Thursday, May 7, 2015
Peter Thiel, PayPal, Palantir Technologies, Zero to One
Wednesday, May 6, 2015
Games for Technology and Education
https://iversity.org/courses/
Video Games and Learning (ended, archived)
https://www.coursera.org/
Gamification (2nd iteration in January, 2015)
https://www.coursera.org/
Game design for learning (asynchronous)
http://academy.nmc.org/course/
Tuesday, May 5, 2015
Sunday, May 3, 2015
Two Islamists Dead in Attempt to Stop Free Speech, Garland, Geller
Why Won't Pamela Geller Shut Up?
One Brave Texan Cop Results in Two Dead Islamists
Suspected IED Near Texas Border
Islamist Describes Weapon of Mosque
Megyn Kelly and 1st Amendment Expert
British Islamist Advocates Death Under Sharia for Geller
Geller: No Government Protection After Islamist Attack
Megyn Kelly vs. Richard Fowler
Anti-free speech mosque to hold Islamist's funeral.
An unidentified “senior law enforcement official” tells the New York Times that, while the FBI had been aware of Garland, Texas jihadist attacker Elton Simpson for nearly a decade, they did not follow his violent, pro-jihad tweets as closely as they could have because “there are so many like him” that the agency is overwhelmed.
Geller on Fox and Friends
Geller and Imam on Hannity
Geller and the First Amendment
Fox News Seeks to Restrict Free Speech
Dershowitz vs. Islamists
Islamic State threatens Pamela Geller.
CNN promotes Sharia over Garland, Geller event.
Islamists
Killing Free Speech
Second shooter finally identified. Both Islamists have been identified for years by the FBI.
"Good" Islamist Shooter
Tom Trento
This event follows the Stand With the Prophet conference in January.
Saturday, May 2, 2015
Friday, May 1, 2015
Thursday, April 30, 2015
Wednesday, April 29, 2015
UCLA Computer History: Kleinrock Center for Internet Studies
Some years before the first transmission was made, in part, in Boelter Hall, another machine made UCLA a center for technological advancement. In the late 1940s UCLA’s College of Engineering received a differential analyzer, also known as a mechanical computer, from General Electric. This analog machine cost $125,000 to make and performed mechanical calculations at an unprecedentedly fast rate. Housed at UCLA, near the center of the film making industry, the mechanical computer even became a movie star when it was displayed in the 1951 science-fiction movie When Worlds Collide.
Unfortunately, UCLA’s mechanical computers eventually became outdated in the 1960s, though it clearly served as a forerunner to what Kleinrock and the others would do later on in that decade. One of the machines was sent to the Smithsonian Institute in 1978, but it will be remembered for mid century technology advancement in Southern California.
Kleinrock
Tuesday, April 28, 2015
Unit 3
- Important Design Questions: Prof. Colleen Macklin and Prof. Scott Nicholson tell us about their experiences designing and prototyping games and share the kinds of questions they ask during the process.
- Lure of the Labyrinth: Design Process: Prof. Eric Klopfer and Scot Osterweil take us through the creation of math-based puzzle game Lure of the Labyrinth.
- Lure of the Labyrinth: Prototyping & Testing: Scot Osterweil and Dan Roy play Lure of the Labyrinth and explain how they iteratively prototyped and play-tested.
- Reach for the Sun: Objectives & Tradefoffs: Prof. Eric Klopfer and Dan Norton play Reach for the Sun and consider aspects of its development.
Prof. Colleen Macklin, from Parsons The New School for Design, tells us what kinds of questions she asks when designing and prototyping games. As you work on your project, consider asking yourself some of the same questions, including: "What is the most interesting thing my game could convey to players?" and "What is this game going to feel like?."
http://youtu.be/sg0_GX5D_Rw
Prof. Scott Nicholson from Syracuse University discusses his gaming experiences and his thought processes for conceiving and designing games. Note that he tries to a create a simple prototype early in the process so that he can get his game into the hands of players. Remember that you can still get value from making and testing a simple paper prototype, even early in the design process.
http://youtu.be/NLen6hS1lS8
Scot Osterweil and Prof. Eric Klopfer begin their conversation about the creation of Lure of the Labyrinth. First, they talk about the design and prototyping process in general. As you watch the videos in this section, think about your own game and how you might learn from their process and from their ideas. How do the lessons of Labyrinth apply to your game?
http://youtu.be/oktupItPujc
Scot and Eric speak about the project approval process, determining and balancing needs, considering resources, and securing partners.
http://youtu.be/IGeVYhdYLtU
For this activity break, we're going to think about creating a paper prototype for a particular game mechanism, rather than an entire game. First choose a digital game, then choose one mechanism of that game (how players will take turns, how new information is presented, etc.) and think about how you would create a playable paper prototype. Here's an example: I'm interested in testing how game pieces will be introduced for my Tetris-like puzzle game. I could create the paper pieces in the variety of shapes I'm using and then hand one to a player on a schedule, say every 10 seconds. Perhaps you might learn that, like Tetris, you might want to start progressively decreasing that time period. You can either look at an existing digital game or your own project; consider how you would create a paper prototype for one mechanism. You are welcome to share your reflections (and photos if relevant) with your classmates in the forum.
https://voice.adobe.com/a/2qgAX
Scot Osterweil and game designer Dan Roy, who worked on Lure of the Labyrinth, play the Cafeteria Puzzle (in Lure of the Labyrinth) and discuss how paper prototyping helped them figure out aspects of the gameplay.
http://youtu.be/Whnk3ttAy84
Scot and Dan talk about importance of playtesting and the iterative approach they used to test an aspect of the game.
http://youtu.be/Whnk3ttAy84
To test certain puzzles in Lure of the Labyrinth, it was more effective to use a crude digital prototype. Dan explains and also underscores the importance of allowing players to really play your game, rather than just asking them to comment on a demonstration. As you work the project, make sure you play your own game and allow others to play it.
http://youtu.be/6zTaLt1pDrM
Prof. Eric Klopfer talks to Dan Norton at Filament Games about Reach for the Sun, a plant growth learning game. Dan plays and gives the rationale for various design decisions.
http://youtu.be/6zTaLt1pDrM
http://youtu.be/HcrlEVTRJbI
Unit 3 Reading MOVING LEARNING GAMES FORWARD Read the sections "Learning Game Design Principles" and "Examples" (pgs. 28-40). Klopfer, E. et al. 2009. Moving Learning Games Forward: Obstacles, Opportunities, & Openness. Cambridge MA: MIT The Education Arcade. DIVE DEEPER Read "Introduction: The Logic of Backwards Design" for an overview of a widely-used method for curriculum development. Scot references backwards design in u3.v3.s3. McTighe, Jay, and Grant P. Wiggins. 2004. Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
http://youtu.be/yOpA9OA-LfY
OK! You’ve laid a foundation for the last few weeks - now it’s time to start making your game. For the next 4 weeks (Unit 3 and Unit 4), you have lots of room to make passes at creating your own learning games! Take a look at the feedback you’ve received, find teammates if you are interested, and start designing and building prototypes of your game. Create paper versions or digital versions, and try to collect feedback on the forums, as well as from your friends and family in real life. Deliverable: A publicly viewable and if possible playable version of your prototype(s) with documentation about the following: target audience learning objectives the "fun" in your topic your reasons for choosing certain game mechanics your experiences developing, testing & revising your prototype When you're designing, don't lose sight of the goal of your game and what you want the learner to get out of it. When you're prototyping, think about the following: What is most important for you to know? With each prototype, you should be trying to figure out a few specific things - is it more fun with more players? Does adding “points” make it more fun? Are these mechanics balanced well? If you change too many things between prototypes, it can be difficult to tell which of your changes are working and which aren’t. How can your classmates play this game? It’s easy if you are working in GameBlox to share your games in the forums, and other digital protoypes may be shareable through sites like Dropbox etc. If want feedback on a paper prototype, consider making a .pdf file that they can print and also make a video so they can understand your prototype as well as possible. Are people learning? We’ll be addressing this question more formally in Units 4 and 5, but for now - what do you think? Are people using the game’s language to describe their moves and decisions? Are players getting a better understanding of your topic as they get better at the game? Ask people what is confusing to them, and see how you can improve it. Remember to take a look at everyone else’s games! Think of this as a really big studio class. A large part of your learning is going to take place not just by watching videos or reading articles, but in your interactions in the forums. Debate, ask questions, and provide constructive feedback! Finally, don’t forget to have fun! There’s a lot to think about in this course, but you’re making games, so enjoy it! Guidance for Peer Feedback Provide feedback to at least three participants whose posts appear below yours. If those participants have already received feedback, look for participants who have not received any. Follow the Peer Review Feedback guidelines and consider the following: Give your overall impressions of the game. Were there aspects of the game that you think worked especially well? How can you help the participant improve his or game? You might suggest a change/addition or ask a question. Does the game seem aligned to the learning objectives? Are there ways the participant might improve alignment? How did the participant's prototype influence your own thinking?
Assignment 3.1
- target audience
- learning objectives
- the "fun" in your topic The fun in the topic is that students will be engaged, will interact more with their peers, and will follow avenues of culture that are unique to the gameplay of the individual student.
- your reasons for choosing certain game mechanics I am choosing the mechanics of the game to include the five countries represented that closely parallel the actual Renaissance cultural conditions. they start off as more or less equal but as in the Renaissance the countries need to develop their cultural production and diplomatic achievements.
- your experiences developing, testing & revising your prototype
- What is most important for you to know? With each prototype, you should be trying to figure out a few specific things - is it more fun with more players? Does adding “points” make it more fun? Are these mechanics balanced well? If you change too many things between prototypes, it can be difficult to tell which of your changes are working and which aren’t.
- How can your classmates play this game? It’s easy if you are working in GameBlox to share your games in the forums, and other digital protoypes may be shareable through sites like Dropbox etc. If want feedback on a paper prototype, consider making a .pdf file that they can print and also make a video so they can understand your prototype as well as possible.
- Are people learning? We’ll be addressing this question more formally in Units 4 and 5, but for now - what do you think? Are people using the game’s language to describe their moves and decisions? Are players getting a better understanding of your topic as they get better at the game? Ask people what is confusing to them, and see how you can improve it.
It is most important for me to understand how someone can pick up the game fairly easy to begin but then to actually learn from it as well. I have found through testing that about five is a good number; however, I would like at some point to try the online and connected version of the game. Adding elements does not really contribute given the fact that during the game successes or failures are continuously looped back for the learner to grasp. Yes, the mechanics are soundly conceived.
Classmates can play at least some version of the franchise Civilization in fact one responder went to FreeCiv to at least be introduced to the concept of the game. It is an early free and online version of the game.
Students are learning and having fun with it. In a testing environment several students had just taken a previous course--HUM111--but found my prototype for HUM112 much more engaging and interesting. Yes, they are using the game's language because you find the units produced are referred to and shorthand versions of gameplay introduced into their interaction. The players are better understanding how cultural production develops as they advance in the game which is one of the important learning objectives. The confusions can be cleared up as they game facility in gameplay.
- Give your overall impressions of the game. Were there aspects of the game that you think worked especially well? How can you help the participant improve his or game? You might suggest a change/addition or ask a question.
- Does the game seem aligned to the learning objectives? Are there ways the participant might improve alignment?
- How did the participant's prototype influence your own thinking?
Defending Marriage by Judicial Watch
Monday, April 27, 2015
Sunday, April 26, 2015
Saturday, April 25, 2015
British Admiral: Islamist Island Raids
Friday, April 24, 2015
Thursday, April 23, 2015
Wednesday, April 22, 2015
Tuesday, April 21, 2015
Assignment 2.1
My audience consists of working adults approximately 35 years old. Since they are working adults they have generally worked all day and are taking evening classes between 6 and 10 PM. My learners are particularly challenged to be active and involved after a long day.
- What is your topic? Why is that interesting?
My topic is the Renaissance. It is an interesting area since it is the rebirth of western Civilization.
- Briefly explain your game. What is the fun in your topic/game?
My game is a modification of Civilization IV. Define in the topic word game is that it is a innovative way to introduce the course content. The learning is counterfactual or a counter history of what we know occurred. The student has history unfold before them. The fun is a more pleasurable way to learn in a required class.
- Where/how do you propose the game will be played?
It will be in a computer lab. But how will be following a lecture or presentation about the period.
The game will be paid played in segments between 6 and 10 PM. It is a classroom University setting. Following an introduction the students move into a computer lab.
- Think about the curriculum assignment from Unit 1 - how do you think someone would use your game to teach?
Unit 2
- Lenses: Dr. Ian Bogost introduces the concept of procedural rhetoric and Prof. Eric Zimmerman talks about games and instrumentality. These are both perspectives that will help you consider the meaning of games in new ways.
- Unexpected Lessons: Prof. Kurt Squire explains to Prof. Eric Klopfer how players can sometimes learn unexpected, unplanned things from games, even from games designed for entertainment. He considers how this impacts game design and implementation.
- Frameworks for Educational Games: Scot Osterweil and Eric present frameworks that they find to be valuable when thinking about educational games.
- Learning in a Gaming Environment: Prof. Constance Steinkuehler discusses how massively multiplayer online game (MMO) players learn in and around the gamespace. Joel Levin describes ways players learn in the game Minecraft and also how the game has inspired interesting projects in the educational sphere.
Welcome to Unit 2! A digital game is often much more than just a game. In Unit 2, we’re going to attempt to outline how and why. Lenses: Dr. Ian Bogost introduces the concept of procedural rhetoric and Prof. Eric Zimmerman talks about games and instrumentality. These are both perspectives that will help you consider the meaning of games in new ways. Unexpected Lessons: Prof. Kurt Squire explains to Prof. Eric Klopfer how players can sometimes learn unexpected, unplanned things from games, even from games designed for entertainment. He considers how this impacts game design and implementation. Frameworks for Educational Games: Scot Osterweil and Eric present frameworks that they find to be valuable when thinking about educational games. Learning in a Gaming Environment: Prof. Constance Steinkuehler discusses how massively multiplayer online game (MMO) players learn in and around the gamespace. Joel Levin describes ways players learn in the game Minecraft and also how the game has inspired interesting projects in the educational sphere. We will be reading excerpts of Quest to Learn: Developing the School for Digital Kids by Katie Salen, et al. and those who wish to dive deeper can read Ian Bogost’s “The Rhetoric of Video Games." Presentations : Dr. Ian Bogost (a 2011 ScriptaLab taped event originally presented February 17, 2011), Prof. Eric Zimmerman (taped at the Sandbox Summit in 2012) - Note: This content was not produced by edX, The Education Arcade, or Scheller Teacher Education Program. Appearances by: Kurt Squire, Scot Osterweil, Constance Steinkuehler, Joel Levin
http://youtu.be/Qe4poKsy9lw
In this video, Dr. Ian Bogost addresses one way we might look at how games mean. He addresses his idea of “procedural rhetoric,” whereby the rules of a system create a model of reality, and that model is a kind of argument about the world. As Dr. Bogost describes, the game Animal Crossing enabled a key insight about how that game’s mechanic of house decorating enables a window to examine capitalism. While it can, at times, be a demanding talk to understand if you are new to these ideas, we promise that we assigned it because a) Dr. Bogost is a highly entertaining public speaker and b) we believe that his analysis and ideas are an important way to understand how a game can mean something - through its rules. (If you find it challenging, we suggest reading the transcript and/or reading the associated "Dive Deeper" chapter in this unit.) Think about this argument as you watch the other videos in this Unit - how does this perspective differ from Eric Zimmerman’s or Scot Osterweil’s, say? What is similar? Dr. Ian Bogost is an award-winning videogame designer and media philosopher and director of the Georgia Institute of Technology digital media graduate program. This is a recording of one of the 2011 ScriptaLab events originally presented February 17, 2011.
http://youtu.be/mReVUr_bvI8
In this talk, The New Art of Gaming (Presented at Sandbox Summit, 2012), Prof. Eric Zimmerman talks about the concept of “instrumentality.” This is a long talk, but a compelling one as Prof. Zimmerman cautions against treating games as mere vehicles for learning, but instead treating them as cultural objects in their own right. He asserts that this can be even more educational (and a better education!) than treating games as a content delivery mechanism. What do you think? How might his ideas be considered in light of the ideas of others in this unit? Are they at odds? Are they complementary? Prof. Eric Zimmerman is a founder of the NYU Game Center and, "a game designer, entrepreneur, author, and academic who has been working in the game industry for 15 years." Sandbox Summit is an annual idea forum at MIT that addresses how technology affects the ways kids play, learn and connect. For more information, visit sandboxsummit.org.
http://youtu.be/iVfFkIYXRHA
Prof. Kurt Squire talks about learning from his own early gaming experiences and how this has influenced his understanding of how games can foster learning, as well as how games can be utilized in the classroom. As you think about your project, consider things learners might take away from your game that may not be related to the subject matter.
http://youtu.be/iVfFkIYXRHA
Now that you have had the opportunity to hear Kurt Squire talk about how games can spark unintended learning, take a moment to reflect on your own game-playing experiences. Have you played a game that taught you things you didn't expect? What did you learn? Why was it unexpected? You are welcome to share your reflections with your classmates in the forum.
Scot Osterweil and Eric Klopfer speak about the nature of play and discuss what makes a good game. Scot breaks down these factors into his Four Freedoms of Play and provides illustrative examples. Remember the concept of "hard fun" as you work on your course project.
http://youtu.be/tuFRWwI-yxg
Eric and Scot's conversation continues and Eric identifies characteristics and qualities that make games "gamey." What do you think about the principles Eric talks about? As you go through this unit, think about whether certain ones are more important to you than others.
http://youtu.be/bemLRevyBKI
Play a game for about 15 minutes; it doesn't necessarily have to be digital. As you play, think about it in terms of the Four Freedoms of Play and the Five Principles for Games that Scot and Eric discussed. Did you have the freedom to explore? Did the game offer you interesting choices? These questions are just an example of the kinds of the things you might think about. Feel free to write your thoughts in the forum and discuss other participants' experiences.
Prof. Constance Steinkuehler describes a few ways learning occurs in and around massively multiplayer online games (MMOs) like World of Warcraft. She explains that spaces around MMOs, like forums, are fertile ground for discussion and analysis regarding social interaction and learning. It is important to consider the context in which games exist and the context they can generate for learning; don't forget about context as you work on your project.
https://courses.edx.org/courses/course-v1:MITx+11.127x+1T2015/courseware/ac7f69bfecde48198dfaa58ae1cb40b6/74a8e323054c4877b4f196e43145ab42/
Constance and Eric continue their discussion. Eric talks about some of his own experiences playing World of Warcraft and getting help in and around the game.
http://youtu.be/ujJ3gRPZcuI
Joel Levin discusses how learning in Minecraft has inspired implementation in the classroom.
http://youtu.be/DaFvvxEDkL4
http://youtu.be/Fb9M0bFpD4s
QUEST TO LEARN This book is a research and development document outlining the learning framework for the school Quest to Learn in New York. Read the "Game Based-Learning and Knowing Section," and browse through the "Curriculum and Instruction" section if you are interested. Salen, Katie, et al. 2011. Quest to Learn: Developing the School for Digital Kids. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press. DIVE DEEPER: THE RHETORIC OF VIDEO GAMES Peruse this article to enhance your understanding of the video presentation. Bogost, Ian. "The Rhetoric of Video Games." The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 117–140. doi: 10.1162/dmal.9780262693646.117
http://q2l.org
http://dmlcentral.net/sites/dmlcentral/files/resource_files/Quest_to_LearnMacfoundReport.pdf
http://www.cogsci.rpi.edu/public_html/ruiz/EGDFall2013/readings/RhetoricVideoGames_Bogost.pdf
https://courses.edx.org/courses/course-v1:MITx+11.127x+1T2015/courseware/ac7f69bfecde48198dfaa58ae1cb40b6/25bedf9b46aa4dbfa9eaf5a0a27d4f4e/
For this week, we’re asking you to develop a pitch for a learning game you want to make over the duration of the rest of the course. Prof. Klopfer has addressed this in the introductory video, and Jason explains more above. Present the other members of the class with a brief explanation of a game you’d like to make (in the forums). You can do this in any form - text, video, slide presentation - just remember to make your links public before you share. Below are some important things to consider when making your pitch: Go With What You Know: For creating your first learning game, it’s probably a good idea to teach something you have some familiarity with. This will make it easier to generate content and come up with good ideas. Of course - this can backfire. If you’re too expert in your topic, it may be difficult to understand what might be challenging for novices to understand. Scope It Down: As Jason mentions in the video, don’t try to make a simulation of every aspect of a trip to Mars. Make as simple and small a game as you can to start. Make a simulator that will help understand climate on Mars instead. Focus Up: Make sure you get the most important details into your pitch: - Who is your audience? - What is your topic? Why is that interesting? - Briefly explain your game. What is the fun in your topic/game? - Where/how do you propose the game will be played? - Think about the curriculum assignment from Unit 1 - how do you think someone would use your game to teach? Remember, we encourage collaboration in this class, so be on the look out for people with similar interests - you might be able to team up and make an even more impressive project than you could make on your own. Guidance for Peer Feedback Provide feedback to at least three participants whose posts appear below yours. If those participants have already received feedback, look for participants who have not received any. Follow the Peer Review Feedback guidelines and consider the following: Do you think the game serves its purpose, meaning it is appropriate to the topic, audience, and how it will be used to teach? How can you help the participant improve his or game? You might suggest a change/addition (Ex.: Consider covering pre-alegra skills.) or a question (Ex.: Do you think this game could be used to assess learners' progress later in the year?). Did a participant's pitch prompt a change in your own thinking? If so, comment on it.
The goal of this assignment is for you to become more comfortable with Gameblox. We recommend that you pick a project and modify it in some way. You can pick a project from the demos page or any other Gameblox project you have seen.
demo link
Alternatively, if you have a simple game in mind, think of one small aspect of that game, and go ahead and build it in Gameblox. Don't make it fancy and don't make it elaborate. Just get it working and running so that you, the game designer, understand how that mechanic works and how your player will interact with it. If you are choosing to work in a different digital tool, do the same thing: get a very basic mechanic up and working.
Post your game in the forums, and describe what changes you have made, and what challenges you ran into.
The goal of this assignment is for you to become more comfortable with Gameblox. We recommend that you pick a project and modify it in some way. You can pick a project from the demos page or any other Gameblox project you have seen.
demo link
Alternatively, if you have a simple game in mind, think of one small aspect of that game, and go ahead and build it in Gameblox. Don't make it fancy and don't make it elaborate. Just get it working and running so that you, the game designer, understand how that mechanic works and how your player will interact with it. If you are choosing to work in a different digital tool, do the same thing: get a very basic mechanic up and working.
Post your game in the forums, and describe what changes you have made, and what challenges you ran into.
Monday, April 20, 2015
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Reading since summer 2006 (some of the classics are re-reads): including magazine subscriptions
- Abbot, Edwin A., Flatland;
- Accelerate: Technology Driving Business Performance;
- ACM Queue: Architecting Tomorrow's Computing;
- Adkins, Lesley and Roy A. Adkins, Handbook to Life in Ancient Rome;
- Ali, Ayaan Hirsi, Nomad: From Islam to America: A Personal Journey Through the Clash of Civilizations;
- Ali, Tariq, The Clash of Fundamentalisms: Crusades, Jihads, and Modernity;
- Allawi, Ali A., The Crisis of Islamic Civilization;
- Alperovitz, Gar, The Decision To Use the Atomic Bomb;
- American School & University: Shaping Facilities & Business Decisions;
- Angelich, Jane, What's a Mother (in-Law) to Do?: 5 Essential Steps to Building a Loving Relationship with Your Son's New Wife;
- Arad, Yitzchak, In the Shadow of the Red Banner: Soviet Jews in the War Against Nazi Germany;
- Aristotle, Athenian Constitution. Eudemian Ethics. Virtues and Vices. (Loeb Classical Library No. 285);
- Aristotle, Metaphysics: Books X-XIV, Oeconomica, Magna Moralia (The Loeb classical library);
- Armstrong, Karen, A History of God;
- Arrian: Anabasis of Alexander, Books I-IV (Loeb Classical Library No. 236);
- Atkinson, Rick, The Guns at Last Light: The War in Western Europe, 1944-1945 (Liberation Trilogy);
- Auletta, Ken, Googled: The End of the World As We Know It;
- Austen, Jane, Pride and Prejudice;
- Bacevich, Andrew, The Limits of Power: The End of American Exceptionalism;
- Baker, James A. III, and Lee H. Hamilton, The Iraq Study Group Report: The Way Forward - A New Approach;
- Barber, Benjamin R., Jihad vs. McWorld: Terrorism's Challenge to Democracy;
- Barnett, Thomas P.M., Blueprint for Action: A Future Worth Creating;
- Barnett, Thomas P.M., The Pentagon's New Map: War and Peace in the Twenty-First Century;
- Barron, Robert, Catholicism: A Journey to the Heart of the Faith;
- Baseline: Where Leadership Meets Technology;
- Baur, Michael, Bauer, Stephen, eds., The Beatles and Philosophy;
- Beard, Charles Austin, An Economic Interpretation of the Constitution of the United States (Sony Reader);
- Benjamin, Daniel & Steven Simon, The Age of Sacred Terror: Radical Islam's War Against America;
- Bergen, Peter, The Osama bin Laden I Know: An Oral History of al Qaeda's Leader;
- Berman, Paul, Terror and Liberalism;
- Berman, Paul, The Flight of the Intellectuals: The Controversy Over Islamism and the Press;
- Better Software: The Print Companion to StickyMinds.com;
- Bleyer, Kevin, Me the People: One Man's Selfless Quest to Rewrite the Constitution of the United States of America;
- Boardman, Griffin, and Murray, The Oxford Illustrated History of the Roman World;
- Bracken, Paul, The Second Nuclear Age: Strategy, Danger, and the New Power Politics;
- Bradley, James, with Ron Powers, Flags of Our Fathers;
- Bronte, Charlotte, Jane Eyre;
- Bronte, Emily, Wuthering Heights;
- Brown, Ashley, War in Peace Volume 10 1974-1984: The Marshall Cavendish Encyclopedia of Postwar Conflict;
- Brown, Ashley, War in Peace Volume 8 The Marshall Cavendish Illustrated Encyclopedia of Postwar Conflict;
- Brown, Nathan J., When Victory Is Not an Option: Islamist Movements in Arab Politics;
- Bryce, Robert, Gusher of Lies: The Dangerous Delusions of "Energy Independence";
- Bush, George W., Decision Points;
- Bzdek, Vincent, The Kennedy Legacy: Jack, Bobby and Ted and a Family Dream Fulfilled;
- Cahill, Thomas, Sailing the Wine-Dark Sea: Why the Greeks Matter;
- Campus Facility Maintenance: Promoting a Healthy & Productive Learning Environment;
- Campus Technology: Empowering the World of Higher Education;
- Certification: Tools and Techniques for the IT Professional;
- Channel Advisor: Business Insights for Solution Providers;
- Chariton, Callirhoe (Loeb Classical Library);
- Chief Learning Officer: Solutions for Enterprise Productivity;
- Christ, Karl, The Romans: An Introduction to Their History and Civilization;
- Cicero, De Senectute;
- Cicero, The Republic, The Laws;
- Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 1 (Loeb Classical Library);
- Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 2 (Loeb Classical Library);
- CIO Decisions: Aligning I.T. and Business in the MidMarket Enterprise;
- CIO Insight: Best Practices for IT Business Leaders;
- CIO: Business Technology Leadership;
- Clay, Lucius Du Bignon, Decision in Germany;
- Cohen, William S., Dragon Fire;
- Colacello, Bob, Ronnie and Nancy: Their Path to the White House, 1911 to 1980;
- Coll, Steve, The Bin Ladens: An Arabian Family in the American Century;
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