Organizations Books

Easy to read and language easy to understand.
Really great book.
You really understand the reason behind the Sacred Heart devotion
with this book.

When I was little, I used to love reading about the Saints. My Dad encouraged it, and I found their lives very inspiring. As I got older and busier, I either didn't have the time to read these books or I just wasn't interested. The other day, I couldn't find anything to do so I pulled this book out.

It starts out by giving you a bit of background on the life that St. Margaret Mary was living. She was 13 and very ill. She and her mother prayed all they could for young Margaret to get better, but nothing worked. Finally, her Mom came up with the idea that Margaret should offer herself to be a Nun. After praying on such, Margaret was healed, and was able to resume a normal life.

Years later, Margaret's mother wanted her to get married, but Margaret knew that she had to become a nun. The idea made her so happy. She begged her Mother and brother, and finally, they allowed it. They wanted her to become a nun at the nearby convent, but Margaret wanted to be a nun with the Order of the Visitation. They finally agreed, and she was accepted.

When Margaret was there, it was hard for her to undersatnd some of their ways of life. And when she started to have visions from God, the sisters began to think she was mental. They were very critical and felt that she was very different from them.
Margaret did all she could, but they still criticized her. After convincing the Superior of the time that she wasn't crazy, they got a new, more practical, Mother Superior. But God told her things would be better. Margaret still was having visions and knew that all of the criticism and suffering would be worth it in the end. And God told her he would send someone to help.

That someone was a priest. Sister Margaret Mary told Father Coliembre about her visions, the Sacred Heart of Jesus, and how Jesus wanted to be loved, and not feared so much. The Priest offered to do everything he could to help her, and convinced the practical Superior that the Sister was really having visions. But later on, Father Coliembre gets sent away.

Later on, troubles meet Father in England and the story goes to him for alittle bit, telling of all that he had to deal with in England at a time when Catholicism was looked down upon. When he is finally done with all the suffering, he goes back to the convent, and is surprised to see a new Mother Superior, who won't let him speak to Sister Margaret Mary. When they finally do talk, Sister Margaret tells of all of the promises of the Sacred Heart that God told her about.

Father Coilembre dies later on, and a few strange things happen at the convent when Mother Superior won't allow Sister Margaret Mary to make her holy hour of prayer on Thursday nights, and get communion on the first of every month. She allows Sister Margaret to do these things, and also believes that Sister Margaret is meant to be a Saint. With the help of Mother Superior, Sister Margaret Mary stops getting criticized for her visions and ways and gains support from her fellow sisters. She receives the final promise, and gets many involved with the devotion of the Sacred Heart of Jesus. Soon, Mother Margaret Mary (She was ranked higher) dies.

This book is great, especially for those who want to know mroe about the promises of the Sacred Heart of Jesus. And remember, I'm a 14 year old who reads popular teen books (by Meg Cabot, Ann Brashares, Lisi Harrison, etc.) and if I liked it, then there is a good chance you will too! :-)

Saint Margaret Mary... an apostle for Christ, a loving and obedient nun, one who would do anything for Christ and Our Blessed Mother, one who recognized the power of love and suffering for Christ... yes, this is who St. Margaret Mary is.

And Mary Fabyan Windeatt wrote the book, Saint Margaret Mary and the Promises of the Sacred Heart of Jesus, in such a way that it is very hard to describe. The story started out with Margaret, ill in bed, at the age of 13. Mary Wineatt tells how Margaret and her mother promised to Mary, Our Blessed Mother, that if Margaret is cured of her illness she will become a religious. Their prayers were answerd... the Blessed Mother cured Margaret!

It took a long time until finally Margaret could visit the Visitation nuns to become a religious. When she becomes a Visitation nun at the convent she begins to have visions of Christ's suffering. Most of the nuns don't believe her at first. Our Lord revealed twelve promises to Margaret and she saw the Sacred Heart of Jesus two times.

Our Lord tells Margaret of a person who is going to come and help her spread the word. This person was Father de la Colombiere. He was a very well known and educated priest. He helps Margaret in a lot of ways until he dies at the age of 41.

Before Margaret dies she was perfectly healthy but in a few hours she dies at the age of 43.

I like this book so much because the way the author writes it. It sounds like a story instead of facts just put together. This book is beautifully written. And I especially liked how Margaret seems so loving and kind to everyone.

The story for children 10 and up of the revelations of the Sacred Heart of Jesus to a holy French nun, including the Great First Friday Promise, her painful childhood, troubles in the convent, St. Claude, the Apparitions and her many penances.

School Crisis Survival Guide by mental health counselor Suni Petersen and Ronald L. Straub provides hundreds of guidelines, strategies, and working plans for counselors and teachers to help students in grades K-12 to deal with any manner of crisis or tragedy from personal loss, tragic accidents, and terminally ill classmates, to incidents of suicide, violence, and natural disasters. School Crisis Survival Guide address why every school needs a crisis plan and how to form a crisis team; provides step-by-step instructions for developing and administering a crisis plan custom designed to fit a schools particular need, ranging from setting up a student counseling program to dealing with media, to preparing memorial services; offers in-depth information on the impact of crisis and death on faculty and students of all ages, and the necessity of dealing with "Post-Traumatic Stress Disorder"; lists a wide variety of individual and group activities for all age groups with respect to the different stages of traumatic reaction; and even presents specific ways for handling such common yet unpredictable events as suicide, and the associated trauma and grief that violence, death, and natural disaster will leave in their wake. No public or private grade school, junior high, or high school counseling department can afford to be without their own reference copy of School Crisis Survival Guide.

I recently purchased this book in "used" condition from the bookseller booksbyjoe.com. The book arrived within three working days and in perfect condition. I recommend this book for all new school psychologists, or school administrators who must be aware and prepared for the events that may occur on their school campuses.

As a school crisis coordinator, I used this book a number of years ago to write a crisis response plan for a school. As a presentor at conferences, both at state and national level, I often recommend this book to individuals who have the responsibility to write a crisis response plan or to provide intervention during times of crisis. I was pleased when it was again made available after being out of print. Thank you.

As a school crisis coordinator, I used this book a number of years ago to write a crisis response plan for a school. As a presentor at conferences, both at state and national level, I recommend this book to individuals who have the responsibility to provide intervention during times of crisis. I was pleased when it was again made available after being out of print. Thank you.

I had asked to borrow this book from friends and was turned down. So I finally picked up my own copy and I was not disappointed. It is a good book, practical, short and concise for us busy administrators. I recommend it.

This book was valuable as an aspiring educational leader. The 21 responsibilities were extremely valuable in understanding the role that an educational leader must take on. The down side was the statistical calculation which without having had stats in some time made understanding the rationale behind some of the data more challenging. I would still recommend though!

In this book, Robert Marzano, the most effective force in educational reform today, continues his efforts to promote excellence in schools. Here, he and his colleagues turn their attention to defining school leadership behaviors and actions that raise student achievement. They blend practical advice and research to come up with specific steps that school leaders can take to see that students improve academically.

Marzano et al found that there are 21 leadership responsibilities that have a statistically significant relationship with student achievement. All are important, but the three most correlated with achievement are (1) Situational Awareness (of the specific school situation and good use of this information), (2) Flexibility (to adapt to the specific situation and to handle dissent), and (3) (tied) Discipline (to protect teachers from undue distractions), Outreach (as advocate and spokesperson for the school), and Monitoring/Evaluation (creating a system that provides feedback on effectiveness).

They classified previous efforts at school change into two types. First-Order Change is incremental, a step-by-step pattern. Second-Order Change is sudden reversal of pattern or direction, anything but incremental. Both change processes can be effective, and both require different behaviors by school leaders. The three most effective behaviors for First-Order Change are (1) Monitoring/Evaluating, (2) Culture (building a positive culture that influences teachers), and (3) Ideals/Beliefs (leader's well-articulated ideals and beliefs). The three most important behaviors for Second-Order Change are (1) Knowledge of Curriculum, Instruction, and Assessment, (2) Optimizer (optimism as a critical characteristic), and (3) Intellectual Stimulation (of Staff).

The third component Marzano et al looked at was the importance of the leader's ability to select the right work or issues for the school staff to tackle to improve achievement, whether through the use of models of site-specific or of comprehensive school reform. Both models are effective if tailored to the needs and context of a given school.

But hold on. Don't be discouraged from reading this book because you fear that this is just another text full of education theory and cliches. Or don't succumb to thoughts of "been there, done that" and been burned too many times before. Marzano and company offer a thorough, five-step plan that works for experienced or novice leaders. They recognize that no one person can do all they suggest, and they show how to share leadership with other educators and community members. This book is the most clearly defined, research-based plan for improving student achievement you can find today; and everyone, educator or not, who is interested in better student academic growth should read it.

If there were educational awards equivalent to the Congressional Medal of Honor given for service beyond the call of duty for the promotion of student academic excellence, Robert Marzano should receive the first.

Robert Marzano and his colleagues translate the knowledge base on effective school leadership into a clear and precise format applicable to 21st century schools. It is a great gift to both successfuil veterans and aspiring leaders. Students and the nation are better off for this work. Education professors and school board members will use Marzano's meta-analysis to understand and articulate the qualities we need in today's leaders.

This gracefully written book tells an adventure story. It's set in the late 60s and early 70s, the time of the Great Society when hopes were high for breaking down barriers of Class and Race. It's full of unforgettable characters : Parents who live in East Harlem, near the market under the train tracks, and teachers and other people who come from outside the community and soon are engaged in learning how to work within it. Very relevant to the present day challenges of teaching and parenting.

With the start of the school year approaching, there is no better time to learn from the men and women whose struggles are documented in this wonderfully written book. The account of their journey to create better schools and better futures for the children in their community is both engaging and inspiring.

This is an exceptional book. I'm not an educator and found it spell binding. What I found most extraordinary was that, against so many odds, there were so many successes and that the school continues. The efforts of the families and teachers is humbling. One of the outstanding aspects of the book is the description of the way in which issues of class were confronted and dealt with. This seems to be an issue over which many well-intentioned efforts to change "the system" stumble. This account offers valuable insight as to how such challenges must be met. This book is of great value to anyone concerned with social change. It's also well written, which is a treat.

When I was a teacher in a New York City public school, professionals used to implore parents to get involved in their children's education. This involvement, of course, was to take place at home, because parents were not welcomed into the school except by invitation. What a difference there is between that relationship of school and home and the one described by Tom Roderick in this book! Parents were not only welcomed into the East Harlem Block Schools, they were in charge of the place. Roles for teachers and parents were clearly defined, but in the end, an elected parent board had decision-making power. The result: Children thrived, parents found themselves furthering their own education, and teachers discovered the pains and pleasures of breaking through barriers of race and class. This book is great social history with important lessons for schools and for community development in general.

"Schools That Do Too Much" by Etta Kralovec gives insight to the "hows and whys" of where a portion of our education dollars are spent. Ms. Kralovec also takes us through a typical day in the life of a high school student. The time and money lost in our education system according to her is "eye-opening" to say the least. Although I do not agree with all of her findings as being money and time wasters; what she conveys will have you agreeing with her. Schools today are not delivering what is needed for our students. Read this direct and easy to follow book and then draw your own conclusions about today's public school expectations.

In her new book, Schools That Do Too Much, Dr. Etta Kralovec advocates rethinking the amount of time and financial backing given to "school sports, DARE and extra-curricular activities", but not without rationale. She documents the toll taken upon academics from the seemingly endless stream of fundraising for one project or another. She notes that with each new societal challenge; AIDS, drugs, poverty, disrupted family units, we have expected our schools to assume responsibility for instruction on the issue, and to act as surrogate parents. Although there is undoubtedly a need for a larger community support network to support our youth, is that the role of the school? With each new program or curricula added to an already hectic week, some other piece of the day must give way. Inevitably, it is a core academic piece that is lost. With the recent increase in federally mandated standards, and a drive towards "learning results", it is especially difficult to accomplish. Kralovec acknowledges the value in special programs and extra-curricular activities, many of which grew out of progressive reform movements of the past aimed at making our communities more cohesive and nurturing places. However, in the face of nsufficient time and funding devoted to academic pursuits, she argues thatit is time to fundamentally revisit the purpose of school. We must alter the curriculum, the budget, and our own expectations to achieve success.

That the average student's day is chaotic and fragmented is more than just the "view" of Dr. Kralovec. As reported in her book, studies show that during the average high school day, a comparatively small percentage of the day is devoted to actual learning. Large chunks of precious time are squandered on moving between classes, settling into the new class, taking roll call, and the numerous and frequent interruptions from announcements,
bells, and other distractions. Furthermore, the time spent `in class' is not always spent `on learning'. Even the very nature of that time is examined. Research shows that the current model asks students to engage at hours when they are least able to do so, and then divides their day into ways which make it particularly difficult to focus. Perhaps from a sense of familiarity, perhaps from lack of a clear alternative, we continue to cling to this unproductive model. Kralovec offers an alternative.

Following an illustration of how to read and understand a school budget (so that parents and interested community members can see where the money is spent), Kralovec goes on to present concrete and well developed, if radical, solutions. These include doing away with homework as it is now (see her prior book The End of Homework), altering the length and structure of the school day, eliminating the bells and loudspeakers which fragment thought, respecting the time allotted to learning, and making the classroom `sacred space'. She challenges schools and parents to revisit their long-held assumptions about what a school is, in an attempt to see what a school might be. I challenge you to read
her book, loan it to a teacher, pass it around your local school board, and start the dialogue.

Heather Martin-Zboray

Kralovec raises two interesting and important questions in this book: What should schools actually be responsible for, and how should the various "additional" (in Kralovec's view) activities and concepts be handled? She advocates removing athletics and drama from the domain of the school, placing them instead in the hands of community groups and businesses, and argues that doing so will allow schools to focus more effectively on the business of learning.

Kralovec's stance is a brave and innovative one, but she barely acknowledges the fact that any such radical change would be possible only after a LOT of hard work by school and community leaders. She does recognize the fact that many people would be angry about proposing these changes. Overall, I don't feel the book does enough to make this kind of change possible -- that is, there isn't enough concrete information about how to bring about real school reform.

Kralovec uses a kind of composite sketch to describe the problems in American secondary schools; some schools are better learning environments than the author describes, and some are even less productive. She also seems to rely on a very few studies to support her ideas, and frequently speaks in generalities. The book as a whole could have been edited better for things like parallel structure, consistent verbiage, and Those Mistakes that Spell-Check Can't Help With.

I think these are important ideas, and it's clear that Kralovec really believes in her thesis. _Schools That Do Too Much_ is worth reading, but the writing itself leaves a bit to be desired. I would (actually, I did) get it from the library rather than purchasing.

As Heather Martin-Zboray states in her review, this is a book well worth reading. Its suggestions are simple but radical for most Americans: let community groups sponsor sports and drama, and let the schools teach a core curriculum!

Shifting to longer class periods (the 90-minute block); starting high school at 9am rather than 7:30am (when most scientific studies reveal that adolescents should be asleep); removing disruptive loud speakers; extending the school day so that teachers can tutor students one-on-one on a daily basis; etc. are the core of Kralovec's suggestions.

Other than overcoming community aversion to these suggestions because "things always were done OUR way," there are no real roadblocks to the suggestions here. The question is this: Does America have the willpower to try to effect effective change which truly promotes learning?

Allington and Cunningham provide excellent insight as to what all schools need to ensure quality instruction to students. This book is a must for all educators, especially administrators. I am a Special Education teacher and a graduate student. I refer to this text often.

With over fifty combined years of experience between them, educational researcher/ consultants Richard Allington and Patricia Cunningham have many ideas to offer in their new book, Schools That Work: Where All Children Read and Write. The book is a natural follow-up to their first collaborative effort, Classrooms That Work: They Can All Read and Write. It is lengthy, but highly engaging, and offers practical, research based ideas for those who envision and want to work toward moving their school or school system toward being one where all children become literate. Because American society has changed, and is changing, at such a rapid pace, Allington and Cunningham contend that the current organizational structure of schools, while being well intentioned, is outdated. Existing structures do not effectively meet the needs of all children, especially those who are at the highest risk of school failure. Therefore, they believe that educational interventions that offer "more of the same" will not work to fix the inadequacies in today's schools. Because many schools are stuck, looking toward traditional solutions, huge amounts of federal and state money are being poured into educational programs such as developmental kindergarten, transitional K-1 classes, retention, and remedial, resource and bilingual programs that aren't effective in helping all at risk learners learn to read and write. Throughout the twelve chapters of the book, examples of effective large and small-scale school restructuring efforts in real schools are described. These descriptions are very helpful in illustrating the authors' key points. Models such as the Coalition of Essential Schools, Success For All, the Accelerated Schools Model, Reading Recovery, School Power and Schools for the 21st Century are included. Chapters of the book are organized around central themes of school organizational plans such as instruction, professional roles, allocation of time, parent involvement, assessment and curriculum materials. I will briefly summarize these chapters to give an overview of their content. In the chapter on curriculum, Cunningham and Allington offer many ideas for getting real reading material into the hands of children. Popular methods of literacy instruction are also described, but it is clear that the authors do not believe there is one best way to teach reading and writing. Instead, they advocate for quality instruction delivered in a multifaceted approach. This position is similar to that taken in Best Practices in Literacy Instruction, edited by Gambrel, Morrow, Neuman and Pressley, a resource text for teachers of literacy. Allington and Cunningham then go on to describe essential components of quality literacy instruction. One of the important points of the book is that "good schools are a collection of good classrooms" and that the job of everyone who works at a school is to support and enhance classroom instruction. An important point is made that while most instruction for at risk students slows down the pace of instruction, what is most effective is accelerating their learning through more and better instruction so that they are able to catch up with their peers. Concerning the issue of how instructional time is used; a chapter is devoted to describing effective classroom management practices that maximize the amount of time available for actual reading and writing. Innovative ways of creating more instructional time such as allowing teachers to work on flexible schedules opens up the possibility of students receiving extended amounts of instruction before and after school, in Saturday School and summer school. In the chapter on assessment, strategies for evaluating literacy programs and progress are given. Ideas for utilizing authentic assessments such as observational records, writing samples, narrative comments, interviews, self-evaluations, portfolios and anonymous student testing are presented.

Because schools can change only as fast as the instructional practices of teachers change, Allington and Cunningham devote a chapter to advice for supporting the professional development of teachers. The authors believe that systems need to allocate greater amounts of their resources toward professional development, as well as offer administrative and collegial support in order for teachers to remain life long learners who continually develop new areas of expertise. As our changing society affects schools, it affects families too. Most children now come from single parent families or families where both parents work. Because the authors believe that schools cannot be fully effective without parent support and involvement, ideas for improving parent outreach programs are described. Innovative ways to improve communication between schools and families, involve parents in school decision making processes, and create family literacy programs and interagency family support services that help break cycles of illiteracy and poverty are provided. A chapter is set aside for offering additional ideas for developing the literacy skills of special populations of children, such as those with learning disabilities and those who speak English as a second language. In another chapter, a tour is given through a hypothetical school that reflects some of the basic themes in the book. Readers are then prompted to take a tour through their own school and look for examples of effective practices they would like to see more of, as well as ineffective practices they would like to see decreased. The final chapter of the book offers some relief to the reader, who may at this point be overwhelmed with the scope and scale of school restructuring that needs to be done. Allington and Cunningham caution, though, that there are no quick fixes in education, and that successful reform efforts are done gradually with the long view in mind. Restructuring often begins with a small group of people, or even with one person at a school. Is that person you? Do you believe that all children can learn to read and write, and would you like to help them do so? If you think so, this book could be an invaluable resource that gets you thinking about large-scale changes by starting small. Read it and pass it along to someone in your school, as someone in my school passed it along to me. Who knows what might happen next?

Because their other book, "Classrooms That Work," is such a hit with my preservice students, I ordered this one. Receiving it just today, and after browsing through and discovering on the final page reference to the the critical words, "common sense initiatives," I have a feeling we may have another winner with this book, as well.

With over ten years as a primary, intermediate, and junior high teacher, I have read lots of education books. This may end up being the book that helps me the most in helping improve myself as an educator, and in helping the school improve itself. This book was jam-packed with great ideas of what truly makes a good school. "Schools That Work" is geared for both principals, teachers, and anyone else in the education field. After reading this it makes for a great reference book. The book is well organized into the different components that make a good school. Also, it has great book, magazine, and web resources throughout the entire book. In short, buy this book without hesitation--it is that good!

Bain succeeds where most others have failed. His book presents a stellar account of the evolution of a high performing school and the emergence of a successful comprehensive school reform model.

As a participant in the reform process described in this book, I was anxious to read Dr. Bain's depiction. He has captured the essence of the change process in a very readable format. The strategies for implementing comprehensive reform are laid out in manageable, instructive chunks. The concept of comprehensive school reform takes on a whole new meaning in this book. Every aspect of a school's complexities has been thought of. The core business of schools - teaching and learning - is a central theme that permeates throughout. I recommend the book for anyone interested in learning about the theory behind effective educational reform and how a complete plan for implementing such reform can take place.

As schools and school systems continue to look for research-based approaches to school improvement, Alan's book provides the research in a way that is directly tied to proven practice along with examples. Both small and large school systems (along with school departments, teams and grade levels) grapple with how to scale up reform by not doing "more". Alan provides "I can touch it and feel it" examples for doing less and getting more.

This book is a must-read for anyone interested in planning, creating, implementing or reforming schools for diverse learners on a large, or small, scale. The author responds to all the commonly identified issues that have emerged from recent literature. The topic of the book fills a gap in current knowledge and makes a very comprehensive contribution - it respects and responds to the challenge of site-based reform with a complete theory-based approach. The author's themes are clearly stated and he puts technology in a meaningful context and includes actual examples. The book gives evidence of a theory into practice approach supported by a longitudinal account of a change process. The author's own perspectives and interests are demonstrated by addressing controversial issues relating to performance evaluation and student feedback, with a new emergent approach to feedback that emphasises the role feedback can have as a basis for collaboration about the learning process.

The Self-Organizing School expresses its case clearly and is highly readable.

In Separate by Degree, Prof. Miller-Bernal brings to life the history of women's higher education at different institutions. The various approaches to educating women and the changes along the way are presented in a well-rounded manner and make for interesting reading. A lot of ground is covered here and some hallowed halls of learning receive tough scrutiny. Insightful, well-written and pertinent for many different kinds of readers, I recommend this book. As a Wells College graduate who took part in the four-year study, the second half of the book was of special interest to me. There were a couple of surprises when I got to review how my fellow students had responded to questions posed to us over ten years ago and a bit of regret that I can't exactly remember how I responded myself! The actual data from the survey may not be for everyone, but Prof. Miller-Bernal presents it clearly and draws some thoughtful conclusions that are relevant to the endangered status of women's single-sex education today.

In Separate by Degree, Prof. Miller-Bernal brings to life the history of women's higher education at different institutions. The various approaches to educating women and the changes along the way are presented in a well-rounded manner and make for interesting reading. A lot of ground is covered here and some hallowed halls of learning get tough scrutiny. Insightful, well-written and pertinent for many different kinds of readers, I recommend this book. As a Wells graduate who took part in the four-year study, the second half of the book was of special interest to me. There were a couple of surprises when I got to review how my fellow students had responded to questions posed to us over ten years ago and a bit of regret that I can't exactly remember how I responded myself! The actual data from the four year survey may not be for everyone, but Prof. Miller-Bernal presents it clearly and draws some thoughtful conclusions that are relevant to the endangered status of women's single-sex education today.

Choosing the right college is a difficult decision. For many it is based upon reasons that may not be totally valid. For some, the choice is not given much thought at all. For this reason, Professor Miller-Bernal's new book, Separate by Degree, should be on the reference shelves of our libraries and in the guidance offices of our high schools, for Professor Miller-Bernal gives some cogent reasons why single-sexed education might be a more suitable option for many of our young women.

Professor Miller-Bernal has done extensive and well-documented research on the treatment of women in four different kinds of colleges. She takes us to Wells (a small single-sexed institution), Middlebury, (a long-time coeducational college), Hobart and William Smith ( a coordinate school), and Kirkland/Hamilton (once a coordinate school and now a coeducational institution). She is totally honest about the good and bad points of all four colleges and has thoroughly researched what is happening to the women who graduated in the class of '88. She also tells us about the academic and social opportunities for women at these different institutions and how women fared in positions of leadership and responsibility in campus life. She shares suggestions on how all four colleges might better serve their female populations.

Professor Miller-Bernal has also done extensive research into the history of women's colleges. The cliche, "You've come a long way, baby," really does say it all in this case. Fortunately, society's reasons for educating women have changed, and truly it is only in recent years that women are finally receiving some sort of equitable treatment in higher education. Anyone interested in learning about women's struggle for rights will find this book enlightening and informative.

Madeline Nelson Teacher West Islip Public School System

Leslie Miller-Bernal's Separate By Degree is a timely, engaging and accessible book about the important differences in the educational experiences of women who attend women's colleges compared to those who attend coeducational institutions. The book is timely because it calls on the reader to reconsider the value of single-sex education at a critical moment of decline in the history of women's colleges. The book is engaging because Miller-Bernal tells an exciting and frustrating story of the struggle of women for gender equity in higher education. And the book is accessible, thanks to the easily understood manner in which the author writes.

Professor Miller-Bernal argues that single-sex education still has advantages for women. Those advantages include: a high proportion of women faculty who can act as role models for students; more opportunities for young women to develop leadership skills; and a supportive atmosphere where women do not have to defer to men. Her argument is based on quality research, including longitudinal surveys of women students at four Northeastern colleges: Wells, Middlebury, William Smith and Hamilton. The histories of the colleges are described in rich detail, the differences in the experiences of women students at the four institutions are carefully compared and contrasted, and the most recent literature on single-sex education is well presented and thoughtfully critiqued.

Although Professor Miller-Bernal asks the reader to reconsider the value of single-sex education for women, she does not fall into the nostalgia trap. She recognizes some of the past and current limitations of women's colleges, and she details the many factors that have made coeducational institutions more viable than women's colleges. She ends Separate By Degree with a set of recommendations for applying the beneficial aspects of women's colleges to coeducational institutions and a caveat--If colleges are really concerned about women and equality, they will have to attend carefully to meeting the needs of all women students and never waiver from the goal of achieving gender equity.

I found this book to be packed full of great, simple explanations of how the quality improvement tools and Lean tools compliment one another. The case study tied everything together and provided an excellent source for discussion throughout our training session. We plan on using these, as well as the other Lean pocket guides, as our sole training materials. The Simply Lean book is a great value!

I found this pocket guide (and the case study) very informative. A great balance of teaching the quality improvement tools with a lean twist. A must buy!

I like this small guide as a way to quickly refresh on lean tools and concepts. I find myself going back to it to look things up, instead of searching through my larger, more cumbersmen volumes. I hear there's a healthcare version in the works... can't wait!

The Simply Lean Pocket Guide - Making Great Organizations Better Through PLAN DO CHECK ACT (PDCA) Kaizen Activities does exactly what the title states, explains Lean relative to the PDCA methodology. The blend of the quality improvement tools (data collection, pareto, fishbone, prevention analysis, root cause, containment actions, countermeasures, etc.) with the Lean tools (takt time, standard work, visual controls, mistake proofing, pitch, etc.) is, by far, the most comprehensive set of tools in the market. The case study is explained step-by-step with each tool being demonstrated through an actual problem (with a Lean solution). This book has not only caught my attention but will use it as the primary training book for all our improvement activities. Simply Lean is just that, simple!

One of the main goals of this powerful book was/is to enable technical professionals (promoted into management positions)through the use of a well researched, pragmatic, highly effective and elegant communication model to systematically increase mutual understanding in the workplace.

It turns out, Lucy Freedman and Lisa Marshall have created an extremely comprehensive communication model which weaves together some of the best thought relating to communication modeling, applicable to *all* business relationships and all relationships for that matter.

The world of knowledge based work continues to change dramatically, and new skills, new capabilities, and new frames of reference are required to manage and lead. The authors reveal through the Syntax Model (Plan, Link, Balance, Inform, Learn) the underlying behavioral structure of people who are effective, and includes all of the ingredients included in the formula for dramatically successful interactions.

The focus is on effectiveness... I personally have enjoyed many workshops facilitated by Ms. Freedman, and can share with you that knowledge and practical application of the Syntax Model has transformed my life as well as my personal and business relationships.

I have had many wake up calls as a result of studying this book, including the realization that "the meaning of your communication is the response you get". This alone, for me, has been invaluable. Ms. Freedman gets into mental models, frameworks, patterns, perceptions, interpretations, listening, matching, leading, requests and agreements and many other areas in such a masterful way, I get a major rush of energy every time I read even a page of the book. This is a *powerful* book for anyone committed to excellence through mastering the art of communication.

If you are the kind of person who believes in "sharpening the saw", this could very well be the most powerful book in your library.

Imagine an entire team, group or organization sharing the same communication model. Imagine the possibilities you could achieve.

Do you believe the empirical evidence indicating that companies choosing to invest more dollars in employee development training enjoy higher revenue as a result? If so, I recommend you get a copy for every employee in your company. If not, I recommend you get a copy for every employee in your company.

This is the most valuable resource in my library of over 600 books, and I'm a corporate coach and trainer with an enviable library of related titles. My challenge to you regarding Smart Work? Get it. Read it. Study it. Practice it. Learn it. Live it.

One of the main goals of this powerful book was/is to enable technical professionals (promoted into management positions) through the use of a well researched, pragmatic, highly effective and elegant communication model to systematically increase mutual understanding in the workplace.

It turns out, Lucy Freedman and Lisa Marshall have created an extremely comprehensive communication model which weaves together some of the best thought relating to communication modeling, applicable to *all* business relationships and all relationships for that matter.

The world of knowledge based work continues to change dramatically, and new skills, new capabilities, and new frames of reference are required to manage and lead. The authors reveal through the Syntax Model (Plan, Link, Balance, Inform, Learn) the underlying behavioral structure of people who are effective, and includes all of the ingredients included in the formula for dramatically successful interactions.

The focus is on effectiveness... I personally have enjoyed many workshops facilitated by Ms. Freedman, and can share with you that knowledge and practical application of the Syntax Model has transformed my life as well as my personal and business relationships.

I have had many wake up calls as a result of studying this book, including the realization that "the meaning of your communication is the response you get". This alone, for me, has been invaluable.

Ms. Freedman elegantly explains and explores many intrapersonal and interpersonal dynamics including mental models, frameworks, patterns, perceptions, interpretations, listening, matching, leading, requests and agreements and many other areas. This is a *powerful* book for anyone committed to excellence through mastering the art of communication.

For those of us committed to "sharpening the saw", this book is a valuable addition to our repertoire.

Imagine an entire team, group or organization sharing the same communication model. Imagine the possibilities you could achieve.

Do you believe the empirical evidence indicating that companies choosing to invest more dollars in employee development training enjoy higher revenue as a result? If so, I recommend you invest in a copy for every employee in your company. If not, I recommend you invest in a copy for every employee in your company.

As an experienced corporate coach and trainer with an enviable library of over 600 related titles, know that I personally consider Smart Work to be among the most valuable resources in my library. My challenge to you regarding Smart Work? Get it. Read it. Study it. Practice it. Learn it. Live it.

One of the best books I've read on communications and influence in the workplace. I've recommended it to many colleagues. Learn how to ensure that you and others are working towards the same goal, reduce resistance, and help people moved past self-imposed limits. The book is clear and well-written, and I think it is especially helpful for technical professionals who would like to communicate better.

What a valuable book! Reading Smart Work is a very smart investment of time for anyone who works in an organization today. It provides a clear guide to how individuals can learn to more quickly and easily create clear mutual understanding with their co-workers. For individual readers this can translate into greater effectiveness in their jobs, less stress, and more time to do the work they enjoy. For the organizations that employ them it can mean everything from shorter product development cycles, to superior products, to better customer support, and ultimately to higher sales. Although examples used in the book are drawn primarily from the work of technical professionals such as engineers, the lessons are universal. I can highly recommend Smart Work!