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This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know to address the needs of all learners.

• Sales Rank: #22849 in Books
• Published on: 2011-03-03
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .90" w x 8.80" l, 2.33 pounds
• Binding: Paperback
• 608 pages

Review

I believe that the authors’ approach to the subject matter is practical and presented in a manner that makes the reader want to read the book from front to back.

Mary Darlene Hilsenbeck, University of Louisville

 

The readability is ideal for the undergraduate student. It contains enough theoretical, research-based information to be a strong text. It also contains practical information that students will want to retain this text as they become practitioners. The organization of the book is ideal. The included standards are ideal as students study for state certification exams. “Technology Today”, “Rights & Responsibilities”, and “Evidence-Based Practice” are gems of information.

Glenna Bilingsley, Texas State University — San Marcos

 

The application connection couldn’t be any better than what your authors have put together for the reader and future teacher. I am very impressed with the wealth of information and suggestions your authors have provided for the reader that cover almost every aspect of learning disabilities. This book helps teachers use the tools they have to de3velop their students into productive members of society and prepare them for the future. The information just flowed and all came together outlining an effective inclusive program for students with disabilities and the best practices to prepare students for their future.

Shirley MacKinnon, Canisius College

 

From the Back Cover

The thoroughly revised sixth edition of Teaching Students with Special Needs in Inclusive Settings takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know.

 

Categorically organized chapters give you the tools you need to differentiate instruction for students with disabilities in inclusive classrooms so you can provide instruction that helps all students succeed.

• New!  Differentiating Elementary Instruction: These features propose specific ideas for designing instruction to meet individual needs in elementary classrooms.
• New! Differentiating Secondary Instruction : These features propose specific ideas for designing instruction to meet individual needs in secondary classrooms.
• New! Characteristics and Implications:These chapter elements clarify the characteristics of each disability category and pinpoint instructional implications teachers need to be aware of.

 

Beautifully organized, streamlined chapters bring you into the classroom with a focus on real students.

• Chapter opening vignettes introduce you to individual students with special needs.
• Selected IEP Goals and Objectives features in every chapter return to the opening vignette’s student to help you better understand the IEP process, one student at a time.
• Tips for Adapting a Lesson features in each chapter revisit the vignette student, providing you with additional practice in differentiating instruction based on individual needs.

 

Insightful, research-driven chapters provide insight into the role of the general education teacher in an inclusive classroom.

• Ri ghts and Responsibilities : These features examine legal cases and issues that impact the instructional process for students with special needs.
• Personal Spotlights: Features in every chapter profile real teachers, parents of children with special needs, and students with special needs themselves, letting readers connect chapter content with real life situations and providing insight into the multifaceted experiences of people most affected by the challenges of inclusion.

About the Author

Tom E. C. Smith is currently Dean of the College of Education and Health Professions, and University Professor of Special Education at the University of Arkansas. He has been on the faculties of the University of Arkansas at Little Rock, University of Alabama at Birmingham, and the University of Arkansas for Medical Sciences. Prior to receiving his Ed. D. from Texas Tech University, he taught children with intellectual disabilities, learning disabilities, and autism at the elementary and secondary levels. President Clinton appointed him to three terms on the President’s Committee on Mental Retardation. He has served as the Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children since 1996. His current professional interests focus on teacher education and legal issues and special education.

 

Edward A. Polloway is the Rosel H. Schewel Professor of Education and Human Development at Lynchburg College in Virginia, where he has taught since 1976. He also serves as Vice President for Community Advancement and Dean of Graduate Studies. He received his doctoral degree from the University of Virginia and his undergraduate degree from Dickinson College in Pennsylvania. He has served twice as president of the Division on Mental Retardation and Developmental Disabilities  of the Council for Exceptional Children and also on the board of directors of the Council for Learning Disabilities. He also served on the committee that developed the 1992 definition of mental retardation for the American Association on Intellectual Disabilities. He is the author of 20 books and over 100 articles n the field of special education with primary interests in the areas of learning disabilities and intellectual disabilities.

 

James R. Patton is an Educational Consultant and Adjunct Associate Professor at the University of Texas at Austin. He received his Ed. D. from the University of Virginia. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavior intervention planning, and classroom accommodations. He has served on national boards of the Division on Developmental Disabilities, the Council for Learning Disabilities, and the National Joint Committee on Learning Disabilities.

 

Carol A. Dowdy is Professor Emerita of Special Education at the University of Alabama at Birmingham, where she has taught since receiving her Ed. D. degree from the University of Alabama, Tuscaloosa . She has written eight books on special education and published 34 articles on learning disabilities. She has served on the national board of the Council for Learning Disabilities and the Professional Advisory Board for the Learning Disabilities Association of America, and she has worked closely with the federal department of Vocational Rehabilitation to assist in their efforts to better serve adults with learning disabilities.  

Most helpful customer reviews

3 of 3 people found the following review helpful.
Black and White
By krussel
It was black and white, and I thought that it would be in color just like all of the other ones i could have bought, however it still has all of the same information so that is totally acceptable for 22$

1 of 1 people found the following review helpful.
A spectacularly bad and poorly-arranged textbook.
By MF48
I was pretty shocked at how poorly written and poorly organized a book with 4 (listed) authors could actually be. It made me wonder if this was a textual example of the adage that "too many cooks spoil the soup."

I could give a laundry list of problems with this book, but I'll make a few general complaints and then give a few examples from the book. First, the authors, despite being professors, have little to no idea about how this information should be scaffolded for the student who is new to the subject. Instead of a foundation which works from the very general to the very particular, you get a hodge-podge of generals and particulars mixed into huge, sweeping chapters--filled with lengthy, sweeping paragraphs--that contain little discernible organization as you read through them. The book reads like a professor (I once had) talks: from broad topic to ranging tangents or from narrow topics to narrow tangents. That professor just knew too much for her own good. She constantly navigated in a sphere of ideas way beyond her students who were learning the material for the first time. If this weren't an introductory text for this subject, I'd soften this critique, even if though I ultimately can't forgive the authors for the text in its entirety.

There are diagrams that don't appear on the page or pages in which the diagram is referenced. Instead, there is some other practical or factual scenario insert on that page. Why not move that around? This wouldn't be a big deal as these things do happen in text formatting, but this book is full of examples of this kind of poor organization or formatting. So many of the visual or textual "inserts" in the chapters seem haphazardly placed. I was regularly asking myself, "What is this here for? It's a factual scenario or personal spotlight that doesn't link explicitly to anything I've just read."

The technical language of special education is as vast as the Pacific Ocean. So what happens here? The authors use vague terms they clearly understand but are difficult to discern the meaning of from the context. Here's only one example from innumerable examples: "If a referral is made, and the IEP team accepts the referral..." What's the referral for? Who is it coming from? To whom is it being made? Don't look to the context because the word "referral" doesn't appear in the paragraphs before or after this sentence. If the context is clear from something a student would have read, all it would take is one word to modify the word "referral" and the student would (or should) instantly recall what he/she read a page or two earlier. In this case, the once called this a "formal" referral. That's only slightly better. However, on the very next page the chart calls it an "Initial referral to eligibility determination." This mix of terminology is now confusing. Terms of art should be consistently used for students new to the subject. But isn't this just how experts talk to each other? They don't need good, clear context or hyper-consistent usage to convey meaning to each other. (And so I imagine these four cooks slapping each other on the back as they read through these chapters.)

On page 70, the authors mention "key steps" in a process, but those steps--which CHRONOLOGICALLY illustrate a process--are bullet-pointed. Further down the page, the authors mention helpful "guidelines" and THESE are numbered. Huh? They aren't even statutory or chronological, so it's not like numbers were even necessary or helpful here. Where numbers would have helped, you get bullets.

For another example, just look at diagram 3.4. It's a decision-based flow chart with arrows following "yes" or "no" lines of reading. Are there questions in ANY of the boxes for the student to read an then answer with a yes or a no? Nope. It's just absurd. Of course, only one bland, in-text reference to this chart appears on the page before the chart, not on the pages where the chart appears. The chart, however, is described in detail on the page opposite from it. That makes sense, right? Is the citation to the chart made there too? No. Only a good contextual understanding of the text tells you the authors are actually walking through and explaining their question-less "yes" or "no" answer chart. Unbelievable. Their editor should be fired or I should be hired. One of the two.

And so it goes with this kind of poor writing and poor editing filling the pages. As a student who has been around the educational block, I am stunned at how hard this book makes it for me to read and understand the material. I've read challenging texts before, but for a careful reader like me this one is punishing to read--and I mean that. It's punishing.

While it is full of content, it is otherwise terrible. TERRIBLE. I gave it the second star solely for its content. That was a gift.

1 of 1 people found the following review helpful.
Not Helpful for New Teachers or for Practical Hands-On Ideas in the Classroom; Poorly Organized & Edited.
By J & L
MF48's review is dead on. This book is poorly organized, includes tons of terms without any proper explanation, and repeats information randomly (including identical sentences!). It is also poorly edited. There are many mistakes within the writing. This book was required for a graduate course last semester, and I picked it up from my shelf today wanting to reference a couple portions of it for an essay. Trying to use the book again reminded me why I hated it so much. It is not easy to navigate at all, not even using the subject index. It was a horrible introduction to special education.

This book does spend time going through various legalities of IDEA, although those details are not structured in an easy-to-understand manner. It is far easier to actually read the government web site on IDEA or to peruse articles about IDEA on about.com. That really tells you something.

In lieu of this book, I would highly recommend "Neurodiversity in the Classroom" by Thomas Armstrong. It was one of the required texts for a course I have this semester that is also on special education. Armstrong's book offers tons of practical, hands-on approaches for various disabilities, and they can be used at the K-12 level or at the college level. I never plan on letting Armstrong's book leave my shelf, but I would actually consider throwing the "Teaching Students with Special Needs" book in the recycling bin. I had to write too many notes in it with cross-reference arrows because it was so disorganized, so it's likely that no one would want my used copy. In short, I really hated this book, and I would not recommend it to any teacher.

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• Original language: French
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Book by Rajneesh, Bhagwan Shree

• Sales Rank: #789821 in Books
• Brand: Plume
• Published on: 1976-09-20
• Released on: 1976-09-20
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 5.00" h x 1.00" w x 7.00" l,
• Binding: Paperback
• 253 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

5 of 5 people found the following review helpful.
Singing Still
By Robert L. Rose
I recently remembered this book during a conversation with my older brother (Kenneth Rose), so I asked him to send it to me... again. I say "again" because he gave "Only One Sky" to me as a gift in 1977. I sent it back to him after I read it the following year.

Looking through it now I can see that reading it was for me a profound experience of clarity during a pretty intellectual phase of my journey. I was "seeking" and creating "smoke around the flame" of my awakening (page 112).

Rajneesh helped me to move from being a "goal-seeker" to becoming a "celebrator" (page 84). Thanks to the gift of this book from Rajneesh and my brother, I celebrate on.

8 of 8 people found the following review helpful.
Rajneesh captures the true meaning of Tantra
By rogerwilco
If you want to deeply understand the tantric view of life and existence, this is your book. A transcript of a series of morning discourses given by Bhagwan Shree Rajneesh at the Rajneesh Ashram in Poona, India, the clarity, simplicity, and directness of the presentation make it easy to understand and powerfully transformative. The vision and perspective expressed through the discourses can transform your meditation and change your life. Despite it's apparent simplicity, you will get more out of it every time you read it. This book is unfortunately out of print and it is rather hard to obtain a copy, but well worth the trouble.

2 of 2 people found the following review helpful.
nothing can beat the audio
By a customer
it's not really possible to understand osho just by reading his words.

on paper, he appears mostly bland, with obvious trivial insights and amateur poetics.

in speech, he can be hypnotic, giving new life to his words, he will eventually lull you into a meditative calmness, you share in his being

nevertheless his books are good for inspiration if you need a few lines to reorient your perspective

this one is good but as mentioned the audio discourses which are available as mp3s online are much more captivating

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[U793.Ebook] PDF Download Programming in Python 3: A Complete Introduction to the Python Language (2nd Edition), by Mark Summerfield

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A Fully Revised Edition Featuring New Material on Coroutines, Debugging, Testing, Parsing, String Formatting, and More

 

Python 3 is the best version of the language yet: It is more powerful, convenient, consistent, and expressive than ever before. Now, leading Python programmer Mark Summerfield demonstrates how to write code that takes full advantage of Python 3's features and idioms. Programming in Python 3, Second Edition, brings together all the knowledge you need to write any program, use any standard or third-party Python 3 library, and create new library modules of your own.

 

Summerfield draws on his many years of Python experience to share deep insights into Python 3 development you won't find anywhere else. He begins by illuminating Python's "beautiful heart": the eight key elements of Python you need to write robust, high-performance programs. Building on these core elements, he introduces new topics designed to strengthen your practical expertise-one concept and hands-on example at a time. Coverage includes

• Developing in Python using procedural, objectoriented, and functional programming paradigms
• Creating custom packages and modules
• Writing and reading binary, text, and XML files, including optional compression, random access, and text and XML parsing
• Leveraging advanced data types, collections, control structures, and functions
• Spreading program workloads across multiple processes and threads
• Programming SQL databases and key--value DBM files
• Debugging techniques-and using Test Driven Development to avoid bugs in the first place
• Utilizing Python's regular expression mini-language and module
• Parsing techniques, including how to use the third-party PyParsing and PLY modules
• Building usable, efficient, GUI-based applications
• Advanced programming techniques, including generators, function and class decorators, context managers, descriptors, abstract base classes, metaclasses, coroutines, and more

 

Programming in Python 3, Second Edition, serves as both tutorial and language reference. It assumes some prior programming experience, and is accompanied by extensive downloadable example code-all of it tested with Python 3 on Windows, Linux, and Mac OS X. This edition covers Python 3.0 and 3.1, and due to the Python language moratorium it is also valid for Python 3.2 which has the same language as Python 3.1.

• Sales Rank: #306392 in Books
• Brand: Summerfield, Mark
• Published on: 2009-11-22
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 1.50" w x 6.90" l, 2.12 pounds
• Binding: Paperback
• 648 pages

Review

“…Fulfills the immediate market need for those developers seeking to learn this latest evolutionary version of the Python lineage in a succinct, well-written package.”

–Mike Riley, Contributing Editor for Dr. Dobb’s

 

“Beyond the introduction to programming in Python 3 in the first chapter, if you progress through the first six chapters in sequence, you’ll be well on your way to taking off with using Python independently.”

–James Pyles, Technical Writer and Author of the blog “A Million Chimpanzees”

 

“…A key recommendation for any serious computer library strong in web programming languages.”

–Jim Cox, Midwest Book Review

 

“Summerfield’s book is an excellent source to start learning Python 3.”

–Anthony J. Duben, Computing Reviews

From the Back Cover
A Fully Revised Edition Featuring New Material on Coroutines, Debugging, Testing, Parsing, String Formatting, and More

Python 3 is the best version of the language yet: It is more powerful, convenient, consistent, and expressive than ever before. Now, leading Python programmer Mark Summerfield demonstrates how to write code that takes full advantage of Python 3's features and idioms. "Programming in Python 3, Second Edition, "brings together all the knowledge you need to write any program, use any standard or third-party Python 3 library, and create new library modules of your own. Summerfield draws on his many years of Python experience to share deep insights into Python 3 development you won't find anywhere else. He begins by illuminating Python's "beautiful heart" the eight key elements of Python you need to write robust, high-performance programs. Building on these core elements, he introduces new topics designed to strengthen your practical expertise-one concept and hands-on example at a time. Coverage includes

• Developing in Python using procedural, objectoriented, and functional programming paradigms
• Creating custom packages and modules
• Writing and reading binary, text, and XML files, including optional compression, random access, and text and XML parsing
• Leveraging advanced data types, collections, control structures, and functions
• Spreading program workloads across multiple processes and threads
• Programming SQL databases and key--value DBM files
• Debugging techniques-and using Test Driven Development to avoid bugs in the first place
• Utilizing Python's regular expression mini-language and module
• Parsing techniques, including how to use the third-party PyParsing and PLY modules
• Building usable, efficient, GUI-based applications
• Advanced programming techniques, including generators, function and class decorators, context managers, descriptors, abstract base classes, metaclasses, coroutines, and more

" ""Programming in Python 3, Second Edition, "serves as both tutorial and language reference. It assumes some prior programming experience, and it is accompanied by extensive downloadable example code-all of it tested with Python 3 on Windows, Linux, and Mac OS X.

About the Author

Mark Summerfield, owner of Qtrac Ltd., is an independent trainer, consultant, technical editor, and writer specializing in Python, C++, Qt, and PyQt. His books include Rapid GUI Programming with Python and Qt: The Definitive Guide to PyQt Programming (Addison-Wesley, 2008) and, cowritten with Jasmin Blanchette, C++ GUI Programming with Qt 4 (Addison-Wesley, 2006). As Trolltech’s documentation manager, Mark founded and edited Trolltech’s technical journal, Qt Quarterly.

Most helpful customer reviews

64 of 68 people found the following review helpful.
Excellent
By Kelly D. Painter
I am new to Python and wanted to learn. Prior to purchasing this book, I was reading "Learning Python" by Mark Lutz. I was literally half way through that book and couldn't write even a simple script due to the way that book is structured. I would not recommend that book. I was frustrated and ordered this book due to its coverage of Python 3. I am pleased.

This book takes an approach that gives the reader a quick overview of the language that is complete enough to start using Python by page 40! When the book mentions a topic that is covered elsewhere, there is a little box in the margin that tells the page that topic is covered - foward and backward. Great idea! That is very handy.

I had a little task that I wanted to write a script to do and I was able to do that easily after finishing the quick intro.

I am still reading the book and there is a lot of advanced information that I have not read yet. If the beginning of the book is any indication, it will be quite useful.

44 of 48 people found the following review helpful.
A Thorough Introduction to Python
By Swiftboat
Mark Summerfield's text: "Programming in Python 3" is a very good introduction to the Python programming language for people with prior programming experiance in another language. I came to Python from MatLab and prior to that, C and Fortan. So I'm pleased with the book and find myself refering back to it quite often. Having said that, this is not a "For Dummies" type book. Familiarity with with directory structure, file handling, and command prompt (console) operation is assumed.

The book covers all of the built in types and programming constructs of the Python language. It also introduces some of the useful (batteries included) standard library functinality along with details for working with modules and packages.

Finally, as I'm working my way into the middle of the book, I'm finding that it's a good introduction to object-oriented (OO) programming concepts and techniques in the clean syntax of the Python language. The OO concepts are not obfuscated by a language that is too criptic or too messy. Since this is about where I'm at on my own learning curve, the book is proving quite useful.

30 of 33 people found the following review helpful.
Put Your Seatbelt On
By B. Blazer
This is a great book that covers Python 3 in a very orderly and concise manner. Readers are quickly introduced to the power of the language in the first 2 chapters, then each of the topics are covered in a more in depth way later in the book. This, however, is why I gave it only 4 stars. These beginning chapters may feel intimidating to some as the may feel as though they have been dropped in the deep end of the pool. More complex concepts like short-circuit logic are given but a few lines of explanation where a more detailed analysis may be warranted. All that said, it is the book I chose as the text for the python course I teach at the college level. I have limited time to get the students up and running, and this book surely does that. It also is a good stand alone reference that many of my students have chosen to keep on their bookshelves rather than return to the bookstore at the end of the semester. In short, it is concise, fast-paced, and in depth - covering enough of the language that the reader can come out the end feeling like they have a fairly good grasp of the language, concepts, and "pythonic thinking."

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Thoroughly updated to reflect all of the latest concepts and advances in the field, this concise, extensively illustrated text presents the basic science and clinical application of cellular and molecular biology. Functioning as a combined text and atlas, it is essentially two books for the price of one providing a comprehensive, visually engaging histology education from the ground up. Illustrations, tables, PowerPoint™ presentations, chapter summaries and multiple choice questions facilitate comprehension of concepts, and clinical correlations underscore the practical relevance of the material.

• Superb illustrations―including photomicrographs, electron micrographs, schematic diagrams and drawings―provide a visual grasp and easier retention of difficult concepts.
• Online PowerPoint™ slides, prepared by the author, offer a convenient way to review the most essential information from the text.
• Clinical correlations throughout the text demonstrate clinical applications and reinforce the idea that histology is pertinent not only to pathology and physiology, but in fact comprises one of the essential bases of clinical practice.
• New! "Pathological Considerations" section at the end of each chapter.
• Helpful tables provide an at-a-glance summary statement of key points.
• Bolded key terms, bulleted lists and chapter summaries emphasize the "need to know" information in every chapter.
• A combination of USMLE-style questions and image based questions in each chapter.
• Student Consult eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.

• Sales Rank: #585566 in Books
• Published on: 2016-01-20
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 1.10" w x 8.00" l, .0 pounds
• Binding: Paperback
• 672 pages

Review

"This is a high quality book that would serve any graduate biomedical students well…Although there are one or two other similar books, what makes this one stand out is the balance between text and images. It is complete without becoming too overly detailed."

-George K. Niiro, PhD (Midwestern University) for Doody’s Review Service

About the Author
Leslie P. Gartner is Professor of Anatomy in the Department of Biomedical Sciences at the Dental School of the University of Maryland. He has received numerous teaching awards and is the author of "Essentials of Oral Histology and Embryology," "3rd Edition "(1999), "Oral Histology and Embryology," "2nd Edition" (1999) as well as the coauthor of the well-respected "Textbook of Head and Neck Anatomy," "3rd Edition," with James L. Hiatt (2001), and coauthor of the "Color Textbook of Histology, 2nd Edition" (2001) and the "Color Atlas of Histology, 4th Edition" (2005) also with James L. Hiatt. The atlas, which is used by almost half the US medical schools, has been translated into eight languages. He also coauthored "Cell Biology and Histology, 4th Edition "(2003) with James L. Hiatt and Judy M. Strum and is the Histology consultant to "Stedman's Medical Dictionary, 28th Edition" (2006).

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Geography: A Global Synthesis, by Peter Haggett

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A generation of geography students on both sides of the Atlantic were raised on Peter Haggett's classic text, Geography: A Modern Synthesis. First published in 1972, it went through three revisions and was translated into six languages. This new version, re-titled for a new century, Geography: A Global Synthesis retains many of the features which gave the original volume such worldwide appeal. It presents geography as an integrated and integrating discipline, seeing both environmental and human geography and systematic and regional geography as intrinsically linked. It argues the facts of geographic distributions, the techniques by which geographers study the world, and the philosophy which informs their analyses all a part of a global synthesis. This synthesis operates at a range of spatial scales from the local up to the planetary system itself. It ranges in time back to human origins and onward to human futures. The book sees geography as an essential discipline for students wishing to understand their changing world at the start of a new millennium. 

• Sales Rank: #2495481 in Books
• Brand: Prentice Hall
• Published on: 2001-04-19
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x 1.45" w x 8.29" l, .0 pounds
• Binding: Paperback
• 864 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
Four Stars
By Javier Rubio
A great general Geography book, with an interesting perspective. It treats a lot of important topics.

0 of 0 people found the following review helpful.
Five Stars
By Lyn.k
Those who really love geography and welcome deep analysis would enjoy using this text.

0 of 0 people found the following review helpful.
I like it.
By Gustavo
I liked very much the previous edition, so this one I like it also!!

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