This volume considers fundamental issues in advanced language learning, from the definition of "advancedness," through descriptive and instructional considerations in advanced learning, to the role of assessment. It presents both general insights and also language-specific considerations in classrooms at the college level, spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian.

I  wrote this book to share my revolutionary approach with you; it is filled with time management tips as flexible as your ever-changing schedule. I’ve simply given you the best of the best tips and ideas that really work in the real world. These are the same tips I’ve taught for years and the ones I use myself, so they are proven to work wonders.

This book contains great information on the history of Kali (arnis, escrima, etc) as well as the basic concepts and drills that are taught by Dan Inosanto. None would argue that Danny Inosanto is one of the leading authorities on Filipino martial arts and his book demonstrates his depth of knowledge. It is complete with pictures and diagrams, making a lot of the information relatively easy to learn. Learning any type of movement from a book is difficult, but this book does a pretty good job of making the information clear. It's a collectors item as well as a great martial arts reference.

Hematology is difficult to teach at the medical school level. The curriculum is necessarily fragmented across different years of study, and often separated considerably in time. Understanding hematology requires insight into several distinct aspects: applied physiology (generally taught early), an understanding of the essential pathological processes involving the blood are taught somewhat later (if at all), and the (necessarily) strong laboratory aspect is generally taught more or less concurrently with other clinical pathology topics, such as clinical chemistry and immunology. By the time the student is faced with blood diseases in the wards, the laboratory/pathological bias is well entrenched. It is thus difficult for the student to get an integrated view of the subject. The unspoken assumption, often reinforced by clinical tutors trained in the traditional perspective, is that blood tests are all that are required for a diagnosis in blood diseases.