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Drawing upon previously unpublished archival materials as well as historical accounts, Gere traces the history of writing groups in America, from their origins over a century ago to their recent reappearance in the works of Macrorie, Elbow, Murray, and others.

From this historical perspective Gere examines the theoretical foundations of writing groups, challenging the traditional concept of writing as an individual performance. She offers instead a broader view of authorship that includes both individual and social dimensions, with implications not only for the teaching of composition but also for theories of rhetoric and literacy.

• Sales Rank: #2214639 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 1987-04-10
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .50" w x 5.50" l, .58 pounds
• Binding: Paperback
• 176 pages

Features

• Used Book in Good Condition

About the Author

Anne Ruggles Gere is Associate Professor of English at the University of Washington and is the author of Writing and Learning.

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Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition."

Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.

Enos points out that fields in which women excel—and are acknowledged—receive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition.

Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in society—and in academia—to value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers.

Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.

• Sales Rank: #6349993 in Books
• Published on: 1996-12-23
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .38" w x 5.50" l, .50 pounds
• Binding: Paperback
• 160 pages

Review

"Rhetoric and composition studies as a whole is devalued, in part because it is ‘women’s work’; what rewards there are have mostly gone to men. Based on a national study of writing teachers through four sources, this book reports on the professional lives of writing faculty, mostly women."—Theresa Enos, from the Preface

About the Author

Theresa Enos is an associate professor of English at the University of Arizona. Editor of Rhetoric Review, her most recent book is Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age. She edited Learning from the Rhetorics of History: Essays in Honor of Winifred Bryan Horner, also available from Southern Illinois University Press.

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> Download Ebook Composition in the Twenty-First Century: Crisis and ChangeFrom Brand: Southern Illinois University Press

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The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college students—composition.

Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed.

At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assisting—or resisting—political correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do.

In search of that definition, the contributors ask and answer a series of specific and salient questions: What implications—intellectual, political, and institutional—will forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come?

This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

• Sales Rank: #5761570 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 1996-01-30
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 1.13" w x 7.00" l, 2.12 pounds
• Binding: Hardcover
• 320 pages

Features

• Used Book in Good Condition

From the Back Cover
The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college students - composition. Despite its pervasiveness and its significance, composition has on unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed. At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assisting - or resisting - political correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do. In search of that definition, the contributors ask and answer a series of specific and salient questions: What implications - intellectual, political, and institutional - will forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come? This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporaryperspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

About the Author
Lynn Z. Bloom is a professor of English and the Aetna Chair of Writing at the University of Connecticut.

Donald A. Daiker is a professor of English at Miami University.

Edward M. White is a professor of English at California State University, San Bernardino

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0 of 0 people found the following review helpful.
Helpful for research and background on composition theory
By Elbajam
Great for research. I am using this text for dissertation research. I like the historical aspect of the text, and the sources offered are so helpful. IF you only use this book for further sources you will have gained a lot.

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@ Download The Louisville Slugger® Complete Book of Hitting Faults and Fixes : How to Detect and Correct the 50 Most Common Mistakes at the Plate

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• Sales Rank: #151190 in Books
• Brand: Brand: McGraw-Hill
• Published on: 2001-02-28
• Released on: 2001-02-07
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .40" w x 8.00" l, 1.07 pounds
• Binding: Paperback
• 208 pages

Features

• Used Book in Good Condition

About the Author

Mark Gola is a sportswriter and an assistant coach for the Rider University baseball team. He is the coauthor of The Louisville Slugger Complete Book of Pitching (also available from Contemporary Books).

John Monteleone, a former college baseball player, is the author and editor of several sports books, including Branch Rickey’s Little Blue Book.

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0 of 0 people found the following review helpful.
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By JRCNYC1
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1 of 1 people found the following review helpful.
Louisville Slugger Hitting Faults and Fixes
By rifv15
Excellent book on the fundamentals if hitting a baseball. I've read many other hitting books by some of the best hitters in baseball, but none compare to this one. It breaks down all the components of a batter's swing and has drills to assist with fixing swing faults. By far one of, if not the best, hitting instruction book.

13 of 18 people found the following review helpful.
"Hey!! You're pulling your head!!"
By tjcrewsbooks
This book has everything but the answer to the one problem I was looking for: "pulling the head."
Coaches can always identify the "problem":
You're pulling your head--Keep your eye on the ball!
You're pulling your head--Quit trying to KILL it!

Two possibilities are:
1) The batter has made up his mind to swing at the pitch, is looking for something out over the plate, gets busted inside, and swings while backing off, appearing to "pull his head."

2) The batter is behind on the pitch because the pitch is coming in faster than he expects. His reflexes tell him the pitch will be a strike, and his reflexes tell him he's going to have to hurry with the swing. He strides, opens the hips, but can't get his arms around in time. He's "pulling his head" as he tries to get the bat around in the effort to catch up to the pitch. That's why many batters who "pull their head" appear to be swinging too hard.

The batter's timing is messed-up is the majority of the problem.
"Pulling the head" should be considered a symptom of the problem, and not the problem itself. The problem is timing. Coaches typically say "you're pulling your head" as though the realization will solve everything. To me, it's like somebody saying: "The reason you're sick is because you keep throwing-up."

Baseball isn't Golf (otherwise, I'd buy into the idea of the "head following the front shoulder" business.) Keeping the head still and not allowing the head to follow the front shoulder is an example of sound batting mechanics. Mechanics and timing go together, but they are two different things. Good hitters posess both timing AND sound batting mechanics. Good hitters get goofed-up from time to time.
It's the pitcher's job to goof-up the hitter. Pitchers who wind-up like Tim Wakefield, and deliver the ball like Randy Johnson have everybody and their brothers "pulling their head."

I checked all the available references--including this book, and ended up having to come up with these ideas on my own. I believe I am right, and I hope someone may benefit.
This book is great on everything else--Four Stars.

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^ Download Ebook American Goddess at the Rape of Nanking: The Courage of Minnie Vautrin, by Hua-ling Hu

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The Japanese army's brutal occupation of the city of Nanking during the 1937 Sino-Japanese War is known, for good reason, as the rape of Nanking. As they slaughtered an estimated 300,000 people, the invading soldiers raped more than 20,000 women - some estimates run as high as 80,000. Hua-ling Hu presents here the amazing untold story of the American missionary Minnie Vautrin, whose unswerving defiance of the Japanese protected the lives of 10,000 Chinese women and children - at the eventual cost of her own - and made her a legend among the Chinese people she served.

• Sales Rank: #1880707 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 2000-10-01
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .70" w x 5.50" l, .64 pounds
• Binding: Paperback
• 232 pages

Features

• Used Book in Good Condition

From Publishers Weekly
Minnie Vautrin was a Christian missionary, a teacher and an administrator at Ginling College in Nanking. Having arrived in China in 1912 at the age of 26, she worked tirelessly for nearly 30 years to expand and maintain the school, to educate Chinese women and to improve the lot of the city's poor. But she served her adopted country best during the Japanese occupation of Nanking in 1937, when the city and its citizens were ravaged by the Japanese. During the occupation, Japanese soldiers raped an estimated 20,000 women; that number would have been higher were it not for Vautrin. Turning the Ginling campus into a sanctuary for 10,000 women and children, she created a small international safety zone. She stood up to the soldiers who demanded women to brutalize, and she did her best to negotiate with their superiors to keep her haven safe. She also brought order and hope to the refugees' lives by organizing classes, as well as Christmas and other celebrations. In the early 1940s, however, Vautrin, feeling like a failure, committed suicide. Unfortunately, despite the drama of Vautrin's story and Hu's use of Vautrin's own letters and diaries, the prose here is dry and almost dispassionate, often bogging down in the details of school administration. Iris Chang's recent The Rape of Nanking is a far more poignant account of this period, to which this book mostly serves as a supplement. Photos, maps. (Mar.)
Copyright 2000 Reed Business Information, Inc.

From Library Journal
Amidst the rape and carnage of the Nanking Massacre (1937-38), in which more than 300,000 Chinese were slaughtered by Japanese troops, a score of Western residents labored tirelessly to save the lives of Chinese trapped in the doomed capital. The name of Minnie Vautrin, an American missionary educator, is indelibly inscribed on this honor list of foreigners who saw China as their home and Chinese as their fellow humans. Vautrin, a Midwestern farm girl called to missionary service, devoted her life to the education of Chinese women at Ginling College, one of the better-known of scores of Christian colleges in China. In the cauldron of horror that Nanking became, Vautrin, a tower of moral strength, turned Ginling into a sanctuary for 10,000 women and girls, who honored her as their Goddess of Mercy. Hu tells Vautrin's inspirational story in spare but powerful prose. This book deserves a wide audience and belongs in every public and academic library.
-Steven I. Levine,Univ. of Montana, Missoula
Copyright 2000 Reed Business Information, Inc.

From Booklist
Where Iris Chang's The Rape of Nanking (1997) circulated or where there's curiosity about the work of American missionaries in China before World War II, this biography of Minnie Vautrin, a missionary and educator who displayed courage and compassion in sheltering Chinese women and children at the women's college she headed in the early days of the Japanese occupation, will find readers. Vautrin grew up in rural central Illinois. She worked her way through college and, later, graduate school, taking up elementary education in China in 1912. In 1919, Vautrin was named interim administrator of Nanking's Ginling College, an educational institute for Chinese women, controlled and supported by several Protestant denominations. Hu's primary sources are Vautrin's correspondence (1919^-41) and the diary she maintained during the Nanking siege; the author also draws on government documents, eyewitness accounts by Chinese, Japanese, and American observers, and interviews with Vautrin's family. Hu's style is not graceful, but she succeeds in imparting a clear enough sense of Chinese history to place Vautrin's notable career in context. Mary Carroll

Most helpful customer reviews

47 of 50 people found the following review helpful.
Moving biography with meticulous historical background
By Terry Mathias
Author Hua-ling Hu presents the deeply moving biography of an American educator/missionary who remained in Nanking to help thousands of women and children facing death. I could not set down the book until I finished it, then I started again in order to gain a keen appreciation for the thorough historical scholarship using sources that have not been available until Hu brought them to our eyes. This book should be read by historians, by missionaries, by anyone interested in fascinating biographies -- it is a compelling story with exceptional historical scholarship as the backdrop.

32 of 36 people found the following review helpful.
The American warrior of the Greatest Generation
By Walter W. Ko
Minnie Vautrin was a lady with compassion. She devoted her life in bringing education to Chinese women and girls in 1920s to 30s. She was well remembered not only by the people of Nanking but also by all Chinese people. During the Rape of Nanking committed by the invading of Japansese military in 1937, she risked her life in protecting over ten thousand women and girls in her campus. This book showed her courage. It was a remarkable story of the female over the male, the weak over the strong, the peace over violence. However, over the past sixty years, not many Americans know of this woman of humanity and internationalism. In 2001, I had the good fortune to attend her memorial at Shephard, Michigan with a small group of friends and her relatives. I delivered a brief paper on behalf of the citizens of Nanking for their respect and love to her. Dr Bates, another international team members son of 1937 delivered the grave site prayer.
As Americans, you should not miss this woman of the greatest generation. In December 13 2002, a statue will be set up in Naking to honor this American to China.
In 2004, Missouri House, City of St Louis and City of Overland made Proclamation on her birthday as Ginling Forever, Minnie Vautrin Day. In 2005, Illinois Governor honored her on her birthday and called for citizens of Illinois to follow her example. In September 27 2006, California Congressman Mike Honda introduced her on the floor for a Celebration Resolution - a significant gift for her 120 years birthday!
In 2003, with a group of friends, we set up Friends of Minnie Vautrin Scholarship Project to raise funds to honor her and her mission of Chinese women education in her Ginling College through United Board for Christian Higher Education in Asia. [...]

12 of 12 people found the following review helpful.
Courage
By Northern Wanderer
Minnie Vautrin died at 55, by her own hands. Today we would call it post traumatic stress syndrome. Sometimes people have seen too much and given too much and they can't carry it all. Today Minnie Vautrin is remembered for the hope in Nanking she gave when all seemed lost before world war II as the Japanese invaded China.

Imagine being a simple school teacher from the Mid West, sent as a missionary to China to teach. Suddenly your school becomes a haven for 10,000 women who seek shelter against the invading Japanese Army. Vautrin could not even finish a meal or sleep a night without going out to fight off Japanese soldiers intent on hauling off Chinese girls from the international compound that had been declared a safe haven. She was slapped and pistol whipped. She was threatened repeatedly. She went without sleep. She went repeatedly to the Japenese authorities to protest. She even grabbed girls from the clutches of soldiers.

In the broader story, twenty four foreigners, including a Nazi German named John Rabe, saved 200 hundred thousand Chinese from extermination in a 3.8 km square safety zone in Nanking. The foreigners could have walked away. Instead they broke up rape attemtps, were pistol wiped, beaten, threatened at gun point. Unfortunately another 300,000 Chinese were killed, and at least 20,000 were raped, including grandmothers of 80 and girls as young as nine.

American missionaries in China have a mixed record. Those who stayed and saved the Chinese at Nanking have earned a special place in China's history. This book explains this history. If you want to understand China, this is worth reading.

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** Download PDF History 31st Regiment: Illinois Volunteers Organized

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The story of John A. Logan’s famed 31st Regiment Illinois Volunteers, told by three veterans, follows the regiment from the battles of Belmont, Fort Donelson, Vicksburg, Kenesaw Mountain, and Atlanta through the March to the Sea and into North Carolina. "Few regiments," notes historian John Y. Simon in the foreword, "fought longer or more fiercely, suffered more casualties, or won more victories."

Logan proved a valiant and valuable Union commander, yet when the Civil War first began, it was far from clear whether he would lead Union or Confederate troops. In dramatic fashion, however, he broke what Simon calls an "ominous silence ... interpreted by many as sympathy for the South." Speaking from a wagon platform in Marion, Illinois, Logan proclaimed: "[The] time has come when a man must be for or against his country." Logan accepted a commission from Illinois governor Richard Yates, recruited heavily in southern Illinois, and formed the 31st Regiment Illinois Volunteers.

The 31st became a prime component in Grant’s western campaigns, fighting for the first time at Belmont, Missouri. In February of 1862, the 31st foiled Confederate general Gideon J. Pillow’s dramatic escape from the Union siege at Fort Donelson. Although this is often listed as one of the proudest moments for the 31st, casualties ran high (fifty-eight killed), with Logan so severely wounded that at first he was reported dead. Logan’s valor at Fort Donelson won him promotion to brigadier general.

• Sales Rank: #1752972 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 1998-06-10
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .80" w x 6.00" l, 1.05 pounds
• Binding: Paperback
• 256 pages

Features

• Used Book in Good Condition

From the Back Cover
The story of John A. Logan's famed 31st Regiment Illinois Volunteers, told by three veterans who enlisted in the Union Army in their teens and recounted their experiences in their fifties, follows the regiment from the battles of Belmont, Fort Donelson, Vicksburg, Kenesaw Mountain, and Atlanta through the March to the Sea and into North Carolina. "Few regiments", notes historian John Y. Simon in the foreword, "fought longer or more fiercely, suffered more casualties, or won more victories".

Logan proved a valiant and valuable Union commander, yet when the Civil War first began, it was far from clear whether he would lead Union or Confederate troops. In dramatic fashion, however, he broke what Simon calls an "ominous silence during the first two months of the Civil War, a silence interpreted by many as sympathy for the South". Speaking from a wagon platform in Marion, Illinois, Logan proclaimed: "[The] time has come when a man must be for or against his country".

This pro-Union decision by the Democratic congressman and enthusiastic antiabolitionist ran counter to the hopes of his friends and relatives, many of whom had expected him to lead a Confederate regiment out of southern Illinois. Instead, he accepted a commission from Illinois governor Richard Yates, recruited heavily in southern Illinois, and formed the 31st Regiment Illinois Volunteers.

Under the command of Colonel Logan, the 31st became a prime component in Grant's western campaigns, fighting for the first time at Belmont, Missouri. In February of 1862, the 31st foiled Confederate general Gideon J. Pillow's dramatic escape from the Union siege at Fort Donelson. Although this is often listed as one of the proudestmoments for the 31st, casualties ran high (fifty-eight killed), with Logan so severely wounded that at first he was reported dead. Logan's valor at Fort Donelson won him promotion to brigadier general.

This regimental history is illustrated by twenty-nine contemporary black-and-white photographs.

About the Author

W. S. Morris enlisted at age nineteen on the day Logan delivered his dramatic address in the Marion, Illinois, town square.

L. D. Hartwell enlisted at seventeen, one of six Williamson County brothers who served in the Union Army.

J. B.Kuykendall enlisted at nineteen from Vienna, Illinois.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Wow!!
By Hedy
I was so happy to find this book. My great-great grandfather was with the Illinois 31st and his name is mentioned in the book. It will be a family heirloom.

0 of 0 people found the following review helpful.
Five Stars
By George Ward
another good history lesson

0 of 1 people found the following review helpful.
Hx 31sr Regiment: Illinois Volunteers
By Sue J
We bought this book as a gift..bought one for ourselves last year (from Amazon)...for a friend writing a book about the history of Union Co, Illinois. We felt it would be an asset to her research. Good read

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! Fee Download The 1200-Calorie-a-Day Menu Cookbook : Quick and Easy Recipes for Delicious Low-fat Breakfasts, Lunches, Dinners, and Desserts, by Nancy H

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Imagine savoring three delicious, satisfying meals every day without worrying about counting calories or calculating fat grams. Now you can enjoy hundreds of combinations of tempting, flavorful breakfasts, lunches, dinners--even desserts--all for only 1200 calories a day.

Every dinner contains no more than 400 calories per serving. Each breakfast and lunch contains only 350 calories per serving, and every delicious dessert contains just 100 calories per serving. All you have to do is select the meals you want to combine for any particular day.

Choose from such low-calorie offerings as:

• Buttermilk pancakes with blueberry sauce, canadian bacon, and sliced oranges
• Roast beef salad with blue cheese in pitas and fresh apple slices
• Sliced turkey with mushroom gravy, whipped potatoes, peppered peas, and apricot halves
• Raspberry-kissed pears in phyllo nests

Each low-calorie, low-fat recipe includes easy-tofollow instruction and fat grams per serving. Many recipes can be prepared in 15 minutes or less.

• Sales Rank: #180169 in Books
• Brand: Hughes, Nancy S.
• Published on: 1994-09-01
• Original language: English
• Number of items: 1
• Dimensions: 10.20" h x .50" w x 7.70" l, .93 pounds
• Binding: Paperback
• 416 pages

From Booklist
Hughes breaks the 1,200 calories a day into breakfast and lunch recipes that contain no more than 350 calories each, dinner recipes that contain no more than 400 calories, and dessert recipes that contain only 100 calories. The majority of the meals contain 20 percent or less of their total calorie content from fat; all contain less than 30 percent. The totals are listed with each recipe. Hughes, author of three other cookbooks, insists this is not a diet plan but rather a comprehensive collection of recipes that can be used to limit calorie and fat intake. Many of the recipes can be prepared in 15 minutes or less. George Cohen

About the Author
McGraw-Hill authors represent the leading experts in their fields and are dedicated to improving the lives, careers, and interests of readers worldwide

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87 of 97 people found the following review helpful.
If you Like...
By Nashla
If you only like eggs, bacon and ham for breakfast then these recipes are for you. While noting calories and fat Hughes leaves out sodium, cholesterol, protein, and all other nutritional information. If I wanted to raise my cholesterol and sodium intake then I'd eat eggs and ham every day for breakfast. In addition, she adds some variation of fruit to each breakfast. I could of thought of that on my own. I admit that I did not buy this cookbook for the lunch recipes, so my input in that section of the book may not be relevant. However, if I had purchased it for the lunch recipes I would have been very disappointed; no one has time to make these lunches on a daily basis unless they are at home all day and have nothing to do. I hardly have time to make breakfast and dinner! There were only a handful of dinner recipes that even seemed appealing to me and were good...however, would I have purchased this book knowing there would only be a handful of recipes I'd use? No. The desserts aren't worth bothering with unless you want to spend time preparing a variety of fruit and spice combinations. Not very exciting. Fortunately I only paid $8 or else I'd be a lot more unhappy. Also, there are no pictures and that makes it difficult to get excited about as well. If you're looking for a diet book look somewhere else. If you're looking for low calorie recipe ideas, look somewhere else. There is nothing special or exciting about these recipes.

0 of 0 people found the following review helpful.
So Disappointed!
By Juanell Largent
I am very disappointed in this cookbook! I have Nancy S Hughes '1500 Calories A Day Cookbook' and I love it! I have lost 13 lbs following the
recipes and I thought this book would be a great addition. I was wrong. The reviewers that said the recipes are too complicated, have too many ingredients and are too time consuming are right!! I think she wrote this cookbook and learned from her mistakes when she wrote the 1500 cal. book. It is well organized, uses shortcut ingredients and they can all be prepared in 30 minutes or less. So if you didn't like this cookbook, get the 1500 cal. book.

26 of 26 people found the following review helpful.
Seems Good, but Isn't...
By L. Becker
I thought this cookbook was going to be great to help me eat 1200 calories a day. Unfortunately, the recipes in this book are so unusual for lunch and dinner that I didn't even attempt them. If you're cooking just for yourself, it's probably fine, but don't expect your family to like dappling in recipes such as rolled ham with cream cheese and sweet red poppy fruit-lettuce platter.

I'm glad that I bought the American Heart Association Low-Calorie Cookbook: More than 200 Delicious Recipes for Healthy Eating. You can still manage your 1200 calorie diet using this book and the recipes are much more down to earth than this cookbook. You can read my review on that cookbook to get a better idea of what you can make for a meer 300-400 calories a meal. PLUS DESSERT!!!

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~ PDF Download Response to Reform: Composition and the Professionalization of Teaching (Studies in Writing & Rhetoric), by Margaret Marshall

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Response to Reform: Composition and the Professionalization of Teaching critiques the politics of labor and gender biases inherent in the composition workplace that prevent literacy teachers from attaining professional status and respect. Scrutinizing the relationship between scholarship and teaching, Margaret J. Marshall calls for a reconceptualization of what it means to prepare for and enter the field of composition instruction.

            

Interrogating the approach the education system takes to certify teachers without actually “professionalizing” their careers, Marshall contends that these programs rely on outdated rhetorics of labor that only widen the gap between teaching and other professional jobs. Such attempts to re-educate literacy teachers exploit and marginalize their work, and thus prevent them from claiming the status of academic professionals. In providing an overview of the history of and language used to literacy instruction, she also points out that while women are overrepresented in composition instruction, they are underrepresented in tenure track and administrative positions.

 

To correct and combat these inequities, Marshall advocates an alternate alignment of power structures and rhetorical choices. In a wide-ranging survey that sheds new light on the composition workplace as well as higher education at large, Response to Reform: Composition and the Professionalization of Teaching boldly asks us to do away with the reductive language we inherit from the past that characterize teaching and professionalization, as well as our customary responses to public criticism of education. The result is a new articulation of composition as a meritorious profession.  

 

• Sales Rank: #4047811 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 2003-11-25
• Original language: English
• Number of items: 1
• Dimensions: 8.50" h x .50" w x 5.50" l, .56 pounds
• Binding: Paperback
• 216 pages

Features

• Used Book in Good Condition

Review

“Margaret J. Marshall’s Response to Reform is a thoughtful study of a perennially important subject, reforming college writing instruction. Marshall bases her critique on her own years of experience directing a large, complex writing program. She is particularly insightful about how well-intentioned reform efforts like the Boyer Report run up against entrenched attitudes and structures within higher education.”

—John Brereton, Brandeis University 

About the Author

Margaret J. Marshall, an associate professor of English at the University of Miami, is the author of Contesting Cultural Rhetorics: Public Discourse and Education.

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## Ebook Free The Rights of Students: The Basic ACLU Guide to a Student's Rights (American Civil Liberties Union Handbook), by Janet R. Price, Alan H. L

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The laws affecting students are complex, controversial, and in a constant state of flux.

 

Price, Levine, and Cary seek to define how much power school officials have to regulate students’ lives and what responsibilities they have to provide students with appropriate services and protections.

 

Racial discrimination, a subject so enormous and important that it requires a book of its own, is considered only as it affects various other topics, such as due process and corporal punishment.

 

The author’s make clear that although it can be costly to challenge practices that violate students’ rights, student involvement in setting school policies and active parent participation through associations, meetings, or petitions can offer more immediate and less costly means to eliminate or change offensive school policies.

• Sales Rank: #4712600 in Books
• Brand: Brand: Southern Illinois University Press
• Published on: 1988-03-01
• Original language: English
• Number of items: 1
• Dimensions: 6.88" h x .50" w x 4.25" l,
• Binding: Paperback
• 200 pages

Features

• Third Edition Handbook by ACLU

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2 of 2 people found the following review helpful.
Stand up for your rights
By Scott T
This book explains that students do indeed have rights while at school. In order to assert your rights, you must know them. It has some good info on topics like school newspapers, searches and seizures, rights to free speech and many other areas. School is a battle ground for your rights and this is your weapon. A must have for the informed student.

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