Best Selling Books by Dean Miller

Fantastic facts, incredible information, and uncanny trivia about everything in the WWE Universe.

Experience the struggle, pain and epic glory of the 100 greatest matches in WWE history, with a foreword by Ricky ''The Dragon'' Steamboat. With stunning visuals and in-depth commentary,WWE- The 100 Greatest Matchesbrings together the absolute best, most memorable and stunning matches in WWE history! From the Undertaker vs. Shawn Michaels, to John Cena vs. Brock Lesnar and ''Stone Cold'' Steve Austin vs. The Rock, every match is broken down with behind-the-scenes commentary and insight into the matches. Plus there are exclusive interviews with Superstars, announcers and other WWE personalities. Relive the excitement with this massive hardcover book and discover if your favourite matches make the cut.

The same number of mountain lion attacks has occurred in the past 10 years as had occured in the preceding 100 years. What''s happening? Cat Attacks is the first unflinching look at what happens when mountain lions and people cross paths. The riveting stories of heroes and victims tell readers what to fear, what to ignore and what to expect when encountering North America''s most effective large predator.

Sams Teach Yourself C Programming in One Hour a Day, Seventh Edition is the newest version of the worldwide best-seller Sams Teach Yourself C in 21 Days . Fully revised for the new C11 standard and libraries, it now emphasizes platform-independent C programming using free, open-source C compilers. This edition strengthens its focus on C programming fundamentals, and adds new material on popular C-based object-oriented programming languages such as Objective-C. Filled with carefully explained code, clear syntax examples, and well-crafted exercises, this is the broadest and deepest introductory C tutorial available. It''s ideal for anyone who''s serious about truly mastering C - including thousands of developers who want to leverage its speed and performance in modern mobile and gaming apps. Friendly and accessible, it delivers step-by-step, hands-on experience that starts with simple tasks and gradually builds to professional-quality techniques. Each lesson is designed to be completed in hour or less, introducing and clearly explaining essential concepts, providing practical examples, and encouraging you to build simple programs on your own. Coverage includes: Understanding C program components and structure Mastering essential C syntax and program control Using core language features, including numeric arrays, pointers, characters, strings, structures, and variable scope Interacting with the screen, printer, and keyboard Using functions and exploring the C Function Library Working with memory and the compiler Contents at a Glance PART I: FUNDAMENTALS OF C 1 Getting Started with C 2 The Components of a C Program 3 Storing Information: Variables and Constants 4 The Pieces of a C Program: Statements, Expressions, and Operators 5 Packaging Code in Functions 6 Basic Program Control 7 Fundamentals of Reading and Writing Information PART II: PUTTING C TO WORK 8 Using Numeric Arrays 9 Understanding Pointers 10 Working with Characters and Strings 11 Implementing Structures, Unions, and TypeDefs 12 Understanding Variable Scope 13 Advanced Program Control 14 Working with the Screen, Printer, and Keyboard PART III: ADVANCED C 15 Pointers to Pointers and Arrays of Pointers 16 Pointers to Functions and Linked Lists 17 Using Disk Files 18 Manipulating Strings 19 Getting More from Functions 20 Exploring the C Function Library 21 Working with Memory 22 Advanced Compiler Use PART IV: APPENDIXES A ASCII Chart B C/C++ Reserved Words C Common C Functions D Ans ...

The Purpose of the Study The central purpose of this study was to determine the professional education competencies of selected community college vocational instructors. Respondents in the study included instructors of business and distributive education. Major dimensions were the construction and validation of a questionnaire for community college vocational instructors; the analysis of data to determine if there were differences among the community colleges in their responses to the competencies contained in the questionnaire; a factor analysis of the professional education competencies and the community college respondents; and the formulation of implications to be considered in the development of teacher education curriculums. The Procedures The construction and validation of the instructor questionnaire was accomplished through a review of the literature, an evaluation by a jury of experts, and a field test. A mail survey questionnaire containing 99 professional education competencies together with a five-point Likert-type scale was used to gather data. The dependent variable was the score judgmentally assigned by respondents to denote the level of proficiency they felt was necessary for each of the 99 competencies. The study''s population utilized the four western states of California, Colorado, Oregon, and Washington and was representative of business and distributive education instructors at the community college level. A random sample of 160 instructors provided data for the study. The Data The F statistic was used to analyze contrasts between the mean scores for each competency with the .01 level of significance being used to determine differences existing between the community colleges. A test of Least Significant Difference was used to determine where specific differences existed between means of community colleges which were rejected in the analysis of variance tests. Further analysis of the data was accomplished through the use of two factor analytic techniques, the Q-technique and the R-technique. The Q-technique ordered respondents according to the 99 competencies included in the study. The R-technique was used to cluster competencies according to respondents. Factors and subfactor names were assigned after the data were analyzed. Selected Findings Generally, the analysis of variance tests indicated that the community colleges were alike in their responses to the competencies contained in the questionnaire. The factor analysis of data revealed that the business and distributive education instructors resembled one another in their responses and demonstrated that it is possible to generate factors containing clusters of common professional education competencies. Competencies which clustered under the factors of Instructional Management and Teaching-Learning Process were judged by instructors to require the highest level of proficiency. In all, respondents indicated that 91 of the 99 professional education competencies required a moderate or higher level of proficiency in the performance of their job.