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The The Washington Manual® of Medical Therapeutics (Spiral Manual Series)
Washington University School of Medicine Department of Medicine , Daniel H Cooper , Andrew J Krainik , Sam J Lubner , and Hilary EL Reno
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ASIN: 0781781256 |
Book Description
Established for over 40 years as the "bible" of the medical ward, The Washington Manual(R) of Medical Therapeutics is now in its Thirty-Second Edition and builds upon that proud tradition--with even more of the current information you need, delivered in a timesaving, quick-reference style. Its portability, comprehensiveness, and ease of access makes it a favorite on-call resource for housestaff and faculty around the world. Continuing the tradition of excellence, each chapter has been updated and reformatted for easier access to the information the reader needs. This edition is also available electronically for handheld computers. See Media listing for details. The Washington Manual(R) is a registered mark belonging to Washington University in St. Louis to which international legal protection applies. The mark is used in this publication by LWW under license from Washington University.
Customer Reviews:
Washington Manual.......2007-04-09
Great reference for the busy practitioner in the ambulatory setting. Gets to the gut of the issues and easy to read. Wide variety of diagnosis' and very up to date information.
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A studied and informative historical survey.......2002-09-07
The American Home Guard: The State In The Twentieth Century by Barry M. Stentiford (Assistant Professor, Grambling State University) is a studied and informative historical survey on the contemporary usages and perceived future roles of the National Guard. The Guard's changing and evolving role through the past century of wars and an uncertain future as we enter new and increasingly complex decades of international conflicts, national debates on the federal-state relationship, and more, come under close scrutiny in this scholarly and instructive account. The American Home Guard is a very highly recommended contribution to Political Science and Military History academic reference collections and supplemental reading lists.
Overcoming Kentucky Colonels & Martini Majors?.......2002-08-30
O.K. It is difficult to be in any manner critical of this book, because there isn't much else out there. This book reads like a revision of the good professor's dissertation. He also does an awful lot of fence straddling. still, I couldn't help but get the sense that he sees the state defense forces, the current incarnation of the home guard, as an interesting footnote, but still an anachronism.
He is forced by the events to emphasis on the misery suffered by the state militias because of "rump" militias and the aftermath of the Feds and NG's overreaction to the infamous "Soldier of Fortune" magazine article that painted the SDF's with the mark of idiocy and subversion that is still not forgotten by NGB and the Adjutants General. Sigh.
Had to wonder if Prof. Stentiford's perspective is any different post-September 11. This book is a supplement to my library of militaria. His ambivalence is a standard response of many military professionals to the SDF. State Guards are much better in some states than they were 10 years ago. But, it will take a lot to erase the image of Kentucky Colonels and Martini Majors. I guess I wanted Stentiford to be an advocate, and he is not.
If you are a SDF person or a serious military historian, go for it. I gave this book a four because in spite of the slim volume, less than 250 pages, there isn't much else out there on the topic, and I am grateful for its publication.
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- It's amazing book
- Simple yet Powerful
- Not As Good As The Hype
- A student's personal account of a great teacher.
- Grandpa's final words
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Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson
Mitch Albom
Manufacturer: Anchor
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- The Five People You Meet in Heaven
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ASIN: 0307275639
Release Date: 2005-12-27 |
Amazon.com
This true story about the love between a spiritual mentor and his pupil has soared to the bestseller list for many reasons. For starters: it reminds us of the affection and gratitude that many of us still feel for the significant mentors of our past. It also plays out a fantasy many of us have entertained: what would it be like to look those people up again, tell them how much they meant to us, maybe even resume the mentorship? Plus, we meet Morrie Schwartz--a one of a kind professor, whom the author describes as looking like a cross between a biblical prophet and Christmas elf. And finally we are privy to intimate moments of Morrie's final days as he lies dying from a terminal illness. Even on his deathbed, this twinkling-eyed mensch manages to teach us all about living robustly and fully. Kudos to author and acclaimed sports columnist Mitch Albom for telling this universally touching story with such grace and humility. --Gail Hudson
Book Description
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it.
For Mitch Albom, that person was Morrie Schwartz, his college professor from nearly twenty years ago.
Maybe, like Mitch, you lost track of this mentor as you made your way, and the insights faded, and the world seemed colder. Wouldn't you like to see that person again, ask the bigger questions that still haunt you, receive wisdom for your busy life today the way you once did when you were younger?
Mitch Albom had that second chance. He rediscovered Morrie in the last months of the older man's life. Knowing he was dying, Morrie visited with Mitch in his study every Tuesday, just as they used to back in college. Their rekindled relationship turned into one final "class": lessons in how to live.
Tuesdays with Morrie is a magical chronicle of their time together, through which Mitch shares Morrie's lasting gift with the world.
Customer Reviews:
It's amazing book.......2007-06-25
We should all read this book at least once as it shares life's most important lessons. It reminds us to focus on the relationships we have and not what we own or how much we can make, because in the end, none of those things matter. We need to appreciate the family and friends surrounding us and enjoy nature's beauty.
Simple yet Powerful.......2007-06-16
Perhaps this isn't quite the classic 'life-changing experience' some reviewers say it is, but it's definitely worth reading for a glimpse at an unusual friendship. Yes, much of Morrie's 'wisdom' is simple common sense, but the point of this book is that people need more of that in their lives!
I won't question Albom's motivations for writing this book, or quibble too much over his writing style(perhaps if I get around to reading more his non-sports work).
I approached 'Tuessdays with Morrie' with an open mind, knowing that it had a lot of hype behind it, and curious as to whetehr it would up. It definitely did!
Read it...it'll make you appreciate some of the simpler things in life!
Not As Good As The Hype.......2007-06-08
While I seem terminally "unhip" occasionally I do decide to slide back into a 21st Century experience. As it seems everyone and their grandmother has read Tuesdays With Morrie I thought, "Why not?" The book is terribly hokey and I must express my confusion at everyone who raved about this but accuse The Secret of being nothing more than a book of quotes. After all, Tuesdays is really nothing more than a rather brief biography and... quotes.
Morris Schwartz was a soc press diagnosed with Lou Gehrig's disease and Mitch Albom was a studen of his who comes back to spend time with Morrie during his final months. It's a book about dying, coping with death, and a pinch and a dash of everything else: family, relationships, money, work, etc. It certainly has its good point but it really is nothing more than a spoonful of common sense: slow down, smell the roses, be nice to other people.
Two cringe worthy parts of the book, for me, involved having children and getting married. I don't want children and I'm undecided about marriage. And I completely agree that having children and getting married create huge changes in a person's life but so does not doing those things. Also, the implication that only family will be there for you in a situation like Morrie's seems a bit daft as Mitch - a friend - is recording all of this.
Can't say I would have missed much if I had skipped this.
A student's personal account of a great teacher........2007-06-05
Tuesdays With Morrie is a sweet book, the touching account of a man who largely forgot about his favorite professor until rediscovering him through a news broadcast and sticking with him through the decline brought along by the terrible degenerative disease ALS.
The hype surrounding this book is phenomenal. It has "changed the lives of millions" we are told. I am glad that I am not inclined to believe such hype. As it is, I enjoyed the read, but if I were expecting a life-changing experience, I would have been sorely disappointed.
I have no doubt that this book has changed lives. I also suspect that those who will find it most profound are the ones who actually stopped living long ago, wandering instead through their daily existence without giving any of it thought: why they do what they do and where they hope to be when it's all over. For those who started out idealistically and have since become zombies, merely going through the motions of life, the book will no doubt be something of a wakeup call. I suspect that this is really the kind of book that will resonate most with baby boomers, entering or nearing retirement, thinking back on their lives and comparing how they've lived and what they've done with the ideals to which they once claimed to subscribe.
The wisdom contained in this book is really just the perspective of one man. While an extraordinary teacher, we must be reminded that he speaks merely from his own life experience and the principles that he himself chose to adopt. That he is able to speak so clearly while facing his own mortality is admirable. Nevertheless we are asked to accept Morrie's philosophy, which quite frankly, seems to me to be incomplete.
Among the tones of the philosophy we're asked to swallow is a certain anti-commercial tendency, the sort of thing found frequently among academics who spend their entire lives inside of large institutions--with generous salaries, even more generous benefits, and tenure that insulates them from the forces that affect many of their students. Let us not forget that the reason that we have the universities that we do and the support that enables so many professors to be employed is because of commerce. Whatever its importance, love will not pay the professors' bills. If love alone were to do the job, we would not be able to see such a difference in the public education system at the secondary level, where underinvestment has left a hollow shell of a system, little more than a state-run daycare service. (Any rational response would be to attract investment, but rational behavior is not what one should expect of bureaucrats that work not to achieve success beyond perpetuation of the bureaucracy.)
Another feelgood soundbyte is the supposed wisdom in "tak[ing] responsibility for one another." While it might sound nice at first, getting us to think of greater goods and to consider the needs and desires of others, the fact is that it is a solution that's worse than the problem it means to address. This is what happens when good intentions are not supported by critical analysis involving careful review of the facts and a search for unintended consequences. But consider what it means to "take responsibility" for someone else. How we handle responsibility is one of the best ways for us to demonstrate character, to show the world of what we're made. Actions speak louder than words. Take responsibility for someone else and you've robbed him of the ability express himself to the world in a way far more meaningful than what would fit on a bumper sticker or placard. Caring for our responsibilities will keep us very busy, running from one place to the next, something else that is criticized in the book.
Where I will agree is that we must never forget the larger picture, the context in which we operate. We must always remember why we have made the commitments that we have and why we bear certain obligations. In so doing, we'll be better prepared to manage them and we can avoid being overtaken, failing to deliver what we have promised, harming our organizations, communities, and families.
An additional example of how playing fast and loose with the facts leads to silly conclusions can be found in the discussion between student and "coach" on the Bible book of Job. Actually reading the text would reveal that it was not God who tested Job, but it was the Devil. The test was not intended to be a means to measure Job's faith but an instrument by which to break Job's principled attachment to God by removing everything that might have been called a God-given blessing. Failing to know the basic facts of the story led to an absurd and useless conclusion ("God went too far"). Missing this point is absurd because much of Morrie's philosophy is about knowing your principles and living by them instead of going along the path of least resistance--precisely the point of the book of Job.
That readers are implicitly asked to buy into the wisdom of a dying man is a bit much. It isn't as though humanity has existed for millennia, devoid of answers to life's big questions. Interestingly, in this Tuesdays With Morrie is quite different from another recent treatise on one's own experience. In The Measure of a Man, Sidney Poitier writes that he has no desire to play the "pontificating fool," writing as though he has the answers to the questions that each of us faces.
Despite these criticisms of the book, I think that considerable recognition should be given to Mitch Albom for opening up as he did, for giving such an intimate look into his life at a time of major transformation. His awakening might have been a private affair that revealed itself strictly in his own life and by those who knew him directly if not for his willingness to share. Finally, a word about Morris Schwartz is in order. An extraordinary man undoubtedly carried that name. Through his own personal tragedy, he did continue to live by his principles, to give and to teach. Whether I agree with his conclusions is simply immaterial. A teacher is not one who promulgates a dogma to be assimilated, but one who raises the questions and shows enough of himself and his experience to give students the tools they need to reason and the guidance they need to use them. A teacher who can do this in his own lifetime is good. A teacher who can exert such influence beyond his own lifetime is great.
Grandpa's final words.......2007-06-04
This book is about a former student's lessons on life as he visits a dying professor each week. Morrie, the professor sums up the value of these visits:
"People see me as a bridge." He says. "I'm not as alive as I used to be, but I'm not yet dead."
Other reviewers thought the book simplistic, and sometimes the awkward writing does get in the way (the reason for 4 stars instead of 5). But the simplicity makes the story more endearing, like having afternoon tea with your dear old grandfather. The conversation is relaxing, calming, uplifting. The old man's words comfort you. Platitudes? Perhaps, occasionally. But like an old familiar song or poem, it makes you remember, again, what life is about.
"Look at the view out that window." Morrie says. "I appreciate it more than you do. I appreciate it because I'm losing it . . . The living have it backwards. They value their work and their possessions and their money when in the end, it's only nature, and as I said before, love, that satisfies."
The book invites you to face your own death.
"Everyone knows they're going to die, but nobody believes it. . . . To know you're going to die, and to be prepared for it at any time, is better. That way you can be more involved in your life while you're living."
The end of the book is like the end of your visit with Grandpa.As you pick up your things to leave, your grandfather dies. You're sorry, but grateful to have had the time with him. Bittersweet. The book ends, a life is over, but the message lives on.
"Death ends a life, not a relationship." Morrie said to his student. "Our relationship will live on, but it will be different. Come to visit me at my grave. This time, you talk, I'll listen."
I recommend reading this book on a lazy afternoon when you can be alone without interruption. Bring a hanky, you're sure to cry.
Average customer rating:
- passing the sat test
- Math questions are NOT representative
- author does not know grammar
- Joe Blog approach
- Princeton review rocks.
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Cracking the SAT, 2007 Edition (College Test Prep)
Princeton Review
Manufacturer: Princeton Review
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Binding: Paperback
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- Cracking the ACT, 2007 Edition (College Test Prep)
ASIN: 037576545X
Release Date: 2006-06-27 |
Book Description
Cracking the SAT brings you proven techniques from the test prep experts! The 2007 edition includes full-length practices tests and exclusive free access to further review online. In Cracking the SAT, we’ll teach you how to think like the test writers and
· Master specific strategies for answering every question type
· Boost your vocabulary with our exclusive “Hit Parade”— a list of words that appear most frequently on the SAT
· Practice online with an additional full-length test, lessons, and drills
· Get the most out of your prep time with the study plan that’s right for you
We give you plenty of practice problems to help you master our proven techniques. In addition, this book contains 3 full-length, “paper and pencil” SAT practice tests. Our practice questions are just like those you’ll see on the real SAT—but with detailed answers and explanations for every question.
Customer Reviews:
passing the sat test.......2007-06-08
MY GRANDSON WAS HAVING TROUBLE WITH THE TEST AND THE BOOK REALLY HELPED HIM PASS THE TEST.
Math questions are NOT representative.......2007-01-19
I am an SAT tutor and instructor (with my own company) with over 9 years' experience, and I used this book recently in a 3-session SAT refresher course that took place just before the October 2006 SAT. The students improved overall in the Critical Reading section, but they actually DROPPED in their Math scores on average (the students had fairly high Math scores at the start). I had used Math questions exclusively from this book as review, and I will never make the same mistake again. The book, and Princeton Review in general, does not have a good grasp of the style and "flavor" of actual SAT Math questions. An experienced SAT tutor who has worked with the official and real SAT questions should be able to detect small, but important, differences in the Cracking the SAT Math questions as compared to official SAT questions. For one thing, the last few questions on a section are not tough enough, and they are a bit off in the style and emphasis on "question types." The Math coverage and questions are probably good enough for a student scoring below 550 on the Math section, but I would hesitate to recommend them to any students scoring 550 or higher on Math. On the other hand, the Critical Reading and Writing sections are probably strong enough for students of almost all levels. As for the claim from one reviewer that the practice tests in this book are "extremely accurate" and preferable to those in the Official SAT Study Guide, I would have to STRONGLY disagree with that assertion. I've already stated that the Math questions are not representative, but readers should know that the Critical Reading questions, while fairly representative, contain some blatant (and sometimes subtle) errors in the answer choices and stated correct answers. For good practice alone, stick with the Official SAT Study Guide and the College Board Official SAT Online Course.
author does not know grammar.......2007-01-15
My 16-year-old son ordered this book. I took a quick look at it today and found two mistakes on the first page I checked, page 295, question 3. The author insists that "none" always requires a plural verb, but all the best usage manuals (Fowler, Follett, Garner, even the OED) say that it may be singular or plural, with plural being more common. The sense is clearly plural, not singular in question 3 ("none of the fish are native"). Also, in question 4, who in the world would ever use "you and me" instead of "us"? Why is someone who is tone-deaf to his own language trying to teach it to students? I want my money back.
Joe Blog approach.......2007-01-15
Princeton Review challenges the ETS (the test's creator) party line on prepping and coaching. By studying patterns in the ETS answer choices and question sequences, Princeton Review came up with what it calls the Joe Blog approach. At its core, Joe Blog says that on easy questions, go for the obvious answer that Joe Blog (a hypothetical Joe-Average) would guess; on the hard ones, avoid the "obvious answers, because they are "tricks" to fool Joe Blog. Even for top scorers, the Joe Blog techniques could add points by increasing the odds of successfully making educated guesses on the toughest questions. Moreover, the Princeton Review writers do provide excellent practice beyond the Joe Blog approach. They seem to have studied the content of the test better than most authors. If there is one flaw, it is that the explanations to the practice questions need a lot of work.
While not perfectfor everyone, this book is still an important and helpful resource. I do recommend this book overall.
Princeton review rocks........2006-11-10
I really liked the Princeton Review and recommend it to other people who would like to use this product. It is very well done and helps much.
Average customer rating:
- So you've been admitted to a top school; now what?
- Better the second time around
- Making the Most of Light
- Pretentious
- 3.5 Stars... Worthwhile reading for/re incoming college freshmen
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Making the Most of College: Students Speak Their Minds
Richard J. Light
Manufacturer: Harvard University Press
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ASIN: 067401359X |
Book Description
Why do some students in the United States make the most of college, while others struggle and look back on years of missed opportunities? What choices can students make, and what can teachers and university leaders do to improve more students' experiences and help them make the most of their time and monetary investment? And how is greater diversity on campus--cultural, racial, and religious--affecting education? How can students and faculty benefit from differences and learn from the inevitable moments of misunderstanding and awkwardness?
Two Harvard University Presidents invited Richard Light and his colleagues to explore these questions, resulting in ten years of interviews with 1,600 Harvard students. Making the Most of College offers concrete advice on choosing classes, talking productively with advisors, improving writing and study skills, maximizing the value of research assignments, and connecting learning inside the classroom with the rest of life.
The stories that students shared with Light and his colleagues about their experiences of inspiration, frustration, and discovery fill the book with spirit. Some of the anecdotes are funny, some are moving, and some are surprising. Many are wise--especially about the ways of getting the best, in classroom and dormitory, from the new racial and ethnic diversity.
Filled with practical advice, illuminated with stories of real students' self-doubts, failures, discoveries, and hopes, Making the Most of College presents strategies for academic success.
Customer Reviews:
So you've been admitted to a top school; now what?.......2007-06-13
If you are interested in this book, check out the hard-cover edition which is available both new and used for substantially less than the paperback.
I was introduced to this book by a friend who is heavily involved in undergraduate advising. I had not heard of Prof. Light or of this work previously, and I wonder whether it is less widely known than it deserves to be.
The title and cover of the book are a bit misleading. It could easily be mistaken for a self-help book and/or a book that covers a wide spectrum of college environments. For this, I fault the publisher rather than the author. Readers who come to it expecting one of the above will indeed find it lacking. It assumes students are motivated and goes from there. If you're looking for a book to provide motivation, this is not it.
The book in fact presents the results of ten years' research, primarily around Harvard undergraduates. To understand the context fully, one should read the first item of back matter, "The Assessment", first. There has been some attempt to generalize by involving faculty from 25 other institutions (which are neither named nor characterized), but the real focus is on Harvard.
There are good reasons for this. Harvard is a very selective place, and its administration has both the wherewithal and the motivation to make every student's experience as rich as possible in the full knowledge that for every student who disengages, there were ten other equally qualified applicants for whom there was not room. Thus, Harvard funded the study, the results are particularly applicable to it, and its own press published it. It is unrealistic to carp that the book wasn't about something else.
So who should be reading this book? Sadly enough, it should most be read by those Harvard faculty members who are not particularly interested in developing undergraduates to see what they're missing. Perhaps Harvard's recently-launched initiative in excellence in teaching will help; the question of advising remains murkier. Academic staff anywhere who aspire to do a better job in helping their students launch their adult lives are bound to find useful perspectives and practical nuggets. I think the book will be mostly lost on undergraduates; I wouldn't have understood it then, much as it might have been useful. Parents of high-potential college students might find it helpful in understanding what their children are going through, but to use it as a guide to advising their parentally-resistant (or, worse, parentally-dominated) offspring may be unproductive. Using it in a peer-advising context is a waste of time, as you can see from other reviews. I suspect there are good nuggets here for secondary school educators as well.
This book makes an interesting contrast with the more recent book, "Excellence Without a Soul" by Harry Lewis, who was the Dean of Harvard College during the time Light was finishing this book. Lewis's book reflects personal opinions on the same issues (and more); its underpinnings are based on his own experiences rather than the extensive interviewing process Light uses. Taking the two together provides even better insights than either separately.
Goodness: Among his many detailed points, Light talks (sometimes through the students) of the importance - and difficulty - of clear exposition in reporting on scientific research and of the value of evidence-based discourse, and this book provides an exemplar of both. The book is not heavy on theory with consequent bulky endnotes, and the bibliography is of reasonable size.
Quibbles: Light intermixes Harvard-specific terminology (e.g., proctor) with more generic equivalents (e.g., dorm supervisor) without making the connection for the reader. He presents most of his dilemmas from the viewpoint of a student in the social sciences, which are somewhat different from those encountered by students in the humanities or - especially - the natural sciences. There is so little indentation in the extended quotes from the students that it is sometimes hard to tell whose voice is speaking. The inner margins in both the hardcover and the paperback are so tight that it's hard to read without breaking the spine. And the editing could have been a bit tighter.
The above could easily reduce my rating by a star, but on balance I think the importance of the work and the clarity (if occasionally redundant) of the exposition overcome these. Perhaps I should say five stars if your desired frame of reference is a selective, research university, and four stars otherwise.
Better the second time around.......2006-06-02
The first time I read this book (in 2002) I wasn't at all impressed. As a student affairs professional, I kept thinking that Light (as is the case with most academics) basically ignored the role of student affairs as a significant source of student support and education. I also thought he was writing the obvious.
I re-read the book in 2005, however, and had a very different experience of it. Light refutes some of the "conventional wisdom" (such as the common feeling that it is best to get all of the "requirements" out of the way early) and backs up what he says with solid reasoning.
The major weakness of this book is it's focus on Harvard students as the research sample. The book would have gained considerable credibilty if Light had made a diligent effort to reach beyond Cambridge and beyond the Ivy League to learn what makes students at other kinds of campuses successful.
That being said, this is an important book for anyone who advises college students: faculty, academic advisors, and student affairs professionals. I would also recommend it for High School guidance counselors and parents. Students might or might not enjoy it; again, the Harvard focus could make it seem perhaps irrelevant to many.
Making the Most of Light.......2005-11-07
I am a peer academic advisor at a West Coast college. I was assigned this book as part of my peer advising training, so I read this book from the perspective of a student. Overall, I found the book mixed in its helpfulness to students.
Chapter 3, "Suggestions from Students", contains the bulk of practically useful information. The title itself underlines one of the book's key ideas: students learn from each other. While substantial student interaction occurs behinds classroom doors, Light notes correctly that "learning outside of classes, especially in residential settings and extracurricular activities such as the arts, is vital" (p. 8). More subtly, Light suggests that college leaders and other individuals must make conscious efforts to develop the kind of environment that facilitates symbiotic learning between students. He writes,
when students refer in their interviews to those that build campus culture, they do not just mean deans or residence hall directors or leaders of student organizations ... They are really characterizing _every student_, in the old-fashioned sense of believing that each person can make a difference by setting an example (p. 194, his emphasis).
Later, he continues,
deans and adults should convey to all incoming students that they have a once-in-a-lifetime opportunity to experience, in their college years, a new set of people with new ideas that may challenge their own. They should encourage students to see these few precious years as a special chance to meet, work with, and get to know others who are unlike themselves (p. 196).
So far so good. The rest of the book, I felt, was short on concrete advice for students. Here, I'll mention some thoughts that occurred to me while I was reading the book.
First, despite Light's claims, I am unconvinced that his results generalize. Light is a statistician by training, and I was surprised that he did not offer any comparative statistics to substantiate his claims; as such, his work may be more aptly called Making The Most Of Harvard (or more accurately, How Faculty Can Help Students Make The Most Of Harvard).
Second, not only does Light's results not generalize across colleges, he also does not provide evidence to show that they generalize across a diverse group of students (strange, since he devotes a large part of the book to diversity). There are no tables, graphs, charts, or summary statistics that back up his claim that his results generalize; in particular, the book focused mostly on students who are ex ante driven and motivated towards success - Light says nothing about the selection bias that arises from sampling a group of Harvard students, who are more likely than not to possess the characteristics necessary for success.
All in, I found Light's book informative, but unhelpful. I will not deny that there are lessons to be learnt if one puts some thought into it. As a peer academic advisor, however, much of the book was made up of clichés, platitudes, and findings that were irrelevant to my work. Faculty and administrators, however, may find the book more useful.
Pretentious .......2005-09-21
It should have been titled, Making the Most of Harvard: Students Speak Their Minds. We were required to read this book for an English writing class. Some of the suggestions in the book are helpful, like time management and getting help if you are not scoring well but only if you read this book *before* you go to college.
Light makes suggestions that may not be feasable, including finding a class with very few students because it will be benificial. Our class also felt that Light's suggestion of picking roomates according to race is ludicrous.
3.5 Stars... Worthwhile reading for/re incoming college freshmen.......2005-07-08
My son and I went through the college search process in the past year (he'll start college next month), and we actually had quite a good time doing the college campus visits, narrowing down his choices, etc. Now that he is about to start college, I fell upon this book by accident.
"Making the Most of College" is from some professor at Harvard whom I readily admit I've never heard about before. But the author actually makes a number of (seemingly) good points that I thought made a lot of sense (disclaimer: I did not go to college in the US but in Belgium, so I cannot easily compare it to "the old days"). The book does get tedious at times,and as such is not geared to/written for incoming freshmen but more for parents and teachers. I cannot imagine too many incoming freshmen reading through the whole thing (my son certainly did not), but I did discuss certain passages of the book with him. What good (if any) it will do him, who knows... only time will tell :-)
Books:
- Literacy and Popular Culture : Using Children's Culture in the Classroom
- Business Simulations, Games and Experiential Learning in International Business Education (Monograph Published Simultaneously As the Journal of Teachings in International Business , Vol 8, No 4)
- New Curriculum for New Times : A Guide to Student-Centered, Problem-based Learning
- Wiley Cpa Examination Review 2002: Auditing (Wiley Cpa Examination Review. Auditing)
- Planning the Quality of Education
- Disorders of Learning in Childhood
- Career Guidance in Context
- Differentiated Instructional Strategies for Reading in the Content Areas
- Keys to Study Skills: Opening Doors to Learning
- Universities & Students: A Guide to Rights, Responsibilities & Practical Remedies
Books
