The book cats eye corner was very confusing. I thought that the book was great. The characters were very interesting and complex. There was not one time i picked up the book that i did not look forward to reading it. My favorite character was MR. MIRIFIC. He lived in the coolest house because it was a clowns head.

An all-'round excellent biography of an important figure in Atlanta and the New South. More importantly - and teachers, take note - this book is terrific for history classes. The author places Asa Candler, founder of Coca-Cola, in context of his times, and so, students also can learn about the Reconstruction era or the Roaring '20s, for instance, while reading about Candler's life. Upper-level high school students could handle the text, but college students and plain old adults wouldn't find the text "too easy." I'm assigning it to all my students.

The Jossey-Bass Guide to Strategic Communications for Nonprofits is a detailed examination of the relationship between nonprofits and the media. As the title says, it provides a step-by-step guide for nonprofits to establish effective relations with the media that result in publicity. My professor recommended this book to me, and I'm finding it quite useful. It has a similar approach to Guerrilla PR: Wired by Michael Levine; both are about maximizing your return on investment.

I especially enjoyed this book because I'm thinking about working for a nonprofit after graduation, and I haven't seen anywhere near as much about public relations and publicity for nonprofits as I've seen for corporations.

Anthropologists will quibble with Griggs and Dunn about whether a particular learning style is the result of culture or a cause of it. The debate would really be about the validity of the Sapir-Whorf hypothesis and, as such, belongs in another academic arena. Griggs and Dunn have written a good guide for the classroom teacher who wants to understand her/his multicultural students better. The book is a significant contribution to the field because multicultural children are often labeled as having learning disabilities, attention deficit disorder, and related learning problems when the difficulty is really cultural and is related to (a) the worldview of the culture based on economic and social factors related to being a member of a minority culture, and (b) how education is valued and whether it is relevant to a child's family and home environment. For these reasons, educators can benefit greatly by reading Multiculturalism and Learning Style.

The Dunn and Dunn Learning Styles Model and all the corresponding educational and teaching strategies have proved beyond doubt their greater effectiveness with all kinds of students, including those at the tertiary level. This book, after two very condensed and up-to-date summaries of the theory and practice, gives more success stories of using learning-styles-based teaching in diverse settings in higher education. It is a report and does not give practical tools. After reading a number of such reports, I have a query. Each person's learning style is biologically and developmentally determined. To what extent can we change that? If teachers can change their teaching styles, can we use the Learning Styles Model as a guide to help students to develop more flexibility in learning? After all, we may not always have people in our personal and professional life, who will match our learning styles. In a society that depends a lot on the visual mode for success, could we first teach all children to be more visual in learning and achieve greater positive outcomes without depending on teachers to match our own style of learning? I'd like to see more future research done in this direction instead.

"Preludes to Victory" is an excellent book of its type: A personal document of a sailor's experiences in the U.S. Navy of World War Two. It points out something overlooked by most naval historians; namely, that the Battle of Leyte Gulf was intended to end Japanese resistance on Leyte, but this did not happen. It was left to the "small ships"--the APDs (fast landing ships) and destroyers--to bring an end to the campaign by the landings at Ormoc Bay on the west coast of Leyte.

Through a series of worksheets, the reader learns to set personal quality standards. The worksheets encompass many themes. The first example is a checklist covering general quality awareness. Other exercises address rating one's personal and professional commitment to quality and competence.

Goal-setting is the focus of subsequent worksheets: the reader learns the importance of agreeing upon quality goals with the other parties involved. Additionally, methods for reaching those goals are discussed.

Later exercises help to establish steps for measuring quality performance. Parallels are drawn between one's personal quality standards, and quality standards in the workplace. Guidelines are presented for implementing and supporting quality programs at work.

This book is appropriate for self-study, or the subjects can be adapted to a workshop format.

Don't buy this book! What a waste of time and money! If there were negative stars, I would give it negative stars.

While the story behind why the author lost the weight was inspirational, I was disappointed to find out how small this book was. It also seemed as if there was not an editor for this book. There were many grammatical errors. I felt like the book was thrown together in a very short period of time. In my opinion, it was not worth what I paid.

I liked Julia's story and I could relate to here struggles as a mother with two kids and going through a divorce. I thought there was a lot of good information, but it could have been better. Because I thought the story was so touching, I bought her new book awaken the diet within, and it made up for many of the things that this book lacked. If you want a real story from a real woman, julia has it. If you have a lot of weight to lose you will be very touched by her story, and relate to it very much like I did. But If you are going to spend money on Julia's book, I would get her second book awaken the diet within. It is much better!

The National Pediculosis Association critiqued this book, giving it two thumbs down. The book contradicts its own directives and authorizes the use of chemicals in ways that fly in the face of approved indications by the Food and Drug Administration. Such misuse of pesticidal products can pose health risks to children. References are made to scientists David Taplin and Terri Meinking to falsely imply their approval of the contents of the book. The National Pediculosis Association has requested that this book be pulled from the market. It is the NPA's opinion that the misinformation imparted by this book has added to the unnecessary confusion surrounding this public health problem. The NPA has also received many complaints about the book from school nurses.

I found this book to be very helpful in outling the process for eliminating headlice. The section describing the life cycle of lice from nit to mature, egg-producing louse was very helpful in making clear why nit picking and reapplication of treatment is necessary. My children have had lice 4 times and each time have been able to clear up the problem before it got out of hand. Daily manual nit picking (not relying on nit combs) I have found is the only way to produce a successful result.

The only concern I have with the book is the advise to leave the treatment on the hair longer than the manufacturer's recommendation of 10 minutes. When using such potent chemicals, I think it is wise to follow the manufacturer's instructions carefully and not overdo. Longer is not necessarily better and may actually be harmful.

I have found this book to be very helpful in combating head lice. There is not a great deal of hard information out there, and that makes lice eradication so frustrating! Another thing that I like about this book is its calm, reassuring attitude: You WILL live through this, and you will conquer! A necessity for parents of school-age kids

I would have given 5 stars for a valuable booklet for its time. Now it is superseded by "Improved Test Scores, Attitudes, and Behaviors in America's Schools : Supervisors' Success Stories" (Nov. 1999). The last chapter: "Analysis of Change and Leadership Style" is still interesting. Planned change is supposed to go through 8 stages. 1. Awareness. 2. Knowledge. 3. Personalization. 4. Implementation. 5. Consequences. 6. Collaboration. 7. Refocusing. 8. Evaluating. The change agents tend to be idealistic pragmatists--persons who are receptive, open, goal-directed and adaptive. The management style is collaborative, followed by benevolent despot, and a general rejection of middle-of-the-road approaches. "What is most strongly denounced is laissez-faire, which suggests a chaotic, permissive approach characterized by the educator who buries his or her head in the sand of the organization on a regular basis, allowing staff members to do their own thing." (pp. 66-67) The world needs good leaders. This booklet gives some models.