Lawrence Books

great for students and general surgery residents to lear pediatric surgery from a case based approach.

If you'd like a quick, easy reading book to review before taking pediatric surgery written or oral boards, Larry Moss has just the book for you. Concise, authoritative, well written, and at times dryly humorous... thanks to Baird's contributions! A must have.

Tom Inge
Pediatric Surgeon
Cincinnati Childrens Hospital

My oldest son loves to lay in his bed and read stories with Daddy just before lights out. I found this book for them when they'd just started their nighttime ritual and knew my husband would love it. He's always loved to play sports and is very excited about sharing that love with his sons. This version of Casey at the bat is so beautifully illustrated - it really takes you back in time. Turns out that I enjoy listening and looking at the pictures just as much as my two year old. It's the kind of book you know will be saved and handed down. My husband loves it so much that when we were recently invited to a birthday party he suggested it as our gift. You can't go wrong with this version, it's great.

When you can take a classic and apply it 100 years after it was written, then you know you've truly written a piece of art. This is by far one of the best illustrated books for this poem that I've ever seen. It's partially a cartoon, but partially real life so it really makes for a great story and not just a poem. I've read this over and over again and my little one wonders why on earth Casey let the first two balls get by without even trying. What an educational little poem for little ones and even adults. The illustrations alone are worth the cost of this book, especially when they show smoke coming from Casey's ears! Since it is a classic, I think this should be in every little one's library and what a great way to introduce some education without them even knowing it. I didn't study this poem until the 6th grade, but with publications such as this, little guys and gals can get ahold of it much earlier. If you have a little leaguer in your life, this book would be a fabulous gift. Even mighty Casey, talent and all can strike out! Highly recommend!

I had to read this re my masters course. It relates to actual situations and was very relevant to the field of educational leadership across the board. Great user friendly resource.

Centering Educational Administration is a veritable tour de force. Erudite, thought-provoking, and compelling, it effectively marshals the many strands of social, pedagogical, and organizational theory to weave its main message: in the noble service of the next generation, educational administration can uphold education's humanistic value by cultivating meaning, community, and responsibility. For Starratt, one of education's most encyclopedic and articulate public intellectuals, this entails moving beyond simply considering the "discrete functions of administration" and towards engaging "the essentials of administering." Much as the overtones of Starratt's argument may have W. B. Yeats turning in his grave (i.e., there is a center to educational administration... that can hold), it should be heeded for its critically normative orientation and purpose: to move educators and institutions from what is to what ought to be.

The book does so by centering educational leadership on the cultivating and monitoring of a learning agenda that begins with the self and students and extends to teachers and the community. Our ecological interdependence means that "School communities do not exist in isolation from their surrounding communities. What and how they learn needs to be in dialogue with their surroundings" (233). To this end, Starratt explores the separate and intersective synergy of theory and practice, teaching and learning, of individual and community, to organically develop a vision of school as "a humane and socially nurturing environment in which the pursuit of academic learning would go hand in hand with social learning" (96). He extends the conceptual foundations for ethical education first developed in Building an ethical school (1994) and engages substantive aspects of moral leadership, keeping students at the centre of the educational enterprise and offering perspectives to help educators through this late-modern era of high-stakes accountability, diversity, and uncertainty.

Starratt achieves this ambitious purpose through thoughtful organization of material, clear, vivid prose, and rich illustrative examples. The eight chapters of Part I, Elements of the Leader's Vision, take readers through the conceptual foundation of his argument about what school renewal looks like, why it's needed, and how it can be achieved. As the book's sub-title suggests, Starratt's vision for a new centre of educational administration comprises three main themes: cultivating meaning, community, and moral responsibility. For Starratt, school renewal is fundamentally about enriching and enhancing the learning of the schoolhouse's many selves - student and staff - in relation to their physical, social, and human worlds. It is about nurturing "moral excellence" in all learners, a sense of being responsible to, and for, what one learns. To this end, educational administration's core is therefore about cultivating personal, public, applied, and academic meaning-making by initiating "conversations among teachers about the basic meaning behind what and how they teach, and the meanings that are implied and assumed in the curriculum" (224).

Part II, Bringing the Vision to Reality, builds on the opening section's conceptual foreground to demonstrate how the active learning of all students, and the facilitating of this work by teachers, can take place in classroom, school, and district practices. Its six chapters apply Part I's lenses of moral philosophy, critical sociology, and cognitive science to refract and cohesively connect theory, policy, and practice. With carefully selected examples, each chapter helps illustrate the interdependency of Starratt's main themes in practical and workable situations. The site-based activities that conclude each of the book's fourteen chapters are especially useful in Part II. Clearly rooted in Starratt's vast experience as a scholar-practitioner-leader, they encourage readers to deepen their understanding of the many learnings through action research that is situated in the dynamics and structures of schools. Through this gestaltian marriage of theory and practice, readers are encouraged to reflect and operationalize the book's many rich concepts. The book's 57 site-based activities would make it a valuable addition to any graduate program in educational administration that seeks to integrate the scholarly with the practical.

As a former teacher and administrator turned doctoral student, I thoroughly enjoyed reading Centering Educational Administration. It challenged my thinking, forcing me to iteratively revisit eight years of professional experiences through Starratt's tripartite conceptualization of centered educational leadership; and it extended my scholarly experiences, developed over many graduate courses in educational administration. Most helpfully, it enabled me to connect meaningfully many scholar, practitioner, and leadership learnings of the last decade, honed as I moved in and out of schools as an educational administrator and the academy as a graduate student. Consequently, Starratt's latest will definitely find a place close at hand on my bookshelf of important educational administration texts and readily used, particularly given its clear, two-part structure, 21 explicatory diagrams and figures, and helpful author and subject indices.

This book is about Flavia Gemina's, Jonathen ben Mordecai's, Nubia's and Lupus' latest adventure. A brilliant tale of friendship

The Charioteer of Delphi opens with by introducing us to a 13-year-old would be charioteer name Scopas. He has come from Delphi to Ostia on the recommendation of Lupus' mother in the hopes he can find a job with one of the racing factions in Rome. Scopus is a bit unusual in that he communicates better with horses than he does with people. Like Nubia he can tell the mood and read the mind of animals. Scopus not only get his change with the Green faction but presents a mystery for Flavia: a horse named Sagitta has disappeared.

Fortunately, for Flavia and company her father has to be away so they (and we) go back to Rome where the races for the Ludi Romani are about to be held. In Rome, we join Senator Cornix's household, including the delightful Sisyphus. The senator has his own seats at the Circus Maximus and is a huge supporter of the Greens. Along the way we meet a rather helpful one-legged beggar, who provides a clue to the finding of Saggita, and Urbanus the racing master of the Greens. Sagitta is found by the four detectives who claim the reward but it was all too easily and Flavia believes there is another more complex mystery yet to solve.

Caroline Lawrence provides magnificent and well-researched chariot races that will be eye-openers for those who think the file film Ben-Hur shows an actual ancient chariot race. The diagram of the Circus Maximus at the front of the book is very helpful in determining where the characters are at times in the book. The writing of the races is exciting and realistic. This book is among the highlights of the series and one that you can't put down.

Dr. Lawrence Frank's exploration of the social, ethical, psychological, and philosophical diminsions of Dicken's work is utterly delightful and highly readable -- a must for any Dickens affcianado or burgeoning scholar! You'll find a whole new level of meaning to all of Dicken's most endearing characters like Mr. Dick (from David Copperfield) and Master Bates (from Oliver Twist).

Egad! It's a pitiful reflection of the almost savage intellectual torpor that has settled upon academia and our nation as a whole that this fine work is out of print. I suggest you try Amazon's execellent out of print books search and order yourself a copy today!

As far as I am concerned, there was ne'er a book on Dickens penned prior to Mr. Frank's superb treatise. I have never been so proud of Mr. Chas. Dickens, a fellow Brit (and, I might add, a fellow writer)--or of Engerland, my home and native land. A true boon to mankind, Mr. Dickens was, and likewise this blessed text. I weep for joy.

This book is written by a brilliant psychologist and scholar of headache literature, as well as pain literature in general, whose ability to synthesize research and to translate this knowledge into useful information is first rate. His integration and application of biopsychosocial information to headache treatment is state of the art, and obviously influenced by his experience and sensitivity to the needs of both practitioners and patients.

As someone who works in the field of pain psychology, I can tell you that Dr. Borkum's book, Chronic Headaches, is a remarkable accomplishment. He has managed to put into one volume very nearly everything there is to know about headache--from the various types of headache and their associated symptomatologies to the full spectrum of medical and psychological approaches to managing headache pain. Even more astonishing is his thoughtful and comprehensive review of the outcome literature in behavioral medicine treatment research. This is a work that will prove essential to medical and psychological professionals who treat patients with chronic headaches, as well as to motivated patients suffering from chronic headaches who wish to acquaint themselves with the full range of treatment options.

Martin Scorsese has influenced so many directors in Hollywood that it's mind-blowing.and the casts that he has put together speak Volumes.he is as Important as anyone in the History of film.he takes the Streets and turns it into his own vision.he has directed some of the most important films ever.and he still has a classic or two that he hasn't even begun on yet.a great book.

This is a excellent book which covers Martin Scorcese's film's.I found it to be an excellent reference book. If you enjoy Scorcese's films get this book.

This is the 4th edition of this volume. Harris provides a nice overview to media psychology. I think the book is mistitled because it does not really deal with cognitive psychology (as a cognitive psychologist would define it). For example, there is limited discussion of factors influencing attention to TV or the cognitive representation of media stories or even how media stories are comprehended. Rather, the book really looks at social psychological approaches to the media (e.g., models of advertising effectiveness, motivations for watching TV, effects of TV violence etc). The volume is an excellent introduction to what is often referred to as media psychology, but I do think it is mistitled. Also, there are topics that are missing from the volume. For example, there is a growing research literature on factors influencing the entertainment value of a TV show or movie and that literature is not discussed in this book. I do use it as a textbook in a undergraduate seminar I teach and the students generally enjoy the book, but it is a textbook, but it does an excellent job at introducing readers to the psychological study of the media.

This is one of the best texts on the effects, either real or imagined, of mass communication on its consumers. Texts on research can be hard to get through. However, Richard Jackson Harris takes years of scholarly writings from the classic "Bobo Doll Study" to the latest in mass communication research and provides the reader with one of the most objective, comprehensive, witty and easy-to-read texts this subject.

For any mass communication scholar or practitioner, this is an absolute must read. I have written several research papers throughout college and graduate school, and this book was an indespensible tool. If communication is your thing, get it now!

This is the last volume in the Ignatius Chesterton Collected Works series. The material here differs a bit from earlier volumes of his ILN essays, in that he jests a bit less often, and more noticeably, he hammers and hammers on one theme: the sloppy, superficial, lazy and irrational thinking that he sees underlying every popular trend in Western culture. Regardless of his subject--feminism, American culture (too materialistic, but as truly a democratic nation as ever there was), education, communism--Chesterton is relentless in pointing out the absurd arguments and conclusions of his opponents. I thought the two most striking trends he observes throughout these years were--

1. A world that is devolving from Puritanism to paganism, and seeing a resurgence in religion at the same time. This is interesting because the cultural clash between secular and religious elements in the West today developed out of this period.

2. An American culture that is overwhelming European culture because of its size, energy, and commercial success. GKC is concerned that America's "commercial optimism" will devalue more important aspects of Western thinking and values.

But GKC has so much to say about everything, it's hard to summarize his observations. On September 27, 1930, he reflected on his 25th anniversary with the ILN. He concludes that essay with a great expression of his most fundamental beliefs--

"For I have always believed, in a sense not understood by either Puritan or Pagan, in the Simple Life. Only it is a simplicity of the heart and not of the dress or diet, and the essence of it is thanks. The new Puritan will not give thanks for wine or drink it, and the new Pagan will drink it without giving thanks..."

In my opinion, the essay is the literary form where Chesterton's brilliance shines the brightest, and so these Illustrated News collections make for great reading. This volume, containing the columns from 1929-1931, is one of my favorites because he deals with a greater diversity of topics than, say, during the WWI years.

Chesterton was never afraid to poke fun at his own self or reputation, and in one of the first and funniest essays in the collection, titled " If I Was a Preacher," he remarks that a Utopia would be a place where he would be gagged and rendered speechless. He moves on in subsequent columns to confront the ideas of the era: the rise of Darwinism and scientism, the emergence of psychology and sociology as serious science, gender politics, prohibition, etc. Among the personalities he remarks on are H.L. Mencken, Clarence Darrow, Abraham Lincoln, T.S. Eliot, and Albert Einstein. Chesterton is especially entertaining when writing about modernism, and the myopia of a society which considered itself superior just because it was modern. There are a dozen or so essays on that alone. They make interesting reading because they are so applicable to the 21st century world, too.

For example: in a column here from August 1931, GKC satirizes the "modern" logic that says that marriage vows went out with Victorian dresses; he reasons that Socratic ideals must have gone out with long tunics, or that Spinoza's mathematics no longer made sense when he took off his shirt. Even those long familiar with Chesterton will find provocative and surprising reading here.

Greetings,
I received my order in great condition, much sooner than I expected. Whether this is b/c you guys did a great job getting it out quickly, or the parcel service had extra coffee that morning, I appreciated the expediency of the delivery.
Thanks a bunch,
Have a great day :)
Billy P.
Augusta, Ga
P.s. The book, of course, was in great condition. Thanks again.

This is Volume 30 of the "Collected Works". Chesterton's editorials mainly cover political, social, historical, cultural and philosophical topics relating to World War I. As always, GK's insights are fascinating. Avowedly anti-Prussian, he lambastes the Germans at every turn. The more Chesterton writes about Germany, the easier it is to understand how Nazism and its horrors came about. Besides Germany, GK also deals extensively with happening in England, France, and the United States. All in all, a very relevant volume in this superb series!