The following book was designed to help students get the utmost of Shakespeare's work.The plots  summaryof the plays summary is presented with acts and scenes  helping the student learn the names of the characters. The next section describes the characters more fully and places them within the scenes. A discussion of both themes and style is followed by the placement in its historical context. The critical overview shares what critics have said about the work; and a collection of essays provide criticism written by Shakespeare scholars. Each entry ends with a list of sources and suggested further reading. Inset boxes include information about media adaptations, suggestions to "compare and contrast," and "Topics for Further Study." Black and white illustrations, reproductions of paintings of scenes, and some photographs of present-day actors in scenes from the plays are also in the text. Each volume ends with the same two-page glossary and a cumulative index to major themes and characters. This provides some help especially for those students for whom reading Shakespeare is a challenge because of their reading skills. It will help them sort out characters and plot in a more sophisticated way than a reference written for a younger audience.

Edward Said makes one of the strongest cases ever for the aphorism, "the pen is mightier than the sword." This is a brilliant work of literary criticism that essentially becomes political science. Culture and Imperialism demonstrates that Western imperialism's most effective tools for dominating other cultures have been literary in nature as much as political and economic. He traces the themes of 19th- and 20th-century Western fiction and contemporary mass media as weapons of conquest and also brilliantly analyzes the rise of oppositional indigenous voices in the literatures of the "colonies." Said would argue that it's no mere coincidence that it was a Victorian Englishman, Edward G. Bulwer-Lytton, who coined the phrase "the pen is mightier . . ." Very highly recommended for anyone who wants to understand how cultures are dominated by words, as well as how cultures can be liberated by resuscitating old voices or creating new voices for new times.

Krishnamurti believed that “education is the heart of the matter.” His longstanding concern with the nature and problems of education led him to found schools in India, England, and America, and his conversations with students, teachers, and parents form the major part of Beginnings of Learning. These lively, often intimate exchanges turn on practical, everyday matters as well as wider philosophical issues, as Krishnamurti encourages his audience to appreciate that the beginning of wisdom is self-knowledge. Jiddu Krishnamurti was born in southern India in 1895 and died in 1986. The essence of his teachings is that societal change and world peace can only occur through a complete change of individual consciousness.

 

The many public debates launched by governments on education, such as Tony Blair's emphasis on "education, education, education" have nonetheless failed to consider the place of the good society in educational endeavor. The traditional account of education is that it not only teaches pupils the skills to earn a living, but also teaches a concern for the welfare of others, a love of the many cultures of learning and a commitment to the best values of society. Education and the Good Society seeks to examine these considerations and to restore them to the center of the educational debate.

Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.