Robertson Books

I ran across this book while doing a search and just had to buy it as it's been many years since I've read anything by or about Crowley. When it arrived with several other books, I set it aside and promptly forgot about it. While watching Hellraiser II on DVD last week, I noticed that the Beast's picture (in Golden Dawn regalia) kept popping up at the Doctor's house and it reminded me of this book. As soon as I finished my current book, I started in on this one. It was chock full of photos, illustrations, and stories that that I'd never seen before. I enjoyed the reprinting of the rare story Big Game from his World War I era writing. I especially liked the section that showed the different guises (and disguises) of Crowley over the years. When David Bowie is mentioned later as a one of the rock stars influenced by the Beast, I wondered how much of his frequent reinventing of himself was Crowley inspired. All in all, a nice reintroduction to the Beast book for my collection. My only gripe is that none of the popular photos of Crowley are reproduced here in whole except for their use in commercial endeavors (magazine and album covers) nor is the Beatles' Sgt. Pepper album cover. A minor quibble about an excellent book on "The Wickedest Man In The World". 'Do What Thou Wilt Shall Be The Whole Of The Law'.

I read and enjoyed the book for it's profound research on holistic wealth. How to go above the norm and negative sayings that have held so many people captive until this day. A book needed for "ALL" mankind to meet destiny and understand your purpose for being here (creation). Divine wealth and health can be your. The principles are in the book.

Hard to find manual on how to print photographs and other work, for student or teacher. Includes outline for study, teacher's answers, projects, and bibliography.

Covers graphic arts, letterpress and lithography, intaglio, silkscreen, composition for printing, many kinds of offset plates, the process camera, pinhole and other cameras, and other things I don't understand. Many diagrams. One of a kind.

Eminent scholars show how to interpret (not only DNA) evidence in the court, using (Bayesian) logic. It has nice one paragraph summary after each chapter; it is somewhat less numeric and more general than a book of Evett and Weir.

This book is out of print but if you want to get a general overview of the social work profession this is a place to start. It is worth trying to find an old copy. I hope that the publisher makes it available again - if not it will be a loss. Try Amazon's search for out of print books and you might get lucky.

The book is readable, concise, and a delight to read.

Mr. Jordan gives an unbiased view of the profession. Even though the book was written by an English social worker it has much to say for the American reader.

I highly reccomend this book to anyone who is considering social work as a career or to anyone who is taking an introductory class in social work.

This is one of Wallace's extraordinary thrillers with an over the top villain. The unctuous master criminal Colonel Boundary. The Colonel receives an envelope in the mail that contains a playing card, knave of clubs and wrote on it Jack o'Judgment. Stafford King had devoted his time to smashing the Colonel's gang. The Colonel was accused of robbing a merchant of sixty thousand pounds by means of card tricks. Cocaine, dope fiends, gambling, show girls, and stage-door Johnnies add tricky obstacles and frightening drama. The action is fast paced and justice is done.

Diane Robertson's book "Jamaican Herbs" is extraordinary. Her erudite knowledge on the different herbs and their uses is informative and educational. She combines her pharmaceutical training with the nutritional and medicinal value of herbs. Robertson, an adept and inspiring author, uses her genius to show the historical and cultural relationship between Jamaican folklore and the nature and uses of herbs. The book is a Jamaican classic. Robertson has been the leading pioneer on herbs in Jamaica and the Caribbean.

The book is dedicated to all nature lovers. Chapter I highlights Jamaican fruits and their values. Chapters II and III examine Jamaican vegetables, legumes, nuts and seeds and their values. Chapters IV and V discusses Jamaican spices, roots and their nutritional contributions. The final chapter explores herbal remedies with other popular Jamaican herbs.

I would highly recommend this book to doctors, pharmacists, nutritionists, health practitioners, and people who have a genuine and exotic interest in "Jamaican Herbs".

Haven't seen this product specifically but can say that Prof Robertson was by far the most interesting lecturer in any college class that I've attended. I thank him for introducing me to a different perspective of the civil war that of the soldier. His stories of a soldier's life lent a very human view of this brutal war. I guess the greatest testament I can give to his skills as a lecturer is that he was one of the few professors that I eagerly drug my usually hungover butt out of bed to trundle across a typically frozen Virginia Tech campus at 8 am in the morning and say it was well worth it. I also thank him for giving me the gift of a lifelong hobby in following the Civil War. Again I can't speak for this particular product but if they even come close to capturing his passion for the history of the Civil War they would be well worth it to any Civil War buff

The Rum Rebellion on Australia Day, 1808 was the outcome of the head-on collision between two of the most determined personalities in Australian history. One was Captain William Bligh R.N., Governor of the Penal Colony of New South Wales: the other was John Macarthur, at one time an officer in the infamous New South Wales Corps, and later a very wealthy and influential merchant and pastoralist.

That the penal colony was established on 26 January, 1788 was a direct result of the American War of Independence, for it would thereafter not be possible for people sentenced to penal servitude in Britain to be sent into exile in the Colonies of New England.

The beginnings of the first European settlement in Australia were therefore altogether inauspicious. Those who arrived in the First Fleet were either convicted felons or the soldiers of the New South Wales Corps who were to be their jailers. The King of England and his government were represented in the Colony by the Governor, Captain Arthur Phillip, R.N..

In the absence of any free settlers and in particular of anything resembling a merchant class, the officers of the Corps were able to control the distribution of all kinds of commodities, including food, that were brought into the colony.

Of particular historical importnce among those commodities was rum: rum which was so generally sought after in the colony that the Corps officers, by their illegal trafficking, were able to establish it as a de facto currency.In rum, wages were paid, other goods were bought and sold and contractual obligations discharged.

No one profited from this ruinous commerce more than John Macarthur who, by virtue of his dominant personality, became the acknowledged leader and spokesman of the officers as well as others, including some emancipated convicts, engaged in the rum trade.

It was only natural then that, when Governor William Bligh arrived in the colony in August, 1806 under instructions to pursue a policy favourable to the small farmers of the Hawkesbury Valley and unfavourable to the interests of the rum traffickers in Sydney, these latter should look to Macarthur to lead their challenge against the Governor and lawful authority.

In large part the conflict between the rum traffickers and the proper authority of the governor manifested itself in a series of legal actions brought by Macarthur against anyone who seemed to threaten his previously unfettered monopoly, and found expression in formal reports by the Governor to the Colonial Office in London as well as in less formal despatches from Macarthur to influential members of the English aristocracy whom he considered likely to support his cause.

The crisis came on 26 January, 1808, exactly twenty years after the establishment of the settlement in Sydney Cove. On that day, the officers of the Corps led their soldiers - most of them emboldened be liberal quantities of rum - in a march upon the Governor's residence. It was, as Evatt wrote "... an organised attack, not only in military array, but by officers and soldiers with loaded guns, fixed bayonets and all the panoply of war."

Governor Bligh was arrested and supplanted in executive control of the colony by a junta of military officers and John Macarthur.

It is one of the more bitter ironies of Australian history that this treasonous outrage occurred on the very day upon which, every year since Federation in 1901, Australians celebrate their nationhood.

Bligh has been much maligned by popular history both in Australia and elsewhere, and Evatt's book did much to set the record straight. It brought to bear upon the events and relationships narrated the objectivity of analysis and the fair-mindedness one would hope should characterise an author of such eminence. Dr. Evatt has, in addition, performed the estimable service of making otherwise cloudy legal vistas clear and accessible to any interested lay reader.

A distinguished jurist, Dr. Evatt was, at various times, a Justice of the High Court of Australia, Attorney-General and Foreign Minister and, in 1948-49, the President of the General Assembly of the United Nations Organisation.

I read this book for a graduate Mill seminar in Philosophy. Recommended reading for anyone interested in education, philosophy, political science, and history.

John Stuart Mill, 1806-73, worked for the East India Co. helped run Colonial India from England. Minister of Parliament 1865-68 he served one term.

In John Stuart Mill's autobiography, he tells readers how he benefited and suffered from having one of the most unique educational experiences known to humankind. His father, James Mill, was personally involved in the education of John and his other siblings John was a brilliant student who read Greek by the age of three and Latin at eight years old. By the time he matured to adulthood, he was extremely well read. Thus, John received an academically rigorous education at home; however, it was devoid of any interaction and social contact with other children his own age. In adulthood, he developed very strong views about the advantages that universal education would have on improving people's characters, which would lead to fostering social change for the better. In addition, he held very strong beliefs on reforming university curriculum to improve Britain's intellectual class. Mill summarized many of his ideas on education in 1867 after accepting the position as Rector of the University of St. Andrews. In his Inaugural Address Delivered to the University of St. Andrews, one of the points that he made in his speech was the responsibility that universities had in building their student's characters. In large measure, the type of curriculum the university taught to its students would in part shape one's character. More importantly, the proper university curriculum would ultimately provide student's with the tools necessary to continue to learn throughout their lives, critically analyze, and if necessary become agents for change in society. He thought that this goal was best served in two ways. First, he believed immersing students in Western civilization's classical works especially the great works of the Greeks and Romans was an important foundation of knowledge. Secondly, he also believed that reading contemporary works of literature was of paramount importance to develop the human character.

As an intellectual himself, Mill was especially interested in the development of the character of gifted people who had the ability to develop a higher intellect than most of their peers. Mill's writings are replete with advice as to what knowledge he thought was most worth attaining to develop one's character and intellect. Looking at what Mill wrote regarding the proper kind of education the intellectually gifted should receive in a university, is where one can then start to ascertain what side he would support in the canon vs. multicultural debate. Although I will use key passages from his writings to illuminate why Mill would ultimately champion the supporters of an increased multicultural curriculum for universities, I also find there is evidence in his writings that he would insist that student's posses a knowledge base in the canon. As an example, in his essay titled Civilization in 1836, which was written when he was 30 years old, one finds Mill's early and life long penchant for studying the classics of ancient Greece and Rome. "Such is the principle of all academical instruction which aims at forming great minds. Ancient literature would fill a large place in such a course of instruction; because it brings before us the thoughts and actions of many great minds."

I find the influence that the classic Greek cultural had on Mill is most illuminating. Williams found that Mill's experience with the Greeks was largely comprised of his reviews he wrote for his friend, George Grote; on his multi-volume work, Grote's History of Greece, as well as Mill's own translations of several of Plato's dialogues. To say that Mill was enamored with the classical Greeks would be a gross understatement. In a review of Grote's work Mill penned the following about the Greeks. "They were the most remarkable people ever to have existed: in historical literature, oratory, poetry, sculpture, architecture, mathematics, physics, politics, and philosophy they made the indispensable first steps, originating speculation and freedom of thought." Mill's interest in the Greeks was in primarily what they had to contribute to present society in the study of politics and philosophy. He thought the Greeks in these two areas had the most influence both on Western civilization as a whole, and was very useful in character formation in educating both the masses and the intelligentsia. In his review of Grote's works, Mill wrote that, in essence, the Athenian democratic model "afforded the mental tranquility which is also one of the conditions of high intellectual or imaginative achievement." Thus, the Athenian society based on liberty would become the historical foundation that Mill would use to defend his own political as well as philosophical views for the improvement of society.

Some 31 years after writing his essay Civilization, Mill's theories for properly educating citizens and the proper makeup of a university curriculum were brilliantly articulated in his Inaugural Address Delivered to the University of St. Andrews in 1867. In this speech, he decried the idea of what universities had become. "Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings." He understood that only people with a well grounded education in liberal arts could become the intellectual nucleus that was ultimately necessary to lead and improve society.

Francis Garforth writes that, based on the totality of Mill's writings about his love of the Greek and Roman classics, one could easily interpret from them that he was an elitist. However, Garforth finds, and I agree, that Mill's elitism is more nuanced then that of the "run of the mill" elitist. Today elitism has become a politically charged word, and it would be disingenuous in my opinion to paint Mill as an elitist in the present day context that it is so often used in. Mill throughout his life judged peoples ability to learn and become part of an intellectual class based on their mental capacities and not on any biological or religious characteristics. He passionately wrote against and in many instances actively acted against various forms of discrimination, particularly against women, people of color, and Jews. In addition, Mill wrote an essay in 1869 for the Fortnightly Review entitled Endowments, wherein he proposed that members of the lower class or laboring class as he would put it who showed a capacity to develop their intellect be given the financial assistance necessary to do so through endowments. "But the superior education which it" the government "does not owe to the whole of the poorer population, it owes to the élite of them. I believe there is no single thing which would go so far to heal class differences." Thus, Garforth astutely deduced from Mill's writings that his elitism was intellectually based. "Sometimes he means by it a source of authority, whether intellectual, moral, or cultural, which is vested in the few whose education and experience...have given them a knowledge and wisdom superior to those of the majority." One can defend Mill's elitism as his search to educate and nurture a cadre of intellectuals, regardless of their creed, color, sex, or class, who would provide the leadership necessary to improve society for all of its citizens.