This contains some of the loveliest quotes any mother would want to read. Here are a few examples:

Separation anxiety happens to babies at nine months; to mothers their whole lives.

Mothers don't keep hours. They're always open, 24 hours a day.

Being a mother means that your heart is not longer yours; it wanders wherever your children do.

A child is a gift that comes through the world to you; it can never be owned.

If your mother loves quotes, she will love this collection!

When browsing at our local bookstore I came across this wonderful book. It is a beautiful collection of thoughts and reflections about mothers. Being a mother of three, I could put myself in the shoes of everyone who contributed. What a great gift for Mother's Day.

We LOVED this book - What a wonder sense of humor this author has! It's great take off on some standard fables. I wish I could by this book for each and every child between the ages of 4 & 7.

The best thing about this book for me was the fact that I, as an adult, could enjoy it as much as the children. It is totally different to any other children's book I have read. I found it to be witty, charming, and imaginative.

The story sounds like something thought up by a parent and young child, with ideas from both, and some teasing from the parent. Altogether a great read, and something I would definitely reccommend to young readers

I find myself flipping through this book at least three times a month. The author, Scott Howard-Cooper, did a wonderful job. I've seen several of the memorable games he selected. After reading his book, I feel as though I've seen all 100. Bravo, Scott.

I got lost in this book, just flipping page by page and remembering stuff I'd forgotten and reading stuff I never knew about Wooden and Bibby, Baron and Goodrich, Harrick and Hazzard... I loved the way the author interspersed the GIANT games that everybody remembers--the 1968 loss to Houston, all of the national title games, Tyus Edney over Missouri--with the little moments that really make you think and wonder. About Wooden's first game as coach, about Rafer Johnson's first start in 1958, about Cal's Pauley Pavilion upset in 1995, about Reggie Miller and Kris Johnson and Pete Blackman, about Gene Bartow and Harrick's firing and Ed O's goodbye... about some incredible things and some sad things and always memorable things. You can read this book from start to finish, or just drop in and out, from game to game, and relish the details. From Kareem's foreword to the great stat package in the back, and all the great, evocative story-telling in between, this is a tremendous book.

The book is excellent for young minds and short attention spans. Our granddaughter loves the story and the accompanying illustrations. But it's only part of this package which is guaranteed to bring joy to the little ones. The book is accompanied in its box by a bubble pen (a pocket bubble machine, complete with wand) and an absolutely enchanting cassette that young folks will easily identify with. An excellent value and a perfect gift for any child.

This is great for kid's parties or for kids to play by themselves. Great alternative to today's music for the young. The book makes for a rewarding time spent together between you and your child. Grandma will love it too!

In response to the previous review:

This book was originally written in Dutch and first published in Amsterdam in 1678 - most texts refer to him as a French surgeon, as he originally came in contact with the buccaneers as a result of his 1666 journey to tortuga with the French West India Company. His name is spelled Alexander Exquemelin....

The events of the book cross reference fairly well with Spanish historical documents - most errors are in place names and dates, according to David Cordingly (british historian, and expert on all things pirate).

No one knows for sure the spelling of the man's name of his nationality, but in 1684 Alexander Esquemeling published in London a powerful, some say mendacious, personal reminiscence of Henry Morgan and other pirates. Histerical at times, this work brilliantly recreates Morgan's most memorable, indeed incredible adventures. A must read for anyone wishing to capture an authentic view of the Carribean during the period of pirates and the battles of Spanish main.

Sylvan Learning Center uses it, that should be enough of a testimony right there!

She used to go ballistic when she had to mentally form a three-dimensional object from a two-dimensional image. After doing the Building Thinking Skills Book 1, she says it's a breeze. Her nonverbal scores used to be low. Now they're higher than her verbal, which were already high. Her creativity and problem solving have also blossomed since she started using these materials.

This is not a scholarly book in the sense that it's not part of any visible academic debate. It does not treat any particular issue in enough depth to be so.

It is, rather, a sort of textbook. Call it "Introduction to Academic Thought About the Bible." Following the order of the biblical texts and with detours to discuss such topics as the pseudepigrapha and the inter-testamental period, the book lays out basic issues of historical, archaeological and textual biblical criticism, such as, for instance, the idea of the J, E, D and P-authored components of the Old Testament, or the question to what extent the books of Joshua and Judges present different narratives of the conquest of Palestine by the Israelites, and what archaeology has to say about that conquest.

The book does not discuss theology (at least, not modern theology). If you're an inerrantist, this book is not what you're looking for. If you're reading the Bible for the first time, this is probably too much information and not the kind you need to help you follow the narrative. Though it has a section of color plates (and black and white photos throughout) and a limited number of maps, this is not an atlas. This is also not a debunk-the-Bible book -- mainstream believers in the inspired nature of the Biblical should by and large have no objection to the contents of this book.

But if you're generally familiar with the Bible, and interested in increasing your knowledge (in particular, I would suggest reading this alongside a reading of the Bible itself, a method to which the organization of this book lends itself) about Bible studies, I recommend this book without reservation.

This book goes through the Bible historically and gives you the latest in textual and archeological research. It is an easy read, and it seems written for mass consumption, but it is not unscholarly. It is for true students of the Holy Scriptures and not for people who think the holy books are magic words from God. It is a sane, yet reverent approach to the study of ancient literature which we believe is inspired by God. It is NOT fundamentalist. If you are serious about Bible studies, then I recommend this volume whole-heartedly.

This book does what no other book of its class has ever done...teaches boating safety rules to children while being very entertaining for adults too! The storyline is charming and illustrations are tops. Dee Cache's book should get an award for saving lives!

As a father of 4 young children I find this book must reading for the entire family. Beautifuly and cleaverly illustrated. A long overdue book for boating safety.

Handelman provides what the third world has to deal with to become industrialized democracies. He foucses on underdevelopment, democratic changes. religion and politics, ethnic conflict, women in development, agrarian reform, and rapid uranization among other topics. THe book was published recently so it even has some information about 9-11 and its impact.

Good source for third world development.

I had to read this book for an undergraduate course on the politics of the developing world. It can be difficult to read at times if the reader does not have some understanding of the developing world or the theories that surround their slow development into modernity. Overall it is an wonderful text for building a knowledge base and an excelllent reference tool.

The previous reviewer says at one stage that Feurerstein "was" I hope this does not give the wrong impression. The great man was still very much alive when I heard him speak several years ago at the University of New South Wales conference organized by Hawker Brownlow. If you ever get a chance to hear this man speak don't pass it up. The chance may not come again. What you get out of hearing him will depend on what you know of his work and reading this book beforehand would be a good strategy. Feurerstein is not a rev 'em up motivational speaker with a few clever tricks up his sleeve (of which there are a few on the conference circuit). He makes a sincere attempt to present his work in a serious way and the more you know of his work the more you will appreciate how difficult it is to do a short presentation on it. It is well worth spending a couple of thousand dollars to go to the International Conference of the Institute for the Enhancement of Learning Potential. This runs every year at Shoresh near Jerusalem. I went over and it was one of the best things I have ever done. Back to the book itself. The techniques described in it are not just applicable to "poor" students. They are applicable to all students up to the highest level of intellectual functioning. Doing a course in these techniques does not just give the instructor the tools to help struggling students,it changes the instructor themselves. The materials are a self developement course in themselves. There is no escape! This book does dwell upon the use of the techniques in low functioning students but other works on this topic give a broader perspective. One of the reasons Feurerstein has chosen to work with Down Syndrome children in particular, is because of frustration with attitudes which suggest you can't teach intelligence. When children improved markedly under his guidance then people would say "Well they could not have been so bad to begin with the original assessment must have been wrong". With Down Syndrome children no-one can deny that they have trisomia. I have seen some of these children and the way they function and the attitudes of the staff of the Institute. It is wonderful! I have seen the materials in this book being used at the school for gifted childrn in Tel Aviv, and have used them myself on a range of students of all abilities. It is time consuming, and it is difficult to persuade some parents that doing activities which are not reading and not calculation are really helpful and worth the time spent. There are worksheets dealing with teaching spatial orientation and Visual transport for instance which are pre-reading skills. The use of the word "retarded" in this book bothers some people extremely, but don't let it get to you. Feurerstein has a particular definition of this word in mind when he uses it and its not supposed to sound insulting. If you are not an academic just read in "behind" and go on to find the treasures that this material contains. Well that is my push to get this book back in print and boost the sales ratings. It is a shame to think that this great man may not get the recognition that he deserves in this lifetime. His is a labour of love. Somebody please nominate him for a Nobel Prize.

BOOK REVIEW

CHANGING CHILDREN'S MINDS: FEUERSTEIN'S REVOLUTION IN THE TEACHING OF INTELLIGENCE.

An innocous title? Perhaps more correctly it could be titled Changing Children's Intelligence, which is specified in the rest of the title. But Intelligence has been largely viewed as relatively a fixed quantity. Perhaps not by all individuals, or all professionals, but institutionally, kids get classified as Slow, Retarded, Normal, Gifted,etc., and these labels condition teachers and become a self fulfilling prophecy. Feuerstein was an Israeli, working in Israel in the early 1950s, when Israel was taking Jewish children from many lands including lands where modern urban culture was totally unknown. Conventional testing indicated that these children were "unteachable". Feuerstein devised a new testing protocol. First, he used a conventional test in a very restricted area. Second, he provided brief but intensive instruction in a specific activity related to the area under study. Third, he repeated the initial test. The degree of difference between the results of the two tests was, he stated, a measure of the childs' intelligence. Of course! Perfectly obvious! Except that institutionally this was totally revolutionary. The concept was simple, but its' implementation was a new challenge. Educators no longer had the freedom to say "No use in expending effort on these kids, they are unteachable". The challenge was to create simple challenging activities that the students could do, yet activities that would provide "stepping stones" to activities of increasing complexity and importance.

This is a miniscule outline of the book. It should be a bombshell in the Education community. Interestingly enough, the book is out of print! As one who has observed the Education community closely for a long time, it would be surprising if it were otherwise. The author has spent approximately the last ten years in a research project involving the teaching of Technology/Math/Science in the elementary grades. The present attitude is that we will teach the most rudimentary trivia in the elementary grades, with total disregard for the ability of the students. The book shows a procedure that can start very early and enable kids to learn important, complex concepts. Oddly enough, it places the responsibilty for education on the Educators instead of on the students! What a novel concept! This book is a powerful tool for anyone that considers the education of our disadvantaged children important.