Lawrence Books

I love this item. It is an excellent item; new and clean. The transaction was also very good. Thanks very much.

Critical Discourse Analysis (CDA) in Education has an excellent information part from different approaches and methodological part important for all educators and administrators, who wants to improve and develop policy, implement and provide critical evaluation.

"CDA in Education" edited by Rebecca Rogers contains different approaches to research based on cultural/human, political/economical and social-historical sciences.

I recommand the book for graduate students as well as for the Ph.D students in educational sciences.

Karl Kristian Olsen
Research fellow
Institute of Arctic Education, Ilisimatusarfik (University of Greenland)

A great second edition of a book that is easy to use. This book has proven to be very useful to graduate students learning Latent Curve Methods on their own as well as in a supportive classroom environment. The examples are well described and the theory is sufficient to inform almost any user. My students had success using every example then replicating that success with their own datasets.

This is an excellent book for anyone who wishes to not only understand the theory behind latent growth curve modeling but also seeing how it is directly applied in a number of situations. For a reader like me who depends upon the literature to help understand newer statistical approaches, a book like this is a breath of fresh air. The book presents very clearly how to set up a basic LGC model and includes other topics such as dealing with missing data, interaction effects and multilevel approaches to longitudinal data analysis. The appendix contains a number of example LGCM models in the software language of EQS, LISREL and AMOS. I most highly recommend this text for beginners and more advanced modelers alike!

Two years ago, while doing research to teach an undergraduate course in Political Psychology, the choices were slim and none. Several books of edited chapters were available, but for an undergraduate course, I wanted a textbook that would provide structure to the field. Cottam, et al have done an admirable job of marrying basic psychological processes to political applications. Well written and informative, I would recommend this as a textbook for upper division students in Psychology and Political Science. WARNING: take Social Psychology first. You won't understand the theoretical underpinnings without Social Psychology.

This book is very recommended for anyone interested in politics, psychology, the reasons behind political actions and of course those taking beginner classes in political pschyology. The book is in an easy readable style and motivates you to learn various psychological concepts such as perception, emotions, cognition, group, etc. The book is well structured in focusing on the individual and then on the group. A chapter on leadership helps better understand presidential behavior.

In the second part (Ch. 6-10) many of the concepts are applied to specific areas of interest to political scientists: voting and the media, race and ethnicity, nationalism, political extremism and international relations. Each chapter concludes with a list of key terms (which are also bold within the text). At the end of the book, all terms are listed for quick reference.

However since this book is merely introductory, it will make you want to read more on the interesting topics. The literature lists at the end of each chapter give a good start for further research!

Definetly recommended! 5 out of 5 stars

A writer of outstanding repute in all his endeavors (translator, novelist, critic), Keeley has temporarily left aside all that academic stuff to write one of the five most beautiful books I have read in the past twenty years. Greek and Anglo literati like Seferis, Durrell and Miller come alive for us in these pages and special features of their work are examined with new depth. There are also some minor writers who serve as attractive backround to, and greatly enrich, the larger story. In his final paragraphs, Keeley hints that he might have a first person narrative in store for us covering a subsequent generation of philhellene writers. Let's hope he makes good on this almost-promise.

An interesting book about Henry Miller/Lawrence Durrill and the "Generation of the Thirties"-Greek poets that include Seferis, and painters such as Ghikas.

The book is exactly what the NY Times calls it--a combination of literary history/critique, and cultural history. It tries to provide a deep understanding of the poetry from the decade before World War 2. It dispells the notion that Greece only has offered the world Homer & Pericles. Seferis, for example, won the Nobel Prize in Literature.

This book is a very good work on the different styles and manners of teaching. With each chapter focusing on a different facet of the profession, Davis explains the outlook of that school of thought. The instructor who assigned this text to me stated that it was the "best book on teaching" she's ever read. I highly reccomend this book for anyone who is looking into becoming an educator.

Davis does three things incredibly well in this book. First, he provides a very well researched, documented, and objective presentation of the various philosophies and approaches to teaching. Second, he explores the underlying assumptions and world views that provide the basis for each perspective. Third, he organizes all of this into a family tree of teaching. This book is very powerful as a starting point to question your own philosophy of teaching, as well as serving as a guide to the field and literature. This is a powerful work of scholarship and thinking that applies to teachers of all levels and disciplines.

This book provides the high level overview and the wonderful in-depth study of the IPTV world.

This book provides a big picture about IPTV. It has lots of diagrams and it is easy to read and understand.

This brief book gives great insight into the effort to establish Christianity in Ireland. Methods and principles used in the 6th and 7th centuries are worth considering for use by evangelicals today. A particulary valuable feature is the brief summary of mid 7th century Irish religious literature. One surprise from this material is the idea that a 6/24 view of Genesis 1 is not necessary. I always assumed this position was a 19th century response to evolutionary theory. I wish more such material had been included in the book.

I am delighted to find that this book is available on Amazon. I know the author and ejoyed reading the book very much. The story of how St. Patrick evangelized the Irish was interesting which I expected. But I was suprised at how much there was in the Irish approach to Christianity that I could use in my own spirtual life.

As my title suggests, this is a textbook and not a book for casual reading. However, it is one of the best and most focused overviews of a country's history that I've ever read. The Irish Experience gives a very detailed account of Ireland's entire history, and it's linear description allows the reader to see how certain events lead up to others (sorry for the vague language). This textbook is however, a summary, and while it is detailed and thorough it does have to compensate some bulk with paraphrasing. I read this book alongside an advanced Irish history university course, and I found this text very helpful in preparation for lectures where the professor would fill in the details that were summarized in the reading.

In Ireland, more than most places, history is not a distant story but a living presence in the lives of the people.
That history, from Celtic origins to the mid-1990's, is engagingly explored by the authors, who have not only provided the expected political history but also have included the mythic and literary elements which are central to the understanding of the people. Special attention is given to the American connection, which has loomed large in Irish affairs - (there are now more Irish-Americans than indigenous Irish).
Well written, with illustrations, reading list, and index, this is an excellent introduction to the complexities of the Irish experience.
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I ordered this book becuase I am a huge fan of the Lawrence brothers. I kind of expected it to be just another gushy book about a talanted and good-looking actor. I was pleasantly suprised though! It turns out that Joey had to plow his own way...his parents were both regular people who loved to watch their talanted son sing and tap dance. Joey finally persuaded them to let him try out for commercials and he soon became the talk of Hollywood. This book reveals everything about Joey that a fan would want to know...plus it gives some advice from Joey about the fickle job of acting and singing. Mostly, it's just a book that once you get started, have a hard time putting down!

If you like Joey Lawrence, you'll love this book. This book, written by Randi Reisfeld, tells you all the interesting things about Joey Lawrence. You will learn about his upbringing and how down to earth he is. Inside, he is just like anybody else: he's sweet, kind, caring and sensitive. Outside, he's a major babe but doesn't know it. This book tells you everything you could ever dream of knowing about the one and only, major babe Joey Lawrence

The Latin with English translation (on facing pages) offered by Lawrence D. Green offers a unique treasure to students of Renaissance rhetoric. As editor and translator, Green states, John Rainolds¡¯s Oxford Lectures is the ¡°earliest critical study of Aristotle¡¯s Rhetoric in England,¡± and the only lectures to survive from the Tudor university classroom (9). As several scholars have noted, Rainolds¡¯ lectures rank as ¡°one of the best examples of the humanistic method¡± in sixteenth-century England.

Rainolds pursues the project of Christian humanism to purify ¡°the arts of errors¡± by offering a critical commentary on Aristotle¡¯s Rhetoric (Book 1, chapters 1-9). Rainolds largely agrees with Aristotle¡¯s methods and categories of rhetoric, but he strongly disagrees with Aristotle¡¯s ends. Rainolds¡¯ major critique of Aristotle concerns his moral philosophy, both its philosophical version in the Ethics and its popular version for popular communication in the Rhetoric.

In the Introductory Lecture, Rainolds shows that he interprets Aristotle¡¯s Rhetoric through three Renaissance traditions: Western Ciceronian, Eastern Platonic, and Augustinian Christian traditions. First, he uses Cicero¡¯s categories for rhetoric: ¡°Aristotle described the entire art in this way: first as a theory of teaching; secondly, of moving; thirdly, of delighting. Again, first as theory of finding arguments; secondly, of arousing emotions; thirdly, of furnishing ornament¡± (97). Second, he uses Basil Bessarion¡¯s thesis of the Platonic context: ¡°Aristotle¡¯s Rhetoric is patterned after the rhetorical precepts which were sketched in Plato¡¯s Phaedrus. This is evident in the work itself¡± (97). Third, he applies St. Augustine¡¯s ¡°theory of eloquent wisdom¡± and Christian moral philosophy in place of Aristotle¡¯s moral theory. In essence, Rainolds is more concerned with truth and virtue than the medieval Aristotelian tradition.

The lecture on Chapter 1 is perhaps the most interesting because Rainolds garners an impressive amount of scholarship to argue that "antistrophos" means ¡°analogue.¡± Aristotle begins his treatise by defining rhetoric as the ¡°antistrophos of dialectic.¡± Since anti can mean ¡°opposite¡± as well as ¡°instead of,¡± scholars have debated the meaning of this definition for millennia. Rainolds states, ¡°Cicero takes it to mean ¡®a counterpart,¡¯¡± that is ¡°opposite,¡± and the European tradition largely follows Cicero (106). But Rainolds shows that the early Greeks, even Aristotle, Plato, and Plutarch, frequently use anti- to mean ¡°analogue¡± or ¡°analogous¡± (107). Thus, Rainolds follows the Greek tradition, along with Averro§×s, Trebizond, and Alexander Aphrodisias, and Bud¨¦ in thinking that rhetoric is an analogue to dialectic: ¡°That is, it is engaged in the same things and employed entirely in discussing these things¡± (107). Rhetoric for Rainolds seems to be interchangeable with the more formal methods of dialectic.

Rainolds refers to copious classical illustrations and Renaissance scholarship, clearly showing an indebtedness to Erasmus¡¯s works, maximums, and copia. Rainolds emphasizes the tradition of moral philosophy having two branches, Moses and Plato, which come through Augustine and into Reformation theology, because this moral perspective--recognizing ¡°Original Sin¡ªthat corrupted judgments and perverted wills¡±--provides Rainolds' roof and steeple for the house of Aristotelian rhetoric. For more background, see Green's articles on Renaissance rhetoric.

I read these works for a graduate seminar on Aristotle.
Definition of Rhetoric- capacity of persuasion. Plato is critical of the Rhetoric and the tragic poetry. Rhetoric is approach to political public speeches in the forum. Plato thought that they clouded the mind and thus created a part of his critique of democracy in general. Plato thinks Socrates was killed by rhetoric used by the Athenian democracy. Plato feared the danger of democracy. Poetry appeals to the base human emotions rhetoric, and poetry block rational truth according to Plato. Rhetoric is psychological force of language vs. logical force of language. Psychology leads people to believe things based on emotions. Speech must appeal to the masses in a democracy. Psychology is persuasion, logic is truth. Deduction and induction is arguing logically. Plato says rhetoric is not a technç, (craft) nor is poetry, because they are undisciplined and not uniform in design. Thus, appeal to psychology and emotion can never be done away with in a democracy, thus Plato abhors them and democracy. Plato calls it sophistry this psychological appeal and democracy requires this to exist, so the problem persists. Plato is clear and consistent in his abhorrence of sophistry and democracy.

Aristotle's Rhetoric and Poetics are an alternative to Plato. Aristotle's rhetoric tries to strike a middle position. Aristotle says rhetoric and poetry are a technç, the Rhetoric is a handbook. Aristotle says speaker needs to appeal to appropriate information for the particular setting. Much like a lawyer's argument, not just relying on facts, need to appeal to people's emotions. Aristotle does understand that rhetoric can be used in a harmful way.

Aristotle lays out three features in rhetoric:
1. Ethos= character of the speaker, also charisma, speaker earns the audience's trust, use of body language.
2. Pathos= condition of the hearer.
3. Logos= essential bearing on political persuasion, truth.

Thus, Plato's concern by definition excludes speech because it deals with emotion. These three conditions must be in play for a speech to be successful. The rhetoric contains a detailed analysis of the different human emotions and how to elicit them in a speech. Aristotle knows the speaker must be a good student of human nature to tap into human emotions.

Epistçmç is scientific knowledge. Phronçsis is the capacity of the soul for using education, experience and habit all this is in the ethics. This is the same in political world so politics is not an episteme no scientific reasoning. The things that come up in politics are not deduced scientifically. In politics, humans use deliberation between several possible outcomes unlike math where there is only one correct answer. Political speech is contentious because the nature of politics is contentious.

There are two circumstances in rhetoric.
1. Judicial rhetoric has to do with the past like in a court case.
2. Deliberative rhetoric has to do with the future, what decision should we make in political policies.

I recommend Aristotle's works to anyone interested in obtaining a classical education, and those interested in philosophy. Aristotle is one of the most important philosophers and the standard that all others must be judged by.