[J794.Ebook] PDF Download Language in Thought & Action, by S.I. HAYAKAWA

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• Sales Rank: #1751499 in Books
• Published on: 1972
• Ingredients: Example Ingredients
• Number of items: 1
• Binding: Hardcover
• 289 pages

Most helpful customer reviews

0 of 0 people found the following review helpful.
This is the best.
By Winford Naylor
another classic. everyone should study semantics. This is the best.

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Very comfortable I am diabetic and support is very good
By Amazon Customer
Very comfortable I am diabetic and support is very good.

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[I436.Ebook] Fee Download Oliver Wiswell, by Kenneth Lewis Roberts

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In this novel, Kenneth Roberts portrays a very different side to the story of the American Revolution, that of the loyalists (those colonists who supported the British monarchy). Spanning the years from 1775 to 1783, “Oliver Wiswell” traces the adventures of a Yale student who is deeply loyal to the established government of the colonies. This wonderfully far-ranging novel is packed with battles, sudden flights, escapes, intrigue, massacres, romance, and exile as it follows Wiswell, a spy for Sir William Howell (Commander in Chief of the British Armies) on Long Island, as well as in Paris and London. He captures a sloop single-handedly and joins Benedict Arnold against the American revolutionaries of the southern colonies. “Oliver Wiswell” did no less than challenge the accepted perceptions of the loyalists. Though branded by history as cowardly traitors, many of them were men of strong convictions and fierce courage, sometimes defeating triple their number of Continental troops and militiamen in battle. With strong historical detail and vivid depictions, Roberts explores the hearts and minds of those men and women who opposed the Revolution.

• Sales Rank: #409583 in Books
• Brand: Brand: Down East Books
• Published on: 1999-05
• Original language: English
• Number of items: 1
• Dimensions: 1.69" h x 5.38" w x 8.21" l,
• Binding: Paperback
• 836 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great book. As informative as it is entertaining.
By Nen
I love this book. Despite the 1000+ pages, I have read it twice, and will probably read it again. Kenneth Roberts is such a fabulous historian, and what he did with this book is truly remarkable. As a history major I can honestly say that until I read this book I do not believe I had even begun to glimpse what really happened during the American Revolution. By telling his story through the eyes of a few staunch royalists, he somehow manages to show the less heroic (but realistic) side of the revolution, while highlighting the series of amazingly illogical events that led to England's loss of this country.

Unlike another reader, I do not think it is necessary to read all four of Roberts books in order to fully appreciate this one. The other books are also great reads, but the themes and perspectives of them deal with more well-known aspects of the Revolution, while this book introduces facts and ideas that most Americans have never been introduced to.

The characters are wonderful (Thomas Buel is probably one of the best characters I have ever read in any book) and the story is incredibly entertaining for such a long and detailed historical novel. Great book, I highly recommend it - especially if you think you know all there is to know about the American Revolution.

0 of 0 people found the following review helpful.
Really???
By richard e whitelock
So That's How It Really Was might be a sub-title for this historical novel. You have read the viewpoints reported of Sam Adams and the Patriots, now read and better understand the views of the British. When Howe and Clinton were sent to America to seek a peace with the rebellious New England colonists, they had no idea of the intensity as well as the power unleashed in the hands of the "rabble" known as patriots. You must read this account so you will have a better appreciation of the Tories' viewpoint and their initial willingness to settle peacefully as long as the colonies would remain within the control of England and rule of law. But much as we experience today, when the poor and frustrated lower class have had enough of economic injustice, they will rebel and strike out at the men of power and wealth. And in this case, they found another nation, France rebelling for similar reasons that Americans had endorsed. And the outcome is history for us all to read and learn from. This is a fine work told in the format of a riveting novel supported by well documented facts. Read and enjoy. Best wishes and good reading. REW

4 of 4 people found the following review helpful.
"Oliver Wiswell" by Kenneth Roberts
By L. N. Howe
I ordered a used, in good condition, hardcover edition of the book for my son in Arizona, and it came through in good condition, he said. I had just read the book myself before, one of the few Kenneth Roberts' books I had not read. I think it was one of his best. It was an eye-opener to me on the Revolutionary War times, from start to finish, from the point of view of the Loyalists. I lived in the Boston area much of my life. What Roberts had to say about places in New England where I had been (like the Blue Hills and Milton and Boston itself) was fascinating. But then it was equally fascinating to learn about the peoples of that time in the other colonies. In one part of the book, Roberts distinguishes between the rebels who, from the Loyalist point of view, were rabble rousers (Samuel Adams and John Hancock, for example) and those who were nobler (George Washington and John Adams, for example). I had had no idea the extent to which the British squandered away their chances of winning the war outright, including on the part of my namesake (and forbear) General William Howe. A man named Buell (probably fictitious), whose life Wiswell saves, is like a brother to him throughout the book. Buell is a master of ingenuity and full of great humor. There is also a beautiful love story woven throughout. Oliver Wiswell is a wonderful, informative, exciting, serious, humorous, and poignant read.

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[V757.Ebook] Download Campbell Biology (9th Edition), by Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson

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Helping Students Make Connections Across Biology

�

Campbell BIOLOGY is the unsurpassed leader in introductory biology. The text’s hallmark values—accuracy, currency, and passion for teaching and learning—have made it the most successful college introductory biology book for eight consecutive editions.

�

Building on the Key Concepts chapter framework of previous editions, Campbell BIOLOGY, Ninth Edition helps students keep sight of the “big picture” by encouraging them to:

• Make connections across chapters in the text, from molecules to ecosystems, with new Make Connections Questions
• Make connections between classroom learning, research breakthroughs, and the real world with new Impact Figures
• Make connections to the overarching theme of evolution in every chapter with new Evolution sections
• Make connections at a higher cognitive level through new Summary of Key Concepts Questions and Write About a Theme Questions

This is the standalone book if you want the Book with Mastering Biology order the ISBN below:

ISBN 0321558146 /� 9780321558145 Campbell Biology with MasteringBiology�

Package consists of

0321558235 / 9780321558237 Campbell Biology

0321686500 / 9780321686503 MasteringBiology� with Pearson eText -- ValuePack Access Card -- for Campbell Biology

• Sales Rank: #3424 in Books
• Brand: Benjamin Cummings
• Published on: 2010-10-07
• Format: Highlights
• Original language: English
• Number of items: 1
• Dimensions: 11.10" h x 1.90" w x 9.30" l, 6.80 pounds
• Binding: Hardcover
• 1464 pages

Features

• Used Book in Good Condition

About the Author

Jane B. Reece

As Neil Campbell’s longtime collaborator, Jane Reece has participated in every edition of BIOLOGY. Earlier, Jane taught biology at Middlesex County College and Queensborough Community College. Her research as a doctoral student and postdoc focused on genetic recombination in bacteria. Besides her work on BIOLOGY, she has been a coauthor on Biology: Concepts & Connections, Essential Biology, and The World of the Cell.

�

Lisa A. Urry

Lisa Urry (Units 1-3) is a professor and developmental biologist, and recent Chair of the Biology Department, at Mills College. After graduating from Tufts University with a double major in Biology and French, Lisa completed her Ph.D. in molecular and developmental biology at MIT. She has published a number of research papers, most of them focused on gene expression during embryonic and larval development in sea urchins. Lisa is also deeply committed to promoting opportunities for women in science education and research.

�

Michael L. Cain

Michael Cain (Units 4 and 5) is an ecologist and evolutionary biologist who is now writing full time. Michael earned a joint degree in Biology and Math at Bowdoin College, an M.Sc. from Brown University, and a Ph.D. in Ecology and Evolutionary Biology from Cornell University. As a faculty member at�New Mexico State University and Rose-Hulman Institute of Technology, he taught a wide range of courses including introductory biology, ecology, evolution, botany, and conservation biology. . Michael is the author of dozens of scientific papers on topics that include foraging behavior in insects and plants, long-distance seed dispersal, and speciation in crickets. In addition to his work on Campbell BIOLOGY, Michael is also the lead author of an ecology textbook.

�

Steven A. Wasserman

Steve Wasserman (Unit 7) is a professor at the University of California, San Diego (UCSD). He earned his A.B. in Biology from Harvard University and his Ph.D. in Biological Sciences from MIT. Through his research on regulatory pathway mechanisms in the fruit fly Drosophila, Steve has contributed to the fields of developmental biology, reproduction, and immunity. As a faculty member at the University of Texas Southwestern Medical Center and UCSD, he has taught genetics, development, and physiology to undergraduate, graduate, and medical students. He has also served as the research mentor for more than a dozen doctoral students and more than 50 aspiring scientists at the undergraduate and high school levels. Steve has been the recipient of distinguished scholar awards from both the Markey Charitable Trust and the David and Lucille Packard Foundation. In 2007, he received UCSD’s Distinguished Teaching Award for undergraduate teaching.

�

Peter V. Minorsky

Peter Minorsky (Unit 6) is a professor at Mercy College in New York, where he teaches evolution, ecology, botany, and introductory biology. He received his B.A. in Biology from Vassar College and his Ph.D. in Plant Physiology from Cornell University. He is also the science writer for the journal Plant Physiology. After a postdoctoral fellowship at the University of Wisconsin at Madison, Peter taught at Kenyon College, Union College, Western Connecticut State University, and Vassar College. He is an electrophysiologist who studies plant responses to stress. Peter received the 2008 Award for Teaching Excellence at Mercy College.

Robert B. Jackson

Rob Jackson (Unit 8) is a professor of biology and Nicholas Chair of Environmental Sciences at Duke University. Rob holds a B.S. in Chemical Engineering from Rice University, as well as M.S. degrees in Ecology and Statistics and a Ph.D. in Ecology from Utah State University. Rob directed Duke’s Program in Ecology for many years and just finished a term as the Vice President of Science for the Ecological Society of America. Rob has received numerous awards, including a Presidential Early Career Award in Science and Engineering from the National Science Foundation. He also enjoys popular writing, having published a trade book about the environment, The Earth Remains Forever, and two books of poetry for children, Animal Mischief and Weekend Mischief.

�

Neil A. Campbell

Neil Campbell combined the investigative nature of a research scientist with the soul of an experienced and caring teacher. He earned his M.A. in Zoology from UCLA and his Ph.D. in Plant Biology from the University of California, Riverside, where he received the Distinguished Alumnus Award in 2001. Neil published numerous research articles on desert and coastal plants and how the sensitive plant (Mimosa) and other legumes move their leaves. His 30 years of teaching in diverse environments included general biology courses at Cornell University, Pomona College, and San Bernardino Valley College, where he received the college’s first Outstanding Professor Award in 1986. Neil was a visiting scholar in the Department of Botany and Plant Sciences at the University of California, Riverside. In addition to his authorship of this book, he coauthored Biology: Concepts & Connections and Essential Biology with Jane Reece.�For the Ninth Edition of this book, we honor Neil’s contributions to biology education by adopting the title Campbell BIOLOGY.

�

Most helpful customer reviews

107 of 111 people found the following review helpful.
Campbell Biology
By Margaret Magnus
I'm a middle-aged computational linguist, and I bought this book after a fascinating conversation with my doctor about the advances made in biology in recent years due primarily to cancer and AIDS research. I want to learn important things that mankind has understood before I have to leave the planet. I thought I was going to have to pull myself together to read this heavy stuff, but not at all. For me, this is a page turner. I couldn't wait for my commute so I could sit in a corner and read my book. I have to say I am left totally BLOWN AWAY by what we have come to understand about biology -- both the details as well as the bigger picture

Had I been younger when I picked it up, I would not have appreciated as much the skill with which the authors present the material. The order and manner in which concepts are introduced have obviously been honed over decades of experience -- first the major themes which tie the field together, a complete and painless high school chemistry course placed so you sense why you're going to need it, the critical role that water plays in making life possible. An overarching description of what energy is and how it functions precedes an attempt to discuss cellular respiration and photosynthesis, so that you're primed not to lose the forest for the trees. You really feel like you sense how it works, and if you're paying attention at all, you can't help but come away with admiration for the community of scientists who made it happen. I feel better about the human race, and am left sensing the magnificence of this achievement in the greater scheme of things. The whole of biology is presented pretty comprehensively. I left the book feeling that I got what I came for.

But oddly the biggest thing I take away from this book is a deep impression of the astounding machine that I have been given to use in this life. You can't help waking up each morning hoping to be worthy of it.

134 of 141 people found the following review helpful.
Same as Campbell w/o Masteringbiology
By StarLight
This textbook is the same book as the *more expensive* Campbell Biology, also being sold on amazon... The difference is that you also get access to Masteringbiology, which is about 50 bucks on their website. This is obviously the better deal. Anyway, the book arrived brand new and vacuum-sealed with plastic (2 Layers!). Perfect condition. Aside from that, the book is very nice. There are many pictures and diagrams and the text is easy to read, unlike some other textbooks I am required to read... I have already outlined the first few chapters and I am very happy with the purchase, because it is a good textbook, it is much cheaper than my college bookstore, and it included Masteringbiology in the price.

Edit: Just wanted to add that on the Masteringbiology website, you also get access to the Campbell Biology E-book (normally $100 on their website with the mastering), so you don't have to carry the book with you to school for access. I just have to stress how great this E-book is, really. I normally don't love reading books on my iPad with the kindle app; it just doesn't feel the same. But I read this textbook my iPad using the Pearson app and it is fantastic. It looks exactly like the book and you have the option of leaving sticky notes and highlighting things for later. Oh and reading the book is generally online, but you can choose the chapters you want to download for reading offline. I hardly even use the printed textbook these days.

Edit 2: Since amazon has linked the reviews of both books, you should search specifically for Campbell Biology with MasteringBiology� (9th Edition).

24 of 25 people found the following review helpful.
#1.
By Justin
Let me start out by saying that this book is one to keep at home. It's huge, and something that you should avoid lugging around in a backpack. And with it's 1464 pages worth of information, this book is the best. Everything is written concisely, while going into extraordinary depth for an intro course. The chapters have lots of aesthetically pleasing diagrams and models, and the paper is good for highlighting and underlining. I love how the spine has a different finish from the glossy cover, after a few years pass the spine won't discolor (it's grey, coated fabric) and the front should look fine. The organization of the book is like all the other AP texts, starting with Chem, than Cells, etc... I just love this thing.

(High School Freshman, using this book for self-study to take the AP Biology exam in May)

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Campbell Biology (9th Edition), by Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson PDF
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[M404.Ebook] Ebook Download Make: Drones: Teach an Arduino to Fly, by David McGriffy

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Make: Drones will help the widest possible audience understand how drones work by providing several DIY drone projects based on the world's most popular robot controller--the Arduino. The information imparted in this book will show Makers how to build better drones and be better drone pilots, and incidentally it will have applications in almost any robotics project. Why Arduino? Makers know Arduinos and their accessories, they are widely available and inexpensive, and there is strong community support. Open source flight-control code is available for Arduino, and flying is the hook that makes it exciting, even magical, for so many people. Arduino is not only a powerful board in its own right, but it's used as the controller of most inexpensive 3d printers, many desktop CNCs, and the majority of open source drone platforms.

• Sales Rank: #232128 in eBooks
• Published on: 2016-10-10
• Released on: 2016-10-10
• Format: Kindle eBook

About the Author

David McGriffy has been a programmer since the earliest days of the personal computer. He has piloted both radio-controlled and human-carrying aircraft, including gliders of both sorts. He worked on GPS systems before they had even finished launching all the satellites. He's written embedded systems code for top computer companies and for fun. He has traveled the world to do failure-mode analyses on the control systems of offshore oil rigs and is an inventor on a patent for a vibration analysis system. He is an expert on website performance and has been published by IEEE on the subject. David runs an audio software company, VVAudio, which produces plugins for surround sound and virtual reality. He has a Ph.D. in Physics from the University of Texas at Austin.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Cliente Kindle
Very straight forward

4 of 4 people found the following review helpful.
Outstanding, thorough, not for beginners, crystal clear graphics
By Eliot Rosewater
This is one of the most competently produced technical books I've ever read. I wouldn't hesitate to use Mr. McGriffy's book in a technical writing class as an example of "how to do it right."

The target audience is going to be the more advanced maker. If you've never dabbled with an Arduino or you've never flown a radio controlled (RC) quadcopter or similar, this book might be entertaining, but you've got a longer way to go. If you only have experience with Arduinos or similar products (e.g., Raspberry Pi's, Lego Mindstorms) you're on the right track. If you only have a proficiency with RC quads, you're also on the right track. But this book is targeted for someone like me: extensive Rpi background, some dabbling with Arduinos, and I own a fleet of low end quads.

Still, it's written well enough that even if you have no experience at all you're likely to be able to start and create your own rudimentary drone. And on the way you're going to learn a heck of a lot about the underlying technology including hardware and software.

The clarity of the book, combined with some of the clearest and best diagrams and photos I've seen in a soft-cover maker book, means that if you're willing to put in the time, this is a resource that will get you to the end. The more you already know, the easier it will be. The less you know, the more you will learn along the way.

MAKE: DRONES starts with an explanation of the overall technologies. It is then basically divided into three sets of chapters for small drones, medium drones, and big honking drones lugging cameras about with GPS capabilities. There's lots of deviation and side trips along the way. Explanations are clear, and lend themselves to further exploration. The index at the end is 8 pages of thoroughness.

The hardware focus is on easily obtained over the counter kits and components. Same with the software: easily obtained and free (I didn't find anything you'd have to pay for).

If you're willing to invest the time, this book is your guide.

2 of 2 people found the following review helpful.
Pretty Good Information About Drones: Not What I Expected
By AmandaGal
This book was different than I expected. I expected a simple step-by-step make of a drone, like in an issue of Make. This goes a little deeper. It has quite a bit of the theory surrounding the control system.

I was a little disappointed that I didn't see a 3d printed drone build (that's what I was expecting). The author modifies a few lower priced drones and does a make from a kit. I own a Syma X5C but the mod requires destroying it, more or less, so I really don't want to try that. I would rather have had a 3d printed option. They also modify a Husban X4, which I don't own.

The main project is from an s500 kit. The drone you build with that kit seems pretty impressive, and I might try it at some point.

I do think if you are interested in drones, the book is useful because it does delve into controller programming and how a drone flies and receives signals, which I thought was interesting even without the build. The diagrams for the circuit boards and charts and graphs are excellent. The build seems pretty straightforward. I'll probably come back to the build, but I don't really feel like investing in the kit (which seems to be available on Ebay, but I can't find it anywhere else at the moment: that could change). The kit itself is around $40.

I did a quick calculation of the cost it would take to build the drone following their instructions and I came up with $250-300 (again, quick calculation. I haven't built it myself. I don't have that kind of money right now to invest in a project). I'll probably come back to it because I would like to hook my GoPro up to a Drone.

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[R776.Ebook] Download PDF Whole-y Cow!: Fractions Are Fun, by Taryn Souders

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Learning about fractions isn't always easy, but who says it can't be fun? Using one very entertaining cow, math teacher Taryn Souders has devised a very clever (and fun) way of explaining fractions to beginning learners. One whole cow, calmly eating hay, decided to act differently on this particular day. One whole cow - what should we do? I know! Let's paint one half blue! Prompted by a poem and a visual clue, students are asked to answer what fraction is illustrated in the cow's antics, starting with halves and progressing into thirds, fourths, eighths, and tenths. What fraction of the cow is blue? Answer: � What fraction of the cow is white? Answer: � With the math problem featured as part of the artwork, students get an immediate sense of how to apply and understand the concept of fractions. How moo-velous! Taryn J. Souders lives in Winter Park, Florida. With a background in math education, she is passionate about keeping math fun for young students. This is her first children's book. Tatjana Mai-Wyss was born in Switzerland. She remembers learning about fractions with the help of a typical Swiss cake. Tatjana has illustrated several children's books and her work has been published in books and magazines in the United States and abroad. She lives in South Carolina.

• Sales Rank: #271073 in eBooks
• Published on: 2010-10-15
• Released on: 2010-10-15
• Format: Kindle eBook

From School Library Journal
K-Gr 2–This appealing book makes a potentially difficult concept a lot of fun. Souders introduces both the concepts of parts of a whole and parts of a group. She uses a cow to help explain fractions with inviting pictures that match the rhyming text beautifully. Answers to the posed questions appear at the back. The last spread contains many elements to practice the math.–Loreli. E. Stochaj, Franklin School, Summit, NJ α(c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

About the Author

Taryn J. Souders lives in Winter Park, Florida. With a background in math education, she is passionate about keeping math fun for young students. This is her first children’s book.

Tatjana Mai-Wyss was born in Switzerland. She remembers learning about fractions with the help of a typical Swiss cake. Tatjana has illustrated several children’s books and her work has been published in books and magazines in the United States and abroad. She lives in South Carolina.

Most helpful customer reviews

0 of 0 people found the following review helpful.
... library has several copies of this and it is wonderful! Having a child who is terrified of math ...
By Joy Morris
Our local library has several copies of this and it is wonderful! Having a child who is terrified of math and especially of fractions, this book was nothing short of just plain sensational! Taryn Souders really captures the potential fun that learning can be, even for something as "scary" as fractions. This book is cheerful, funny, colorful and most important, makes learning the concept lots of fun. As a further bonus, she provided the answers in the back of the book so that kids can see how well they were doing. It is a real confidence builder.

5 of 5 people found the following review helpful.
Beautiful, Fun, and Informative
By Jennifer Donovan
My son's first grade teacher said that they are going to begin with fractions this year. My son loves math, so I thought he would love this book.

At first he thought it looked too babyish for him and he didn't want to read it. But mom is usually right, and when he did read it, he enjoyed it. We laughed along together at some of the silly illustrations and situations, and he liked using his brain to try to figure out the fractions. By the end of the book, he really got the idea of how to figure out the top part and the bottom part of a fraction.

Great book! There's also a teacher's guide available at the author's website [...] which would be great for teachers, homeschoolers, or just for home enrichment.

4 of 4 people found the following review helpful.
Math Made Fun!!!
By Tical
We have thoroughly enjoyed having this book as part of our kid's collection! My girls both enjoyed the colorfully animated pictures, along with the riddles. I have a daughter with some learning disabilities and she found this to an entertaining way to go about Math. I could tell she even enjoyed seeing if she got the riddles right!! :) Thank you so much for putting your knowledge and creativity into a book that can help our children to learn and love math at the same time. Great job on this book! Looking forward to another book in the future, hopefully! :)

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[X286.Ebook] PDF Download Mobile Phones and Tablets Repairs: A Complete Guide for Beginners and Professionals, by Chukky Oparandu

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Mobile Phones and Tablets Repairs is a 364 page complete manual that answers all the basic and professional level questions for entrants into mobile computing devices technical support segment. The book takes the reader one step at a time , combining a strong theoretical knowledge base about mobile devices - how they function, description of their internal components, their internal electronics with tutorial on basic foundation electronics for repairs and merged it with descriptive easily practicable tutorials on both hardware and software related repair procedures for mobile phones and tablets. Information about cell phone hardware and software repair tools is covered with product listings and guides for success. If there is any complete guide-book on computer repairs ever known, then this book is the complete guide-book for mobile phones and tablets repairs! If you are seeking for a way by which you could exchange personal services for money, then this book is for you. It is a complete Do-It-Yourself Guide book. In book stores all over the world, there are hardly complete repair guides for mobile telephones and tablets repairs although you may find many for PCs. This book is for the young people, students, or anyone seeking for a good resource for practical learning towards self reliance. In this century, the age of mobile communication and computing, it is one of the hottest tech repair service segment. Through the pages of this book, a reader would train to become a great mobile phone technician with a brighter and faster earning potential than most PC technicians. What this book teaches is practicable towards becoming also, a good PC technician. The tutorials cover Microelectronic device dis-assembly and re-assembly, troubleshooting, BGA soldering, detailed electronics fundamentals, flash programming and many more. The book ends with a chapter of information on how to set up shop and efficiently manage a mobile repair services support center. Discover the secrets of mobile phone repair with this book!

• Sales Rank: #599928 in Books
• Published on: 2016-05-09
• Original language: English
• Dimensions: 10.00" h x .82" w x 7.00" l, 1.40 pounds
• Binding: Paperback
• 364 pages

About the Author
Chukky Oparandu has setup and managed six regional mobile phone service centers within the last twelve years; taught and mentored over two thousand mobile phone service professionals and thousands of computer technicians in partnership with governments, NGOs and individually over the past six years. He holds a Master of Science degree (MSc.) in Information Technology, Bachelor of Engineering in Electrical/Computer Engineering and a National Diploma in Electrical/Electronic Engineering. He also holds multiple industry standard certifications from major OEMs like Cisco Systems and Oracle. He consults in Information and Communication Technology, a training consultant who has mentored a good number of individuals who run successful businesses. Chukky personally teaches seminars nationwide in Nigeria and some African countries covering Mobile Phone Repairs, PC/ Laptop Hardware and Software (including troubleshooting, maintenance, repairs, and upgrade) and Internetworking. His classes are never boring as he has a knack for making complex topics both understandable and entertaining. If you have 10 or more people to train, Chukky can design and present a custom seminar for you or your organization’s needs. He is married and blessed with three lovely kids. Contact Chukky through email: ceo@mondraim.com info@mondraim.com http://www.mondraim.com or http://www.mondraimnigltd.com

Most helpful customer reviews

0 of 0 people found the following review helpful.
Can't read on kindle, poor formatting, padded content
By Amazon Customer
Warning! This Kilndle book can not be read on a kindle. A kindle FIRE, yes, your kindle APP, sure, an actual kindle like a paperwhite or standard kindle, nope. If you look very closely at the ad for this book you will find all this information there after clicking a couple links but if you are like me and just assume that a kindle book is readable on any kindle you will be very disappointed. Amazon will also do nothing but say they are sorry over and over again.

On another note, probably because of the non-comparable format, many of he images are poor and the text is not well formatted and hard to read. Even when read on an iPad the formatting is terrible. The content has a lot of padding in the front of the book that has nothing to do wit the idea of repairing the devices but might Ben interesting if you wanted a history lesson.

0 of 0 people found the following review helpful.
It's a good book on repair mobile phones
By ElectronicsTech
It's a good book on repair mobile phones.I hope that author will publish new books on troubleshooting of modern electronics equipment by electronics instrumentation from simple to advanced.

0 of 0 people found the following review helpful.
Five Stars
By FEREIRA I.
Excelent!

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What happens to a soul after death? What is a register? What is it like in heaven? What is the best way to pray? Can the Bible and the Rue be viewed as accurate historical religious records or something else? These are some of the spiritual questions which are explored in Into the White Light. The author was awakened by a big, bright white light. As a professional psychic and medium she identified the energy as coming from a divine source. In subsequent visions the presence identified himself as Archangel Michael. As overseer of the Virtues and guide to light workers, he telepathically channeled a profoundly amazing body of spiritual myths, truths, and prophecies to the author. It begins with the time of the Creation and ends with prophecies for the 21st century, including the discovery of a new planet the angel calls Nebulon. It reads like a sacred book in the depth of knowledge the angel shared because he told the author these truths as parables. It is a profoundly enlightening book for all faiths and for anyone on a spiritual path!

• Sales Rank: #1522574 in Books
• Published on: 2007-07-10
• Binding: Paperback
• 136 pages

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7 of 7 people found the following review helpful.
Wonderful! Beautiful thoughts and words of wisdom and insight
By Perpetual student
An absolutely wonderful book! Full of fascinating insights into Creation, Jesus' Resurrection, Angelic realms, prayers, divine guidance, healing, and the nature of life. There is so much that is of interest, and so much love and wisdom contained on every page, it's as if not a single word has been wasted, which I guess would be true of a book dictated by an Angel! Easy to read, yet deeply thought-provoking, even though I am not able to accept a few of the minor concepts, it seems as if more can be learned, and more understandings gained, each time it's read. Highly recommended, especially to those seeking more advanced awareness of the spiritual realities `behind the veil' of life as we know it on earth. Note: I purchased my copy in a downloadable PDF via Kelly's website, [...].

6 of 6 people found the following review helpful.
INSPIRING AND EYE OPENING!
By Jessica Berthiaume
I am impressed by the candid truths unveiled by Michael the Archangel(thru Kelly), who lovingly guides us to the ultimate place of becoming enlightened, or the true Self. And that Love is truly what needs to be realized in this lifetime. He enlightens us on the way things will change upon the earth, and what life holds on the spiritual side. And how we continue to grow, or not if we choose, but it is our choice. Freedom to choose is a gift, and we are fortunate to have an Angel come forth and herald news we ALL can find comfort in by putting our faith in God and His Son...GREAT READ! It's not an old view of things, but what we need to hear because as a race, we are ready to know..I also could not put this book down!

4 of 4 people found the following review helpful.
Thank you beloved Archangel Michael
By Florence
It`s one of the best books i`ve ever read in my entire life. It helps me so much in changing my life for the best. I found enlightenment in it, and i could not put it down for i was hooked on every word. I found love and salvation in this book, it is really the most precious thing i could ever found in my whole life. I felt so much peace, love and light after i read the book that it is AMAZING! My soul needed this book so bad and i'm so grateful that i found it. :-)

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• Published on: 1656
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[G915.Ebook] Ebook Free Just Schools: A Whole School Approach to Restorative Justice, by Belinda Hopkins

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Restorative justice is a dynamic and innovative way of dealing with conflict in schools, promoting understanding and healing over assigning blame or dispensing punishment. It can create an ethic of care and justice that makes schools safer and happier, not only through reducing conflict, but also in terms of developing active citizenship skills, good self-esteem, open communication and team work in students.

From a teaching background herself, Belinda Hopkins is at the forefront of the development of restorative justice in the UK, and in this practical handbook she presents a whole school approach to repairing harm using a variety of means including peer mediation, healing circles and conference circles. She provides clear, practical guidance for group sessions and examines issues and ideas relating to practical skill development for facilitators.

Clearly structured and with photocopiable sheets, this book is an excellent resource for teachers, school counsellors and youth workers seeking a more positive and effective way to deal with conflict in educational settings.

• Sales Rank: #545349 in Books
• Published on: 2003-11-15
• Released on: 2003-11-15
• Original language: English
• Number of items: 1
• Dimensions: 11.50" h x .47" w x 8.50" l, 1.20 pounds
• Binding: Paperback
• 208 pages

Review
In this practical handbook, Belinda Hopkins demonstrates how the principles and values of restorative justice can help transform daily interactions in schools. She makes a strong case for focusing on building and repairing relationships rather than on managing and controlling behaviour. The book is written with the needs of teachers and youth workers in mind. It is clearly structured and presented, with user-friendly diagrams and photocopiable sheets. Case studies provide plenty of good examples from the author's own experience. While Hopkins clearly understands the practical demands of school organisation, she nevertheless firmly grounds the book in restorative justice theory and ongoing research. This book provides a sympathetic and realistic challenge to established school culture. -- International Review of Victimology This publication makes a major contribution to conflict resolution in educational settings. Developing citizenship, team work, positive self-esteem, communication and co-operation are all promoted. It's an essential resource for practical application and a stimulating conduit for schools to consider new approaches when dealing with conflict. A number of photocopiable sheets are included for consideration, plus a useful reference. -- The Teacher This excellent manual should give a substantial impetus to the use of restorative techniques such as mediation and conferencing where they are badly needed - schools. Full of practical programmes and illustrated by plenty of examples, Just Schools shows how restorative justice can be used to resolve difficulties from low level antagonism to more serious issues of bullying. It is much more jargon-free than many books of this kind, and draws on academic sources and personal experience. -- Children Now In Just Schools, a brief history of restorative justice is followed by advice on developing it for yourself. With clear explanations of process and advice on many useful skills such as developing restorative approaches to difficult situations, this is useful reading even if you have nothing to do with schools! Rooted in experience, this book is welcoming and workmanlike - recommended. -- Restorative Justice News The different responses to conflict discussed here provide practitioners with knowledge they need to offer a more flexible approach to schools, and the text clearly shows that restorative practices are not the soft option that so many people take them to be. I recommend this book both to practitioners and to the schools they are looking to work with. -- Mediation Matters Step-by-step demonstrations of Restorative Justice approaches are both compelling and practical. The book is clear, highly readable, methodical and well structured. Uncluttered photocopyable sheets provide valuable resources for those working in an educational setting who seek ways of responding more effectively to conflict disruption. -- Pastoral Care

Review
In this practical handbook, Belinda Hopkins demonstrates how the principles and values of restorative justice can help transform daily interactions in schools. She makes a strong case for focusing on building and repairing relationships rather than on managing and controlling behaviour. The book is written with the needs of teachers and youth workers in mind. It is clearly structured and presented, with user-friendly diagrams and photocopiable sheets. Case studies provide plenty of good examples from the author's own experience. While Hopkins clearly understands the practical demands of school organisation, she nevertheless firmly grounds the book in restorative justice theory and ongoing research. This book provides a sympathetic and realistic challenge to established school culture. (International Review of Victimology)

This publication makes a major contribution to conflict resolution in educational settings. Developing citizenship, team work, positive self-esteem, communication and co-operation are all promoted. It's an essential resource for practical application and a stimulating conduit for schools to consider new approaches when dealing with conflict. A number of photocopiable sheets are included for consideration, plus a useful reference. (The Teacher)

This excellent manual should give a substantial impetus to the use of restorative techniques such as mediation and conferencing where they are badly needed - schools. Full of practical programmes and illustrated by plenty of examples, Just Schools shows how restorative justice can be used to resolve difficulties from low level antagonism to more serious issues of bullying. It is much more jargon-free than many books of this kind, and draws on academic sources and personal experience. (Children Now)

In Just Schools, a brief history of restorative justice is followed by advice on developing it for yourself. With clear explanations of process and advice on many useful skills such as developing restorative approaches to difficult situations, this is useful reading even if you have nothing to do with schools! Rooted in experience, this book is welcoming and workmanlike - recommended. (Restorative Justice News)

The different responses to conflict discussed here provide practitioners with knowledge they need to offer a more flexible approach to schools, and the text clearly shows that restorative practices are not the soft option that so many people take them to be. I recommend this book both to practitioners and to the schools they are looking to work with. (Mediation Matters)

Step-by-step demonstrations of Restorative Justice approaches are both compelling and practical. The book is clear, highly readable, methodical and well structured. Uncluttered photocopyable sheets provide valuable resources for those working in an educational setting who seek ways of responding more effectively to conflict disruption. (Pastoral Care)

About the Author
Belinda Hopkins is Director and Lead Trainer of Transforming Conflict, a centre for restorative justice in education.

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1 of 1 people found the following review helpful.
Great Book for Schools
By cspiritwolf
It is a fabulous book for establishing a "whole School Approach" for someone new to restorative justice processes. There are clear, descriptive steps for how to initiate, establish and maintain a restorative justice program. I ordered it in hopes it would help me in my small (~45 students, 3 staff members) after-school, community center program but discovered it was aimed towards an institutional audience.

0 of 0 people found the following review helpful.
Five Stars
By Sonya Hsieh
Wonderful!

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[I157.Ebook] Ebook Free Ways with Words: Language, Life and Work in Communities and Classrooms (Cambridge Paperback Library), by Shirley Brice Heath

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Ways with Words, first published in 1983, is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the south-eastern United States. 'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is an African-American working-class community whose older generations grew up farming the land, but whose existent members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.

• Sales Rank: #70334 in Books
• Brand: Brand: Cambridge University Press
• Published on: 1983-07
• Released on: 1983-07-07
• Original language: English
• Number of items: 1
• Dimensions: 8.98" h x .91" w x 5.98" l, 1.31 pounds
• Binding: Paperback
• 426 pages

Features

• Used Book in Good Condition

Review
'One of the classic texts in educational praxis.' American Scientist

'Deserves to be widely read by all researchers on child language.' Journal of Child Language

'A milestone in understanding the roots of school achievement.' London Review of Books

'Should become a point of reference for all discussions of spontaneous oral story telling.' Harvard Educational Review

' ... captures the elusive nature of effective ethnography: involvement and empathy yield a sound and practical analysis.' Developments in Language Teaching

From the Back Cover
Ways with Words is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the southeastern United States. 'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is a black working-class community whose older generations grew up farming the land but whose current members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region.

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0 of 0 people found the following review helpful.
Five Stars
By Mia J. Cole
Great book.

10 of 12 people found the following review helpful.
Words, instruction, and understanding - an invaluable resource for teachers
By Vincent D. Pisano
Shirley Brice Heath's Ways with Words is an ethnographic study of two greatly differing groups, both racially and economically, in the South-Eastern United States during the 1970s, and the difficulties created for teachers, due to language and learning differences, when they come together in the school system. These are, respectively, the black textile-working community of `Trackton', and the white business-owning townspeople of `Roadville'.

The language usage of the Trackton children often causes problems later on in the townspeople's schools. Aside from the difficulty they have with such concepts as time-space scheduling and the function of certain toys for certain purposes, due to their different learning strategies at home, class assignments can become a hindered task. First of all, language barriers exist between the teachers of Roadville and the black students from Trackton. Often times their word usage does not parallel and misunderstandings become regularity, such as the Trackton usage of the word "ain't" for "didn't" and the teacher's misunderstanding of it as "doesn't". This explains the instance of confusion in a conversation between a teacher and young Lem: "A teacher asked one day: `where is Susan? Isn't she here today?' Lem answered: "She ain't ride de bus.' The teacher responded: `She doesn't ride the bus, Lem.' Lem answered: `She do be ridin' de bus.' The teacher frowned at Lem and turned away" (Heath 276). Such miscommunications were commonplace between these two groups.

Trackton children would also have trouble following what to the teacher were simple directions. For example, Trackton children made a distinction between putting toys "away" and putting them "where they belonged" (Heath 280). Teachers would become frustrated when they asked the prior and found toys scattered in places where they "didn't belong," however, if the latter was asked, the task was completed properly. Also, Trackton's differing notion of truth played a large role in the frustrations. When it was time for story telling, the Trackton children excelled at fanciful tales. However, when asked to give a truthful account, they still embellished with lies, for "inside the classroom, their language play, incorporation of commercial characters, and many of their themes" that are actually valued in their culture "are unacceptable. The close personal network which gives Trackton stories their context and their meaning at home has no counterpart in the school" (Heath 297).

Unfortunately, the teachers initially misjudged these differences between the townspeople, including the teachers, and the Trackton children. But soon many teachers began to find an effective means of teaching the children and advancing their skills by using the terms and rules of the Trackton children themselves. They began to realize that the Trackton children were interpreting things such as workbook activities not in the wrong way, necessarily, but in a different way contrary to what the author had in mind. For instance, seeing three fish in a fishbowl and counting only one, because there was only one group of fish in the fishbowl (Heath 291). They began to use more visuals that made more sense to the Trackton children, like household products, photographs, and shopping games to perpetuate a learning environment. Some even had the children record their own conversations and those of others, to later replay and notice the differences in language use. All of these attempts, by the way, were successful.

Shirley Brice Heath dives into meticulous (I repeat, meticulous) detail on how these successes were and can again be achieved. The work is dense with information, and is therefore not light reading, but her guidance on using ethnographic technique to improve the classroom is invaluable to teachers, especially those who contend with a local culture that is in many ways foreign to their own. The author Amy Tan once wrote of her Chinese mother that because she spoke "broken" English, people assumed her thoughts were "broken" as well. Ways with Words reveals just how much can be falsely assumed through miscommunication, and how those barriers can be breached.

11 of 14 people found the following review helpful.
An Immersing Ethnography of Communication
By J. A. Wasserman
Shirley Brice Heath's Ways with Words is an immersing ethnography of communication, detailing the language socialization practices of two working-class Piedmont South Carolina communities, Roadville and Trackton, and the effects of these practices on their children's success in school. The peculiar characteristics of these two communities lend themselves particularly well to Heath's presentation of them as gestalts: both are small, geographically limited and centralized, and community members spend most of their non-working time there. Heath's thorough ethnographic description allows her to critique the oversimplifications of other studies of education; in doing so, however, she overcompensates by neglecting issues of class. The greatest contribution that Ways with Words makes to the larger field of linguistic anthropology is its tacit focus on iconicity, which strongly suggests that the emphasis on indexicality to the exclusion of iconicity in contemporary linguistic anthropology is seriously counterproductive.

Language Socialization in Roadville and Trackton
The white working-class families of Roadville have had connections to local textile mills for four generations, their relatives having come from the Appalachian Mountains to work (28) . The black working-class families of Trackton, on the other hand, have only been working in the mills for the two decades since the advent of desegregation (29). Desegregation has had an effect on more than just work: in the 1970s, black and white children started attending the same schools with both black and white teachers, leading to major difficulties for educators
Roadville and Trackton are alike in many ways: both are somewhat isolated working-class communities, neither of which occupy more than a single block, within a larger town. Life of community members, excepting work, school, and church, centers on their respective communities. Although not everybody of working age works in the local textile mills, all families have some members who do. Moreover, both communities are positively oriented toward school, believing it critical for future success beyond the mills. Despite these similarities, children in the two communities are socialized into language quite differently.
In Roadville, babies are spoken to as potential conversational partners from the moment of birth (118). Their actions are assumed to be intentional and meaning-laden, and their utterances taken to be referential (120-2). As they grow older, children are told the labels for things, and adults expect to hear this appropriate label recited upon request (127). Roadville adults value this kind of `right' knowledge that can be memorized and routinely repeated precisely as told.
Trackton stands in sharp contrast; here, babies are not seen as potential interactional partners. They are spoken about rather than to (74-5). They are nevertheless surrounded at all times by multiple ongoing communications, as community life is centered on an open plaza between their houses in which can be heard the overlapping voices of adults, older children, and radios (73). In coming to be competent speakers, Trackton children are on the stage of the plaza where the artful embellishment of stories is highly valued. Whereas in Roadville the rote recitation of conventional scripts is positively evaluated, in Trackton verbal creativity receives the highest praise.
Both people in Roadville and in Trackton tell stories, but the content, context, and purposes of these stories are quite dissimilar. In Roadville, stories are purely truthful and end with a moral that is applicable to the faults of all present, thus building a mutual community identity. In Trackton, stories are fictions that blossom from an initial germ of truth in an attempt to extol one's virtues and gain attention on the plaza (183-4).
There are no books in Trackton except the Bible and lesson books from school, but reading is nevertheless an important aspect of children's lives. It serves functional purposes when interacting with the mailman, and especially when going to the store (191-2). Prices and product names must be read, but text is strongly rooted in its context and visual appearance: when `Kellogg's' is presented in small-capitals, in contrast to its usual looping script, children cannot recognize the word (193).
In contrast, Roadville residents highly value reading as an activity with intrinsic value, but talk about reading is rarely followed up with actual reading (220). Children are, however, read bedtime stories as preschoolers. During these stories, parents ask their children to label objects in the story or occasionally to connect what is seen in the story to real-world information (223-4). After the age of three, however, the active participation of children in reading stories subsides, and children are to sit and listen passively (225-6).
In her description of the oral and literate traditions of both Roadville and Trackton, Heath presents a critique of over-simplified classifications. Neither community can be reduced to a dichotomy of `oral' vs. `literate', as both communities engage in both types of practice. Moreover, the complex and multiple uses of both written and spoken text (only some of which are detailed above) proscribe grouping both all oral traditions and all literate traditions together as `essentially the same' (230). In characterizing these distinct and nuanced characteristics of the oral and literate practices in Roadville and Trackton, she sets the stage for explaining the different experiences and challenges of children from these communities in school.

Roadville and Trackton Children in School
In the early grades of primary school, Roadville children generally excel. They are seen as polite; understand the ties of single functions to single spaces (e.g. a place to keep puzzles, a place to play with sand, etc.) (273); and recall lessons, events, and stories verbatim (301). Trackton children, on the other hand, flounder on all of these counts. Instead, they behave as they would in Trackton, using stories to divert accusations of misconduct and approaching toys and spaces as bricoleurs. When expected to tell stories, both groups of children fail to meet the expectations of teachers, but in highly differentiated ways. Unlike in Roadville, in the classroom fictive stories with ongoing evaluations of events are valued. Instead of such stories, Roadville children tend to deliver chronological recapitulations of actual events (301). Trackton children neither tell entirely nonfictive stories, nor do they meet expectations of setting up the context for their fictive stories (296-7). In both cases, the children's understanding of `story' is conditioned by norms for story telling in their respective communities, which differ substantially from the mainstream values of their teachers (295).
When discussing mainstream townspeople, the community from which these teachers generally come, Heath unhelpfully skirts around the issue of class. Although she does not hesitate to label both Trackton and Roadville as `working-class', she only ever hints at the fact that these particular townspeople are middle class, despite labeling mainstreamers as so in general (12). This omission is likely part of her anti-simplification project, which encompasses not only class, but dichotomies of oral vs. literate traditions (as explained above), race (3), and other single-factor explanations for children's success or failure in school (344). In rejecting class and race and embracing complexity, Heath attempts to dismiss both race and class as simple determiners of school success, which she does successfully by connecting the specific ways Roadville and Trackton children struggle in school to specific practices of language socialization and use in their home communities. By entirely neglecting class and race, however, she impinges on her own ability to connect her ethnography with a larger discourse concerning the reproduction of class. She criticizes `critics of education' for `arguing that the preschool language socialization patterns of the middle class ensure their preparedness in the knowledge and skills of symbolic manipulation of language required for school success' `with more abstractions than linguistic or cultural data' (404, note 1), s. Although she does not describe the middle class aspect of the process of class reproduction, she elegantly elaborates with abundant `linguistic and cultural data' two instances of the working-class side of class reproduction by showing how `preschool language socialization patterns' in working-class Roadville and Trackton ensure the unpreparedness of their children `in the knowledge and skills of symbolic manipulation of language required for school success'.

A Tale of Latent Iconicity
Because Heath is writing in part for a non-specialist audience, she largely refrains from using specific linguistic anthropological terminology. Nevertheless, latent within Ways with Words is a tale of iconicity, which infuses the story Heath tells about the way people use language: iconicity undergirds the linguistic ideologies of Trackton, the language habits of Roadville, and the judgments of students by mainstream teachers. In exploring the ways in which iconicity pervades language in Ways with Words, I hope to demonstrate the necessity for an awareness of iconicity in the description of language practices in Roadville and Trackton and the problems children encounter in school, thereby showing that the focus on indexicality to the exclusion of iconicity in contemporary linguistic anthropological discussions of pragmatics and metapragmatics is seriously counterproductive.

Iconicity In Trackton
One aspect of language use about which Trackton residents have a metalinguistic discourse is the variability in the meaning of signs that are iconic of each other over different contexts and with different intonation. A Trackton woman comments on the importance of understanding context, not merely text, for interpretation: `"Ain't no use me tellin' `im: `Learn dis, learn dat, what's dis? what's dat?' He just gotta learn, gotta know; he see one thing one place one time, he know how it go, see sump'n like it again, maybe it be de same, maybe it won't"' (105, Heath's emphasis). Children must be able to recognize contexts, then, in order to understand language (or indeed any signs), and part of language socialization is encountering tokens of different types of contexts. Building a model of these types is an important part of language socialization as children `continually have to draw analogies from one situational context to another, and to determine how the situational context gives the form its particular meaning at that point' (105). These analogies themselves are diagrammatic icons: the similarities (or differences) in relations between elements in the current context and those in previous contexts encountered lead to similar (or different) understandings.
Moreover, analogy questions that call for the child to drawn on his or her experiences to deliver an open-ended response are the kind of question most frequently asked of preschoolers in Trackton (105). Imagic and metaphoric icons, both formulaic and otherwise, are common parts of adult discourse. For example (106, my emphasis outside of slashes):
Ted: I hear Doug got hisself a new car.
Cuz: Yea, he total his las' one.
Ted: What'd he git dis time.
Cuz: Ya know Robert's car? /looking at Ted/
//Ted gives an affirmative nod//
It's like dat, `cept red.

Children in Trackton are keenly aware of iconicity. Even `preverbal but mobile children, upon seeing a new object, often go and get another which is similar' (106). Older children spontaneously comment on things that are like others, pointing out `"Robert's car'" or `"'nother Hardee's'" while on drives (106).
The importance of context in Trackton, and the way meaning (or even what something is perceived as) is dependent on context, affects interpretation of written text, as briefly mentioned with the example of the transposition of `Kellogg's' above. Text that is presented in a typeface, location, or position other than that in which it is usually encountered inhibits interpretation. This context dependence prevents Trackton children from transferring skills and knowledge previously learned between contexts (192).
Although Heath does not describe it as such, she performs an informal neo-Whorfian experiment akin to those of John Lucy. On the functional level, which `concerns whether using language in a particular way (e.g. schooled) may influence thinking' (Lucy 1997: 292), her trial is essentially a test of how Trackton children perceive things to be iconic of each other. She asks the children to group together wooden blocks that are `alike', and the children invariably first separate out pieces with small amounts of glue on them. When asked to sort them further, they distinguish between darker or lighter grains for both the glued and non-glued pieces (Heath 1983: 107). Interestingly, they pay no attention to size and shape characteristics, counter to what might be expected from Lucy's comparative study on Yucatec and English (1992, cited in Foley 1997: 209-211).

Iconicity in Roadville
Iconic language use in Roadville varies greatly from that in Trackton. Whereas ideologies of iconicity in Trackton are focused on context, practices in Roadville are more text-centric. In summarizing how Roadville children's language use is like their parents', Heath lists three features, all of which are related to iconicity: Roadville children and parents `report exactly how something is said, maintain a single consistent label for items and events, and render stories in absolute chronological order with direct discourse' (165).
`Report exactly how something is said': all reported speech is to be delivered as an icon on two counts. Signs should be tokens of the same type (imagic iconicity) as those being reported, and those signs should be recounted in the same order as originally delivered (diagrammatic iconicity). `Maintain a single consistent label for items and events': a picture of a dog in a book is a `dog', not a `mutt' or `hound dog' or the name of a specific dog, like `Blackie', unless that label has previously been specified as the `right' one (227). In nursery school, children used to their teacher inviting them to `"work with playdough"' will correct a substitute teacher inviting them to `"play with clay"' (165). `Render stories in absolute chronological order with direct discourse': a story should essentially be a diagrammatic icon of a real-life event, with all its parts recounted in the proper order.
The kind of teaching Roadville children encounter in church is iconic of that in the home (and vice versa), reinforcing the same kinds of memorization and labeling patterns. The practices valued in church are the abilities to memorize and recite passages, books, characters, dates, and places from the Bible (140). This kind of fixed knowledge exhibited through exact repetition is precisely what is also valued in Roadville. Even the stories told in Roadville are iconic of Bible parables, sharing such features as moralizing summations, little emotional evaluation, and formulaic openings (154).

Iconicity in School
In school, teachers judge their students on the basis of implicit models for correct behavior and speech. When students deliver performances that are iconic of these models (i.e. tokens of these types), they are judged positively. As mentioned above, children from both Roadville and Trackton come to school with a repertoire different from that expected by the school, and their performances are often judged negatively. Heath focuses heavily on oral and written stories presented by students, and diagrams the features valued for both fictive and nonfictive stories in the school, and those for stories from Roadville (nonfictive only) and Trackton (`modified nonfictive'), in a chart (295).
In preschool, Roadville and Trackton children encounter many indirect questions from teachers that model their teachers' models for politeness, but not their own (279-80). Because they have never encountered questions comparable to these in their home settings, their lack of a type-level understanding makes it impossible for these children to follow the rules indirectly referred to by these questions. Although Roadville children are accustomed to time-delimited tasks such as they encounter in preschool, Trackton children are not. When they finish tasks early, or wish to continue them for a longer period of time, they become frustrated (275)
The difficulties Trackton children have with decontextualization and recontextualization make learning to read particularly challenging, but one first-grade teacher, Mrs. Gardner, uses Heath's ethnographic data to build lessons that work with these children's strengths. Instead of beginning to teach reading based on sounding out elements, she emphasizes the shape of words (286), drawing on the strength of Trackton children's visual acuity (106). Heath details other such teaching strategies that emphasize the strengths students bring to the classroom and that make learning activities relevant to the contexts of their lives in the last chapter of her ethnography, which inspire hope that creative and innovative teachers might be able to overcome some of the difficulties failure-track students encounter in schools.
Linguistic Anthropology Needs Iconicity
Iconicity is not constrained to the language of Trackton and Roadville; it pervades all speech. Any discussion of context is essentially one of iconicity, comparing one set of circumstances to those previously encountered, building models or types of contexts. Whenever communication between people speaking `the same language' fails, it should be to iconicity, and not indexicality, that analysts first turn: interactional participants fail to recognize the context recognized by the other, to know how to speak and act in a given context, or perceive the context as tokens of different types. These are issues first and foremost of similarity (or lack thereof), of iconicity.
In this review of Shirley Heath's ethnography of communication, Ways with Words, I have tried to give it a fair reading, pointing out how it could have been connected to larger class concerns, but generally appreciating its detailed presentation of the gestalt of two small Piedmont Carolina communities, Roadville and Trackton, and their language socialization practices. Because of the unusual connections Heath had with these communities and their especially centralized natures, a comparable ethnography will be difficult to find. The contributions Heath makes to education studies and linguistic anthropology, however, lie less in the specifics of her ethnography and more in its general focus. For education studies, she shows that thorough ethnographic research methods can be applied to increase the success of children in school. For linguistic anthropology, Ways with Words tacitly demands an invigorated emphasis on iconicity. It could be possible to critique my review on the basis of focusing on iconicity to the exclusion of indexicality; however, my goal is not to dismiss the importance of indexicality, but to assert the importance of a ground that has been recently neglected: iconicity.

Works Cited
William Foley, Ed. 1997. Anthropological Linguistics: An Introduction. Massachusetts:
Blackwell Publishing.

Shirley Heath. 1983. Ways with Words. Cambridge: Cambridge University Press.

John Lucy. 1997. `Linguistic Relativity' in Annual Review of Anthropology. Vol. 26.

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