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Books on the topic 'Max Mara (Firm)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

(Firm), Max Mara. Max Mara, 50: Anniversary press book, 1951-2001. [Reggio Emilia, Italy?: Max Mara?, 2001.

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2

Margherita, Bellezza Rosina, Max Mara, and Gosudarstvennyĭ istoricheskiĭ muzeĭ (Moscow, Russia), eds. Coats!: Max Mara, 60 years of Italian fashion. Milan: Skira, 2011.

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3

Khoo, Gaik Cheng. Mau dibawa ke mana sinema kita?: Beberapa wacana seputar film Indonesia. Jakarta: Salemba Humanika, 2010.

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4

Short stories for students: Presenting analysis, context, and criticism on commonly studied short stories. Detroit, Mich: Gale, 2010.

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Short stories for students: Presenting analysis, context, and criticism on commonly studied short stories. Detroit, Mich: Gale, 2009.

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6

Short stories for students: Presenting analysis, context, and criticism on commonly studied short stories. Detroit, Mich: Gale, 2010.

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7

Constantakis, Sara. Short stories for students: Presenting analysis, context, and criticism on commonly studied short stories. Detroit, Mich: Gale, 2010.

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8

Singer, Abraham A. The Classical Theories of the Corporation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190698348.003.0003.

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This chapter reviews the theories of the corporation offered by Adam Smith, John Stuart Mill, and Karl Marx, looking at how they would answer the questions posed in the first chapter. We see that for the same reasons that Smith celebrated the “invisible hand” of the market, he was deeply skeptical of the joint-stock company. Mill and Marx, on the other hand, see in the joint-stock company the possibility of moral progress; Mill contended that joint-stock companies would give way to an economy dominated by worker cooperatives, and Marx accorded it a crucial role in the transcendence of capitalism. In the process of this overview we begin to see how firms and corporations are distinct from markets, and how one’s normative appraisal of the latter will affect the way they understand and assess the former.
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9

Shuback, Alan. Hollywood at the Races. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178295.001.0001.

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An examination of the symbiotic relationship that existed between the Hollywood film community and horse racing, primarily between 1930 and 1960, Hollywood at the Races explores the extraordinary participation of producers, directors, and actors in the sport of kings. All three of Southern California’s major racetracks were founded in part or in whole by Hollywood luminaries: Hal Roach was cofounder of SantaAnita; Bing Crosby founded Del Mar with help from Pat O’Brien; and the Warner brother founded Hollywood Park with assistance from dozens of people in the film community. Moreover, people like Crosby, Betty Grable, Mervyn LeRoy, and Don Ameche owned racehorses, while MGM’s chief of production, Louis B. Mayer, was one of the nation’s leading owner-breeders. Racing also had an interest in Hollywood, as evidenced by the exploits of breeder-owner Jock Whitney, who helped finance David O. Selznick’s productions of GonewiththeWind and Rebecca. A horse owned by Rita Hayworth (aka the Princess Aly Khan) nearly won Europe’smost important race, the Prix de l’Arc de Triomphe, and screenwriter- producer Gene Markey became the co-owner of Calumet Farm when he married his fourth wife.During this period, Hollywood produced at least 120 racing-themed films, among them A Day at the Races, National Velvet, and Thoroughbreds Don’t Cry. Thelast two starred Mickey Rooney, an inveterate horseplayer who, like Chico Marx and Jimmy Durante, lost a fortune at the track.The book concludes with an analysis of the twin declines of racing and cinema in America in recent decades.
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10

Harmes, Marcus K. The Curse of Frankenstein. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9781906733858.001.0001.

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Critics abhorred it, audiences loved it, and Hammer executives were thrilled with the box office returns: The Curse of Frankenstein was big business. The 1957 film is the first to bring together in a horror movie the 'unholy two', Christopher Lee and Peter Cushing, together with the Hammer company, and director Terence Fisher, combinations now legendary among horror fans. This book goes back to where the Hammer horror production started, looking at the film from a variety of perspectives: as a loose literary adaptation of Mary Shelley's novel; as a film that had, for legal reasons, to avoid adapting from James Whale's 1931 film for Universal Pictures; and as one which found immediate sources of inspiration in the Gainsborough bodice rippers of the 1940s and the poverty row horrors of the 1950s. Later Hammer horrors may have consolidated the reputation of the company and the stars, but these works had their starting point in the creative and commercial choices made by the team behind The Curse of Frankenstein. In the film sparks fly, new life is created and horrors unleashed, but the film itself was a jolt to 1950s cinemagoing that has never been entirely surpassed.
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11

Friedlander, Jennifer. The Realistically Deceptive, or the Deceptively Real? Ron Mueck and the Internal Illusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190676124.003.0002.

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This chapter explores the hyperrealist, yet eerily distorted, sculptural figures created by Australian artist Ron Mueck. It argues that Mueck’s use of scale to disrupt the impression of perfected reality lures spectators into an illusion which challenges them to question the symbolic system’s guarantee that fiction and reality can be unequivocally adjudicated. An engagement with his work in relationship to other art and media pieces (in particular, the 2007 film Lars and the Real Girl; the stand-up comedy of New Zealand duo Flight of the Conchords; the BBC sitcom Love Soup; and Mark Jenkins’s public art figures) helps point to ways in which realism may contribute to a political aesthetic project.
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12

Westwood, Emma. The Fly. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781911325420.001.0001.

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It's not often that a remake outshines its original but David Cronenberg's “reimagining” of The Fly (1986) is one of those rare exceptions. Equal parts horror, science fiction, and romance, The Fly takes the premise of its 1958 original — a man unintentionally fusing with a housefly during an experiment in teleportation — and reinterprets the plot as a gradual cellular metamorphosis between these two organisms. This book teases out the intricate DNA of The Fly and how it represents the personalities of many authors, including a distinguished history of Man-as-God tales stretching back to Mary Shelley's Frankenstein (1818). Drawing from interviews with cast, crew, film commentators, and other filmmakers, the book interlaces the “making of” travails of The Fly with why it is one of the most important examples of master storytelling ever committed to screen.
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13

Lehmann, Matthias, and Christoph Kumpan, eds. European Financial Services Law. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845279893.

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This volume analyses and explains EU legislation governing financial services. It is for legal practitioners in international law firms, the financial industry, regulators, and academics needing an in-depth understanding of financial services regulations. It is intended to serve as a handy reference book, providing both easy-to-understand overviews of complex topics and insightful analyses of difficult legal issues. Experts renowned in their fields explain, article-by-article, the important EU directives and regulations governing financial services. Examples illustrate how important provisions apply in practice. Level ‡and ˆmeasures are put into context. The book is structured as follows: securities and markets Service market behaviour market transparency and information funds securities clearing and settlement payment services. For each subject area, the most relevant directives and regulations have been selected. Legal texts covered in this book include, among others, the following: MiFID II and MiFIR MAR and MAD Prospectus Directive PRIIP Regulation Transparency Directive Short Selling Regulation Rating Agency Regulation UCITS and AIFMD Venture Capital Funds Regulation Finality Directive Financial Collateral Directive EMIR SEPA Regulation.
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14

Brandt, Kenneth K. Jack London. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9780746312964.001.0001.

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Recounting his 1897-98 Klondike Gold Rush experience Jack London stated: “It was in the Klondike I found myself. There nobody talks. Everybody thinks. There you get your perspective. I got mine.” This study explores how London’s Northland odyssey - along with an insatiable intellectual curiosity, a hardscrabble youth in the San Francisco Bay Area, and an acute craving for social justice - launched the literary career of one of America’s most dynamic 20th-century writers. The major Northland works - including The Call of the Wild, White Fang, and “To Build a Fire”- are considered in connection with the motifs of literary Naturalism, as well as in relation to complicated issues involving imperialism, race, and gender. London’s key subjects—the frontier, the struggle for survival, and economic mobility—are examined in conjunction with how he developed the underlying themes of his work to engage and challenge the social, political, and philosophical revolutions of his era that were initiated by Darwin, Marx, Nietzsche, and others.
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Joosen, Vanessa, ed. Connecting Childhood and Old Age in Popular Media. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496815163.001.0001.

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Media narratives in popular culture often ascribe interchangeable characteristics to childhood and old age. In the manner of George Lakoff and Mark Johnson’s Metaphors We Live By, the authors in this volume envision the presumed semblance between children and the elderly as a root metaphor that finds succinct articulation in the idea that “children are like old people” and vice versa. The volume explores the recurrent use of this root metaphor in literature and media from the mid-nineteenth century to the present. The authors demonstrate how it shapes and is reinforced by a spectrum of media products from Western and East-Asian countries. Most the media products addressed were developed for children as their primary audience, and range from children’s classics such as Heidi to recent Dutch children’s books about euthanasia. Various authors also consider narratives produced either for adults (for instance, the TV series Mad Men, and the novel Extremely Loud and Incredibly Close) or for a dual audience (for example, the family film Paddington or The Simpsons). The diversity of these products in terms of geography, production date, and audience buttresses a broad comparative exploration of the connection between childhood and old age, allowing the authors to bring out culturally specific aspects and biases. Finally, since this book also unites scholars from a variety of disciplines (media studies, children’s literature studies, film studies, pedagogy, sociology), the individual chapters provide a range of methods for studying the connection between childhood and old age.
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16

Pollack, Howard. The Ballad of John Latouche. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190458294.001.0001.

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Born into a poor Virginian family, John Treville Latouche (1914–1956), in his short life, made a profound mark on America’s musical theater as a lyricist and librettist. The wit and skill of his lyrics elicited comparisons with the likes of Ira Gershwin and Lorenz Hart, but he had too, as Stephen Sondheim noted, “a large vision of what musical theater could be,” and he proved especially venturesome in helping to develop a lyric theater that innovatively combined music, word, dance, and costume and set design. Many of his pieces, even if not commonly known today, remain high points in the history of American musical theater, including Cabin in the Sky (1940), Beggar’s Holiday (1946), The Golden Apple (1954), The Ballad of Baby Doe (1956), and Candide (1956). Extremely versatile, he also wrote cabaret songs, participated in documentary and avant-garde film, translated poetry, and adapted plays. Meanwhile, as one of Manhattan’s most celebrated raconteurs and hosts, he established friendships with many notables, including Paul and Jane Bowles, Carson McCullers, Frank O’Hara, Dawn Powell, Ned Rorem, Virgil Thomson, and Gore Vidal—a dazzling constellation of diverse artists all attracted to Latouche’s brilliance and joie de vivre, not to mention his support for their work. This book draws widely on archival collections both at home and abroad, including Latouche’s diaries and the papers of such collaborators as Leonard Bernstein, Duke Ellington, Douglas Moore, and Jerome Moross to tell for the first time the story of this fascinating man and his work.
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17

Oliveira, Eduardo Gasperoni de. O pensar bem na educação infantil. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-294-0.

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Na ilustração da capa, autoria da artista Maria Fernanda Filipini, podemos observar a Árvore do Conhecimento. Quando acrescemos o adjetivo conhecimento ao substantivo árvore podemos refletir que o conhecimento se trata de uma árvore invisível, mas que é muito real no meio educacional. A produção do conhecimento cresce em forma de árvore e se frutifica. As crianças, quando bem estimuladas, podem ser concebidas como bons frutos. Na verdade, elas podem produzir excelentes frutos. Elas podem produzir o pensar mais elaborado, mais reflexivo, denominado de Pensar Bem. Tudo dependerá da atuação docente para identificar e aproveitar aquilo que a atrai e a encanta, descobrindo estratégias e recursos para fazer com que a criança se encante, queira aprender, queira se empenhar nos processos de descobertas, de investigação e de pensamento. Enveredar sobre os caminhos pedagógicos que comprovem e colaborem com a atividade pensante da criança e oportunizar experiências aprofundadas de pensar na Educação Infantil são o cerne deste livro, fruto da Dissertação de Mestrado da Universidade Nove de Julho (Uninove), no ano de 2016. A pesquisa, de cunho bibliográfico, contribuiu para tentativa de buscar respostas aos seguintes questionamentos: quais caminhos podem ser trilhados na Educação Infantil para que haja uma educabilidade pautada na ideia do estímulo ao pensamento elaborado? Crianças pensam, mas como podem ser potencializadas as práticas reflexivas iniciais sobre a realidade que as cerca, ou seja, como pensar paulatinamente de forma mais elaborada? Tendo como pressuposto que o questionamento é marcante no universo infantil por meio das perguntas maravilhadas, quais são os indícios constatadores de que essa característica tem sido explorada para que a criança venha a pensar bem? A pesquisa aponta que as práticas pedagógicas usuais, em sua maioria, revelam uma concepção de criança entendida como um ser que ainda não é capaz de pensar de modo crítico e reflexivo. Entende-se que essa maneira de pensar deva ser mudada e se espera que esta obra contribua para isso. Desse modo, as instituições escolares de Educação Infantil podem e devem ser ambientes realmente propiciadores do desenvolvimento e cultivo do pensamento. Nessa direção, torna-se relevante o papel do educador a fim de introduzir em sua prática relevantes recursos para o desenvolvimento do pensar bem. Aqui são tecidas considerações e apresentadas experiências sobre os seguintes recursos: ludicidade, contação de história e roda de conversa, que podem ser inseridas em práticas cotidianas a fim de incorporar o exercício do pensar bem junto às crianças.
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18

Atkins, Joseph B. Harry Dean Stanton. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180106.001.0001.

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Harry Dean Stanton (1926--2017) got his start in Hollywood in TV productions such as Zane Grey Theater and Gunsmoke. After a series of minor parts in forgettable westerns, he gradually began to get film roles that showcased his laid-back acting style, appearing in Cool Hand Luke (1967), Kelly's Heroes (1970), The Godfather: Part II (1974), and Alien (1979). He became a headliner in the eighties -- starring in Wim Wenders's moving Paris, Texas (1984) and Alex Cox's Repo Man (1984) -- but it was his extraordinary skill as a character actor that established him as a revered cult figure and kept him in demand throughout his career. Joseph B. Atkins unwinds Stanton's enigmatic persona in the first biography of the man Vanity Fair memorialized as "the philosopher poet of character acting." He sheds light on Stanton's early life in West Irvine, Kentucky, exploring his difficult relationship with his Baptist parents, his service in the Navy, and the events that inspired him to drop out of college and pursue acting. Atkins also chronicles Stanton's early years in California, describing how he honed his craft at the renowned Pasadena Playhouse before breaking into television and movies. In addition to examining the actor's acclaimed body of work, Atkins also explores Harry Dean Stanton as a Hollywood legend, following his years rooming with Jack Nicholson, partying with David Crosby and Mama Cass, jogging with Bob Dylan, and playing poker with John Huston. "HD Stanton" was scratched onto the wall of a jail cell in Easy Rider (1969) and painted on an exterior concrete wall in Drive, He Said (1971). Critic Roger Ebert so admired the actor that he suggested the "Stanton-Walsh Rule," which states that "no movie featuring either Harry Dean Stanton or M. Emmet Walsh in a supporting role can be altogether bad." Harry Dean Stanton is often remembered for his crowd-pleasing roles in movies like Pretty in Pink (1986) or Escape from New York (1981), but this impassioned biography illuminates the entirety of his incredible sixty-year career. Drawing on interviews with the actor's friends, family, and colleagues, this much-needed book offers an unprecedented look at a beloved figure.
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19

Silva, Fabio José Antonio da. Cogito Ergo “SUS”: relatos de experiencias de profissionais de educação física no SUS. Editora Amplla, 2021. http://dx.doi.org/10.51859/amplla.ces399.1121-0.

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Falar da atuação do Profissional de Educação Física no SUS para mim é um prazer e um dever. PRAZER porque é bom falar daquilo que gostamos e o DEVER onde me cabe apontar, fiscalizar e promover as ações e dar visibilidade a nossa profissão da melhor maneira possível. Ver o quanto podemos fazer na saúde pública e não ter isso registrado, formalizado, foi pra mim a mola propulsora para organizar esse e-book. Confesso que desde o princípio sabia que ia dar certo. Quando comecei a entrar em contato com os colegas de outros estados, pude sentir em suas vozes a certeza de que queiram a mesma coisa que eu, ou seja, dar vazão aquilo que realizavam no SUS, mas que não tinha a sua valorização, o seu reconhecimento. Não acordamos em busca de reconhecimento, mas sim, merecimento. Merecemos ser valorizados, merecemos ser lembrados, merecemos ter o nosso espaço definido dentro de tantos outros já consolidados. Foi com imensa alegria que recebi os aceites dos colegas e assim organizando essa bela coletânea de relatos de experiência, em formato digital, intitulado de COGITO ERGO “SUS”: RELATOS DE EXPERIÊNCIAS DE PROFISSIONAIS DE EDUCAÇÃO FÍSICA NO SUS. “ Esse título nos remete a expressão latina “cogito ergo sum” que significa “Penso, logo sou”. A inclusão da palavra SUS nesta expressão para mim tem o valor notório que pensamos em SUS em todas as nossas ações sendo estas realizadas nos cenários de práticas, nos territórios sanitários ou qualquer outro espaço de saúde pública, na certeza de que promoveremos saúde e qualidade de vida a todos os usuários do sistema público de saúde. Este livro digital, escrito por mãos de especialistas, oferece um forte diferencial de relatos de experiencia na atuação de Profissionais de Educação Física no SUS. Os colaboradores deste livro digital apresentam um olhar direcionado para o lado humano, enxergando inúmeras perspectivas e caminhos a serem seguidos na direção da formação integral e investindo no potencial que cada um traz consigo, na intenção de se desenvolver, evoluir e transpor os seus limites, a fim de conquistar seus lugares na sociedade e vivenciar experiências longe de padrões adotados cultural e historicamente, que muitas vezes desconsideram o real significado de humanidade. Estes profissionais, e eu me incluo neste grupo, acreditam e lutam por uma sociedade inclusiva com práticas que envolvem a equidade e o respeito por toda a diversidade. Sendo assim, o ebook está regionalizado, proporcionado dessa forma uma viagem de norte a sul do país, do Caburai/RR ao Chuí/RS, com textos de fácil leitura e repleto de intencionalidades durante as diversas práticas corporais e intervenções proporcionadas aos usuários do sistema, comumente chamados os pacientes do SUS. Na região norte pudemos perceber o quanto o regionalismo está presente, principalmente nas nomenclaturas dos territórios de saúde. Na região nordeste, considerada a região com maior número de estados, num total de 9 estados, colabora com relatos de experiencias inigualáveis, começando desde os Programas de Residências, até a atuação cega, mas altamente segura das equipes de NASF-AP. Digo cega pois temos normas a seguirem, porém não temos modelos a quem nos espelhar, o que faz de cada equipe de NASF-AP o seu próprio modelo a seguir, atestando a máxima de que “não importa se está certo ou errado, o que vale é o que está combinado”. Descendo o mapa e parando no coração do Brasilllllll, chegamos à região centrooeste, região que me deixa extremamente a vontade em parafrasear Manoel... (colocar uma fala dele), considerado um ícone da cultura pantaneira, fauna e flora abundante e que reflete nas práticas corporais dessa região, diversas sensações e experiencias inigualáveis. Ter contato com ações realizadas na capital federal não é para qualquer um. Região Sudeste... uma megalópole reunida em 4 estados, São Paulo, Rio de Janeiro, Minas Gerais e Espirito Santo. Linha de passagem para quem sobe ou para quem desce na geografia brasileira. Uma mistura de povos e culturas expressas em relatos técnicos-científicos. E por fim, região sul, a minha região. Nascido no Paraná, mas transitando entre os outros 2 estados, Santa Catarina e Rio Grande do Sul, poderemos experimentar relatos típicos da região, mas também intervenções profissionais pontuais na promoção da saúde e qualidade de vida, em meio a pandemia. Ah, já ia me esquecendo desse tal COVID-19, uma mudança radical na dinâmica de trabalho, mas que não nos desanimou de forma alguma, promovendo saúde e qualidade de vida via redes sociais. O SUS não pode parar, não é! De uma forma ou de outra, soubemos manter a saúde física e mental em meio a esta pandemia, na certeza de que os nossos usuários precisariam bem mais de nós neste momento tão inseguro. Utilizo uma frase que cabe bem no momento que estamos vivendo: “Do pouco que fazemos, pode ser muito para eles (usuários)”. Uma leitura rica e agradável, na expectativa de que esse time de sucesso possa oferecer com amor e competência dados que qualificam e validam a atuação do Profissional de Educação Física na saúde pública brasileira. Sou do SUS... Vivo o SUS...
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Akers, Tim. Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 1999.

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(Editor), Michael L. Lablanc, and Ira Mark Milne (Editor), eds. Short Stories for Students. Thomson Gale, 2000.

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Short Stories for Students: Presenting Analysis, Context & Criticism on Commonly Studied Short Stories. Gale Research Inc, 2016.

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(Editor), Ira Mark Milne, and Timothy J. Sisler (Editor), eds. Short Stories For Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Gale Cengage, 2005.

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Short Stories for Students: Presenting Analysis, Context and Criticim on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 2002.

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(Foreword), Thomas E. Barden, and Anne Marie Hacht (Editor), eds. Short Stories for Students: Presenting Analysis, context, And Criticism on Commonly Studies Short Stories (Short Stories for Students). Gale Cengage, 2006.

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(Foreword), Thomas E. Barden, and Ira Mark Milne (Editor), eds. Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Gale Cengage, 2005.

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Galens, David. Short Stories for Students. Gale Cengage, 2003.

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Milne, Ira Mark. Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Volume 8) (Short Stories for Students). Thomson Gale, 1999.

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Wilson, Kathleen. Short Stories for Students: Presenting Analysis, Context & Criticism on Commonly Studied Short Stories (Vol. 2). Thomson Gale, 1997.

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Short Stories for Students. Gale Cengage, 2003.

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Wilson, Kathleen. Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 1998.

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(Foreword), Thomas E. Barden, and Ira Mark Milne (Editor), eds. Short Stories for Students. Gale Cengage, 2006.

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Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students, Vol 12). Gale Cengage, 2001.

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Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 1999.

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Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 1998.

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Short Stories for Students: Presenting Analysis, Context & Criticism on Commonly Studied Short Stories (Short Stories for Students). Gale Cengage, 2001.

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Ullmann, Carol. Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 2002.

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(Foreword), Thomas E. Barden, and Ira Mark Milne (Editor), eds. Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Gale Cengage, 2007.

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(Editor), Tim Akers, and Jerry Moore (Editor), eds. Short Stories for Students: Presenting Analusis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 1999.

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Short Stories for Students: Presenting Analysis, Context, and Criticism on Commonly Studied Short Stories (Short Stories for Students). Thomson Gale, 2000.

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Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories (Short Stories for Students). Gale Cengage, 2001.

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