krita: Juni 2015

Selasa, 30 Juni 2015

** Download Creating Inclusive Classrooms: Effective and Reflective Practices (6th Edition), by Spencer J. Salend

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The sixth edition of Creating Inclusive Classrooms: Effective and Reflective Practices for All Students goes beyond the typical inclusion text in its reflective discussions on how to teach students with varying learning abilities. The text contains all of the core information that an inclusion text requires and then takes the reader to a higher level by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.

Sales Rank: #830636 in Books
Published on: 2007-03-31
Original language: English
Number of items: 1
Dimensions: 9.90" h x .97" w x 7.94" l, 2.81 pounds
Binding: Paperback
696 pages

From the Back Cover

Creating Inclusive Classrooms: Effective and Reflective Practices for All Students, 6/e

Spencer Salend

Features of the sixth edition include:

Principles of effective inclusion as a framework for the text. The following principles are integrated into each chapter and demonstrate that inclusion is not just a government mandate, but a principled philosophy for reflective and effective teaching for all students:

all learners and equal access
individual strengths and needs
reflective practices and differentiated instruction
community and collaboration

The latest information on the Individuals with Disabilities Education Act (IDEA) of 2004 (Chapter 1). Includes how IDEA 2004 aligns with the No Child Left Behind Act (NCLB), the most recent research on inclusion, and how both legislation and research affect students, families, and educators alike.
NEW! IEP CD-ROM accompanies every new copy of the text. Features videos, interactive quizzes, tutorials, reflection activities, IEP forms, and a wealth of resources to help you to better understand the IEP process. The CD-ROM is integrated into the text with an icon and directives for the reader.
NEW! A Guide to Action feature. This new feature will guide you in creating a plan of action to enhance your teaching effectiveness related to inclusive practices.
NEW! Expanded coverage on state-of-the-art technology found in Chapter 8.
Four chapters on Differentiated Instruction. The only text to devote such detail to this important subject and inclusive classrooms. (See Part III, Table of Contents).
Classroom-based examples and case studies of teachers implementing effective inclusive educational practices, These examples are integrated throughout the chapter narrative and with the Inclusive Classrooms: Video Cases on CD-ROM that accompanies the text.
The integration of CEC, PRAXIS, and INTASC professional standards. Each chapter summary demonstrates where chapter content aligns with these standards.

To view the website that accompanies this text,

please go to http://www.prenhall.com/salend

Most helpful customer reviews

1 of 2 people found the following review helpful.
Creating Inclusive Classrooms review
By Diane Musick
Some parts get a little boring - chapters are long. However, the chapters on disabilities are great reads for descriptions and strategies. CD Rom is especially helpful as a resource and example.

0 of 2 people found the following review helpful.
good seller
By C. Mathes
I received the book quickly and it was in the condition the seller described it as. Thank you.

5 of 5 people found the following review helpful.
There has to be better
By Brian Hendricks
I know anyone who is going to purchase this book is doing so because they are taking a class relevant to the material covered in "Creating Inclusive Classrooms", but I still feel I must warn anyone who is taking a class (even someone such as myself who was excited to do so!) this book is boring, drags on far too long on many topics, and the method of citation is entirely too distracting to make for a smooth read.

Be prepared to labor through many of the chapters in this book. Even chapters that cover interesting material feels as it will drone on forever. The writers and editors have little desire to make this information interesting for the college student reader.

Another word of warning: If you are taking a class that uses this book and will be teaching at the secondary level, you will find many of their real-life examples woefully inadequate, as they focus on the primary level.

This book has good information, if you can manage to stay awake long enough to find it.

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Senin, 29 Juni 2015

@ Ebook Action Research in Education (2nd Edition), by Ernie Stringer

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Action research, applied systematically to the issue of poor academic performance, provides a high likelihood of improving student outcomes. The action research processes described in this book are honed by many years of successful application, and provide teachers, educational leaders, families and community members with a set of tools for engaging with significant problems in classrooms and schools. This book is designed to provide the reader with an understanding of the nature of action research and the procedures and applications of action research. In addition, it provides practical resources that add to the fundamentals of knowledge available to action researchers. The text is detailed, providing specific guidance for many of the skills that may be required for the different contexts and problems to which action research can be applied. Conceptual frameworks provide a "compass" or "roadmap" that will enable practitioners to keep track of action research processes applied to their work.

Sales Rank: #620635 in Books
Brand: Stringer, Ernie
Published on: 2007-07-20
Original language: English
Number of items: 1
Dimensions: 9.00" h x .60" w x 7.40" l, .99 pounds
Binding: Paperback
256 pages

From the Back Cover
Action research, applied systematically to the issue of poor academic performance, provides a high likelihood of improving student outcomes. The action research processes described in this book are honed by many years of successful application, and provide teachers, educational leaders, families and community members with a set of tools for engaging with significant problems in classrooms and schools. This book is designed to provide the reader with an understanding of the nature of action research and the procedures and applications of action research. In addition, it provides practical resources that add to the fundamentals of knowledge available to action researchers. The text is detailed, providing specific guidance for many of the skills that may be required for the different contexts and problems to which action research can be applied. Conceptual frameworks provide a "compass" or "roadmap" that will enable practitioners to keep track of action research processes applied to their work.

About the Author
Ernest T. Stringer is author of numerous influential books on action research, including Action Research in Education (2008), Action Research in Health (with Bill Genat, 2004), and Action Research in Human Services (with Rosalie Dwyer, 2005). After an early career as primary teacher and school principal, Stringer served as lecturer in education at Curtin University of Technology in Western Australia. From the mid-eighties, based at Curtin s Centre for Aboriginal Studies, he worked collaboratively with Aboriginal staff and community people to develop a wide variety of innovative and highly successful education and community development programs and services. As visiting professor at the University of New Mexico and Texas A&M, he has taught research methods courses and engaged in projects with African American and Latino community and neighborhood groups. As a UNICEF consultant, he recently engaged in a major project to increase parent participation in the schools in East Timor. Stringer has served (until prior to publication of this book) as a member of the editorial board of the Action Research Journal and is past president of the Action Learning and Action Research Association (ALARA).

Excerpt. © Reprinted by permission. All rights reserved.
Research—A Personal History

Research has been part of my life since my childhood. At school I "researched" topics for class, carefully gathering material and sorting through it to select the most relevant information with which to formulate papers or presentations. In a high school physics class, I engaged in a small experiment with my teacher and classmates on a sports field. We used an empty can and a stopwatch to estimate the speed of sound. At that time, I also became fascinated by theories and experiments in cosmology and particle physics, which began a life-long fascination with explanations of the nature of the physical universe. As I write this book, I am struggling to read and understand Fire in the Mind (Johnson, 1995), which seeks to elucidate the ways scientists try to explain the puzzling phenomena coming to them from the infinitely regressive micro-world of particle physics, and to juxtapose these explanations with theories emerging from their investigations of deep space—the cosmos.

These first forays into the field of research expanded dramatically when I entered university and teacher training. In these contexts, I explored material derived from a wide range of experiments in the behavioral sciences, providing information about intelligence, personality, learning processes, child development, teaching strategies, and a host of related topics. This information helped me to grasp some of the fundamental features of human life—to know how and why people behaved as they did—and enabled me to understand more clearly how I could teach children effectively. This knowledge, sometimes laboriously acquired in education, psychology, and sociology classes, provided a wealth of information that still informs my educational practices. I've learned to understand the varying capabilities, capacities, and behaviors of young children as they grow into adulthood. I understand more clearly the conditions under which learning takes place and the different factors influencing educational achievement. As an experienced educator, I now draw from a considerable stock of knowledge as I organize the teaching/learning processes with the diverse groups of students who enter my classes.

When I entered graduate school, my first research methods classes showed how these experiments were constructed and enacted and showed me how survey research, sometimes called quasi-experimental research, could further extend my understanding of the very complex problems involved in educating diverse populations. I learned how to perform research investigating the effects of factors like social class, gender, culture, and language on educational achievement, and to structure investigations exploring their relationship to employment, income, health status, and so on. Not only were my research skills increasing dramatically, but I was able to link knowledge available from research studies to theories of education, human behavior, and the social world.

Research, therefore, has informed my educational practices and made them increasingly sophisticated and effective. I have become aware, however, of the limitations of the often abstract and highly generalized nature of much of the information I derive from the research literature. Much of it is compelling and makes a great deal of sense within the sophisticated and complex explanations contained with the theories of the academic disciplines—psychology, sociology, anthropology. But I have also learned that much of this theory is often irrelevant and lacks meaning or utility when applied to many of the deep-seated and long-term problems people experience in classrooms and schools.

Although I became aware of these limitations as a graduate student at the University of Illinois, the full force of this paradox became apparent in the early 1980s when I started to engage in work in Aboriginal communities in remote regions of Australia. In these contexts, the sophistication and breadth of my academic expertise proved illusory, and the concepts and theories of behavioral and social theory were lacking in substance or function. As I helped people in these places come to grips with the difficult and multifaceted problems they faced in their everyday community life, I learned a decisive lesson about the nature of knowledge and its application to everyday life. I learned that the sophisticated knowledge emanating from academic understandings often had little relevance in these contexts.

Even today, if you visit a remote Aboriginal community you will see the tattered remnants of community gardens developed with great skill using the best information and technology available from horticultural science. What is not evident is the place of gardening in the life of a desert people still heavily instilled with the cultural perspectives of the hunter-gatherer. You can see their counterparts in schools in urban and suburban America, where dusty boxes of unused materials remind us of yet another quick-fix program developed and funded, for a time, to deal superficially with some deep-seated educational issue.

At this time, I also learned how people's own knowledge and wisdom were often more useful in working toward solutions to the problems they faced. A clear instance emerged during a visit to a remote community where the people, becoming tired of the inadequate and damaging education provided for their children, set up a school themselves. Despite inadequate classroom accommodation and a dearth of books, materials, and equipment, the community school provided one of the most exciting educational experiences for children I have witnessed. Although they were assisted in this process by a non-Aboriginal teacher who lived with them and provided her expertise, the school was structured and operated on the basis of educational processes and a style of operation that "made sense" to the lifestyle and life-ways of local people—their culture. Though very different, in many respects, from traditional schools, it was very effective in providing an effective and relevant education for the children of this community.

At that time, I was unaware that I had witnessed what was, in effect, the outcome of an action research process. The people had started with a problem—providing adequate schooling for their children—and worked toward a solution. They also gained information and expertise as they acquired the understanding necessary to organize their school. Each of the many questions involved in developing a fully functioning school—how to build classrooms, how to hire and pay a teacher, how to develop a curriculum, how to organize a timetable of learning, and more—became subjects of investigation. As they developed their understanding of each of these issues, people were able to map out the actions required to bring this part of the puzzle into operation. They started with a little understanding of what they wished to achieve and worked systematically to acquire the knowledge leading to a solution to their problem—a classical action research process.

That experience has changed the way I now view research and the way I engage in research processes. For me, the process of research central to my professional and community life is participatory action research. It requires me to work with people to assist them in making use of their own understandings and expertise—to use their experience and local wisdom to work systematically through a process of investigation to acquire deeper, broader, and more effective understandings that enable them to develop workable solutions to the problems they investigate.

Although I still appreciate my extensive academic and professional knowledge, I engage it warily, sensitive to the need for people to conceptualize and understand issues in terms that make sense in their everyday lives. I, therefore, provide my professional expertise gently and with humility—always providing opportunities for people to reject or modify ideas I might inject into an investigation. In a recent community-based research project, I provided neighborhood parents with a list of questions to use in interviews. I presented them as examples of the type of questions they might ask and was pleased to see them accept the general approach to interviewing, but to tell me "You can't ask that question like that! You'd have to say. . . ," and then start to formulate questions of their own.

Research has become a much broader set of activities than those I initially learned in my experimental and survey research classes. According to the issue, the context, and the purpose of research I may now choose from a wide array of approaches and methods to satisfy the needs of the project in hand. Since I largely work as a consultant, however, helping people find solutions to particular problems, I rarely engage in experimental or survey research. In school settings, I assist educators and families in improving their educational practices or in evaluating, planning, or implementing educational programs and services. This is the work that informs my educational understandings and forms the basis for the examples and illustrations of action research processes in this book.

The effectiveness of this approach to research is demonstrated by the degree to which teachers in the United States have been able to apply successfully my models of research. Their work extends in range and variety across age groups, grade and school levels, and across regions. Educators from preschool to university graduate classes successfully apply research processes to enhance their educational practices or to find solutions to significant problems. Stories from their experience permeate the pages of this book and illustrate the ways action research has been used in schools.

The stories also include accounts, however, of the way action research has been used in the community to assist educators in making effective links with parents and other neighborhood groups. Stories demonstrate the continuing ways ...

Most helpful customer reviews

3 of 3 people found the following review helpful.
Reference book
By Dr. D.
This book looked appealing, but I didn't feel like there was much meat to the information. I was required to use this book for my class, but I found another book that was easier to understand and was more user friendly.

1 of 1 people found the following review helpful.
ActionResearch
By dpatz
Good Book for learning about Action Research. Easy read, short, simple, to-the-point. I recommend this to anyone who is pursuing a degree in Education.

0 of 0 people found the following review helpful.
In great condition!
By Joyce
Reads easily, medium print. Content seems reasonable and accessible. I read through the first two chapters quickly and am fairly impressed so far. As far as technical literature goes, it is an easy read.

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Kamis, 25 Juni 2015

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Sales Rank: #587345 in Books
Published on: 2007-06-22
Original language: English
Dimensions: 10.50" h x .80" w x 8.40" l, .0 pounds
Binding: Paperback
326 pages

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0 of 0 people found the following review helpful.
Four Stars
By Kreil Moran
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Offers a concise yet thorough presentation of engineering mechanics theory and application. The material is reinforced with numerous examples to illustrate principles and imaginative, well-illustrated problems of varying degrees of difficulty. The book is committed to developing users' problem-solving skills. Features "Photorealistc" figures (approximately 200) that have been rendered in often 3D photo quality detail to appeal to visual learners. Features a large variety of problem types from a broad range of engineering disciplines, stressing practical, realistic situations encountered in professional practice, varying levels of difficulty, and problems that involve solution by computer. A thorough presentation of engineering mechanics theory and applications includes some of these topics: Force Vectors; Equilibrium of a Particle; Force System Resultants; Equilibrium of a Rigid Body; Structural Analysis; Internal Forces; Friction; Center of Gravity and Centroid; Moments of Inertia; and Virtual Work. For professionals in mechanical engineering, civil engineering, aeronautical engineering, and engineering mechanics careers

Sales Rank: #321450 in Books
Brand: Brand: Prentice Hall
Published on: 2006-05-04
Original language: English
Number of items: 1
Dimensions: 9.62" h x 1.25" w x 7.96" l,
Binding: Hardcover
672 pages

Features

Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
Anything can be an equation..
By Cheshire756
Statics and Dynamics were some of my favorite classes when I was in college studying for my BS degree in Mathematics and Engineering. I absolutely love all my books, and haven't been able to let many of them go (even if I haven't looked at them in years), but I believe that out of all the books I still have, this one might be the most handy to refresh my memory of the concepts and theory I was given the chance to absorb while I was studying in college. I think I still look at the world in vectors sometimes and it helps me see what all my studying went for.

0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
Not much to say about this book. It was delivered exactly as advertised and fully intact.

0 of 0 people found the following review helpful.
Four Stars
By Kristen Sommer
This book is used for an engineering college class at BYU-Idaho

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Minggu, 21 Juni 2015

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Late Objects Version: C++ How to Program, 7/e is ideal for Introduction to Programming (CS1) and other more intermediate courses covering programming in C++. Also appropriate as a supplement for upper-level courses where the instructor uses a book as a reference for the C++ language.

This best-selling comprehensive text is aimed at readers with little or no programming experience. It teaches programming by presenting the concepts in the context of full working programs and takes a late objects approach. The authors emphasize achieving program clarity through structured and object-oriented programming, software reuse and component-oriented software construction. The Seventh Edition encourages students to connect computers to the community, using the Internet to solve problems and make a difference in our world. All content has been carefully fine-tuned in response to a team of distinguished academic and industry reviewers.

The Late Objects Version delays coverage of class development until Chapter 9, presenting control statements, functions, arrays and pointers in a non-object-oriented, procedural programming context.

Sales Rank: #345394 in Books
Published on: 2010-08-22
Original language: English
Number of items: 1
Dimensions: 9.00" h x 2.00" w x 7.00" l, 2.64 pounds
Binding: Paperback
960 pages

Features

includes Access Code

Review

Comments from the C++ How to Program, 6/e and 7/e Reviewers

"Finally, an accurate and complete C++ book that everybody can understand. It will help you achieve a solid knowledge of C++ and of software engineering in general. A ‘must-have.’ — José Antonio González Seco, Parliament of Andalusia, Spain

"As an instructor, I appreciate the thorough discussion of the C++ language, especially the comprehensive use of code examples and demonstrations of best coding practices. For my consulting work I use the Deitel books as my primary reference." — Dean Mathias, Utah State University

"Chapter 12, Object-Oriented Programming: Inheritance, is so well done. It’s evident that the authors are diligent and focused on quality!" — David Topham, Ohlone College

"Just when you think you are focused on learning one topic, suddenly you discover you’ve learned more than you expected." — Chad Willwerth, University of Washington, Tacoma

"Accessible to beginners. The example-driven presentation is enriched by the optional UML case study that contextualizes the material in a software engineering project." — Gavin Osborne, Saskatchewan Institute of Applied Science and Technology

"The Deitel & Deitel How to Program Series provides a complete basis of fundamental instruction in all core aspects of C++. Comprehensive discussion and examples provide a solid grounding in the construction of C++ programs." — Peter DePasquale, The College of New Jersey

"Code examples are well presented and easy to read. . . Very impressive that so many resources are identified. . . and mostly free, too!" — David Topham, Ohlone College

"The Pointers chapter clearly explains a complex subject. The Simpletron exercises are simply brilliant. The Polymorphism chapter explains one of the hardest topics to understand in OOP in a clear manner. Great job! The writing is excellent, the examples are well developed and the exercises are interesting." — José Antonio González Seco, Parliament of Andalusia, Spain

"Introducing the UML early on is a great idea." — Raymond Stephenson, Microsoft

"Good use of diagrams, especially of the activation call stack and recursive functions." — Amar Raheja, California State Polytechnic University, Pomona

"Terrific discussion of pointers–the best I have seen." — Anne B. Horton, Lockheed Martin

"Very good, thorough and detailed coverage of exceptions from an object-oriented point of view." — Dean Mathias, Utah State University

"I wish I'd had such a clear presentation of data structures when I was a student. Great coverage of polymorphism and how the compiler implements polymorphism ‘under the hood.’" — Ed James-Beckham, Borland

"Replete with real-world case studies covering the full software development lifecycle. Code examples are extraordinary!" — Terrell Hull, Logicalis Integration Solutions

"Aimed at someone new to C++, this is a good introduction to the C++ Standard Template Library (STL) with clear descriptions, examples and plenty of useful tips. The example code is excellent: clean, well documented, with extensive descriptions of what the code is doing and why." — Chris Cox, Adobe Systems

"A nice introduction to searching and sorting, and Big-O." — Robert Myers, Florida State University

"Chapter 20, Data Structures, is very good. The examples are accessible to CS, IT, software engineering and business students." — Thomas J. Borrelli, Rochester Institute of Technology

"The best book on C++ programming for the serious student! Excellent introduction to the Standard Template Library (STL)." — Richard Albright, Goldey-Beacom College

"Ogre is a free world-class rendering engine that has been used in several commercial games. The Ogre chapter is a great introduction, providing well documented and easy to understand examples that will have you creating your own simple computer games in no time." — Casey Borders (Creator of OgreAL), Sensis Corp.

"The Boost/C++0x chapter will get you up and running quickly with the memory management and regular expression libraries, plus whet your appetite for new C++ features being standardized." — Ed Brey, Kohler Co.

From the Back Cover

C++ Programming

More Comments Inside Back Cover
"Finally, an accurate and complete C++ book that everybody can understand. It will help you achieve a solid knowledge of C++ and of software engineering in general. A ‘must-have.’–José Antonio González Seco, Parliament of Andalusia, Spain
"As an instructor, I appreciate the thorough discussion of the C++ language, especially the comprehensive use of code examples and demonstrations of best coding practices. For my consulting work I use the Deitel books as my primary reference."–Dean Mathias, Utah State University

Since the 1990s, over a million students and professionals have learned programming and software development with Deitel® textbooks, professional books and multimedia publications. This Late Objects Version of C++ How to Program, 7/e provides clear and thorough coverage of C++ programming. It’s appropriate for one-semester procedural programming courses with little or no objects coverage, one semester courses that begin with procedural programming then proceed to object-oriented programming and possibly a selection of upper-level C++ topics, and second courses in intermediate-level

C++ How to Program, Late Objects Version, 7/e includes:

• Procedural programming from the start: The first eight chapters provide rich coverage of C++ fundamentals, including two full chapters on control statements.
• Objects and classes in the middle: The next chapters present object technology concepts, including classes, inheritance, polymorphism, operator overloading, templates and exception handling.
• Intermediate-level topics: The book includes substantial coverage of strings, files, streams, searching and sorting, data structures and the Standard Template Library. Additional chapters on game programming, an optional OOD ATM case study, the Boost C++ Libraries, the future of C++ and more, are available online.

Also by Paul & Harvey Deitel
C++ How to Program, 7/e
ISBN: 0-13-611726-0
Introduces classes and objects in Chapter 3, before control statements, functions and arrays. It’s suitable for those who prefer an early objects approach to C++ programming.

Contact the authors at: deitel@deitel.com
Register for the DEITEL® BUZZ ONLINE newsletter: www.deitel.com/newsletter/subscribe.html
For information on Deitel® onsite training delivered worldwide, visit www.deitel.com/training/
Follow us on Twitter® @deitel and Facebook® at www.deitel.com/deitelfan/

About the Author

Paul J. Deitel, CEO and Chief Technical Officer of Deitel & Associates, Inc., is a graduate of MIT’s Sloan School of Management, where he studied Information Technology. He holds the Java Certified Programmer and Java Certified Developer certifications, and has been designated by Sun Microsystems as a Java Champion. Through Deitel & Associates, Inc., he has delivered Java, C, C++, C# and Visual Basic courses to industry clients, including IBM, Sun Microsystems, Dell, Lucent Technologies, Fidelity, NASA at the Kennedy Space Center, the National Severe Storm Laboratory, White Sands Missile Range, Rogue Wave Software, Boeing, Stratus, Cambridge Technology Partners, Open Environment Corporation, One Wave, Hyperion Software, Adra Systems, Entergy, CableData Systems, Nortel Networks, Puma, iRobot, Invensys and many more. He has also lectured on Java and C++ for the Boston Chapter of the Association for Computing Machinery. He and his father, Dr. Harvey M. Deitel, are the world’s best-selling programming language textbook authors.

Dr. Harvey M. Deitel, Chairman and Chief Strategy Officer of Deitel & Associates, Inc., has 45 years of academic and industry experience in the computer field. Dr. Deitel earned B.S. and M.S. degrees from the MIT and a Ph.D. from Boston University. He has 20 years of college teaching experience, including earning tenure and serving as the Chairman of the Computer Science Department at Boston College before founding Deitel & Associates, Inc., with his son, Paul J. Deitel. He and Paul are the co-authors of several dozen books and multimedia packages and they are writing many more. With translations published in Japanese, German, Russian, Spanish, Traditional Chinese, Simplified Chinese, Korean, French, Polish, Italian, Portuguese, Greek, Urdu and Turkish, the Deitels’ texts have earned international recognition. Dr. Deitel has delivered hundreds of professional seminars to major corporations, academic institutions, government organizations and the military.

Most helpful customer reviews

59 of 64 people found the following review helpful.
Terrific book
By Vijay Krishna
I have always been a fan of the Deitel series and have read quite a few books - C, C++ and Java How 2 Program as well as H.M. Deitel's book on OPerating Systems. I have little doubts in recommending this book to anyone starting C++.
So much to say about this book, however I'll limit myself to a few points which I found salient:
This book does not keep referring to C, so you won't get bugged down. (In case you want to learn C, try 'C How to Program' by the same authors.)
This book has been written keeping the beginner in mind (beginner = someone new to programming). So, it contains good, solid, perfect, working code you can try out.
Each page is littered with observations on Good Programming Practices and Software Engineering. That helps in refinement of code, so you need not buy another book to find out how to code 'effectively'.
The exercise questions are elaborate and will keep the reader busy for hours on end. But all that's time that's spent usefully.
And this book does not leave out those who already know C++. It's as good as any book for an intermediate level programmer.
An excellent book. Buy this one, it's certain that this will be the last C++ book you'll need.

71 of 79 people found the following review helpful.
Mediocre book with no improvements from 8th Edition - Will drain your enthusiasm
By Rae_Jr
This book suffers from all the shortcomings of the 8th edition. I was first planning on doing a detailed review, but came to realize I would be repeating exactly what many readers pointed out in the previous editions. Besides, the authors don't care much to read them. The prudent reader would do well to read the reviews of the 8th edition to have an idea of what to expect at C++ How to Program (8th Edition).

For the sake of completeness, I will point of a few things.

You are looking at the most expensive book on C++ ever written, with nothing magical to show for that $110+ price [edit: with the fall semester underway, the price is now $135+]. We know books marketed as textbooks are targeted towards students who allegedly have deep pockets (from grants, parents' savings, or loans), hence the $100+ price tag. Simply put, it says a lot that the authors take part in this robbery. In comparison, a reference such as The C++ Programming Language by Stroustrup costs $54; C++ Primer Plus, by Prata and Stephen is a meager $38, while Effective C++ by Scott Meyers sits at $35. Their content far exceeds the quality and breadth of Deitel (though they are not formatted as textbooks). Furthermore, to make the biggest profits, the Deitel series churns out new editions at $100+ every other year, so that students can't purchase used copies for cheap from their graduating friends (exercises will mismatch). These morally despicable plays on the price of this book itself justify 2 stars off.

The chief issue with this book though is the incoherent wordiness used. At the time of this review, the publisher has chosen not to enable Amazon's "Click to Look Inside" (draw your own conclusions). So I can't point you to live examples (I will update this once they do). C++ is not an easy language to learn, so random wordiness is your enemy.

As an example, imagine being explained the difference between declaring a pointer ptr1 as { const int * ptr1 } vs. using { int * const ptr1 }. Both declarations are valid, and optional, but the difference is critical and a life-saver. But to explain this, the authors do not bother with short and sweet examples. Instead, they roll out paragraphs of frustrating text. If somehow you make it through those explanations, by the time you get to heavy concepts such as 'base class virtual constructors', the STL best practices, etc., this book will have you gouging your eyes out. Now some subjects deserve 1000 pages, but jumping around with lengthy explanations does disservice. Programming explained right is beautiful.

In addition, the layout of the book is atrocious: the authors use pages of code to demonstrate simple concepts, even in the first part of the book. Why not keep examples short and compile-worthy? That way the reader can type them, see what matters, change things around, and see what breaks. Instead of that, the lines of code never finish, and the reader has little incentive to type it all out (which is so important). Even worse, later chapters refer to lengthy examples listings in previous chapters (warning to Kindle readers).

Again, the reviews of the previous editions stand, so check them out. This book is dangerous for beginners because it risks discouraging them. The table of content, coloring, and the first chapter of the book are attractive. But things quickly unravel. I never heard of a professional using this book as a reference, and for the beginner, notice how even the 5-star reviews encourage this being a supplement instead. I would give it 3 stars if the price wasn't a bad joke.

-=-= If you have some options in choosing a book, here are my recommendations below -=-=-=-

If you are a true beginner and have to start at C++, pick up C++ Primer Plus (6th Edition) (Developer's Library). I question the wisdom of using C++ as you very first programming language (see the first comment to this review below), but hey, maybe you don't have a choice: C++ Primer Plus should serve you well then.

If you know a good bit how to program, but need to get up to speed on C++, I recommend Sams Teach Yourself C++ in One Hour a Day (7th Edition). I usually hate the "Teach yourself X in Y hours" trick, but this author nails it. You will be going dilly-dolly until you finish the book, without needing too much motivation. This book needs more coding exercices for beginners though, so I wouldn't recommend it as a first programming book.

If you need a complete reference, I recommend the powerhouse The C++ Programming Language, 4th Edition. The author wrote the C++ language, and knows what he is talking about.

If you know C++, but would like to learn a few cool tricks, Effective C++: 55 Specific Ways to Improve Your Programs and Designs (3rd Edition) does the job quite well.

There might be more out there, but these gets my vote.

35 of 37 people found the following review helpful.
Comprehensive guide . Not the cheapest book out there but well worth it
By Lazarus
Unlike many C++ books, this seems to cover pretty much everything - from getting started through to the meat of C++ and also covering the Standard Template Library (STL). It is written in a somewhat didactic style with plenty of full examples, end of section summaries and tests (Q&A) to ensure the principles have hit home. Unlike many other C++ texts, it is clearly aimed at teaching from scratch, rather than 'starting from C'.

The format is great - color is used for section and for syntax highlighting which aids reading and comprehension.

There are a number of 'tips' scattered throughout the text highlighting frequent misunderstandings and programming pitfalls. The title is justified; the book teaches the fundamentals of C++ AND also how to program - hopefully how to write a good, well structured, easily maintainable C++ program.

The appendices are available in pdf only - a shame the entire book isn't also available that way also. I suspect the appendices were not included in the printed book to (understandably) save paper.

The one niggle with this is that it's a sizable tome already and in order to keep it below 'telephone book' size, it is printed on very thin paper (thinner than that in my bible). The thin paper causes the reverse side to be visible and also means that care is required not to tear the pages.

In all, this is an excellent book for both learning and reference. Highly recommended.

See all 346 customer reviews...

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Rabu, 17 Juni 2015

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Sales Rank: #611657 in Books
Published on: 2009-02-23
Original language: English
Number of items: 1
Dimensions: 9.10" h x .41" w x 7.38" l, .60 pounds
Binding: Paperback
192 pages

From the Back Cover

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Most helpful customer reviews

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This text focuses on CONTROLLING FOODSERVICE COSTS topics. It includes essential content plus learning activities, case studies, professional profiles, research topics and more that support course objectives.

The text and exam are part of the ManageFirst Program® from the National Restaurant Association (NRA). This edition is created to teach restaurant and hospitality students the core competencies of the Ten Pillars of Restaurant Management. The Ten Pillars of Restaurant Management is a job task analysis created with the input and validation of the industry that clearly indicates what a restaurant management professional must know in order to effectively and efficiently run a safe and profitable operation. The ManageFirst Program training program is based on a set of competencies defined by the restaurant, hospitality and foodservice industry as those needed for success. This competency-based program features 10 topics each with a textbook, online exam prep for students, instructor resources, a certification exam, certificate, and credential. The online exam prep for students is available with each textbook and includes helpful learning modules on test-taking strategies, practice tests for every chapter, a comprehensive cumulative practice test, and more!

This textbook includes an exam answer sheet to be used with the paper-and-pencil version of the ManageFirst certification exam.

Sales Rank: #328722 in Books
Brand: Brand: Pearson
Published on: 2012-08-16
Original language: English
Number of items: 1
Dimensions: 10.70" h x .60" w x 8.50" l, 1.35 pounds
Binding: Paperback
320 pages

Features

Used Book in Good Condition

Most helpful customer reviews

3 of 3 people found the following review helpful.
Item is not described properly
By Christopher Hanneman
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One Star
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The Scantron Sheet was missing which will cause me additional expense to take the test.

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I think this book is a must-have for anyone planning on owning or operating a food service business.
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Very good book. If you have take college accounting, this might be too easy. However, seeing this topic presented specifically for food service is very interesting.

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>> PDF Ebook Core Concepts in Pharmacology with Student Workbook and Resource Guide (3rd Edition), by Leland Holland Ph.D., Michael Patrick Adams

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Core Concepts in Pharmacology with Student Workbook and Resource Guide

Sales Rank: #1074957 in Books
Published on: 2010-05-29
Ingredients: Example Ingredients
Original language: English
Number of items: 2
Dimensions: 10.87" h x 1.50" w x 8.50" l, 4.25 pounds
Binding: Paperback

About the Author
Leland Norman Holland, Jr., Ph.D. (Norm) is the Dean of the College of Arts and Sciences, as well as an Associate Professor of Chemistry at Southeastern University in Lakeland, FL. Formerly, he was the Chair in the Division for Health, Mathematics and Science at Pasco-Hernando Community College. He has been actively involved in teaching and preparing students for various health professions including nursing, dentistry, and pharmacy. He comes to the teaching profession after spending several years doing basic science research at the VA Hospital in Augusta, Georgia and the Medical College of Georgia where he received his Ph.D. in Pharmacology. He has taught pharmacology over the course of 10 years at both the undergraduate and graduate level. He is very much dedicated to the success of students and has assisted many in their pursuits to earn healthcare degrees. Michael Patrick Adams, PhD., R.T.(R) is the Associate Dean for Health, Mathematics and Science at Pasco-Hernando Community College. He is an accomplished educator, author and national speaker. The National Institute for Staff and Organizational Development in Austin, TX named Dr. Adams a Master Teacher. He has been registered by the American Registry of Radiologic Technologists for over 30 years. Dr. Adams obtained his Masters degree in Pharmacology from Michigan State University and his Doctorate in Education at the University of South Florida.

Michael Patrick Adams, PhD, RT(R)(ARRT)

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Very good book
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This is a must for any Pharmacology courses. A very comprehensive book that covers a Huge array or drugs and medications.

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Free Ebook Controlling Foodservice Costs with Answer Sheet, ManageFirst Program, 2nd Edition, by Association Solutions National Restaurant Associatio

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