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The Pursuit of Happiness: Discovering the Pathway to Fulfillment, Well-Being, and Enduring Personal Joy, by David G. Myers

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Social psychologist David G. Myers has reviewed thousands of recent scientific studies conducted worldwide in search of the key to happiness. With wit and wisdom, he explodes some of the popular myths on the subject and presents specific techniques for finding true joy in living:

• Are most people happy?
• What are the inner traits of happy people?
• Are extroverts happier than introverts?
• Are men happier than women?
• Does religious faith promote inner peace and joy?
• Does well-being come with being well-off?
• Are happy children more likely to become happy adults?
• What part do friends play in personal happiness?
• Is age a factor in feeling happy?
• What can you do to improve your own sense of well-being?
  and much more

• Sales Rank: #445036 in Books
• Brand: Myers, David G., Ph.d.
• Published on: 1993-06-01
• Released on: 1993-06-01
• Original language: English
• Number of items: 1
• Dimensions: 8.00" h x .76" w x 5.25" l, .55 pounds
• Binding: Paperback
• 336 pages

About the Author

David G. Myers, the John Dirk Werkman Professor of Psychology at Michigan's Hope College, is the author of fifteen books, and articles in dozens of periodicals, from Science and Scientific American to The Christian Century and Christianity Today. He serves on the National Marriage Project advisory board. Myers has been married for forty-two years and is the father of three adult children.

Most helpful customer reviews

42 of 42 people found the following review helpful.
Why you are smiling or scowling?
By Terry Vermeylen
This is one of the best books on the subject of happiness. It is a serious book written based on fact (backed up by research) and not fluff. When I say fluff I'm referring to all those books with the authors personal claim to 100 ways to happiness. In this book the bibliography is 40 pages alone, with about 520 books or articles used as reference. 520! You can see that there has been a great deal of hard-core research done.
Other books tell you to picture your dreams or hug your neighbor. Not this one. David backs up all his arguments with numerous studies that have been performed in recent years.
An early chapter on wealth and well being contains information from at least ten studies. One study covers sixteen countries and involves responses from 170, 000 participants. I'm happy to see that David has looked at happiness within the influence of a culture not just the individual itself. In happiness books I believe it is important to correlate happiness between the culture and the individual. Like David points out, a boy in Africa playing with a tin can, can be as happy as Richy Rich in North America and his fully loaded gaming lap top. Obviously our society places too much emphasis on wealth and materialism to fuel our happy cells when perhaps we should be simply fine-tuning our attitudes.
The chapter describing the four traits of happy people is an excellent short list of reasons on why some are cheerful (and some grouchy). I see that they undoubtedly apply to me.
� I like myself . . .(Self Esteem, happy people like themselves).
� My destiny is my own in that I have "earned", a great job, super home, improving golf game and supporting family . . .(Personal Control, happy people choose their destinies).
� I am positive about my future . . .(Optimism, happy people are hope filled).
� I like giving presentations and also acting the fool around others. . (Extraversion . . .happy people are outgoing)
David also discusses the topic of flow, which has been extensively researched by Mihal Csikszentmihalyi. Flow is about finding meaning in what you are doing and being engaged to the point of losing sense of time. I can't agree with him more on this important happiness trigger since time can torture us when we are idle, and be forgotten when we are fully engaged. Remember when the afternoon whizzed by? I don't think you were flicking channels on the TV. Perhaps you were engaging or stretching your mind (playing guitar, reading, scuba diving . . .etc) therefore growing as a human being. For more information on this subject see my review on Mihal's book focusing on Flow.
David also presents his view on friendship and happiness again backed up by plenty of concrete research from various institutions. The same goes for love, marriage, and faith.
The only weak area in this book, is the chapter on faith where religion is examined and whether it plays an important role in happiness. I found the chapter too long, it jumped around a lot and it did not end the book well. I think the chapter describing the four traits of happiness would have been a great closer.
With that said I still have to give this book an excellent rating. I am awed at the amount of obviously great research that has been done. This piece of work will leave you with obvious understanding why some of us are grinning and some are scowling.

15 of 16 people found the following review helpful.
Good, objective survey of the way people achieve happiness
By A Customer
I found this book very useful because its not preaching from one point of view, or with one "fool-proof" method. Instead, it is a professional psychologist's survey of research (from over 100 years) that objectively notes characteristics of happy people. It reaffirmed some beliefs I have, and shattered some others (such as more money = more happiness). Overall, this is a very well-researched, and yet pleasant book to read that makes you think about what makes you, the reader, happy in your own life.

14 of 15 people found the following review helpful.
Happiness is a topic you can never learn too much about
By Kristina Russell
David Meyeres does an excellent job of highlighting a subject in which everyone should be more knowledgeable. A great range of information is conveyed in a very organized, clear style. The book is clearly meant for a reader interested in learning more about happiness in detailed depth, without assuming the reader is a Ph.D. psychologist. The points within this book are significant, but Meyers has written the book in such a manner that it is still comprehensive to those beginning their study.
With unhappiness on the upward trend, this book could benefit most anyone. It provides worthwhile facts in a clear, fascinating way. This book is one step closer to achieving a healthier, happier society.
After reading this book for a school assingment, I was very pleased to find I could also take a great deal away and relate it to my own life. Meyers points out several factors interfereing with achieving happiness. This book has helped me identify the sources of my unhappiness, and given me the ability to better enjoy life. My previous perspectives have been improved. I am sure The Pursuit of Happiness could be an aid for anyone feeling mildly unhappy, or those who are merely curious in understanding the fundamentals behind human happiness. This book discusses everything from age, gender, race, social status, marriage, friends, and religion and their impacts on happiness. There are some bits of information which seem to be common sense. However, it is better to know the truth, then assume something incorrectly.

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[S830.Ebook] Free Ebook A Good Teacher in Every Classroom : Preparing the Highly Qualified Teachers Our Children Deserve, by Linda Darling-Hammond, Joan Baratz-Sn

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What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.

• Sales Rank: #238554 in Books
• Brand: Brand: Jossey-Bass
• Published on: 2005-07-28
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .32" w x 6.10" l, .35 pounds
• Binding: Paperback
• 104 pages

Features

• Used Book in Good Condition

From the Back Cover
Developing the Next Generation of Highly Qualified Teachers

What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.

With two million teachers entering the workforce in the next decade, A Good Teacher in Every Classroom offers a blueprint for educating this new generation of teachers. The book is filled with solid recommendations for helping new teachers develop a basic understanding of education, teaching, and learning. And, it explains why and how teachers must learn to connect with different cultures, develop curriculum that meets students' learning needs, manage common behavior problems, and assess academic progress.

About the Author
Linda Darling-Hammond is the Charles E. Ducommum Professor of Teaching and Teacher Education at Stanford University and served as co-chair, with John Bransford, of the National Academy of Education's Committee on Teacher Education.

Joan Baratz-Snowden is director of Educational Issues at the American Federation of Teachers (AFT). She was vice president for Education Policy and Reform and for Assessment and Research at the National Board for Professional Teaching Standards.

Since 1965, the National Academy of Education (NAE) has sought to advance the highest quality education research and its use in policy formation and practice. NAE is an honorary membership society of the most respected scholars of education from the U.S. and other countries. In addition to this book, the Academy sponsored Preparing Teachers for a Changing World, which provides the research foundations for the recommendations contained here.

Most helpful customer reviews

0 of 2 people found the following review helpful.
Poorly Written
By graduate student
An excerpt of this book (pp. 5-28)was assigned to me in my class. I found the writing to be poorly organized, repetitive and wordy. It seems to have been written by a person who likes to hear themselves talk just for the sake of talking. Those 23 pages could have been reduced to 10 and written in a clear manner that would not make the first year of teaching sound like something that makes you want to rip your hair out.

13 of 26 people found the following review helpful.
"What in the Hell does Good Mean?"
By GNA Garcia
Good is a four-letter word.

In the realm of teaching and learning common "good" marriages include "good teaching," "good students," and "good work." What makes "good" a four-letter word are the unproblematized, common sense implicit notions of the word. Common sense tells us that "good" teachers, students, and work are positive, effective, successful, and productive. By some interpretation(s), "good" may even include a moral element, as in "Ms. Ruiz is a good person" aka buena gente aka good folk.

According to The American Heritage Dictionary (1985) good is defined as "having positive or desirable qualities." The top five entries on [...] define good as:

1. Morally excellent, virtuous; righteous; pious: a good man.
2. Satisfactory in quality, quantity, or degree: a good teacher; good health.
3. Of high quality; excellent.
4. Right; proper; fit: It is good that you are here. His credentials are good.
5. Well-behaved: a good child.

How do Darling-Hammond and Baratz-Snowden define "good" in their text, A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve? They do not. As a matter of fact, within the first three pages of their text they swap "good" for "effective"--in essence exchanging an interrogation of the word for an uncritical operationalization of the enterprise of teaching. Instead of unpacking "good teaching" by asking questions such as, "Who decides what good teaching looks like?" "How is good teaching measured and rewarded? And by whom?" And, "Does good teaching imply `behaving' properly? According to whose rules?" The authors spend their precious social capital (Darling-Hammond especially, as she is a well-positioned, revered teacher educator) enumerating, categorizing, compartmentalizing, and truncating teaching and teacher preparation in ways that would make any neo-liberal stakeholder involved with education twitterpated. Its all good.

Hold up.

A critique of this text demands a look under the rug for what's been swept aside and hidden in the name of brevity, political correctness, and safety. In other words, we must examine the context from which the text was published lest we indict the messenger instead of the message. The title, A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve, may ring a bell for readers who are currently working in K-12 schooling.

Preparing "Highly Qualified Teachers" is one of the major components of the No Child Left Behind Act of 2001 (NCLB) which mandated that all academic core classes be taught by a "highly qualified" teacher by the end of the 2006-07 school year. An ongoing debate between policy makers, teachers, and other public organizations centers around not only how to define "highly qualified" teachers, but on how to assess good teaching. Presently, the NCLB defines highly qualified teachers as those who:

* Have obtained a full state certification (including alternative certification); and
* Hold a license to teach in the state; and
* Have not had certification or licensure requirements waived on an emergency, temporary, or provisional basis .

Among the many responses to the call for increasing numbers of highly qualified teachers we find the volume reviewed here. The text is one of several artifacts produced by the National Academy of Education's Committee on Teacher Education and was paid for by a federal grant from the U.S. Department of Education's Office of Educational Research and Improvement. As such the text reads like a politically neutralized executive summary.

Inoculated against the fever of revolutionary critical pedagogy, A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve, uses the same tone as a mother who says through a well-rehearsed saccharine smile, "Of course Roxy-with-her-face-pierced can come for dinner. I'm sure your grandparents will really enjoy meeting her." Are Darling-Hammond and Baratz-Snowden happy on the outside, pissed-off on the inside? Does their affiliation with the federal government implicate them as "yes women?" Should the authors get to cash in a "Get Out of Jail Free Pass" simply based on track records of being critics of the rotten state of schooling themselves? Am I, a consumer (stakeholder myself), permitted to level a harsh critique at a text so clearly victimized by the power of having to serve itself up to the mighty master Tio Sam?

�Me atrevo? Claro que s�.

The strongest critique to be leveled against the text resides in the mis-use of language. The authors use pairings of words to name phenomena and allude to symbolic, implicit understandings. Some examples of this type of mis-use include: "good teaching," "the social purposes of education," "the social purposes of education in a democracy," and teachers "contributing to society." Read through a neo-liberal, progressive lens it would be hard to find fault in a well-respected scholar's discussion of preparing teachers to be contributors to society. No harm done. However, read through a critical lens the mis-use aka lack of making explicit the implicit, exemplifies one of the gravest errors (read: evils) of neo-liberal, progressive educators and educational work--assuming everyone gets it. Assuming that readers "get it" is to assume we all share the authors' perspective of "good teaching" and even more troublesome, that we all possess similar understandings of broader concepts like the "social purposes of education in a democracy" simply because we can "name" them.

In his discussion of the problematic of the liberal approach to inquiry (in reference to analyzing the politics of the "hidden curriculum" in schooling), Henry Giroux (1983) asserts the liberal approach does work naming and describing the conditions of schooling but provides, "...little to no understanding of how the social, political, and economic conditions of society create either directly or indirectly some of the oppressive features of schooling" (p. 55). Throughout the Darling-Hammond and Baratz-Snowden text we see naming in place of understanding.

To illustrate the gravity of the problem Giroux describes, I will compare two citations which address the same issue of teacher agency.

(1) "Teachers should know how to examine their own cultural assumptions to understand how these shape their starting points for practice..." (Darling-Hammond & Baratz-Snowden, 2005, p. 22).
(2) "Thus, if teachers are to move beyond the role of being agents of cultural reproduction to that of being agents of cultural mobilization, they will have to critically engage the nature of their own self-formation and participation in dominant society, including their role as intellectuals and mediators of the dominant culture" (Giroux, 1983, p. 68, citing Maxine Greene, 1978).

In a seemingly intentional censoring of all criticality as evidenced by the stark contrast of the two quotations above, the lackadaisical text, A Good Teacher in Every Classroom, upholds the dominance of neo-liberal discourse as righteous and morally correct--We are so certain that what we believe is good we can't imagine you may not believe the same thing.--thereby marginalizes, or worse vilifies any critique or critics (radical or conservative) as inherently cynical and negative.

Facing the potential of being judged as cynical, we must press on.
�Que Viva la Revolucci�n!

Who does it benefit that this sanitized text was written by two well-regarded educators whose body of work includes critique of systemic inequalities and injustices present in schooling?

Jamie Grinberg (2008) writes in a blog, Problematizing Teacher Development from a Critical Perspective, found on the Paulo and Nita Freire Project International Project for Critical Pedagogy ([...] He provides a thought-provoking critical perspective, "Teacher growth, teacher learning, teacher development, can be liberatory, critical, and transformative. However, the discourses that categorize and objectivize teacher development and its institutionalized practices are immersed and grounded on pathologization and surveillance of teachers as an essential construct."

Darling-Hammond & Baratz-Snowden authored, on behalf of a large committee of other well-know and respected scholars (e.g. James Banks, John Bransford, and Frances Rust), a volume supporting the potential for teaching and teacher-training to be completely overhauled if (1) we follow quantifiable, positivistic formulas, and (2) if we believe in what the authors refer to as a teacher's "vision of teaching" which will purportedly develop after the appropriate training, placements, and mentorship.

To advance Grinberg's assertion, I posit the volume reviewed here benefits those who pathologize teachers and cite the recent American Educational Research Association (AERA) conference as evidence.

The recent AERA conference in New York City saw somewhere around 30,000 attendees many of whom, literally thousands of whom, make their living on the pathologization of teachers; researchers, publishers, certification agencies, teacher trainers, government agencies, etc. generate many forms of capital through investigations, analyses, diagnoses, and "medication" all created and maintained to help teachers "get better." Having some of the best pathologists on the case (the members of National Academy of Education's Committee on Teacher Education), lends significant credibility to the diagnosis and the medicine proposed in A Good Teacher in Every Classroom. Of note, the book opens with the authors drawing a parallel between the credentialing of doctoring via codifying practices and establishing standards which took place in the early 20th Century to what could and should be done in teaching. They cite A Good Teacher in Every Classroom as a making "large strides" towards a similar model level of professionalization. Perfect.

�Y Qu�?

What the hell does good mean?

Good means righteous.
Good keeps it real.
Takes it to the streets and brings it home at night.
Good comes correct.
Good commits.
Uses privilege to transform and liberate the meanest among us.
Come what may.

Good teaching, according to my reading of Brookfield (2006), who samples heavily from Herbert Marcuse, states:

Those lucky enough to have access to revolutionary knowledge and information have a responsibility to use their knowledge to help men and women realize and enjoy their truly human capabilities. (p. 208)

Good teaching, according to my reading of Darling-Hammond and Baratz-Snowden (2005), is ... Dime con qui�n andas y te dir� quien eres.

References

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.

Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. San Francisco: Jossey-Bass.

Giroux, H. (1983). Theory resistance in education. Massachusetts: Bergin & Garvey Publishers, Inc.

Grinberg, J. (2008). Problematizing teacher development from a critical perspective. Downloaded on March 23, 2008 from [...]

3 of 12 people found the following review helpful.
Teacher's Guide
By M. Flores
Looks like a good book. Haven't read it accept for the Table of Contents and skimming through it a couple of times.

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[V468.Ebook] Free Ebook Nanoindentation (Mechanical Engineering Series), by Anthony C. Fischer-Cripps

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This new edition of Nanoindentation includes�a dedicated chapter on thin films, new material on dynamic analysis and creep, accounts of recent research, and three new appendices on nonlinear least squares fitting, frequently asked questions, and specifications for a nanoindentation instrument.

Nanoindentation Second Edition is intended for those who are entering the field for the first time and to act as a reference for those already conversant with the technique.

• Sales Rank: #4064165 in eBooks
• Published on: 2010-02-19
• Released on: 2002-06-30
• Format: Kindle eBook

Review

From the reviews:

"This book presents a comprehensive and detailed overview of the field of nanoindentation. … Also covered are the various methods of testing, details of an international standard for depth-sensing … . Self-contained, the treatment is aimed at those entering the field, but by bringing together material scattered widely throughout the research literature the book will also be a useful reference for the more experienced researcher." (Zeitschrift f�r Kristallographie, Issue 9-10, 2005)

From the Back Cover

There has been considerable interest in the last two decades in the mechanical characterisation of thin film systems and small volumes of material using depth-sensing indentation tests. Usually, the principal goal of such testing is to obtain values for elastic modulus and hardness of the specimen material from experimental readings of indenter load and depth of penetration. But other properties such as residual stress, fracture toughness, and visco-elastic behavior may also be measured. The indentation technique can be used on both brittle and ductile materials where conventional testing may result in premature specimen fracture. The forces involved are usually in the millinewton range and measured with a resolution of a few nanonewtons while the depths of penetration are in the order of nanometres, hence the term "nanoindentation".

This new edition of Nanoindentation includes:

* A dedicated chapter on thin films

* New material on dynamic analysis and creep

* Accounts of recent research

* Three new appendices on nonlinear least squares fitting, frequently asked questions, and specifications for a nanoindentation instrument.

Nanoindentation Second Edition is intended for those who are entering the field for the first time and to act as a reference for those already conversant with the technique.

�

About the Author:

Anthony C. Fischer-Cripps, Ph.D. is the Project Leader for Surface Mechanics, Telecommunications & Industrial Physics at Commonwealth Scientific & Industrial Research Organization in Lindfield, Sydney, Australia.

About the Author

Anthony C. Fischer-Cripps, Ph.D. is the Project Leader for Surface Mechanics, Telecommunications & Industrial Physics at Commonwealth Scientific & Industrial Research Organization in Lindfield, Sydney, Australia.

Most helpful customer reviews

2 of 3 people found the following review helpful.
good, concise instructive nanoindentation book
By David Munoz-Paniagua
I did my PhD in the Nanoindentation area and I find this book really helpful for reviewing basic concepts and gaining basic knowledge on the subject. For more in-depth approach see "Contact, Adhesion and Rupture of Elastic Solids" by Daniel Maugis

0 of 0 people found the following review helpful.
Good
By Kevin
The contents are of great help in research, specially if you are in the R&D field and are not acquainted with the methods to do nanoindentation

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[F690.Ebook] Ebook Download VARIOUS SMALL FIRES AND MILK - SIGNED BY EDWARD RUSCHA, by EDWARD). Ruscha, Edward (RUSCHA

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• Published on: 1970
• Binding: Paperback

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[T696.Ebook] Download PDF The Hard Problem: A Play, by Tom Stoppard

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Above all don’t use the word good as though it meant something in evolutionary science.

The Hard Problem is a tour de force, exploring fundamental questions of how we experience the world, as well as telling the moving story of a young woman whose struggle for understanding her own life and the lives of others leads her to question the deeply held beliefs of those around her.

Hilary, a young psychology researcher at the Krohl Institute for Brain Science, is nursing a private sorrow and a troubling question. She and other researchers at the institute are grappling with what science calls the “hard problem”—if there is nothing but matter, what is consciousness? What Hilary discovers puts her fundamentally at odds with her colleagues, who include her first mentor and one-time lover, Spike; her boss, Leo; and the billionaire founder of the institute, Jerry. Hilary needs a miracle, and she is prepared to pray for one.

• Sales Rank: #206347 in eBooks
• Published on: 2015-09-22
• Released on: 2015-09-22
• Format: Kindle eBook

Review
Praise for The Hard Problem:

“Tom Stoppard’s first play for nine years is typically witty—an intellectually charged piece that delights in the slippery nature of language and pulses with interesting ideas.”—London Evening Standard

“Mr. Stoppard is, as always, an adept craftsman. . . . [He] has provided food for thought, and not just a tasting menu but a full, footnoted banquet.”—Ben Brantley, New York Times

“Oozes learning. . . . [Stoppard] proves that it is possible to construct a tight 100 minutes of drama around neuroscientific conceits. . . . He has succeeded . . . this is a play to admire.”—Economist

“[The Hard Problem] displays intact the dramatist’s remarkable ability to synthesize complex knowledge into wittily metaphorical dialogue. . . . Demand for this brainy, funny, and touching play will long outstrip supply.”—New Statesman

“100 minutes of condensed brain-ache, marbled by wit and some camisoled sexiness. . . . Admirably high-minded . . . It succeeds, in my view triumphantly.”—Daily Mail

“Stimulating . . . absorbing . . . A rich, ideas-packed work that . . . offers endless stimulation and represents, like so much of [Stoppard’s] work, a search for absolute values and a belief in the possibility of selfless virtue.”—Guardian

“The dialogue is flashily impressive . . . it leaves one panting with admiration.”—Spectator (UK)

About the Author
Tom Stoppard's work includes Rosencrantz and Guildenstern Are Dead, The Real Inspector Hound, Jumpers, Travesties, Night and Day, Every Good Boy Deserves Favour, After Magritte, Dirty Linen, The Real Thing, Hapgood, Arcadia, Indian Ink, The Invention of Love, the trilogy The Coast of Utopia and Rock 'n' Roll. His radio plays include If You're Glad I'll Be Frank, Albert's Bridge, Where Are They Now?, Artist Descending a Staircase, The Dog It Was That Died, In the Native State and Darkside (incorporating Pink Floyd's Dark Side of the Moon). Television work includes Professional Foul, Squaring the Circle and Parade's End. His film credits include Empire of the Sun, Rosencrantz and Guildenstern Are Dead, which he also directed, Shakespeare in Love, Enigma and Anna Karenina.

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9 of 9 people found the following review helpful.
Stoppard Studies Consciousness
By Richard B. Schwartz
A new play by Tom Stoppard is always an event of some significance, particularly since he has not produced a play in nine years. The hard problem of the play’s title is consciousness. The process is so unique and so vastly complex as to be presently inexplicable (though some have made attempts to do so). In terms of Stoppard’s play, the question of consciousness leads the protagonist (a young woman named Hilary) to approach a host of other, often related issues: sociobiology, evolutionary psychology, egoism/altruism, nature/nurture and, in particular, the viability of materialist views of both cognition and all things in general.

Hilary is also a person of faith. She prays to God, asking for help in protecting and nurturing a daughter that she gave up for adoption when Hilary was 15. As fortune would have it, her employer adopted a daughter at the time when Hilary gave her’s up for adoption; they share the same name.

Hilary works for a well-funded psychological research institution funded by a mega-wealthy financial manager (the adoptive parent), played in the first London stage version by Anthony Calf (for American audiences—the actor who played Colonel Fitzwilliam in the BBC Pride and Prejudice).

Hilary discusses her issues with a sometime lover who is a practicing skeptic, an Indian financial manager and other workmates and friends, one of whom she takes the fall for when the friend manipulates research results (thus exemplifying the terms of the egoism/altruism issue). This all takes place in a single act with ten scenes, approximately ninety minutes in length.

London theatre critics have said that several of the characters remain two-dimensional, functioning as exemplars for the positions that they take. This is fair criticism, I think. I believe that the play would have benefited from a two-act structure and, say, an additional thirty minutes of material. The subject(s) which it essays are very, very important and very, very complex. If I compare it with one of his masterpieces—Arcadia--I would say that The Hard Problem’s characters lack some of the humor and full humanity of that play’s characters and the dynamism of its action, scene changes, time differentials, and so on. Arcadia is a much richer play.

Nevertheless, The Hard Problem has wonderful moments and a fine central character. I have not yet been able to see it on stage. My initial impression is that this is a second-tier work by our greatest living dramatist, and, hence, one that requires our attention.

4 of 4 people found the following review helpful.
One of Stoppard's Most Personal, and Most Meaningful Plays
By KR503
One of Stoppard's best and most approachable plays since "The Real Thing." The National Theatre production was brilliant, and the poetry of the language came soaring through what is a very intimate play about a very large subject. I love it when Stoppard, or any playwright, for that matter, successfully embeds large themes in the lives of ordinary people, and rarely is it as well-done as it is here. Reading the script again, after seeing the production, was very special. I could relive moments that I knew had been exquisite, and dwell over the lovely dialogue. As with any play, it's designed to be seen, and secondarily read as literature, but if you have a chance to read it and not see it, and you're interested in meaningful, contemporary theater, at least read it.

2 of 2 people found the following review helpful.
Why morality can endure over violence
By Lawrence E. George
I bought it because having seen it in London I had to read it, (which is really, seeing it twice) to understand it. And furthermore,
knowing that Stoppard is taking formal positions on moral philosophy through his characters, the reader needs to acquaint with with specific philosophical references. i didn't feel I understood the play having merely seeing. For me, it was a, challenging philosophical Hard Problem.
The difference for example, seeing American Buffalo and the Hard Problem is that Mamets play is understood in the emotional impact of
conflict onstage. Stoppard lingers on intellectually because the formal implications of philosophy make the characters opaque and dense, not emotionally available but full of contradiction and complexity. Mamet provides a violent answer, he is an American, whereas Stoppard raises questions that endear you to the characters moral quandary, and their lived experience which remains transparent individually and collectively
remains an argument without moral resolution. There is the difference. I prefer to re-interpret meaning rather than being given a pat answer.

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By exploring a narrative of dissent, struggle, and conflict among various contending speech communities, this book reexamines some fundamental debates in the cultural experience of the educated middle classes in nineteenth-century colonial Bengal. More specifically, it studies power and representation in colonial Bengal through the print-language and literature and its impact on the resultant identity formations. In the nineteenth century, language and its written literature was more than anything else object of immense debate, scrutiny, and surveillance among the Bengalis and the colonial administration. But what is often less understood is that print languages and literature were also vital instruments for crafting social identities, and in a competitive environment like colonial Bengal, they offered substantial opportunities to indigenous groups to consolidate power along multiple axes of class, gender, and community. By relocating within the world of Bengali print groups previously thought to inhabit the peripheries of literate cultures, the volume also challenges the conventional understandings of social formation in the nineteenth century.

• Sales Rank: #2906351 in Books
• Published on: 2006-02-23
• Original language: English
• Number of items: 1
• Dimensions: 5.70" h x 1.00" w x 8.60" l, 1.28 pounds
• Binding: Hardcover
• 360 pages

Review
...the first major account in English, and is therefore to be welcomed. Times Higher Education Supplement Comprehensively researched and persuasively argued, Ghosh's book is a tour de force Shafquat Towheed, Wasafiri

About the Author
GHOSH, ANINDITA

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Programming Languages for MIS: Concepts and Practice supplies a synopsis of the major computer programming languages, including C++, HTML, JavaScript, CSS, VB.NET, C#.NET, ASP.NET, PHP (with MySQL), XML (with XSLT, DTD, and XML Schema), and SQL. Ideal for undergraduate students in IS and IT programs, this textbook and its previous versions have been used in the authors’ classes for the past 15 years.

Focused on web application development, the book considers client-side computing, server-side computing, and database applications. It emphasizes programming techniques, including structured programming, object-oriented programming, client-side programming, server-side programming, and graphical user interface.

• Introduces the basics of computer languages along with the key characteristics of all procedural computer languages
• Covers C++ and the fundamental concepts of the two programming paradigms: function-oriented and object-oriented
• Considers HTML, JavaScript, and CSS for web page development
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• Introduces PHP, a popular open source programming language, and explains the use of the MySQL database in PHP
• Discusses XML and its companion languages, including XSTL, DTD, and XML Schema

With this book, students learn the concepts shared by all computer languages as well as the unique features of each language. This self-contained text includes exercise questions, project requirements, report formats, and operational manuals of programming environments. A test bank and answers to exercise questions are also available upon qualified course adoption.

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• Sales Rank: #1635437 in Books
• Published on: 2014-01-23
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .90" w x 7.10" l, 1.60 pounds
• Binding: Hardcover
• 317 pages

About the Author

Shouhong Wang, PhD, Professor of Management Information Systems, Charlton College of Business, University of Massachusetts Dartmouth, USA

Hai Wang, PhD, Associate Professor of Computing and Information Systems, Sobey School of Business, Saint Mary's University, Canada

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[U786.Ebook] PDF Download Thoughts and Feelings: Taking Control of Your Moods and Your Life

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• Published on: 1600
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There is much discussion about global poverty and the billions of people living with almost nothing. Why is it that governments, development banks, think-tanks, academics, NGOs and many others can't just fix the problem? Why is it that seemingly obvious reforms never happen? Why are prosperity and equity so elusive? Economic Development: What Everyone Needs to Know� brings readers right into the trenches of economic development to show what practitioners are actually doing and explains the issues, dilemmas, options, frustrations and opportunities they face, day in and day out. In straightforward language and a question-and-answer format, Marcelo M. Giugale outlines the frontier of the development practice or, as he puts it, "...the point at which knowledge stops and ignorance begins." He takes readers from why it is so difficult to get governments to function, to the basic policies that economies need to work well, the powerful new tools for social assistance, and the challenges of inclusion, education, health, infrastructure, technology, data, and foreign aid. The book draws examples from the world over, but pays particular attention to the region that represents development, and the need for it, better than any other: Africa.

Giugale gives no definitive, universal answers. They don't really exist. Rather, he highlights what works, what doesn't, and what's promising. But his overall message is clear: economic development, and the poverty reduction that goes with it, have never been more possible for more countries.

What Everyone Needs to Know� is a registered trademark of Oxford University Press.

• Sales Rank: #567836 in Books
• Published on: 2014-01-08
• Released on: 2014-01-08
• Original language: English
• Number of items: 1
• Dimensions: 5.50" h x .60" w x 8.20" l, .42 pounds
• Binding: Paperback
• 176 pages

Amazon.com Review
WHAT EVERYONE NEEDS TO KNOW About This Series Who it's for:

Busy people with diverse interests, ranging from college students to professionals, who wish to inform themselves in a succinct yet authoritative manner about a particular topic.

What's inside:

An incisive approach to a complex and timely issue, laid out in a straight-forward, question-and-answer format.

Meet Our Authors

Top experts in their given fields, ranging from an Economist correspondent to a director at the Council on Foreign Relations, you can trust our authors’ expertise and guidance.

Popular Topics in the "What Everyone Needs to Know" Series

• International Politics
• Environmental Policies
• World History
• Sciences & Math
• Religion & Spirituality

Review
There is a lot of good news in Giugale's book, and a great deal of optimism. The government working for us? All children receiving an education that renders them literate? His readable and easily understandable case summaries explain clearly how we can all live interdependently, equitably and peacefully. An insider with no personal agenda; it doesn't get more reliable than that. This book is highly recommended for economics, political science, international studies and graduate business collections. Reference Reviews, Lisa Miller

About the Author

Marcelo M. Giugale is the Director of Economic Policy and Poverty Reduction Programs for Africa at the World Bank. A development expert and writer, his twenty-five years of experience span Africa, Central Asia, Eastern Europe, Latin-America and the Middle-East. He received decorations from the governments of Bolivia and Peru, and taught at American University in Cairo, the London School of Economics, and Universidad Cat�lica Argentina.

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2 of 2 people found the following review helpful.
Now the Best Overview
By Joseph Ryan
Q: How many pages does it take to solve all the developing world's problems?

A: It turns out to take exactly 128 pages (or possibly a couple less, if you don't count "Concluding Thoughts").

Mr. Giugale lists one solution after another with enthusiasm and one might even say evangelism (particularly with respect to IT solutions). And the solutions sound pretty good.

Now, the next question would be, what should be done if developing countries aren't applying these solutions? I have some suggestions. The paperback edition that I read was printed in type that was somewhat small. Future editions might be printed with much bigger letters. In addition, if a talking-book edition is published, the recording engineers could set the gain high so that it plays back REAL LOUD. Finally, make sure the book is distributed broadly. For example, in the U.S. you should make sure it is available at the party conventions of the Democrats, the Republicans, and the Tea Party, to make sure that they achieve consensus.

But seriously, folks ... Mr. Giugale is absolutely right: there are indeed lots of good solutions, developed through experience and innovation over the last several decades. He does an impressive job of cataloguing them, a testament in part to the marvelous technical resources at his disposal in the World Bank. His optimism for the developing world's future is well justified.

And finally, in those last two pages of "Concluding Thoughts" (pp. 127-128), he does 'fess up to the essential development problem. Development is not after all a Ruth-and-Gehrig exhibition tour where we show the local strong boys how it's done. That there is a successful example to follow is not the solution, it's the maintained assumption. The whole/whole development problem is why are late developing countries not implementing known solutions?

Interestingly, by page 101 Mr. Giugale has already pertinently emphasized "knowledge, not dollars." He doesn't quite carry the ball over the goal line though, I think because he's wrong about higher education, to which he gives a bad rap as a recreational opportunity for the rich. Perhaps that's why his superb list of references doesn't include the World Bank's Constructing Knowledge Societies: New Challenges for Tertiary Education (2002).

I did like, however, that he listed Schumpeter's Theory of Economic Growth, which just passed the centenary of its 1911 publication date (although a 1934 edition is cited). I didn't notice that he called on it in the body of the book, but he's right that it needs to be among the references.

Single-volume texts for students and the public on the problem of economic development in the Third World have been published since the 1950s, but it's been sort of a struggle. I'd say that Mr. Giugale's volume, thin as it is, is now the best. Good for him!

0 of 0 people found the following review helpful.
Very general, quick and easy reading
By Aurelian Dochia
An introductory book for the general public. It takes a policy-oriented perspective, trying to identify what governments and policy-makers can and should do in order to promote economic development and social inclusion. It is also very optimistic: there are development challenges but they have solutions based on new technologies, better communication, democratization, improved functioning of political institutions etc. The optimistic outlook helps in making the book an easy and pleasant reading. For those who need details or a more in-depth analysis on some topics, the book has a lot of useful references, most of them freely available online.

0 of 0 people found the following review helpful.
Four Stars
By Heidie Rosado
Easy to understand, excellent view and information

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