Series Books

I found this book is very useful for my buddhism study, the chapters are arranged in a very organized way. the contents are consise and accurate, it is like a notebook for most of the buddhism concepts and principles.

I really like it, and appreciate the English translation. it's great!

I tried to read Gunther's translation of Gampopa's classic, but was unable to relate to it. If it weren't for Ken McLeod's podcast of his Then And Now class (www.unfetteredmind.com/audio, then go to the Classes dropdown), this translation would fair no better with me. Ken's podcast classes are helping in my developing an experiential relationship with the subject matter. This book, although written in medieval Tibet, deals with the questions of human confusion and struggle that impact us today, and provide direction on freeing us of this confusion and struggle, especially when Ken's podcasts are used as a study guide.

This is a 1958 translation of a classic basic text for Tibetan Buddhist students. I have owned the text before and studied it. It is humbling to 'review' a classic.

This text presents the Mahayana approach with a few references to tantric elements. I use it to review ideas I need to refresh in my mind. The approach is to study the text, think about it and then meditate on what you have read. This is a source book for those persons beginning the approach to Tibetan Buddhism. I find it inexhaustible.

The author, Gampopa, was a disciple of Milarepa and Gampopa's disciples started one of the major schools of Tibetan Buddhism. It is one of the standard ways to study the path leading to tantra. It is best, of course, to have a teacher or spiritual friend, to use the standard term.

Most people I know are using to say "that's a hard time to live in". But they change nothing in their lifes, day after day, they weak up and do the same old things...I don't understand why.
Lord Gampopa, in his kindeness, show us a very effective way to review this unhappy situation. This book is a gift from the most elevate kind of intelligence the mankind alredy had made. But it's just for the braves, cause that's a kind of adventure.

I was introduced to this book 18 months ago as I began a four-year Marig Munsel class at Tashi Choling on Mount Ashland. It served as our introductory text, and I've read it cover to cover at least three times. It is most thorough and accessible. I appreciate how topics are introduced, defined, then illustrated with numerous clear examples. Glossary material and appendices are especially impressive. Often the text reads like religious or found poetry, which I find especially appealing and endearing. But my greatest compliment for this text is the simple acknowledgement that my personal spiritual practice took shape and deepened considerably as a result of reading and re-reading and referring to this text.

I highly recommend it for any serious-minded spiritual student, not just those interested in Tibetan Buddhism.

--Robert McDowell, author of the forthcoming Poetry In Spiritual Practice

Fantastic artistry to go with one of the classic songs, especially for those of us in West Virginia. Can't help but sing as you read. Great fun for the whole family.

I am from West Virginia so Country Roads has always been dear to my heart, especially being a WVU grad where it is blasting all over town on football Saturdays! I bought this for my nephew and I'm sure he will love all of the illustrations as much as I do. Lots to look at on each page and I love how the illustrations are done as if it has been quilted.

My son received this book as a gift for his first birthday. He loves it (and he has no clue who John Denver is)! We've read/sang it a hundred + times. He loves looking at the illustrations, as do I. My husband & I graduated from WVU, so this song is near & dear to our hearts. We hope to make a little Mountaineer out of our son too....this is a good start.

A great song with amazing illustrations. All the pictures look like quilt pieces. This song is timeless and kids love it. I've got kindergarteners who can belt this out and they never get tired of reading/singing it over and over. Very well done. Can't wait for more John Denver songs to come out.

John Denver's music paints a beautiful picture in your mind, but this book brings it to life even more! Book is very animated---almost seems like the pictures move as the vehicles go up and down the rolling hill. Great quilted-look art that covers almost every space in this book. LOTS of things going on (you could look at this book all day long and still find something new the next day) Well worth the money!!! Get is for all your John Denver fans :)

A wide coverage of quality in the Juran's perspective. I recommend it to all who are interested this Guru theories, tools and techniques.

"Juran's Quality Handbook" is an excellent book on Quality by one of the most well known quality gurus. The book gives a comprehensive coverage of the subject of quality management. It includes the latest techniques on quality as well as quality theories.

This is a very useful book for those who are interested in producing quality goods and services in a customer focused organization. This huge tome is of immense value to all those involved with the quality profession and is an excellent reference book that covers the wide range of topics and subjects pertaining to quality.

This is a well written book that is very useful for all businesses where quality matters (that is, all businesses). This should be essential reading for quality specialists such as control and quality assurance personnel.

The most complete quality reference available.
The fifth edition includes new material on ISO 9000, benchmarking, the Baldrige and other awards, adoption of Strategic Quality Planning and TQM, management leadership for quality, self-directing teams, quality function deployment, and Tuguchi Methods.

Excellent reference..........Oh man the language and the content rocks. You need to read other books to appreciate this book more.
Quality pro's..........you need to have one of this for sure.

Warning: Not a best choice for "just preparing for a certification exam". It is too much of content for a "small goal of exam". Primer seems to do a good job

For decades Joseph Juran has been a famous name in the quality movement. He formed his own institute for quality and has for many years edited an extensive volume on methods for improving quality in manufacturing processes. This Quality Handbook, now in its fifth edition has long been the basic reference for quality engineers and statistician alike. To honor Juran, the fifth edition is titled Juran's Quality Handbook. The volume is now over 900 pages and consists of 48 chapters and 5 appendices. There are 53 authors including Juran himself and his colleague and co-editor Blanton Godfrey. Many other well-known persons have contributed. It includes a chapter on government services by Vice President Al Gore. Prominent statisticians who have contributed include Don Marquardt, Stu Hunter, Bill Meeker, Luis Escobar, Gerry Hahn, Ed Schilling, Ed Dudewicz and Necip Doganaksoy.
As a statistician, I particularly like having a wealth of practical statistical information and tables in one source. Dudewicz provides the introductory statistical material necessary to understand the four other statistical chapters that follow it (SPC by Wadsworth, Acceptance Sampling by Schilling, Design and Analysis of Experiments by Hunter and Reliability Concepts and Data Analysis by Meeker, Escobar, Doganaksoy and Hahn). These are all distinguished authors who are excellent writers and several have written whole text books on these subjects. This edition is up-to-date with the latest advances in quality techniques. Statistical advances in robust design (Taguchi methods), bootstrap methods, process control and capability are all included. Juran and Deming had major practical impact on the quality movement because they both emphasized the need for proper process management. This can be seen in many of the non-statistical chapters that deal with successful management techniques such as six sigma.

This edition is even better than the previous editions and is indeed worthy of the title of bible. Despite the high cost this book is prominent on my bookshelf. I recommend it to anyone heavily involved in product reliability, even if they own copies of previous editions!

OH this book is wonderful. You should also list it for Young Adult readers on Diversity. Many schools and other programs are always looking for books on teaching the lesson of different but worthy. I love the story line and the illustrations just added the right touch. Anyway iI thought you might like some unsolicited praise. Many Kudos to you! ! ! !
Dana M Burns, Mystic

A wonderful, new twist on the classic fairy princess story. The book is great fun to read and then surprises you with its depth.

KANDIDE is a welcome, refreshing change from the trend of dark, edgy YA faerie books. First time author Diana S. Zimmerman introduces a rich fantasy world full of enchantment, beauty, charm and themes that are deeply relevant to our times. Australian faerie artist Maxine Gadd's colorful illustrations bring the characters into vivid life. A must read book for faerie lovers of any age - and the first of a trilogy too!

Watch Video Here: http://www.amazon.com/review/R3BFJ0QPHCZSV3 Diana Zimmerman is an enchantress. In her spectacular 25-year career as "America's Foremost Female Magician," she created and performed amazing acts (many of which have continued on by her friends Lance Burton and other magicians). She now has turned that mystical power into writing and "Kandide and the Secret of the Mist" is a lovely story with a wonderful lesson.

I had the opportunity to interview Diana on her national book tour and she was indeed inspiring! Such a nice person with a glowing, positive energy and her book shows it. It is an enchanting book - just like Diana.

Diana also believes not only in the faeries in her books but also in the females in her life who bless her with their support and friendship. She gave the perfect girlfriend interview to Girlfriendology.com. Thanks Diana!

Sparkling, enchanting, captivating. When you pick the book up, be prepared to travel to a dimension of wonder that you won't want to leave.

and keeps writing. Fantastic novel. Interesting and almost belivable characters. Weaves a few real life people in here to add to believability. Someone above said a crossbwtween Grisham and Ludlum. Not my thoughts...Grisham has lost his roots in last several years, and Ludlum was good, but too long and often overly complicated. The main character here is almost a Matthew Scudder without the dark side. Well done, and looking forward to another.

I absolutely loved this book. It was hard to go to work wondering about the path that led to each exciting twist and turn. I was surprised at how I felt (good or bad) about each character as we learned about their humanness and their lack of humanity, and how every character lives with themselves. Exiting and satisfying and different. I love Scott Turow's books, and this reminds me of Turow with an even drier wit. Mr. Greener's writing is wry and smart. Many writers will add twists that are completely implausible, not Greener. He gives you each shocking turn in a matter of fact way, you suck in your breath and hold it until the book explains how that actually happened. It was exciting and fresh and I can't wait to read the next one. I gave it to my mom who also loved it.

I loved The Knowland Retribution because it's a great read that also makes you question the foundation of our society. Richard Greener's writing is a cross between John Grisham and Robert Ludlum. He creates great characters to which we can connect in both sympathy and dispise. It also questions our justice system, our capitalist society, and our base ethics between right and wrong. Could you turn the other cheek if a big company knowingly released a product that killed all your family because it was a "statistically reasonable risk"??? You find yourself flipping and flopping on your moral fiber as to the whose right and whose wrong. Highly recommended and can't wait to read Greeners next book.

Do you love John Grisham? Then you will adore Richard Greener.

In The Knowland Retribution Greener captures the complexity and heartlessness that is possible in today's corporate America. His unique story telling ability keeps you guessing till the end and you can see, feel and understand the characters he so adeptly describes. His main character, 'The Locator', is a not so lonely recluse whose complicated past you just begin to understand. Greener plays us perfectly by leaving us wanting more and that is ok by me because "The Lacey Confessions", his next novel in the "Locator" Series, is due out soon from Midnight Ink.

Kristen Bostedo
In the Know Marketing

This is an excellent adventure tale. I am an avid reader and I absolutely loved reading the Knowland Retribution. Also, I am anxiously awaiting more books written by Richard Greener. I am purchasing three more copies today, which will make six copies I have purchased thus far. I keep giving my copies away because I think everyone should read this book!

Really, where has this author been? I devoured this book almost as fast as the first one, Lady Knight. This book is longer, so staying up all night still didn't get me through it in one sitting. I mean, one has to work, doesn't one? I liked this one because of the "powers" that the lead character has. She is not as strong as Pet from the first book, but she has an entirely different background. And the Evil uncle, wow is he evil! I pictured Darth Vader! Please read this, and all the books in the trilogy. You won't regret it.

I ordinarily do not write reviews, but I could not ignore this horrible, personal, malicious attack on Ms. Stratton. Yes, there are some errors, but I find errors in every book I read. I liked this book as a follow-up to the first one, Lady Knight. It does have a sort of "middle child syndrome" in that it continues from the first book and sets up the next book. I thought it was a good effort, and certainly doesn't deserve the nasty, spiteful condemnation that M. A. Bechaz gave. I loved Lady Knight and thought this book continued the story nicely. Elanna is cute and spunky, although most readers will like Pet over Elanna. This book has lots of Pet in it. I liked the way it sets up the final book, Lady Blue.
I think sometimes certain people can take themselves too seriously. Criticism is one thing, jut being plain mean is another. I read books to be entertained or informed. Ms. Stratton entertains me.

M. A. Bechaz "bookaholic" (Australia) managed not only to write a rude, unwarranted attack on the author, but on everyone who has ever read and enjoyed the book. Insulting perfect strangers just because they disagree with your narrow-minded opinions, how very...democratic... I've been looking for the books Bechaz has WRITTEN. So far, no luck.

Thank goodness Bechaz is in the minority. Or, in this case, the singular.

If anyone with a brain might notice, this person is from Australia. Now, it doesn't take a person with relatives from Australia to point out that their vernacular is quite different from that of the US. Many of the "English" errors that s/he points out are perfectly acceptable in US English. A couple of corrections of "errors" are spellings that aren't even present in US English. This person has completely panned every book s/he has ever read. I hope the average person doesn't take Bechaz as seriously as Bechaz does.

Enjoy the books for what they are - fun, funny, good reads with great characters and interesting plots.

I almost hate myself for writing this review, not only because I liked the first book in the series, 'Lady Knight', so much, but also because Evangelynn Stratton seems like a genuinely nice person who set out to write this book with very good intentions. But I just can't help myself -- I have to express my dislike for this book. Having read two other of Ms Stratton's books before this, I am of course familiar with the fact that her writing is often grammatically flawed and full of typos, to the point where I wonder if she actually passed English in high school. Up until now, I've mostly overlooked this fact because I quite enjoyed the storylines of her other books. But in this one, the story just wasn't interesting or plausible enough to make me forget its faults.

Ms Stratton, I must say to you, in the nicest possible way, please do a remedial English course, and buy yourself a dictionary! Oh, and if you're going to write historicals, try to have at least a basic grasp of history! Otherwise, write fantasy books instead, which don't require you to know any history. And don't rely solely on spellcheck to edit your work -- get a REAL editor, one who can fix your mistakes...although that would be a huge job!

Do I sound too picky? Perhaps if I show some examples of what I mean, everyone will understand why I'm so annoyed...

These are actual quotes from the book: 'Never in his widest dreams', "What do you purpose to do?", 'Joseph's objections was buried under the din', "It seems all assertions against this man is all hearsay.", 'It was going extremely sour for Giles', 'It loped Elanna hard on the forehead' (that quote was a description of a thrown rock -- rocks are lobbed, not loped! Rocks cannot run!), 'To make positive she couldn't escape', 'He needn't bothered', 'Matthew was by her side, fighting as relentless as she was.', "You surprise, me Patrick.", 'vise versa', 'Luke leaned into Elanna's ear.' There are many more problems like these. I could fill up pages with them, but why bother...this book has already done that!

Ms Stratton also often uses the wrong word or wording for what she means, sometimes with unintentionally comical effect. Here are a few examples...she writes 'demanding figure' instead of 'commanding figure', 'distressing villagers' instead of 'distressed villagers', 'causally' instead of 'casually', 'posh' instead of 'bosh', 'excitingly' instead of 'excitedly', 'pummel' instead of 'pommel', 'dominate' instead of 'dominant', and so on. She often puts words in the wrong tense, confuses plural with singular, and incorrectly uses shortened versions of words, ie. real instead of really, as in the example 'You're real strong', or quiet instead of quieten, as in 'Things would quiet down'.

Honestly, it's so bad, sometimes she makes George Dubya Bush seem eloquent and well-spoken by comparison!

And then there's the historical flaws. She has Pet using a rapier sword...rapier swords weren't really in usage in 1500, least of all in that part of Europe. Rapiers only came into prominence later in the century, and even then usually only as a duelling sword, not out in the field. Also, potatoes are mentioned, even though they didn't hit Europe until around 1570. And then there's beef jerky...the first written account of beef jerky being eaten by anyone from Europe was in 1612, and even then it was called jerkin beef. Sorry to sound picky, but this is the kind of background stuff that you have to know to competently write a historical novel.

And while we're on the historical side of things, none of the characters sound or behave as medieval people might. Their dialogue is jarringly modern and American, for example. "Whoa, young lady.", "Boy, I sure messed that up.", "I guess so.", "I could use a break.", "I don't wanta feed no prisoner," "I figured as much,", and "I know nothing! Honest!".

Technical flaws aside, there's also problems with the actual storyline of the book. The characters aren't very well developed. Luke is supposed to be one of the central characters, but he doesn't really do much of interest at all. Elanna is a witch, and even though she thinks that being a witch is sinful, and fears that she will be burnt at the stake as a heretic, for some reason she goes around telling absolutely everyone about her magical powers. Who, in fear of their life, would do that? How stupid is she? Surprise, surprise -- she ends up being put on trial as a witch. The worst character in the book, though, is Giles. He was so 2 dimensional! Actually, he reminded me of a comic book villain, so much so that I was waiting for him to say "Curses! Foiled again!" followed by one of those mwa-ha-ha evil laughs. He never did say that, although he did spout EVERY other overused cliche ever used by an evil guy. And in true comic book villain style, he did outline his evil plans at every opportunity, always within earshot of someone else, even though the plans were supposed to be secret.

The fight scenes in the book were copied from B-grade Hollywood movies...nothing original there. The wedding scene was copied from 'Lady Knight'. The witch trial seemed to be copied from 'Blackadder' more than it was from any real historical trial (I was almost waiting for the Witchsmeller Pursuivant to turn up!)...although Blackadder did it MUCH better.

There was one original thing, though...a religious agenda. Wouldn't you know it, the bad guy was an atheist. But the nuns, the priest and even the abbot and monks at the witch trial (who had previously put MANY innocent women to death) seemed portrayed in a positive light, and were either outrightly good or at least capable of redemption. And in one of her future visions, Elanna sees a world where everyone believes in God and there is complete peace and happiness. If you're an atheist, or a Wiccan, or a non-Christian, you might be a little annoyed by this. Although, if you're a fan of good, interesting, well executed writing, you're going to be way more than a just a little annoyed by the whole damned book! Why did every other reviewer give this book 5 stars? I don't know. Maybe they all lost their minds when they got loped on the head with a rock!

Elanna and Luke are not as charming a couple as Matt and Pet, but it's okay because those two come back to play a major role in this sequel! I didn't enjoy it as much as the first one because the I didn't really relate as much to Elanna's character. The reason I loved Pet so much was because she was such a strong female character. The plot was awesome though and I'm glad the mystery that was laid down in the first book was resolved. My only critique is that the villain was so 2D, just cardboard cut-out evil...I like my villains to be a little in between. Also, what with all the murdering and evil deeds he did you'd think he'd have gotten caught sooner, but no. It was a little farfetched, but otherwise it was a great book. Can't wait to read Lady Blue!

Yes, it was cute...but I felt like I was reading a rather bland, repetitive diary. Yes, if you love dogs, there's a lot to relate to here. A bit of salvation in the epilogue...for a woman who loved animals so much, I was a bit surprised it took her so long to reach a vegetarian way of life, but at least she got there!

Dog lovers, animal lovers, Paris lovers, travelers, and everyone who apppreciates great literary talent, will love this book. Lauren's Story is a gift from Kay Pfaltz's heart to all her readers. In this book I found the best description I've ever read of that special bond between a dog and the person she or he loves. Those who have not experienced the unconditional love and deep connection that animals can offer us will find it so beautifully explored and explained, they may well find themselves on their way to the local animal shelter to rescue one. (Please don't buy from a pet store or breeder.)
Those who have experienced that dear and unforgettable connection will be forever grateful to Kay for putting it into words and indeed validating it. So often those who have lost pets experience a grief that is often not understood by those around them. Kay makes it clear. This mysterious and wonderful love that crosses the species barrier is absolutely real and, for some, the greatest gift on earth.
There are more ways to love this book as well. If you ever wanted to go to Paris, you will feel as if you did after reading Lauren's story. I felt as though I was right there with Kay and Lauren, so great is her talent in conveying the sights and sounds as well as her own so human and honest responses to this magical city. Funny, sad, intriguing, suspenseful, I couldn't put the book down.
The best part for me, that I hope everyone will read, is Kay's 4 page "Afterword" to the latest edition, in which she explains how her love for Lauren and Lauren's love for her inspired her to question why she would eat one animal but not another. She became vegetarian and states that she values "each individual life and, especially in the case of factory farming, foie gras and other undeniably cruel practices, I no longer believe a few minutes, or even hours, of my pleasure is worth an animal's life, or suffering."

This is a wonderful life between a beagle named Lauren and her owner who spent every part of every day together. This is a love story! The love between a beagle and it's owner. Some love stories are not even this close to real love.

I felt like I was there with them with every word that I read. I longed for more when I realized I was on the last page. BRAVO for LAUREN to be loved so dearly By Kay and For Kay to be loved so dearly by Lauren.

Kay's deep love for Lauren - and all animals - includes the necessary ingredients of joy and humor. There are moments throughout the book, especially toward the end when Lauren begins to fall ill, that you, the reader, will hold your breath for too long until the crisis is resolved. And, equally, there are moments of such hilarity, that you will stop breathing simply because you are laughing so hard. Lauren's Story literally has it all: heartbreak, despair, courage, joy and always, love. You definitely want to own this book, and buy it for everyone you know.

This is a lovely story about a woman's love for her dog and the love she felt in return. The reader will also enjoy the genuiness of a single woman living -- and dining -- in Paris, a city that seems more tolerant of dogs in its cafes than it is toddlers. It is a great book for anyone who is an animal lover, especially those who are self-proclaimed dog nuts. Others need not apply.

Jane Vella, in her work Learning to Listen Learning to Teach: The Power of Dialogue in Educating Adults, presents 10 issues for effective teaching. Due to the brevity of this critical review, in order to provide depth of content three issues are addressed: needs assessment, safety, and sound relationships.

Needs Assessment

With needs assessment, Vella states regarding her philosophy, "They [learners] will vote with their feet if the course does not meet their needs. They will simply walk out. As a teacher, I need to discover what they already know and what they think they need or want to know...when adult learners are bored or indifferent, it means their themes have been neglected in the design of the course" (p. 6).

In response to the philosophy of Vella's needs assessment, first she makes very good points in that professors can often neglect to present relevant content students are interested in, and her procedure of contacting learners prior to the first session of a course, to investigate the learning objectives of students, is a good one--and one that could improve course design.

The problem with Vella's model is that it assumes learners (or potential learners) always know what it is they most want to know, or need to know. This simply is not the case. It is very possible there are areas of knowledge the teacher is aware of--that students would want to learn--but do not even know exist (this is especially probable when the teacher is an expert in the content area to be taught).
For example, in one doctoral level course in pedagogy, students were asked what they wished to learn over the course's term. Consequently, students volunteered their suggestions for content, such that they believe would be most helpful in their teaching professions. However, throughout the course the professor offhand mentioned a pedagogy related discipline of "instructional design" which dealt in course design, and which turned out to be significantly more helpful for students than the agenda they has chosen to set for the course. Being that the course was nearing its end, there was no time to investigate this topic--subject matter the professor would have taught initially if the students "knew" that is what they wanted to know, and suggested it.

Another problem with Vella's process of needs assessment is that she assumes that if information is helpful for students, they are always going to be passionate about the information. This is too is inaccurate. For example, doctoral students preparing to write a dissertation on a topic that interests them must be taught significant amounts of content in statistics to achieve their research goals, though the topic of statistic may be the epitome of tediousness for the students.

Further, though it may be true that students will "vote with their feet" or walk out on a course if it does not meet the needs of the students, Vella misidentifies needs as student enjoyment with course content. Though there is sometimes room in education for a professor to tailor course material to the likings of students, this is not always so for--to site one example--academic programs have required courses that are uninteresting but provide a necessary background to equip learners to understand what they need later: a dry intro to psychology course, or a course on psychotherapy theory (which may be uninteresting to students), provides a necessary backdrop before students can be taught more interesting "hands-on" counseling techniques in a later course. Likewise, Vella neglects the idea that for the accreditation of academic programs learners may need to learn subject matter that does not interest them, in order to obtain a degree. English majors need to take collegiate math and a foreign language to earn a Bachelors degree, for example.

Safety

Vella considers safety as an important characteristic for creating an effective learning environment. Though this may or may not be true, it is interesting what Vella perceives to be synonymous with the concept of "safety." For example, at one point it is written "the design of learning tasks, the atmosphere in the room, and the very design of small groups and materials convey to the adult learners that this experience will work for them. The context is safe." Present here is a convolution, for the issues of whether the materials and content of the course will "work for" the learners has nothing to do with safety.

Vella continues on to state a learner's confidence in his/her instructor's knowledge and competence helps the learner to feel safe, stating that students must feel "safe and confident in their teacher" (p. 9).. However, I cannot see why this is necessarily true. First, a teacher's competency does not seem to be a "safety" issue: If the learner is in some situation where a teacher's incompetence could cause him/her grave harm, then perhaps (I would feel safer with an experienced skydiving instructor, for example). However, as for a history professor, whether the professor is knowledgeable or not, such does not affect my perception of "safety." Confidence in one's teacher is not a safety issue. In fact, a teacher that knows a great deal about a subject matter could make one feel less safe, for a learners may have the stress that he/she must master the knowledge course content much faster to keep up with the teacher's ideas.

Vella continues, stating "trust in the feasibility and relevance of the objectives makes learners feel safe" (p. 9). This too is unrelated to real safety.

In an extreme declaration, Vella at one point declares that the size of groups and the size of a table that promotes the most safety, stating "four learners at a table large enough for their materials, small enough for them to feel included, provides psychical and social safety for learners" (p. 9). With this Vella presents no research to back up this strange claim, and does not address issues of gender, race, or culture which would dramatically alter students' feelings of "safety" in close confinement with one another.

In other criteria, Vella states that trust in the sequence of activities promotes safety and as well as does starting with easier tasks and progressively making them more challenging. Though this may be true, it facilitates the question: "why is safety the best approach for learning?" for example, if one knows the sequence of activities, that student may feel safe to only learn part of the material for the course--for the person knows what knowledge is required to successfully complete the course, and what material the student is able to neglect. Students, even "good" students, are not always as motivated to learn as Vella assumes and having a class set up in a way where students do not know when they will be tested, or do not know what part of the course material they will be required to have mastery of, could promote additional learning through a students sense of vulnerability: the student knowing he/she may be asked to provide insight on any of the course material at any time. This is present in the Socratic method of teaching, and often part of law school education, which has been time-tested to be an effective educational system. Fear is a great motivator.

Sound Relationships

In addressing sound relationships, Vella speaks about welcoming the "death" of the teacher. With this, Vella sees the student and the teacher as mutual learners, as close friends, and sees a need for the "teacher" to often display negative assertion, which means the teacher will allow the student to learn without the teacher's interruption or input. Further, Vella states teachers should be available to the students outside of class: by phone, email, etc. Lastly, Vella states that a teacher must provide emotional support and must encourage learners at all times. In this same sentiment Vella states a teacher must never judge a student, even when the student is perceivable wrong.

In review of these ideas, I believe the concept of the teacher being an equal to his/her learner is fallacious, for I cannot believe that the teachers and students are to learn equal amounts from each other. Granted, teachers should learn from their students' experiences and insights--and I truly believe one can learn something from anyone--however, the suggestion that the exchange of information be "equal" seems unfounded.

In addition, the idea of negative capability, where the teacher (present in class) will sit in a corner and let students to teach themselves, available to students only when they have a question, seems problematic. Though this may be effective at times when students have been given a great deal of information and need to reflect on it, or partake in some sort of praxis, Vella should make more of an effort to note that teacher absence is usually not the ideal situation for learning. It is a logically flawed theory that teachers can learn from their students' active behaviors (participation), and students learn most from teachers' passive behaviors (lack of participation).

In review of Vella's position that teachers must be available to learners outside of class, thought this may be a beneficial process--and I believe it is, for it gives students the ability to ask questions or receive clarification when the need arises--Vella does not attempt to provide any guidelines for limitations of student interaction with the professor. I believe this lack of boundaries does not provide suitable respect for the teacher's schedule, personal life, or time. Teachers should be able to have a life "outside" of their teaching responsibilities, though Vella denies attention to this idea.

Vella states that teachers should provide emotional support to their learners, making teachers both the provider of information, and the learners' personal counselor. Though this may be effective to some degree, it is not necessary. Learners are responsible for obtaining social and emotional support outside of their educational endeavors. In addition, the counselor-teacher relationship is conceivably not a healthy one--due to the dual roles--and it is one that is discouraged in many counseling codes of ethics.

Lastly, Vella states in her book that her students are strong enough to know what they want to study, and what works for them. It is an interesting duality (almost a paradox) that Vella sees her learners as so weak in that they need constant encouragement in their academic pursuits (which are supposed to be intrinsically helpful and useful to them). In addition, I completely disagree with the concept of never passing judgment, and believe the idea that Vella never passes judgment to be dangerous, if not blatantly untrue. When students are graded, they are being judged. Also, some dangerous ideas presented by students need to be at least challenged, if not judged.

Discussion

The following document was a reaction and critical review of the text, Learning to Listen Learning to Teach: The Power of Dialogue in Educating Adults, by Jane Vella. It was found that Vella's interpretation and integration regarding the issues of needs assessment, safety, and sound relationships, though helpful in some instances, possess some logical inconsistencies and pragmatic difficulties when integrated into some teaching situations.

Final Note: Telephone and Online Counseling may be a good way to help struggling teachers and students. To learn how to provide telephone and online counseling, try this excellent book: The Therapist's Clinical Guide to Online Counseling and Telephone Counseling: The Definitive Training Guide for Clinical Practice

Learning to listen, learning to teach : the power of dialogue in educating adults gave me the tools I needed to teach wine classes to adult learners. This book provides so much inspiration in teaching fundamentals for adult education. Vella takes readers across the world to demonstrate her essential components for effectively teaching adults. Highly, highly recommended. Buy this book for your favorite adult-level educator, literacy volunteer, and especially for a student in teacher college!

This is an excellent text for today's teachers. It helps the teacher move from the monologue style (lecture style) of teaching into a more improved style of teaching (the dialogue style). It shows how to get the students more involved in the class and how the students will be able to retain what the teacher is presenting over the lecture style. Students retain more when they take part in the teaching process. I highly suggest this text for those who want a more interesting class.

Jane Vella's, Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults challenged me to intentionally adopt several principles in my ministry to university students. I'm convinced these principles are useful for church ministries as well. That is why I recommend this book to you.

Jane Vella educates adults in many cultures and for many different groups, mostly community development projects. I'm very familiar with this kind of work and many of the places and people she writes about. One of the goals I have set for the summer teams of student interns serving in community development projects is for the students to have the best learning experience of their lives. Vella refers to this learning as the `quantum' concept, that the whole is greater than the sum of its parts.
I need to encourage my staff to participate in the process of writing their own job descriptions. I need to be more effective at listening and giving open questions, especially in the teachings I give. Those open questions need to be put to the `safe' environment of small groups. I have practiced this sort of thing at some level, but I see I need to be more intentional. For example, I have asked the question, "What was your best learning experience?" Sometimes, but not always, I send the participants to small group to discuss the question. I need to be more effective at defining learning tasks and follow through on them so that the participants truly participate in the learning process.

1. How can I adopt principles of Vella's dialogue education and quantum thinking?

Vella's key assessment principle, `Who needs What and defined by Whom' or `WWW', is what we will adopt in all of our student ministry programs. To do that, I need to keep a journal. As I pray for individuals in my team and network around the world, I am writing a WWW assessment for YWAM Campus Ministries staff and their projects.

2. Which of the quantum thinking principles have I already practiced and how can I improve on them?

The Field Ministry Internship programme is a serving/learning outreach project for university student teams integrating their field of study with ministries cross-culturally. Vella's book referred to so many things that I have been attempting to do since 1989. For example, to help students feel `safe' we form small teams of 4 to 7. During the first few days in the host country, we typically send small teams out on a `scavenger hunt' in order to learn how to get around with some measure of independence within the safety of their small group. We send small teams to integrate well as a short-term team on a long-term field project. In this way, the students also gain a greater level of participation in the serving/learning process. The students design their own field projects on site as they assess the needs of the long-term personnel and projects they are serving.

I can see how we practice a learning needs assessment, but we do not involve the students enough. We are concerned for safety in the learning process, but I can see that some additional structure and demonstration of concern for the students learning process will raise the energy level and create an environment where learning can take place even when there is much uncertainty. We have structured the outreach program with four phases: Orientation to Cultural Awareness to Ministry to Debriefing. I have learned that we need to add a fifth phase, an Assessment Phase, before the Ministry phase. To date it has been assumed by the leadership, but students have had little understanding of that important phase. To show more respect for the students, we need to document the Assessment phase. By doing so we will be showing more respect to the students giving them more opportunity to participate and take responsibility to decide.

This book is providing a guideline for a full team leader training program. I am very excited about the potential increase in skills that our team leaders can develop through a week-long seminar for FMI team leadership.

Summary

I have created a matrix grid in my journal with Vella's 7 steps for course design for follow up. The key words, RESPECT and ENERGY, are at the top of the list to encourage me to focus my attention on these key values for the adult learners. I have placed a column on the page for each of the 10 different student internship and YWAM leadership training programs I am leading or developing. For each of the seven steps I am considering the different approaches for each of the different programs, depending on the participants, the outcomes, the context, the content, and how learning can be measured and sequenced for greatest effectiveness. I'm expecting quantum changes in all of our programs.

Learning to Listen, Learning to Teach is designed to demonstrate the power and value of dialogue over monologue, and active over passive learning when it comes to educating adults. Vella demonstrates through real life examples how her twelve transcendent principles flesh out in a variety of specific contexts all around the world. This book is designed to help all adult educators embody and model a more effective way to facilitate actual learning. Not only does the book clearly explain and illustrate the twelve principles, but it also calls us to engage and analyze the principles along the way. This book demonstrates what active learning is all about.

A quick summary of the principles for effective adult learning:
1. Needs Assessment: The First Step in Dialogue
It is important to have a need-oriented approach to learning, where the scratch meets the itch by asking the www (political) question - "Who needs what as defined by whom?"
2. Safety: Creating a Safe Environment for Learning
Creating an atmosphere where learners feel safe: where they can trust in the feasibility, relevance and sequence of the learning objectives; where the learners can be both "creative and critical" in their response to the program in an affirming environment.
3. Sound Relationships: The Power of Friendship and Respect
The relationship between the teacher and student is vital. The more that the teacher can formally and informally create a relationship of mutual respect, the greater the motivation and learning potential of the adult learner.
4. Sequence and Reinforcement: Knowing Where and How to Begin
Based upon the needs assessment, the teacher designs an appropriate sequence of lessons moving from simple to complex and from group supported to mastering the lessons alone, in a way the reinforces the learning outcomes. The Seven Steps of Planning: Who, Why, When, Where, What For, What and How help design and reinforce the achievement-based objectives.
5. Praxis: Action with Reflection
Praxis is practice in dynamic relation with thought, where the learner engages in the practice of a new skill, attitude or concept - then immediately reflects on what they just did. The process of action and reflection, practice and thought is repeated in a cyclical process, each informing the other.
6. Respect for Learners: Learners as Subjects of Their Own Learning
In as far as it is possible, allow adult learners to determine what occurs in a learning event, based on their need assessment and the seven steps of planning.
7. Learning with Ideas, Feelings and Actions
Active learning is more effective than passive learning and requires learning objectives that help people think, feel and do.
8. Immediacy: Teaching What is Really Useful
Inviting people to immediately use a skill and see its benefit, gives them motivation to continue to learn more of the skills set out in the learning sequence.
9. Clear Roles: Reinforcement of Human Equity between Teacher and Student
The goal is to do whatever is necessary to foster honest dialogue, so that adults can learn together - while at the same time clarifying who has a deliberate voice and who has a consultative voice.
10. Teamwork: How People Learn Together
By using small groups in healthy competition with each other, the learners are able to provide reinforcement and constructive feedback with each other, enabling effective learning.
11. Engagement: Learning As an Active Process
The goal is not to cover a set of materials, but to allow the learner to engage in an active process of learning by doing.
12. Accountability: Success Is in the Eyes of the Learner
In the end, the educator wants to understand if the learner has actually learned the achievement-based outcomes. The best way to determine if someone has learned is to see if the learner is able to put into action what they have learned and if they have confidence that they "know that they know".

This is a great book to help teachers engage their students in active learning.

Wonderfull stories actually written by Elinore Pruitt Stewart. The woman was a tireless worker with a special kindness to her fellow man. You can picture in your mind just what she lived. Her descriptions are as good as they can be. Her kindness will melt your heart. She makes me wish I had lived in the area at the same time. It's such a world of difference from todays progression. I'm not so sure we have progressed to a better life. Even though it was a hard life and a short one I think it may have been a slice of heaven back in old Wyoming. She will tug at your heart at times and make you smile at others.
A great easy enjoyable read. I highly recommend it.
Steve from Boulder Creek, Ca.

The audio version of this book is so well read -- it is well worth the cost. You cannot help feeling cheerful and energized about your own life, as you hear it. I gave the paperback version to a couple of discouraged women friends who prefer to read rather than listen to books. Both women loved it, and were inspired to face their own hardships more buoyantly. The very gifted author has blessed us with a wonderful history and narrative!

Dear fellow Book-lovers:
I found this little gem at the local library today and I can't put it down. It is so good--easy to read (perfect for a busy Mom of 5 like me), inspiring, wholesome, funny, and informative. I am fascinated with this woman: her love for people, her giving heart, and her passion for fun and for life. I'm only on page 81 (out of 282) but I can already sit here and tell you to buy this book and enjoy it! I'm buying myself a copy and also one for my best friend. Christmas is coming!

Genuine substance and sincerity describe Stewart's letters from the early twentieth century while homesteading in this remote corner of Wyoming. Whereas most women would not even consider putting down roots in such an isolated area, Mrs. Stewart was determined to make a life for herself in this territory. And she did just that. It took a special kind of person to live in this far-removed landscape.

Her writing, subject matter and approach to life were most admirable. Hard working and always enthusiastic for adventure, she writes of various encounters with surrounding neighbors and experiences into the countryside. If she had any dull moments on the ranch they must have been few and far between.

Very optimistic about life, Mrs. Stewart affirms, "...all my own efforts have always been just to make the best of everything and to take things as they come."
To further quote, "It has always been a theory of mine that when we become sorry for ourselves we make our misfortunes harder to bear, because we lose courage and can't think without bias."

A wonderful read furthering an appreciation for life in the homesteading era.

I listened to the audio version of this book and after the first part, I went online to check to see if this was actually taken from real letters or just a modern novel. It was so interesting and so well-written that I couldn't believe it wasn't the creation of a novelist. But no, they are the authentic letters of an incredible woman. Ironically, she apologizes in her letters, for writing too much. If only she could have known that a century later, people around the world would be wishing she wrote even more.

If you choose the audio book, try to get the Sound Room Publishers version, narracted by Kate Fleming. It is far superior than Blackstone Audio's version read by Rebecca Burns (who does a good job, but whose voice is too much like a young girl's to express the wisdom and experience that Fleming projects).

Master "helper" Travis keeps coming up with frightened damsels. And thankfully, Meyer is frequently there to offer advice and consent.

Before reading The Long Lavender Look, I would have argued that Bright Orange for the Shroud was the best Travis McGee book. After careful consideration, I have to admit that The Long Lavender Look steals the crown, even though they both remain extremely entertaining. Since MacDonald sets a high standard for hard-boiled detection, this should tell you that I liked this book very much indeed.

McGee swerves to avoid a nearly naked girl running across the road, and ends up in a swamp of more than one kind. In order to clear his name, he has to find his way to the center of a secret at the heart of a small town Florida police department.

Smart. Fair. Entertaining. Easy to find at used book stores for a small bit of change. What's not to like?

While I still find "Flash of Green" to be my favorite John D. MacDonald book, there's something so appealing about the Travis McGee series that it keeps me coming back to them. And "The Long Lavender Look" is just another addition to the spectrum of colors that his novels get their titles from. Also "The Long Lavender Look" has such a gripping opening sequence of events, and such an array of fascinating characters, that you cannot put this mystery down.

And while I know that MacDonald enjoyed popularity in his time, it seems that his popularity is running out of gas. I hope I am wrong because he is horribly overlooked.

Travis McGee and his friend Meyer are driving home on an abandoned road when a nude young woman races in front of their car. McGee and Meyer end up going off the road and rolling the car, but that's just the beginning of their troubles. Before long, they're shot at by someone in a beat-up pickup truck. As a final welcome to the area, they're arrested for murder and accused of being involved in a robbery some years earlier. Needless to say, McGee digs in and tries to get to the bottom of things.

Travis is loved by a legion of fans and he's at his best here. The supporting cast is interesting as we meet characters like Betsy Kapp, a waitress turned part-time call girl. King Sturnevan is a former boxing contender who is now a sheriff's deputy and befriends Travis. And Lilo Perris is a psycho who mixes freakish strength, extreme sadism, and raw sexuality to keep McGee on his toes. These few and more form a rich stew for Travis to work with as he tries to unravel the mystery of robbery and murder.

The mystery is interesting, and certainly had me guessing for a good while. My only complaint is that it dragged on for a bit too long. There is a climactic scene 50 pages before the book ends where MacDonald could have easily wrapped up the story. Instead, he went for another twist and the actual ending felt a bit anti-climactic and stretched out. It's not like it completely ruined the book, but it does keep it from being as tight as it might have been.

The Long Lavender Look is a solid entry in the Travis McGee series. Long time fans will probably appreciate that the story is a bit of a change of pace from the norm since it doesn't involve McGee performing one of his standard "salvage" operations for a reward. It's not a bad choice for first time readers either. While I did think the ending was a bit sub par, the book is certainly an entertaining read overall.

John D. MacDonald's mysteries are as tasty as the hamburgers of the same name! I love all the Magee books!