Journal articles: 'Make-a-book'

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Saloojee, H. "A Book to Make You Think." Western Journal of Medicine 172, no. 2 (February 1, 2000): 120. http://dx.doi.org/10.1136/ewjm.172.2.120.

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Wilkes, M. S. "A BOOK TO MAKE YOU THINK." Western Journal of Medicine 172, no. 3 (March 1, 2000): 176. http://dx.doi.org/10.1136/ewjm.172.3.176.

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Trichopoulos, D. "A Book to Make You Think." Western Journal of Medicine 172, no. 4 (April 1, 2000): 277. http://dx.doi.org/10.1136/ewjm.172.4.277.

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O'Neill, M. A. "A Book To Make You Think." Western Journal of Medicine 172, no. 5 (May 1, 2000): 328. http://dx.doi.org/10.1136/ewjm.172.5.328.

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Woods, D. "A book to make you think." Western Journal of Medicine 172, no. 6 (June 1, 2000): 364. http://dx.doi.org/10.1136/ewjm.172.6.364.

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Cayley, J. "A book to make you think." Western Journal of Medicine 172, no. 6 (June 1, 2000): 400. http://dx.doi.org/10.1136/ewjm.172.6.400.

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Coker, R. J. "A book to make you think." Western Journal of Medicine 173, no. 6 (December 1, 2000): 375. http://dx.doi.org/10.1136/ewjm.173.6.375.

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Hormuth, Stefan E. "Do Twenty Germans Make a Book?" Contemporary Psychology: A Journal of Reviews 33, no. 12 (December 1988): 1079–80. http://dx.doi.org/10.1037/026337.

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Wilson, C. "A book to make me think." Western Journal of Medicine 174, no. 3 (March 1, 2001): 170—a—170. http://dx.doi.org/10.1136/ewjm.174.3.170-a.

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Hutton, Steve. "How to Make a Better School (book)." Journal of Educational and Psychological Consultation 7, no. 3 (September 1996): 283–84. http://dx.doi.org/10.1207/s1532768xjepc0703_7.

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Boysen, Yvette. "How a ‘Brand Book’ Will Make a Positive Difference." Nonprofit Communications Report 17, no. 10 (September 11, 2019): 6. http://dx.doi.org/10.1002/npcr.31306.

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Morris, Jeremy. "Book Review: Does Theological Education Make a Difference?" Theology 104, no. 820 (July 2001): 309–10. http://dx.doi.org/10.1177/0040571x0110400438.

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Michelin, Barbara A. "Book Review: Breastfeeding: Can Social Marketing Make a Difference?" Journal of Human Lactation 4, no. 3 (September 1988): 122–23. http://dx.doi.org/10.1177/089033448800400328.

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Bolen, Rosina. "Book Review: Make the Most of a Good Thing: You." Journal for the Education of the Gifted 11, no. 4 (July 1988): 88. http://dx.doi.org/10.1177/016235328801100411.

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Phelps, Sue F. "Library Fines Make a Difference in Academic Library Book Return Behaviour." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 96. http://dx.doi.org/10.18438/b8h89k.

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A Review of: Sung, J. S., & Tolppanen, B. P. (2013). Do library fines work?: Analysis of the effectiveness of fines on patron’s return behavior at two mid-sized academic libraries. Journal of Academic Librarianship, 39(6), 506-511. http://dx.doi.org/10.1016/j.acalib.2013.08.011 Abstract Objectives – To quantify library fines and their impact on patron return behaviour. Design – Hypothesis testing of data extracted from integrated library systems. Setting – Two midsize academic libraries, including one from the Pacific, University of Hawaii at Manoa (UHM), and one from the Midwest, Eastern Illinois University (EIU). Subjects – Undergraduates, graduate students, and faculty. Methods – The authors collected data from two midsized universities. The universities have identical integrated library systems, which allowed for uniform data extraction. The authors counted book returns in each population group (undergraduates, graduate students, and faculty) for those books that were returned before and after the due dates with a focus on late fees as the primary variable. The authors tested the following five hypotheses: • Hypothesis 1: “There is no difference in return rates before due dates among the UHM patron groups because the fine policy is the same for all patron groups” (p. 507). • Hypothesis 2: “Before 2006, the EIU undergraduate students’ return rates before due dates should be the highest among the three EIU groups because this was the only group which had overdue fines. . . . There should be no difference in the return rates before due dates between EIU faculty and EIU graduate students (both groups had no overdue fines)” (p. 507). • Hypothesis 3: “EIU graduate students’ return rates before due dates was lower for 2002–2006 than 2007–2011” (p. 507). This hypothesis tests the impact of a change in fine policy that the library implemented in the fall of 2006. • Hypothesis 4: “UHM undergraduate students’ return rates before due dates is higher than that of EIU undergraduate students” because there is no grace period for UHM undergraduates (p. 507). EIU undergraduate students have a 10-day grace period. • Hypothesis 5: “UHM faculty’s return rates before due dates is higher than that of EIU faculty” (p. 507). UHM faculty incur overdue fines, but EIU faculty encounter no penalty for overdue materials. From the integrated library systems, the authors extracted data for the number of books returned before due dates and after overdue notices and for the number of books borrowed by the different populations for the time period starting with Fall 2002 and ending with Spring 2011. The authors analyzed the data using Statistical Package for Social Science (SPSS) and made comparisons using analysis of variance (ANOVA) expressed with an F-ratio and p-value < 0.01 as the level of significance. Main Results – The findings did not support hypotheses 1 or 2. For hypothesis 1, in which fines were the same for undergraduates, graduate students, and faculty, return rates increased with academic level and faculty groups. The rates were 90.4%, 93.9%, and 95.7%, respectively (F = 112.1, p < 0.001). For hypothesis 2, the return rate was 88.8% for undergraduates, 92.6% for graduate students, and 80.1% for faculty. The group difference was small but still statistically significant (F = 171.4, p < 0.001). The graduate students, who were not fined, had significantly higher return rates before due dates than undergraduates who incurred fines. Graduate students had higher return rates than faculty, though both groups had no fines. The data did not support hypotheses 3 and 4. For hypothesis 3, no significant change occurred in return rates before and after imposing fines (F = 5.75, p = .031). For hypothesis 4, the return rates of undergraduates at the university with a grace period showed no statistically significant difference in return rates from those undergraduates with no grace period (F = 4.355, p = .044). The findings supported hypothesis 5. The return rates indicated a statistically significant difference between faculty with fines for overdue books and those with no fines (F = 1701, p < 0.001). For those hypotheses for which the differences were not significant, the authors cite other variables, including reminders, grace periods, maturity of the borrower, withholding of privileges, fees, and lost book charges, that may contribute to return rates. Conclusions – In answer to the main research question, the authors conclude that “fines indeed make a difference” (p. 511) in patron book return conduct. However, they also note that fines can mar the reputation of the library creating a barrier to access and that courtesy notices and overdue notices are also effective ways to ensure timely return of materials.

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Gallup, Gordon G., and Suzanne L. Weedon. "Book Review: Suicide Bombers: Does an Evolutionary Perspective Make a Difference?" Evolutionary Psychology 11, no. 4 (October 2013): 147470491301100. http://dx.doi.org/10.1177/147470491301100403.

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McKerrow, W. S., and G. P. Larwood. "A Book that Should Make its Mark in the Fossil Record." Journal of Biogeography 16, no. 2 (March 1989): 198. http://dx.doi.org/10.2307/2845096.

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ROWLAND, LEWIS P. "An Old Movie, A Newer Book Make Neurology Front and Center." Neurology Today 10, no. 8 (April 2010): 21. http://dx.doi.org/10.1097/01.nt.0000372258.79070.2e.

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Knutson, Gunnar. "Does the Catalog Record Make a Difference? Access Points and Book Use." College & Research Libraries 47, no. 5 (September 1, 1986): 460–69. http://dx.doi.org/10.5860/crl_47_05_460.

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Denham, Bryan E. "Book: The Tipping Point: How Little Things Can Make a Big Difference." Journalism & Mass Communication Educator 55, no. 4 (January 2001): 82–83. http://dx.doi.org/10.1177/107769580105500412.

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de Koning, Björn B., Stephanie I. Wassenburg, Lesya Y. Ganushchak, Eke Krijnen, and Roel van Steensel. "Inferencing questions embedded in a children’s book help children make more inferences." First Language 40, no. 2 (December 23, 2019): 172–91. http://dx.doi.org/10.1177/0142723719894770.

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The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read together increases the number of inferences during shared reading and supports children’s story comprehension. Results showed that during shared book reading parents and children made more inferences when the book contained scripted inferencing questions. However, there were no associated benefits regarding story comprehension: having read with scripted inferencing questions resulted in comparable story comprehension as reading without scripted inferencing questions. In addition, after reading with scripted inferencing questions more inferences were made during shared reading of a second book without scripted inferencing questions.

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Rawlinson, John. "Book Review: Faith-Based Development: How Christian Organizations Can Make a Difference." Anglican Theological Review 100, no. 2 (March 2018): 440–41. http://dx.doi.org/10.1177/000332861810000236.

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Rawlinson, John. "Book Review: Faith-Based Development: How Christian Organizations Can Make a Difference." Anglican Theological Review 99, no. 4 (September 2017): 843–44. http://dx.doi.org/10.1177/000332861709900431.

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Gunter, Michael M. "A RESPONSE TO SABRI SAYARI'S REVIEW OF THE KURDS AND THE FUTURE OF TURKEY (NEW YORK: ST. MARTIN'S PRESS, 1997), BY MICHAEL M. GUNTER, IJMES 31 (1999)." International Journal of Middle East Studies 32, no. 4 (November 2000): 592–94. http://dx.doi.org/10.1017/s0020743800002956.

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Sabri Sayari's review of my book The Kurds and the Future of Turkey concludes that “despite some … merits,” my book “fails to make a significant contribution to the existing scholarship and knowledge about an important and complex issue.” Given some of the criticisms he has made to arrive at his conclusion, one might instead conclude that my book fails to make the contribution Sayari, the executive director of the Institute of Turkish Studies, would have liked it to make. Because my subject concerns an increasingly important issue, I believe it would serve a useful scholarly purpose for me to reply to his criticisms.

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Howard, David M. "Book Review: Character Witness: How Our Lives Can Make a Difference in Evangelism." Missiology: An International Review 33, no. 2 (April 2005): 248. http://dx.doi.org/10.1177/009182960503300230.

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Bartlett, Jacqueline A. "book review: The Case for Make Believe: Saving Play in a Commercialized World." Journal of Early Childhood Research 8, no. 2 (May 21, 2010): 217–19. http://dx.doi.org/10.1177/1476718x100080020801.

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Johnson, Cynthia Wolf. "Book Review: Exploring Leadership for College Students Who Want to Make a Difference." Journal of Student Affairs Research and Practice 38, no. 1 (September 2000): 143–47. http://dx.doi.org/10.2202/1949-6605.1124.

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Reed, Zoe. "Book Review: The Tipping Point: How Little Things Can Make a Big Difference." Mental Health Review Journal 5, no. 3 (September 2000): 29. http://dx.doi.org/10.1108/13619322200000028.

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Modéer, Kjell Å. "Why Rare Books in a Modern Law Library?" International Journal of Legal Information 25, no. 1-3 (1997): 201–6. http://dx.doi.org/10.1017/s0731126500008179.

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There are several ways to define what is meant by a rare book:• It can be rare because of its unique provenence. With help of exlibris, signatures or other annotations you can identify the owner or owners of the book. The owner may make the book rare.

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Armstrong, Kira. "One swallow doesn't make a summer … is Pediatric Neuropsychological Intervention a book before its time?" Journal of Clinical and Experimental Neuropsychology 31, no. 4 (April 13, 2009): 505–7. http://dx.doi.org/10.1080/13803390802193463.

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Merenda, Rose C. "A Book, A Bed, A Bag: Interactive Homework for “10”!" Teaching Children Mathematics 1, no. 5 (January 1995): 262–66. http://dx.doi.org/10.5951/tcm.1.5.0262.

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Is it possible to make learning the concept of “ten” meaningful? These kindergarten children did it! At morning meetings for several days, the children read, sang, clapped, and dramatized the book There Were Ten in the Bed. Playing with 10 in this way was fascinating. Soon the children requested a favorite classsroom manipulative—an over-night story book bag—for this book. This article describes how the children interacted with, and documented their experiences with, the There Were Ten in the Bed story-book bag in the home setting. In particular, how children explored and expressed their concepts of tenness is delineated.

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Field, Kenneth. "Cartography. A book and a MOOC." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-79-2019.

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Abstract. Cartographic education is seemingly in limbo. Courses are closing, professionally trained cartographers are dwindling in numbers and mapping is often not much more than a self-service activity. And all this against a backdrop of the massive increase in map use, the democratization of mapping and a plethora of online materials to aid the novice map-maker. We see many more maps and there’s no doubt that amongst the few gems we see many more very poorly designed maps. But what of the expertise? And what of core competencies in cartography? In a world that now uses Google and Wikipedia as the go-to sage, what of the cartographic textbook? And what of core training? In this presentation I assert that the death of cartographic expertise needs to be staunched. I’ll discuss two new mechanisms to approach the problem. First, a new book designed to re-imagine the dissemination of cartographic knowledge; a cartographic text book with a difference. Secondly, a Massive Open Online Course that, to date, has been taught to over 80,000 registrants worldwide. In planning the book, over a number of years, it became obvious that there was a massive unmet need for a new book about thinking about cartography. A book that veers markedly from a traditional textbook yet delivers core concepts and cartographic principles in a new and engaging way. A book whose content is not tied to chapters but is immediately accessible through a unique structure and which keeps the often mystical cartographic vocabulary to a minimum. A book that supports new map-makers in a visually compelling way yet is mature enough to support practiced cartographers as a go-to companion. “Cartography.” is that book. Published in July 2018, this major new publication is designed to engage with a modern audience keen to learn how to make better maps (Figure 1). In this presentation I will explore the need for a new book and demonstrate the void that it fills in cartographic education. I’ll explain its structure as one that mirrors the map-making process - which is never one that linearly considers projections, colour, typography and so on - but one which supports the interplay of the many simultaneous decisions made in the map-making process. I’ll go into detail about the book’s design, format and content and link it clearly to modern praxis and learning environments. Running at 550 pages with contributions from over 20 acknowledged cartographic experts and over 300 maps and illustrations, it is bold in scope and the intent is to make this a one-stop-shop for cartography, delivering the essentials in a way that makes sense to those who have never studied cartography but which will enable them to take advantage of the many ideas and approaches that define the discipline of cartography; and for those experienced cartographers that seek a companion in their everyday work. I will explain how the book differs from what has gone before and how it supports cartographic education and practice going forward. Turning attention to other learning realms, I will also discuss the book’s companion, a Massive Open Online Course (MOOC). To date the course has run three times to over 80,000 people. It’s free and spans a 6 week period during which time students get access to videos, software, data and exercises, quizzes and access to cartographic experts via a discussion forum. Each week requires around 3&ndash;4&thinsp;hrs of work per week. The idea is simply to expose people to some fundamental cartographic ideas as an antidote to the simple notion that ‘anyone can make a map’. While that is true, the ability to think about the map and better understand how to make decisions to make the map better are crucial. While not the first MOOC or online course in cartography, this was developed to be a bit larger in scope than those that have gone before. Figure 2 also demonstrates the international reach of the global classroom and how it has captured the imagination. It’s important to note that this is not a talk designed to sell anything other than the idea that we need to rethink cartographic education going forward and for cartographers to reassert their relevance as key players. The two initiatives I present her are one attempt at contributing to repositioning cartographic expertise. Going beyond the cartographic field into data visualisation, visual journalism and democratised mapping is crucial to ensure that people make maps of worth. To do that, we, as a cartographic community must find new and engaging ways, beyond our traditional approaches, to help them see that our ideas resonate and we can add value to their work.

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Mahmoud, Omar. "Book Review: Inside the Nudge Unit: How Small Changes can Make a Big Difference." International Journal of Market Research 58, no. 1 (January 2016): 155–57. http://dx.doi.org/10.2501/ijmr-2016-010.

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Kirszenblat, Jack. "Book Review: Me Depressed? Don't Make me Laugh! A Guide to Overcoming Depression (Video)." Australian & New Zealand Journal of Psychiatry 33, no. 6 (December 1999): 953–54. http://dx.doi.org/10.1080/0004867990425.

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Young, J. "Book Review: Teachers DO Make a Difference: The Teacher's Guide to Connecting with Students." Emotional & Behavioural Difficulties 10, no. 3 (September 1, 2005): 239. http://dx.doi.org/10.1177/136327520501000309.

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Waterworth, J. A. "Book review: Things That Make Us Smart by Donald A Norman (Addison-Wesley, 1993)." ACM SIGCHI Bulletin 26, no. 4 (October 1994): 78–79. http://dx.doi.org/10.1145/191642.1047946.

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Galloway, Rod. "Book Review—Inside Teaching: How to Make a Difference for Every Learner and Teacher." International Education Studies 11, no. 9 (August 28, 2018): 90. http://dx.doi.org/10.5539/ies.v11n9p90.

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In the introduction to his book “Inside Teaching”, John Blanchard describes his intention of offering the reader an opportunity to: “take stock, consider practical options, plan, experiment, reflect and still have time and energy to lead your life.” In drawing together his own experiences as a teacher and teacher educator, as well as other knowledgeable experts, Blanchard presents a thoughtful collection of teaching and learning topics that achieve his goal. While no theme in this book is covered in depth, and at times is presented as a personal view without reference to the relevant research base, there is enough content, presented with examples and authoritative comment, to interest and inform readers with different educational experience. Although a relatively short book, this is a highly practical manual of ideas, ready for immediate adoption. Inside Teaching is destined to become a popular and worthy addition to the reading lists of those new to teaching, as well as those facilitating professional development or teaching inquiries.

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Mondal, Lipon. "Book review: Seeing the World: How US Universities Make Knowledge in a Global Era." International Journal of Comparative Sociology 62, no. 1 (February 2021): 84–87. http://dx.doi.org/10.1177/0020715221992501.

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Antanaz Sary, Arline, Suroso Suroso, and Yustinus Yustinus. "PENERAPAN PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH BERBANTUAN MEDIA POP UP BOOK UNTUK MENINGKATKAN HASIL BELAJAR MUATAN PELAJARAN IPS SISWA KELAS IV SD NEGERI SALATIGA 10 SEMESTER 2 TAHUN PELAJARAN 2017/2018." Pendekar : Jurnal Pendidikan Berkarakter 1, no. 1 (April 10, 2018): 354. http://dx.doi.org/10.31764/pendekar.v1i1.383.

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Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas IV dengan menerapkan pembelajaran make a match berbantuan media pop up book. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri dari dua siklus dengan tahapan Rencana tindakan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas IV SD Negeri Salatiga 10 yang berjumlah 35 siswa. Teknik pengumpulan data adalah tes, observasi, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan dari rata-rata pra siklus 70,2, siklus I 76,5 dan siklus II 84. Dalam penelitian ini disarankan guru dapat menjadikan pembelajaran kooperatif tipe make a match berbantuan media pop up book sebagai salah satu solusi yang dapat digunakan dalam pembelaran sehingga dapat menciptakan pembelajaran yang inovatif.Abstract: This study aims to improve student learning outcomes of class IV by applying learning make a match assisted pop up book media. This research is a classroom action research (PTK) consisting of two cycles with stages of action plan, action implementation, observation, and reflection. The subjects of the study were the fourth grade students of SD Negeri Salatiga 10, which were 35 students. Data collection techniques are tests, observations, and documentation. The results showed an increase from the average pre cycle 70.2, I 76.5 and cycle II 84. In this study suggested teachers can make cooperative learning type make a match media-assisted pop up book as one solution that can be used in the spreading so as to create innovative learning

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Ghereghlou, Kioumars. "A REPLY TO RUDI MATTHEE." International Journal of Middle East Studies 48, no. 2 (April 7, 2016): 427–29. http://dx.doi.org/10.1017/s0020743816000350.

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Rudi Matthee's book has several key problems, which I discussed already in my review. Here I will provide evidence for two main issues that I see in the book. These issues are the limited use of Persian primary sources, and a tendency to make very broad claims based on very limited evidence.

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Baverstock, Alison, Jackie Steinitz, Laura Bryars, Kimberley Sheehan, Charlotte Butler, Allison Williams, Angelika Dalba, et al. "How Do You Choose a Book for a Pre-arrival Shared Reading Scheme in a University?" Logos 28, no. 3 (November 30, 2017): 41–57. http://dx.doi.org/10.1163/1878-4712-11112134.

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This paper continues the exploration of Kingston University’s pre-arrival shared reading scheme, the Kingston University Big Read (KUBR), this time considering action research into how best to choose a common book. After a review of methods used to choose books both specifically in American universities and generally within large shared reading groups, the method used for the KUBR is described. A key objective of the KUBR is to promote inclusion, so the longlist of titles considered was produced by inviting the entire community to submit suggestions. Since the list was extensive, time to make a choice was short, and there was a strong desire for the methodology to be as objective as possible, it was decided to identify the key criteria relevant to choosing a suitable book and then use a simple algorithm—essentially a weighted scoring system—to score each book using readily available data in order to make a shortlist of six books. These were then read by a panel of students and administrative and academic staff. The book finally chosen was Matt Haig’s The Humans. This paper details each step of the method and finishes with an appraisal and lessons learnt for next time.

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Krasina, Elena A., Eugeniy S. Rybinok, and Alia Moctar. "Film Naming: Book Titles and Film Titles." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 2 (December 15, 2020): 330–40. http://dx.doi.org/10.22363/2313-2299-2020-11-2-330-340.

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The studies of a film text as a polycoded textual phenomena involve the studies of its integral components, such as film story and screenplay, reflecting storyline or plot of a literary text that serves as a precedential text to filming and as an immediate constituent of a film itself. Film title combines the features of a book or story title and functions as a precedential phenomenon as well, but is an integral part of the process of film promotion and release, and in cinematographic sphere it’s of crucial importance. In fact, the original book or story titles used to change especially with time and audience involved, when filming remaking changes to TV series and miniseries, or films are followed by sequels and prequels so that not to make something like Jaws 3 or Indiana Jones 5 . Anyhow, most of film titles fully repeat or at least conserve the title of a literary text, still it’s often amplified to make difference or to emphasize the idea that the screenplay is a new one just the story to be continued, e.g., Jaws-3D: The Revenge. Not very often the changes are marked graphically as of Romeo + Juliet or Romeo & Julie t, so that to hint a new turnoff the plot to the audience. It’s obvious that film titles often use names of main characters either for series or episode titles or to form a film franchise like that of Jurassic Park or Indiana Jones ones. As people started to use different IT gadgets they used to read books less and less, and film stories tend to make a new book form when a book is no longer a precedent to a film. Thus the cycle of “book title → film title” was completed by a part of “film title → book title (or book itself” to reflect the reverse trend, which is known worldwide.

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Meyer, Linda Ross. "Book Review: The Law is a White Dog: How Legal Rituals Make and Unmake Persons." Law, Culture and the Humanities 9, no. 2 (May 27, 2013): 395–98. http://dx.doi.org/10.1177/1743872113479228.

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Gerhart, Barry. "Book Review: Human Resources, Personnel, and Organizational Behavior: Profit Sharing: Does it Make a Difference?" ILR Review 48, no. 2 (January 1995): 366–67. http://dx.doi.org/10.1177/001979399504800221.

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Newell, Ted. "Book Review: Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities." Journal of Education and Christian Belief 16, no. 1 (March 2012): 122–24. http://dx.doi.org/10.1177/205699711201600124.

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Fregetto, Eugene. "Book Review: How to Make the Transition from an Entrepreneurship to a Professionally Managed Firm." American Journal of Small Business 11, no. 4 (April 1987): 56–57. http://dx.doi.org/10.1177/104225878701100405.

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Highwood, Ellie. "Book review. There Is No Planet B: A Handbook for the Make or Break Years." Weather 75, no. 6 (November 27, 2019): 191. http://dx.doi.org/10.1002/wea.3652.

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Raiklin, Ernest. "Reflections on Economic Aspects of Gorbachev's Book Perestroika: Wishful Thinking for a Make‐believe World?" International Journal of Social Economics 16, no. 3 (March 1989): 9–33. http://dx.doi.org/10.1108/03068298910132990.

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Bria, Shonny. "Book Review: Boards that Make a Difference: A New Design for Leadership in Nonprofit and Public Organizations." International Journal of Educational Reform 7, no. 3 (July 1998): 293–95. http://dx.doi.org/10.1177/105678799800700312.

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Bindu Priya, P., G. Rohit, and Mrs P.S.G.Aruna Sri. "Interactive online book system." International Journal of Engineering & Technology 7, no. 2.7 (March 18, 2018): 323. http://dx.doi.org/10.14419/ijet.v7i2.7.10607.

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Abstract:

The basic objective of making interactive book system is to make a web application. Which serves individuals with each one of the functionalities gave in a book shop. Few conditions are taken as consideration to developing this application, first one is customer view and second one is administrative view. In customer view customer can upload the book and download a book and they can add the anno-tations to know about the book. They can provide the suggestions about that book. That can be viewed by administrator and admin can solve as per the instructions. The architecture of application is plot both the customer view and administrative view. Administrator has to verify customer identity by this application. This application is processed by JAVA programming language, For designing we are using HTML and CSS.

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Journal articles on the topic 'Make-a-book'

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