom, suggesting ways to use technology to do more than drill and practice or even simple training in productivity software. The main technology topics in the book are: video; hypermedia; e-mail, chat, and bulletin boards; and simulations. Many examples of specific software or websites are examined in great detail, with suggestions about possible learning processes, student roles, teacher roles, and assessing learning. References and thought questions are presented after each chapter, and there is an index. Nevertheless, I wouldn't use this as a textbook in an introductory educational technology course where students have limited expertise with technology. I think it might work well, however, if the students are thoroughly familiar with technology and are ready to give careful thought to its role in the classroom.

The book Aztec Ceremonial Landscapes is a great book for people who want to get an inside look into the Aztec culture and for those who know a few things about the Aztec culture but want to know more. This is one of the few books that is both educational and filled with suspense. I could not put this book down because I just wanted to keep on reading, too bad we did not have this book when I was in high school. This is a book for all ages.

The exposition is clear. The topic has a number of tricky words (hard to pronounce and subtly distinct) but the authors are careful to be precise. Figures are used to advantage to demonstrate concepts.

`David Williams gives a matter-of-fact description of his experiences in the Pacific on a destroyer minelayer during WWII. In doing so he brings back the hopes and fears of the times as well as a feeling of what it was like being an American in Tokyo Bay when Japan surrendered, which may bring a tear to the eye. Anyone involved in the war in the Pacific would enjoy this account, as would those who would like to understand the feelings of the men involved in that epic struggle.