Educational Books

This is nice book that actually shows grammar structure (adjectives follow the noun in Spanish) as well as simple words like colors and shapes. Many books cover colors, but few cover shapes, so this is a nice one to pass around in my Spanish classes, along with this author's other titles. I enjoy that they are slick pages, brightly colored and sturdy.

There's no phonetic spelling, though, so if you're not sure about pronunciation, you may need to begin with another curriculum that has a CD or a pronunciation guide. As a supplement, this is great!

Sra. Gose
Author of Flip Flop Spanish: Ages 3-5: Level 1 (Book + CD)
Flip Flop Spanish: Ages 6-9: Level 1 (Book + Audio CD)

I have purchased several Spanish books on Amazon and as always make many of my purchases based on the reviews of those who have gone before me. My daughter is trying to teach my granddaughter how to speak Spanish and she loved this book. Of course she loved sucking on the corners too but it was colorful, well planned out and joyful.

The Colors and Shapes book is a very useful tool for learning the basics of Spanish. If you want something that is easy to read and understand, this is your book. From reading this book, I think anyone would be able to learn the basic colors and shapes in both English and Spanish. My favorite part was the last page which was a picture of a colorful room full of shapes. This was a good exercise to wrap up the book and apply the words that I learned. A child would be able to use this book, and others like it in the series, to learn and then apply knowledge in every day life when seeing colors and shapes of any kind. This book doesn't just stick to simple shapes such as circle and square, but also includes words for diamond, sphere, and cone.

I recently became interested in toddler and primary age children's books because I am a grandmother. Looking for starter books, it was great to discover this title, and the companion English-Spanish Foundations co-volumes. My grandkids enjoyed the color and layout and definitely learned!

I want to continue learning the Spanish language and found that this children's book helped me and my family alot. I was intimidated by the language, and by starting at this basic level, it opened a new door for me to want to build upon and continue to learn more. By getting down the fundamentals, I am able to go on to more things. My kids are constantly speaking the words out loud and are actually teaching each other and myself Spanish. I am glad that there are books out there like this that I can use, no matter how young the age group, and actually learn.

Not being a student of the future studies specifically, I nonetheless found Dr. Thomas Lombardo's book of great interest and a learning experience. The book has caused me to take a greater interest in the many books references by other futurists. Too few books cause me to really dig into the references as this book does. I highly commend this work as one of the more thought provoking books I have read in the past year. Thank you Dr. Lombardo.

One of the things that intrigues me about this book and its companion volume THE EVOLUTION OF FUTURE CONSCIOUSNESS is their implicit conviction that thinking seriously about the future is a central element in human cognition, past and present, and that as it evolves it necessarily goes well beyond making predictions. I also like its well-informed treatment of science fiction (which I have sometimes thought could as appropriately be called evolutionary fiction) as a complement (and equal) to academic and technological future studies.

"From the genesis of science fiction to its Golden Age and from the history, goals and methods of futures studies to its major theories and visions of the future, Thomas Lombardo in CONTEMPORARY FUTURIST THOUGHT tells the story of the wondrous drama of the future. He has written a masterpiece that inspires, entertains, informs, mesmerizes, and at times even terrifies with its powerful images of humanity's possible futures. This book is essential reading for every futurist. And it is essential, too, for any reader who wants to know what the future holds."--Wendell Bell, Yale University.

I can't imagine a more comprehensive look at humanity's interest in, study of, and planning for our future than Thomas Lombardo has presented us with in his two recently published books, THE EVOLUTION OF FUTURE CONSCIOUSNESS, which focuses on the nature and development of "future consciousness" from ancient times through the 19th century, and CONTEMPORARY FUTURIST THOUGHT which focuses on expressions of future consciousness in the 20th and 21st centuries.

In CONTEMPORARY FUTURIST THOUGHT, Lombardo reviews in detail several 20th and 21st-century movements, or centers of interest and activity, that focus on the future. They include the science fiction phenomenon from Jules Verne and H.G. Wells to recent movies and TV shows, "future studies" in its academic and professional forms, and a concluding section on "Theories and Paradigms of the Future."

I found this last section particularly interesting. Here, Lombardo presents a wide range of contemporary views. Some of these are deterministic; they argue for a predetermined future of one kind or another. Others argue for a future determined by human values and conscious decisions. Lombardo notes that, "A common position held by many members of The World Future Society is that the future is a set of possibilities rather than one definite trajectory. Because the future is possibilities, humans have a choice in what future will be realized. Most futurists in fact talk as if they believe that the decisions made today will influence what our future will be like. We are not passive victims of supernatural destiny or natural laws."

I resonated deeply with Lombardo's closing statement: "I think that the cultivation of wisdom is an essential ingredient to creating a positive future. Wisdom integrates intellect, emotion, and action. Wisdom is grounded in an expansive awareness of the whole that acknowledges and values other people and their points of view, and involves the recognition of human fallibility and the need for courage, faith, and tempered optimism in the face of the uncertainty of the future. Wisdom is the highest expression of human development and future consciousness. If our minds are evolving and we are moving toward a New Enlightenment, then I would suggest that the essence of the New Enlightenment will be the individual and collective development of wisdom."

This volume is much more eclectic than the usual review of the field, enfolding the `zeitgeist' of the study of the future as well as the methodology. The author does this by including some of the less traditional expressions of futures thinking, including an extensive review of science fiction as it is relevant to futurist thinking. Lombardo looks at science fiction not as just an entertainment medium, but as it captures spiritual and mythic themes and he quotes some of the deeper practitioners of that field, including the incomparable Olaf Stapleton and the thoughtful HG Wells. This sensitivity to the underlying cultural currents (which of course shape all foresight work) is evident in a quote taken from Neil Postman. "What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one." And unfortunately, both of these dystopian visions have now come to pass in some way.

Lombardo points out that beginning with the work of HG Wells, future studies evolved beyond mere methodology for `prediction' to assessments of human society and normative proposals for improvement. And he quotes Ed Cornish concerning the movement away from the `scientific' belief in progress after World War II toward a more value-oriented recognition of the role of uncertainty in future-studies...restated by Mike Marien as the categorization of futures into `possible, probable, and preferable.'

However, this `Western scientific view' of futures was soon expanded by scholars like Richard Slaughter in a call to look beyond technology and rationalism to the humanistic and intuitive elements of a more integral (objective/subjective, individual/social) vision of how the future unfolds. What is refreshing about this book is Lombardo's willingness to look at these often opposed viewpoints in their own context and accept each of them as part of the large future studies universe. Although he has his biases, he states them clearly and gives all sides a fair hearing.

And as foresight continued to evolve, he notes that the growth of new disciplines such as complexity and chaos theory, creativity dynamics, open systems, quantum mechanics and the study of unintended consequences brought a fresh and energizing influence to the futures field. Indeed it sometimes seems to this reviewer that the ongoing debates between various `schools' of futuring concerning their perceived strengths and weaknesses may serve as a sort of Social Darwinism, that challenges and improves the tools and techniques of these various schools of futurist thought.

In a wider context, Dr. Lombardo relates the themes of change, growth, fundamentalism, cultural evolution and even temporal physics to the larger world and how these futures concepts play out in conflicts over sustainability, religion, freedom, organizational behavior, cultural pluralism and science policy. While it is not within the range of this review to do justice to the richness and depth of this compendium, the author has worked heroically to do justice to the complexity of futures thinking and capture the thought of nearly all of its leading thinkers.

London, England, is known around the world for its historical sites and tourist attractions, as well as for its thriving metropolitan atmosphere. However, London is also notoriously known for its dark past. One may wonder how a place can change so much, especially since the Victorian Age. Yet the past and present still seem to co-exist.

For Jonathan Starling, London is a place that never ceases to interest him. Despite having lived in the capital for most of his life, the 14-year-old finds its atmosphere to be an escape from his troubled school and home life. Jonathan is often in trouble for truancy and lives with his father Alain, a quiet intellectual. They get along well, despite not having much of a relationship. When Alain isn't locked away in his study --- a place that Jonathan has never been allowed in --- he is often in the hospital, gradually recovering from what he refers to as a "darkening." As a result, Jonathan has become self-reliant over the years and tries to care for his father as much as possible. Their neighbor, Mrs. Elwood, provides them support, since Jonathan's mother disappeared years ago. Alain refuses to talk about her, much to Jonathan's frustration.

When Jonathan's father ends up in the hospital again, Jonathan can't help but feel unnerved by the other patients' behavior, even though he has visited the hospital's mental ward many times before. They're afraid, and the atmosphere couldn't be more ominous. Although Jonathan has a strange feeling that something isn't right, he shrugs it off. However, when an apparent burglar breaks into the Starlings' house that night, and deep scratches appear on the door of his father's study, Jonathan begins to think that there is something more here than meets the eye.

His suspicions are strengthened when, the next day upon entering his father's study, he discovers a never-before-seen photograph of his parents and a reference to a book called THE DARKEST DESCENT. Why would anyone want to break into his father's private study, and what secrets has his father been keeping from him?

Jonathan goes to the British Library to check out the rare book and finds a possible link to his father's "darkenings" --- a place called Darkside. Before he can make sense of this surprising discovery, he is befriended by a strange, charismatic woman with fluorescent hair and sweet-smelling perfume named Marianne. When Marianne and her two associates, Humble (a mute giant) and Skeet (a creepy, little bald man), attempt to kidnap him, Jonathan realizes that he must turn to his father for answers.

As Alain goes in and out of an apparent stupor, he acknowledges Darkside and manages to make reference to "Carnegie," who, a dismayed Mrs. Elwood explains, is an old friend of Alain living in Darkside and can protect Jonathan. Jonathan must find Carnegie, even as the danger becomes alarmingly too close for comfort.

When Jonathan manages to cross over to Darkside, it appears as though he has gone back in time, where factories filled the air with choking, black soot, and dangerous thieves could be around every corner. The boy tracks down Carnegie, but the introduction isn't exactly what he hoped for when he learns that the private detective is a werewolf --- and narrowly avoids becoming his next meal!

Jonathan learns from the "wereman" about the origins of Darkside --- an alternate version of London founded during the Victorian Age and currently ruled by the descendents of Jack the Ripper --- but he also discovers a potential clue to his past and that, while all the residents come from "bad blood," some are more dangerous than others. It seems as though everyone is after Jonathan, and he must keep his wits about him as he begins to uncover his father's secrets.

Debut novelist Tom Becker transports readers to the thrilling, often creepy (and at times grisly) Darkside in this first book of a new series that fans of horror, adventure and Victorian history will enjoy. Without a doubt, they will look forward to the release of its sequel, LIFEBLOOD.

--- Reviewed by Sarah Sawtelle

London, England, is known around the world for its historical sites and tourist attractions, as well as for its thriving metropolitan atmosphere. However, London is also notoriously known for its dark past. One may wonder how a place can change so much, especially since the Victorian Age. Yet the past and present still seem to co-exist.

For Jonathan Starling, London is a place that never ceases to interest him. Despite having lived in the capital for most of his life, the 14-year-old finds its atmosphere to be an escape from his troubled school and home life. Jonathan is often in trouble for truancy and lives with his father Alain, a quiet intellectual. They get along well, despite not having much of a relationship. When Alain isn't locked away in his study --- a place that Jonathan has never been allowed in --- he is often in the hospital, gradually recovering from what he refers to as a "darkening." As a result, Jonathan has become self-reliant over the years and tries to care for his father as much as possible. Their neighbor, Mrs. Elwood, provides them support, since Jonathan's mother disappeared years ago. Alain refuses to talk about her, much to Jonathan's frustration.

When Jonathan's father ends up in the hospital again, Jonathan can't help but feel unnerved by the other patients' behavior, even though he has visited the hospital's mental ward many times before. They're afraid, and the atmosphere couldn't be more ominous. Although Jonathan has a strange feeling that something isn't right, he shrugs it off. However, when an apparent burglar breaks into the Starlings' house that night, and deep scratches appear on the door of his father's study, Jonathan begins to think that there is something more here than meets the eye.

His suspicions are strengthened when, the next day upon entering his father's study, he discovers a never-before-seen photograph of his parents and a reference to a book called THE DARKEST DESCENT. Why would anyone want to break into his father's private study, and what secrets has his father been keeping from him?

Jonathan goes to the British Library to check out the rare book and finds a possible link to his father's "darkenings" --- a place called Darkside. Before he can make sense of this surprising discovery, he is befriended by a strange, charismatic woman with fluorescent hair and sweet-smelling perfume named Marianne. When Marianne and her two associates, Humble (a mute giant) and Skeet (a creepy, little bald man), attempt to kidnap him, Jonathan realizes that he must turn to his father for answers.

As Alain goes in and out of an apparent stupor, he acknowledges Darkside and manages to make reference to "Carnegie," who, a dismayed Mrs. Elwood explains, is an old friend of Alain living in Darkside and can protect Jonathan. Jonathan must find Carnegie, even as the danger becomes alarmingly too close for comfort.

When Jonathan manages to cross over to Darkside, it appears as though he has gone back in time, where factories filled the air with choking, black soot, and dangerous thieves could be around every corner. The boy tracks down Carnegie, but the introduction isn't exactly what he hoped for when he learns that the private detective is a werewolf --- and narrowly avoids becoming his next meal!

Jonathan learns from the "wereman" about the origins of Darkside --- an alternate version of London founded during the Victorian Age and currently ruled by the descendents of Jack the Ripper --- but he also discovers a potential clue to his past and that, while all the residents come from "bad blood," some are more dangerous than others. It seems as though everyone is after Jonathan, and he must keep his wits about him as he begins to uncover his father's secrets.

Debut novelist Tom Becker transports readers to the thrilling, often creepy (and at times grisly) Darkside in this first book of a new series that fans of horror, adventure and Victorian history will enjoy. Without a doubt, they will look forward to the release of its sequel, LIFEBLOOD.

--- Reviewed by Sarah Sawtelle

I LOVE this book. I stayed up half the night to finish it....the story is well written. It made me feel like I was in Darkside, running through the alleys with the "wereman" and the boys. I read a lot of Young Adult books so I can recommend books to the kids and teens who come to our Library (yes, I do work in a Library.)and I must say Tom Becker will be an author I will suggest. Especially to fans of the Twightlight series by Stephanie Meyer and The Great and terrible Beauty series by Libba Bray. The Darkside books are a little "darker" but in a great, exciting way. I ordered the other 2 in the series and cannot wait for them to arrive! Spinetingling fun!

I enjoyed this book very much. Reminded me of Cirque du Freak. From the first page I was hooked. It's very much a page turner. I love the twist of vampires and werewolves in it. The mystery to it is just right, it keeps you wanting more. Can't wait to read the next in the series.

Picture a windy dark night. The rain is hammering against the house. The lights are flickering from the wind pounding the power lines. The rest of the house is asleep. The clock slowly inches towards 2:00am.

Does that catch your attention? Well, I had to set the mood for how I found myself last night with the horrible weather and DARKSIDE in my hands. I had spent the better part of the day in bed with a migraine. So, finally feeling better, the rest of the family was asleep, and I was wide awake. And in more ways than one.

DARKSIDE had my pulse racing from page one, and with the weather conditions going on outside, I wasn't sure if I should keep reading or put the book down and wait until the sun came out the next day. But I was already wrapped up in the developing story of Jonathan Starling and his journey to Darkside.

Jonathan is fourteen, a loner, and can pretty much do as he pleases. His father is often hospitalized for what he calls "the darkening," leaving Jonathan to fend for himself. After his father's latest hospital admission, Jonathan and their neighbor, Mrs. Elwood, venture off to find Carnegie.

Jonathan has never heard of this Mr. Carnegie before, and Mrs. Elwood is evasive. Driving toward the Thames River, Mrs. Elwood's car is attacked. The passenger door is literally ripped off the side of the car. Mrs. Elwood tells Jonathan to run, and the heart-pounding adventure begins.

Jonathan has investigated his father's study (which he has usually found locked) and discovered references to this Darkside. His father has never mentioned it before, and Jonathan can only surmise it is the reason behind his dad's illness. Following hints he's uncovered, he is able to find his way to Darkside and to the well known Mr. Carnegie.

Darkside is the opposite of Lightside, or the world as we know it. Darkside is the meanest, vilest parts of London. Inhabited by the likes of weremen, vampires, and the progeny of Jack the Ripper, Jonathan is forced to survive if he has any hope of helping his dad recover from his latest hospital admission.

Mr. Becker has written a fast-paced, page-turning adventure. I am not usually a fan of the fantasy genre, but I was pulled into the action of the book from the first page. The story is a bit graphic in the descriptions of Darkside, so the younger reader should be warned. But the book was quite thrilling and the ending has been left open for more adventures featuring Jonathan and Carnegie.

Reviewed by: Jaglvr

Thea mops up the crime scene in Hawaii in her usual style. Kate Flora has built a strong series with likable characters. She is witty and informative. I look forward to her next book.

This series just gets better with each book. If you want an in-your-face protagonist, with a sharp wit and a keen sense of justice, Thea Kozak is a great read. In this book, she's out of her native New England, but murder follows her to Hawaii. "Death in Paradise" has a well-constructed plot, interesting characters, including a young "buddy" who helps her solve the case, and a slam-bang finish.

Paradise is Hawaii, but private school consultant Thea Kozak doesn't have much time to enjoy it as she's at the mercy of the whims and bad temper of Martina, the director of an organization of girls' schools. When Martina is murdered, Thea tries to stay out of the way especially since she is not fond of cops except for her love, Andre back in the States. Even trying to avoid "detecting", Thea is more than once in great physical danger. Great characters, behind-the-scenes wrangling and a lovable little girl make this more than "just a mystery."

Thea Kozak returns, this time attending an education convention on the Hawaiian island of Maui. Thea hadn't planned on attending, but when her partner comes down with pneumonia, Thea has to take her place. But instead of spending part of her time in convention activities and the rest of her time on the beach relaxing and working on her tan, Thea finds herself in the "Ms. Fixit" role as problem after problem arises at the convention. When the universally disliked convention organizer is strangled, Thea finds herself investigating the case in spite of her desire not to become involved. She is aided by a charming 11-year-old girl who sees herself as a secret agent and spies on hotel guests constantly.

Poor Thea is much abused in DEATH IN PARADISE. Every time she turns around, she is attacked verbally and/or physically. On top of that, she is feeling ill from the very first chapter, to the point she knows she must see a doctor when she returns to Boston. What amazed me is how Thea remained oblivious to the nature of her illness throughout the book. While admitting the symptoms (extreme tiredness, nausea and excessive thirst), she didn't put 2 and 2 together to come up with the correct diagnosis. I spent the entire book waiting for her to figure things out!

As far as the mystery goes, I was clueless as to the killer's identity. Suspects abounded, and the author kept the suspence level high throughout the book. You won't want to miss this series, which combines a strong, likeable heroine with great secondary characters and realistic situations.

I read Death in a Funhouse Mirror after reading reviews on Amazon's site. It was excellent - so I then had to find each and every book written by Kate Flora. I haven't been disappointed. They get better and better. Death in Paradise is interesting, earthy and full of suspense. Kate is right up there with Jan Burke and Michael Connelly.

Children delight in using their imaginations, but seem to spend more and more time watching television and playing video games. One of the ways you can coax them away from pre-programmed entertainment is by using The DreamStarter Book.

This book is a collection of 50 story beginnings, designed to spark curiosity. Each story starter has a protagonist or two and a unique situation, like an open doorway to someplace mysterious, or a curious object. Once the setting is established, children are given the opportunity to take this story wherever they'd like, using their own imagination.

These story starters can be used as a replacement for the traditional bedtime story, letting the child participate in its creation. Or it could be used in a classroom setting, on long car trips, and around a campfire or the dinner table.

Using the imagination stretches the child's ability to solve problems in other areas, since it gives them the flexibility to explore unseen options. Since this book can be used in a group setting, it also gives children a way to interact with each other in a healthy and productive manner.

The DreamStarter Book would be a wonderful addition to any child's library. A fun way for them to be creative, it encourages them to tap into their natural quest for adventure. And although the author didn't intend it as such, it's also a great way for writers to stretch their imaginations - especially those who write for children. The story starters may not lead directly to publishable works, but they might spark some great new ideas.

Reviewer: Alice Berger, Bergers Book Reviews

What a clever idea this book is! As our kids grow more overloaded with short-impact brain junk food, "The Dreamstarter" presents a simple format but with long-term and relevant results: getting children to use their imaginations, their language skills and their storytelling powers. And it achieves that magical thing called family or classroom conversation. I loved this book, and it's already on my list of teacher- instructional materials and Christmas gifts.

When I first reviewed this book, it looked like a winner - and it looks like a winner now that it's out in general distribution.

The DreamStarter Book contains 50 pages of story beginnings ... as in, Jennifer starts the story and the kids, with their parents, with whoever or alone, figure out where it goes from there.

In the first beginning, for example, a little boy looks in the mirror while brushing his teeth and sees a key inside the mirror. He reaches for the key, grabs the key and ... whee! You're off! (Her lead up is more expansive and literary than this, of course.)

All of the beginnings childhood imaginings and 'fears' ... castles, wolves, pirates, unicorns, dragons, Ninjas. The Wolves of Scotland brought back memories of a book I read as a young adult, The Wolves of Willoughby Chase, so when I read it, I actually started concocting a storyline to finish the story.

It's a great way to stimulate a child's imagination and maybe stimulate some future writers, as well as obviously interacting with your child(ren) in a meaningful way.

Every summer, we take our kids to our summer house in Canada -- about an 11 hour drive from our home in Massachusetts. And each and every summer, we scratch our heads as we try to come up with things we can all do in the car together to pass the time without having to rely on yet another DVD. This summer, we brought along Jennifer Karin's DreamStarter Book, and what a wild, entertaining ride it was!

I travel a lot with my son and he loves when we make up stories. However, even this creative mom gets stuck as to how to start them in a manner that would capture his attention on a long plane ride. That's where Dreamstarter comes in. One thing I did was to customize the stories by using my son's name or working in bits to make the stories relevant to our blended family. This is also something older siblings can do with their younger ones. Defnitely pack this in your next travel bag. (Being a paperback is a plus for travel.)

This is a great resource for both professionals and parents. The author does an excellent job of explaining the various aspects of speech and language and the challenges a child with Down syndrome may face. She also gives intervention ideas that are well suited to these difficulties and are easy to integrate. I was very pleased with this book, especially for the price!

I found this book to be helpful when working with a child who has Down syndrome.

Don't put it all on your therapist to teach your child. Take it into your own hands...it is your child. This book is great for your child of any age. It is really good for someone who has a little one because it talks about oral motor issues that could delay the speech and how to work on them. Libby is the Speech guru in the Down syndrome world...but you may have already know that.

Bought for use in a parent-infant education program for children infant to 3. Written with parents in mind so that it is not full of medical-speak, and full of suggestions, this is a good book for anyone working with or parenting a child with low tone or multiple issues that interfere with language development.

I wish I had time to read the whole thing at once, it's full of helpful info. I recommend it to anyone working with or parenting a child with down syndrome. Something that is partcularly nice about it as well as the other books like it is that they don't talk in ages but in stages. This way you can follow your child, and not some outward source that determines what they should be doing and when.

This education guide serves as a great resource when considering alternative health care. The book presents the history and a clear description of each method and modality. It is reassuring to see what the educational requirements are for your new practitioner before you put your body and mind in their care!

This book -- co-authored by Bastyr ND Nathen Gabriel (2000 grad.) -- is an excellent example of naturopathy's 'purposeful life spirit' / 'vital force spirit' sectarian premise.

And I quote, from the naturopathy chapter:

"naturopathic medicine is an integrative and vitalistic medical system [...] there are seven principles of modern naturopathy [...#2] respect the healing power of nature (vis medicatrix naturae). There is an innate healing force within all life that is always attempting to prevent and/or heal every possible illness [...a] 'life force' [...] naturopaths help their patients to optimize this innate force [p.119...] most medical systems in place before the rise of modern western medicine [...] were 'vitalistic' in nature, meaning that a spiritual 'vital force' or 'life force' was believed to be both the source of existence and the essential healing force for every person. Ayurveda's 'prana,' Chinese medicine's 'chi,' and Hippocrates' 'humours' are all versions of the vital force [p.120]."

I highly recommend this chapter for anyone interested the the central article of faith of in this form of sectarian medicine.

-r.c.

As a layperson who happens to work in a holistic environment, i found this book to be exceptionally well-researched and comprehensive. I can imagine all the students out there getting really excited reading this book and perhaps finding some clarity as to their actual specialty. It's truly inspiring to read about all the different, effective modalities one can choose from, or simply add to their knowledge database. Really well organized and easy to read.

I'm an undergrad student tentatively on the `pre-med track' but feeling somewhat dissatisfied with the conventional MD route, and have been looking to explore other areas of healing modalities as a career. This book has been an invaluable guide for me, especially in terms of placing allopathic medicine within the context of other healing traditions and practices (some of which go back thousands of years!). Truly integrative in its broad assessment of so many practices.

Coming from a science background, I am somewhat skeptical of the more alternative practices included in the guide (homeopathy, rolfing, iridology) but was pleased with the objective descriptions that acknowledge drawbacks, uncertainties and criticisms in the different modalities. Non-judgmental, just the facts.

One of the best features for me were the lists of professional organizations, websites, and further resources associated with all the various modalities. In this way the guide is a great jumping-off point for further research and career-searching.

This is a unique and valuable reference source that is a one-stop guide to careers in the alternative medicine universe. What I particularly found useful and interesting is the extensive background information and history of each of the many healing areas covered. The listings seem to be very thorough, with lots of helpful sections for people thinking about a career (or even really just wanting to learn about the background) in these practises. I haven't found anything like it in researching the range and scope of educational options. In sum, it's a commendable addition to the public's introduction to training possibilities in integrative medicine and a great place to start (and maybe finish) any search for the learning possibilities in alternative healing. Top marks.

I have recently posted a number of reviews of the Dunns' books on
Teaching and Learning Styles. Here we have a different approach based
on temperaments and personality differences. The Myers-Briggs Type
Indicator (MBTI) and its developments by David Keirsey serve as the
basis for the whole framework. It is best to first do the MBTI test,
or the Keirsey's 2 brief tests, freely accessible on the Internet
(also in the book, Please Understand Me). There are already numerous
good books on MBTI. Here the authors make excellent applications to
education. After describing in depth different types in school
contexts, you get a useful summary in Table 12, of 4 basic groups of
student preferences: Guardian, Artisan, Idealist and Rational. Ch. 12
gives many classroom techniques and a summary chart that help teachers
to be more aware of what they can do to match the personality and
learning style differences of the students. Overall, this book is a
great help for making teaching and learning more fruitful when we
understand and respect the students' uniqueness and differences in
personality.

This is an EXCELLENT book! If you are familiar with the MBTI it will be very helpful. If not, it may be a bit overwheliming. It is in detail and the authors give practical uses of the information. It is presented in a very factual, tell it like it is form. If you have liked "Please Understand Me" and other MBTI type books, you will like this. Well layed out, but more charts would have been useful to compare and contrast the different styles quickly. Have already used the information for a quick start with a difficult charter school class. Great Buy! Worth the money!

What an interesting concept! Anyone who has completed the Myers-Briggs Personality Inventory and who now knows his/her "letters" will find this book riveting. The authors help you understand the connection between your "letters" (ISTP, ENTJ,etc.) and your teaching personality--your strengths and weaknesses. Then they describe how your personality meshes or doesn't mesh with your students who may be your opposite in personality traits. Eureka! Suddenly you understand why that shy 10th grader never speaks but writes brilliant essays. I found this approach to learning about and practicing the art of teaching fresh and innovative. Bravo!

I'm a certified MBTI administrator and have just started teaching full time at university level. I've dusted off my MBTI stuff to improve my ability to reach all my students. Since I'm an ENTP, I know that I tend to teach in such a way that would excite me - and which probably frustrates the dickens out of some of my I, S, F and J students. (For example, I like to change assignments in the middle of the semester because I see ways to improve them based on the flow of the class.)

I didn't have this book in my collection, and I am extremely glad I added it. It is extremely thorough and very thoughtful, unlike alot of the glib surface treatments of the MBTI you find out there. I'd highly recommend this to anyone who wants to be more effective at teaching others (or understanding their own learning style better).

The Fairhursts have spelled out some of the reasons that our current classroom system, based on the belief that one way of teaching fits all, is flawed. They offer instead a tailored approach which takes into account the way different people (including children) learn. They give a step-by-step, insightful approach to teaching which would result in vast improvements in the classroom were it to be widely employed.

It really helped me with a lot of words. I still haven't taken the test, but my ability in practice tests has already improved a lot.

HEY I PURCHASED IT OVER ONE MONTH AGO AND IT WAS ESTIMATED TO BE DELIVERED THE 1TH OF FEBRUARY. NOW, CAN I PLS HAVE WHOT I BOUGHT AN IT'S MINE?

I was having so much trouble learning vocabulary before the GRE but this helped so much. I learned the words quickly thanks to how this book was set up and the next time I took the GRE I rocked the vocab section. This book is a must.

I'm an international student and this book helps me a lot. I remember all the word and understand how to use it. Even you don't take the test, it is good to know these words for graduate level. Thanks Barron.

The book is excellent,i learn't nearly 300 new words in a week or so,it would nice if they had more than 800 words but I guess there are other books for it

Glass's "Fertilizers, Pills, and Magnet Strips" is a must read for anyone interested in public education and its place within American culture. Glass uncovers how technological advances have shaped our way of life and way of thinking--a way of thinking that may explain why education reform efforts continue to flounder. As an educational policy researcher, I constantly grapple with why it is so difficult for policymakers to understand education. Glass adeptly and meticulously describes how the evolution of business practices, technological advances, and cultural fads have intersected and led to a narrow view of public education. His book has clarified for me why so many people have unrealistic expectations from public schooling.

Glass's writing is accessible, authoritative, and interesting. But, that is just the start. The real punch in this book comes from his creativity and innovation in weaving together the ways in which cultural processes have impacted how we see public education.

if you care about public education at all, you must read this book.

I am a teacher in the Texas public schools, and I can tell you from my own experience that what this book says about Texas is absolutely true.

I read this book in a few days which is fast for me. What is intriguing about the book is the "in your face" assertions about controversial topics in education. I found Glass' style refreshing in comparison to overly politically correct styles found in so many books on education.

My intent would be to use this book in a graduate seminar course and have students produce evidence that either challenges or supports many of the book's claims. The reader who is familiar with these topics may question the accuracy of some claims but in the end, the book does what it is supposed to do - it leaves the reader thinking about and wanting to discuss the book with others.

Glass's "Fertilizers, Pills and Magnetic Strips" is an extremely well conceived publication. The situation of education in the United States has been carefully analyzed and documented, as well as carefully argued with both data and personal opinion. It is a book that every parent, teacher, and education professor should be reading, studying, and acting on. I will be recommending it to all of my former graduate students, education colleagues, and personal friends.

~ Dale Lange
Professor Emeritus
University of Minnesota-Twin Cities

The analyses and projections Glass presents are spot on in my view. That the US will become older and browner is evident from US Census data. But Occam's razor could well be applied to "fertilizers, pills, and magnetic strips." These are metonyms for technologies that have indeed had wide-ranging consequences, but they are very distal determinants of the present status or likely future of US pre-collegiate education.

The sub-title is also problematic. The book deals with the politics and economics of education in the US. Accepting the five projections in Chapter 10 in no way defines the 'fate' of public education in the US. That will be what 'we' make it. Glass' analyses of current belief systems regarding education are scathing. But belief systems can be changed (per George Lakoff's work). And overriding beliefs is Boulding's wisdom: "We make our tools and then they shape us." Combine this with the wisdom of Josiah Royce, emblazoned over the stage at Royce Hall, UCLA, (when I was a student. They remodeled the building and I don't know what's there now): "Education is learning to use the tools humanity (Royce said 'the race' but 'humanity' would be the term used today) has found indispensable" and you have a pretty good two-sentence guide.

Ironically, in the end Glass goes soft-headed, " The only reform [sic] that stands any chance of making our public schools better is the investment on teachers--to aide them in their quest to understand, to learn. Go become more compassionate, caring, and competent persons." (p. 249) That's a fool's errand--well-intentioned, but foolish in the sense that it hasn't had the intended consequences in the past and offers little for the future. If Ray Kurzweil's projections in "Singularity" are even half-right, it's going to be a different future for instruction.

My story of how US schooling got to where it is currently is simpler than Glass' story. As Glass states, prior to the mid-50s the aspiration was to enroll all kids in high school. Prior to that time, schools handled instructional failures by tossing kids out or counseling them out. With "full access," weaknesses started to show.

Historically, all media information regarding schooling was local, focusing on athletics and 'human interest' anecdotes. Even today, only a handful of newspapers cover schooling nationally. That gain is an important consequence of NCLB, but even there the accounts largely swallow whole governmental news releases.

The move that began in 1965 to make schooling a matter of national interest was important. The subsequent history could be titled "Bureaucrats, academics, and publishers." The small number of individuals who constituted the Beltway Consensus bought, and still buy, Jim Coleman's contention (based on shoddy "research") that "families matter more than schooling," "education spending is unrelated to educational achievement," and "school integration across socioeconomic lines (and hence across racial lines) will increase Negro achievement, and they throw serious doubt upon the effectiveness of policies designed to increase non-personal resources in the school." (The self-serving interests Glass exposes are evident.)

By the mid-1980s it was all-too-clear that "school integration" was not getting the job done. "High standards "was the answer, culminating in the "Goals 2000" legislation. Of course 2000 came with none of the goals met. No one recognized that the "standards" were rhetoric masked as "content." The consensus was that "accountability" via standardized achievement tests is the answer. Hence NCLB. (Same self-serving interests.)

What has the academy been doing? Not much. Glass tells that story. What he doesn't explain is why those who understand the flaws in NAEP and all standardized achievement tests have sat with their thumbs in their mouths.

Publishers are culpable in that they provide the tools that define schooling instruction. The publisher line is that they "only respond to market demands." This means they're unaccountable and unregulated. Their 'offerings' are junk, but bureaucrats and academics give them a free ride.

So what to do? Again it's a simple story. Borrow from the corporate world the notion of "business intelligence" and "key performance indicators." Also borrow from the IT sector and several large corporations the notion of structured "certification of capability." This "gets a handle" on schooling and permits real cost-benefit analysis of instructional accomplishments. Further, recognize that schools today provide important societal services (e.g. health screening and nutrition provision) in addition to instruction. Ironically, instruction is the weakest benefit of schooling and the other benefits go unrecognized.

A few final reactions: "Appendix A: Notes on Theory, Research, and Policy" alone is worth the price of the book. If it were read by every student as a freshman, every legislator, and anyone remotely concerned with schooling, the future of education would be a good deal brighter.

The practice of documenting with footnotes on the relevant page as well as references and indexes at the end of the book is welcome and should be standard practice. The use of footnotes is judicious and the occasional accompanying elaboration makes the communication more interactive.

The exposition is a model of 'good writing.' Strunk and White, where ever they are, are no doubt exchanging high-fives. someone followed their advice. I didn't always buy what Glass was saying, but there was never any doubt about the substance of the communication. The communication warrants consideration by anyone in any way concerned with US schooling.