Colleges and Universities Books

Wow,
I had hardly time to track down my order- and the book was already delivered!
I am very pleased with Amazon!
Thank you, all you Amazon people!

The book arrived in great condition and it was very helpful in reviewing the material.

This is a fascinating book: not only is it a very good read, but it also helps the reader understand, quite clearly, what are some of the main debates and differences of opinion within current psychoanalytic theory.

Andre Green and Daniel Stern stand on opposite sides of the debate around research: does infant observation and empirical research have relevance for clinical psychoanalysis? This is the main question of the book, and the reader is left to make up his / her mind, since both Green and Stern eloquently express their- very different- opinions.

Very briefly, Green's point of view centers around the idea that baby observation (and consequently all attachment-theory-based research that is currently very fashionable) has nothing to do with psychoanalysis. Green very persuasively argues that what is of relevance to psychoanalysis is always closely linked to the notion of 'apres coup', i.e. that time is always an interaction between past and present and that meaningful memories from the past become what they are in the context of a complex interplay between today and yesterday. The notion of 'apres coup' is a central one for psychoanalytic theory, leading to the idea that there is no such thing as 'action' which can be observed in a baby, since fantasy- both the parent's and the child's- is always involved, and since the actual action of the baby's present moment will take and retake its meaning in the context of future unconscious thoughts, memories, fantasies, etc. The main consequence of these ideas point to the fact that any observation of a baby can only ever take into account the surface, i.e. is in the end a behaviouristic procedure.

As for Daniel Stern's opinion, it is possibly more well known by American readers. He insists that baby observation and research around it are- if not directly, then indirectly relevant to psychoanalytic theory. He refuses to accept that what he does has anything to do with behaviourism, and makes the point that his studies help to delineate what is and what is not possible for a baby of this or that age- setting certain limits, in a way, for what clinical psychoanalysis can then set out to theorise.

I found Green's points far more persuasive, even though Stern's ideas are also interesting. The fact that they're interesting though, does not make them psychoanalytic. Green's insistence on the difference between psychology and psychoanalysis, and his general stance of pointing out differences and not points of contact between different views and theories was great and made things clear. As I see it, it is a problem that most writers (especially in the Anglo-American literature) have the tendency to be too polite, too careful, too 'nice'! This stance does not help theoretical issues become clear and certainly does not lead to any new ideas being produced, since there is such an overinsistence of everyone agreeing with everyone else!

All in all, this is a good book, very readable, and should be of interest not only to psychoanalysts and therapists, but to the general reader who is interested in psychoanalytic theory.

Teresa N. Miller, Mary Devin and Robert Shoop's CLOSING THE LEADERSHIP GAP: HOW DISTRICT AND UNIVERSITY PARTNERSHIPS SHAPE EFFECTIVE SCHOOL LEADERS offers college-level education libraries a satisfying blend of theory and real-world applications to address issues of effective leadership and draw together examples of results when universities and districts work together to shape such leadership qualities. School leaders and others in the field contribute to a survey of tools, forms, and research on effective leadership, making this a top pick for any collection catering to educators, leadership coaches, staff developers or practicing school administrators.

I was class of 1974 at Coe. Still alot of memories. I grouse because the coverage of the 1970s seems so slim in comparison (and I regret now that I didn't have a camera back then) but I still have my yearbooks so....The book makes up for it with a group picture of the teachers in 1976. OMG, how young we looked. Plaid bellbottom pants?! Yow! The dress hemlines! Yikes! Anyway, the book is an overview of Coe history from its inception in 1851 through the late 1990s. Most of the photos are by Henry, who was class of '49. Most of the photos are from the 50s and early 60s and cover most aspects of campus life. I am told that the Henry collection of photographs in storage at the Coe library holds over 100K negatives. This book has only a tiny fraction, of course. If you enjoyed your time at Coe, this book is a good addition to your own library.

Traditionally, MTV has held the monopoly on what's hip in the music world, but recently, VH1, MTV's network rival, has claimed ratings ground with its award-winning show, "Behind the Music," which chronicles the beginnings of the great rock bands of the 1960s and 1970s and which is watched religiously by those of us who spent much of our formative years listening to the Rolling Stones and Bad Company (in contrast to today's youth, who prefer the gastronomically-named and oddly-spelled Eminem and Limp Bizkit). In Colin's Campus, as in "Behind the Music," Gary Bouchard, a scholar of the English Renaissance, recounts a crucial yet hitherto unexplored feature of the English Renaissance pastoral: pastoralists' "backward glance" at their university days for literary inspiration. Bouchard posits that Edmund Spenser, Phineas Fletcher, and John Milton, the early modern authors who are the focus of Bouchard's analysis, incorporate aspects of Cambridge life in their poetry. Spenser's The Shepheardes Calender, Fletcher's Piscatorie Eclogues, and Milton's Lycidas wax lyrical on collegiate fellowship, rivalry, poverty, sexuality, and "inheritance" or imitation of previous pastoralists: Theocritus, Virgil, and Sannazaro. Bouchard's argument, however, is not limited to tracing the Renaissance poets' nostalgia for the lost worlds of the campus; Bouchard also describes the poets' realization that they have outgrown student sensibilities, that their re-creation of the campus superimposes mature views of the future. Hence, Colin's Campus possesses an analytical comprehensiveness that does full justice to the complexity of the sixteenth- and seventeenth-century pastoral and to the canon of early modern literature. Also, it must be noted that apart from the absorbing and cloistered subject matter of Colin's Campus, Bouchard's finely tuned prose is to be praised. In fact, every sentence of Colin's Campus appears to be carefully crafted for clarity. At a moment in English studies when literary criticism is often weighed down with theoretical jargon and maze-like explications, Bouchard's examination is highly readable and recommended for specialists and non-specialists alike. Readers will enjoy Bouchard's wit and humor, as in the following sentence, which endeavors to explain Colin Clout's unrequited love in The Shepheardes Calender through the words of the irrepressible Mick Jagger: Bouchard writes, "As for Colin's romantic venture with Rosalind, we learn little apart from the standard Petrarchan predicament: he's so hot for her; she's so cold."

A must have for anyone who wants to go to a college or conservatory for creative majors. If your counseling department at your high school does not have this book, you need to buy it yourself.

Provides enrollment facts, degrees offered, application procedures, website addresses, contacts, expenses, student profiles, and is especially useful in addressing whether freshman are admitted directly into the professional programs or if they must pay their dues to get in.

Get this book!

I just received a college scholarship to play baseball at a Division I school and I owe it all to this book. It took me through the whole sports recruiting and college application process step-by-step. If it weren't for what I learned in this book, I never would have written to coaches and told them I wanted to play for their teams (I thought they'd come to me!); I never would have known that spring-sport athletes have to contact coaches in their junior (not senior) season; and I sure wouldn't have understood all the dos and don'ts of the NCAA regulations. I haven't even begun my senior year season yet and I'm already signed up to play in college! Thank you to the authors for helping me achieve my dream of playing college ball.

College Admissions Together: It Takes a Family, by Steven Roy Goodman et al. is an outstanding new work which should have an immediate place in the homes of all parents and children contemplating the utterly complex and confusing college admission process in the immediate or not so immediate future. Clearly written, sensitively thought out, brimming with examples, College Admissions Together has one general theme; no one child can pass through the college admissions process today alone, without the help and assistance of his or her family. More pertinently, the authors argue, the family must be understanding, patient, helpful and loving in their attitudes and assistance towards the college applicant, rather than judgmental, harsh or critical.

College Admissions Together is full of examples of what NOT to do as parents, and shamefully, you or I might well recognize some parental behaviors that we may have engaged in in the past that will not and cannot assist our children in the complex and difficult burden of applying to college. The authors stress harmony, understanding and love, along with respect for the child-applicant; affirmation and positive thinking rather than negativity and disapproval; and in all respects, achieving a positive result through goal oriented actions as a cohesive group.

Achieving what College Admissions Together: It Takes a Family and its authors want us to do will not be easy; it may require time, and breaking down some walls and barriers, including speaking to our children as adults and sentient beings. But in the end, the approach urged by this book and its authors makes sense, and plenty of it.

This is a must-read for all parents, and also all students, contemplating college in the next 1-6 years.

--Maria M. Zissimos, Esquire, Attorney at Law

From Preface:

"The authoritative reference for higher education administration, 'College and University Business Administration' has evolved over 40 years. It is addressed primarily to financial and business officers, but other persons involved in higher education administration, including legislators, presidents, and trustees, will also benefit from its expertise. [This book] presents theory and policy; it is not a procedures manual."

From Foreword:

"Colleges and universities are among the nation's most complex organizations. Business and financial officers today must command a great deal of specific knowledge about higher education. Indeed, higher education can be viewed as a full-fledge 'industry' with unique economic, operating, and organizational characteristics. This industry combines complexity of outputs and production process with reliance upon an incomparable professional labor force - faculty. Generic managerial principles apply, but they must be grounded in industry-specific knowledge and tailored to the organizational characteristics of colleges and universities.

Colleges and universities differ from other organizations in many ways, but most important ones revolve around values and goals. The mission of a college or university is to create public and private benefits; that is why higher education receives tax benefits and subsidies. Financial considerations are important, but they never represent preemptive goals. Academic institutions can be leveraged, merged, or liquidated, but they can not be bought, sold, or take public or private like stock corporations. Their real goals are highly intangible, involving improvements to human capital and the creation of new knowledge. Business and financial goals must be designed to support the overriding academic goals.

Business and financial officers should not assert responsibility for academic goal setting, but their skills can contribute greatly to that process. An institution's leadership is responsible for providing the clarity of vision and determining the constraints necessary for goal setting at all levels. Business and financial officers have administrative skills and a knowledge of planning discipline that their academic colleagues may lack...

'College and University Business Administration, fifth edition' is organized into three volumes. Volume 1 provides an overview of institution-wide systems. It covers business and financial functions, the key decision processes in higher education, legal issues (which are all-pervasive), and the new opportunities offered by information technology and systems. Volume 2 discusses the fiscal functions that are most commonly under the aegis of the chief financial or business officer; financial accounting and reporting, budgeting, costing and pricing, managerial financial reporting, taxation, endowment management, cash and debt management, retirement program administration, risk management, and auditing. Volume 3 addresses other institutional functions associated with business and financial officers, who may have overall financial responsibilities; human resources, facilities and materials management, environmental health and safety, security, research and sponsored programs, student financial aid, and auxiliary enterprises and other services. Some subject covered in the 4th edition were updated; others were expanded, reorganized, or revised. Most chapters include a list of references and resources."
- William F. Massy, Stanford Institute for Higher Education Research