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After 3 years, the long anticipated 3rd Edition Blue Book of Pool Cues is ready and die hard fans are very excited about this new release! Almost 300 pages longer than the 2nd Edition, this new book is packed with illustrations, images and loads of new information on cue makers, cue models, and up-to-date pricing. Many color images are included. Editorial on cue collecting by noted journalist Tom Shaw must not be missed. This new 3rd Edition is a must have title for any serious cue collector.

• Sales Rank: #557256 in Books
• Published on: 1996-09
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.50" w x 1.00" l,
• Binding: Paperback

About the Author
Author Brad Simpson has spent many years on the billiard circuit and is well known in the field of cue collecting. He divides his time between IL and Thailand.

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7 of 7 people found the following review helpful.
Blue Book of Pool Cues, 3rd Ed. - Review
By Michael A. Guastello
As this is the 3rd edition of Blue Books, that tells you that people into pool cues have been buying them, with good reason.

First off, the author, Brad Simpson, has been adding more and more info into each new edition, the 1st ed.(1996) had 465 pages, the 2nd, (1999) 600 pages, and this 3rd edition,(2005), a whopping 913.

The number of color photos's showing the work of the more well known cuemakers, past and present, living and dead, has also increased with each new edition and, IMO, is the best feature of these books.

The 3rd edition has a fairly extensive listing of cuemakers and a brief business bio of them. Their current cue offerings, as well as their older and one of a kind cues is provided. The pricing guidelines should be regarded in the most general of terms, as so much goes into the value of a pool cue.

If your a collector or just someone looking to spend a few hundred dollars on a nice cue to play with, The Blue Book of Pool Cues, 3rd Ed., can provide both useful information and enjoyment at a reasonable cost.

0 of 1 people found the following review helpful.
MOTS (more of the same)
By E. P. Cane
I wouldn't say this is a bad book, only that you need to know what you are getting to be sure it's what you want. If you just want a laundry list of pool cue makers and price lists, this is the way to go. If you want to learn anything about cuemaking or really get deeper into the art of custom cues, it's not. Unfortunately, I wanted the latter.

So what am I saying? I'm saying that the book is obviously extensively researched. However, it's presented very dryly. The black and white cue photos all look more or less the same. The descriptions for each cuemaker of how they got into cuemaking all read pretty much the same: "Blah blah, got into pool at an early age, blah blah always liked to work with wood, blah blah, started fixing my own cues, first by putting tips on them, etc."

I guess my biggest complaint is that there is little or nothing to really help you decide between these guys to determine who you would want to buy a cue from. I'm a player not a cue collector, so I'm interested in playing characteristics. There is next to no info of that type in this book.

So, again, bottom line is that it's mostly just a reference book of prices. If you want something more than that, don't get it.

0 of 0 people found the following review helpful.
Five Stars
By wayne mccann
have used this very often

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The Theory Workbook contains chapter-by-chapter exercises on theory subjects. Included are fill-in-the-blank exercises and illustration labeling exercises. Each workbook chapter begins with a study tip and ends with a list of vocabulary words from the corresponding chapter.

• Sales Rank: #54136 in Books
• Published on: 2015-02-18
• Released on: 2015-02-18
• Original language: English
• Number of items: 1
• Dimensions: 10.87" h x .69" w x 8.47" l, .0 pounds
• Binding: Paperback
• 288 pages

About the Author
The Premier Source for Education Resources in Cosmetology, Esthetics, Barbering, Nail Technology, Makeup, Massage Therapy, Salon & Spa Management and Business Training. Serving the Beauty and Wellness Industry since 1927.

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0 of 0 people found the following review helpful.
Five Stars
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0 of 0 people found the following review helpful.
Five Stars
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1 of 1 people found the following review helpful.
Five Stars
By Amazon Customer
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Practical Approach to Electromyography is a pictorial guide to performing and interpreting EMG studies. This step-by-step manual contains tips for working up clinical problems typically encountered in the EMG laboratory and highlights technical aspects and potential pitfalls of sensory and motor nerve conduction studies. Hundreds of photographs and drawings illustrate proper placements of recording and stimulation electrodes and insertion of needle electrodes into the various muscles. The authors also provide sets of normal values and instruction on how to write and interprete an EMG report. Practical Approach to Electromyography is a practical visual reference for both novices and experienced electromyographers.

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• Sales Rank: #1453889 in eBooks
• Published on: 2011-01-27
• Released on: 2011-01-27
• Format: Kindle eBook

About the Author
Peter Siao, MD, Assistant Professor of Neurology, Harvard Medical School, Attending Neurologist, Neuromuscular Unit and EMG Laboratory, Massachusetts General Hospital. Didier Cros, MD, Associate Professor of Neurology, Harvard Medical School, Attending Neurologist, Massachusetts General Hospital. Steve Vucic, MBBS, PhD, FRACP, MBBS; PhD; FRACP, Associate Professor of Neurology, Sydney Medical School, Westmead, University of Sydney, Director of Neurophysiology, Westmead Hospital.

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1 of 1 people found the following review helpful.
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By Dr. Claudio Villarroel Schmeisser M.D.
This textbook shows a different aproach of the same thrilling matter.
Outstanding pictures, atlas and innovative chapters as how to write a report that is an excelent expression of the mind of an expert and skillful electromyographer.
I believe that you must have one copy of this work.

0 of 0 people found the following review helpful.
Practical Approach to Electromyography
By Rom�rio Leite Pontes
excellent and heptful practical line. I recommend for all that work with neurophysiology,neurology and neurosurgery.
Romario L Pontes MD Brazil

0 of 0 people found the following review helpful.
Five Stars
By kay m.
good business, no problems.

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Ancient Greece comes alive in this recreation of the daily lives of ordinary people―men and women, children and the elderly, slaves and foreigners, rich and poor. Taking account of the most up-to-date discoveries, the author provides a wealth of information on such varied facets of Greek life as food and drink, dress, housing, literacy, juvenile delinquency, the plight of the elderly, the treatment of slaves, and much more.

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• Sales Rank: #1346428 in Books
• Published on: 1998-08-27
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 9.21" h x .63" w x 6.14" l, 1.20 pounds
• Binding: Hardcover
• 264 pages

Review
This is really fine - lively and reliable - an excellent introduction to the classical world. --Peter Heinegg, Union College

About the Author

ROBERT GARLAND is the Roy D. and Margaret B. Wooster Professor of Classics at Colgate University. He is the author of a number of books on the ancient world, including The Greek Way of Death (1985), The Piralus (1988), The Greek Way of Life (1990), Religion and the Greeks (1994), and The Eye of the Beholder: Deformity and Disability in the Graeco-Roman World (1995).

Most helpful customer reviews

23 of 23 people found the following review helpful.
A superb overview of Greek culture
By E. Terry
Garland does an outstanding job of presenting a readable, easily understandable overview of daily life and culture among the ancient Greeks. His book destroys a number of myths about ancient Greece, and avoids the trap of becoming too closely engaged with the subject. He remains objective throughout, presenting neither positive nor negative spin on Greek lifestyle, and avoiding political bias. Garland clearly has no axe to grind. Furthermore, he presents the material in a way that modern readers can understand; he places the subject matter in the context of the times, but does not assume detailed knowledge of Greek culture or history by the reader. His writing is a bit dry at times, but that's unavoidable when presenting detailed descriptions of lifestyle and culture.

I do wish the publisher would release another print run at a more reasonable price. $55 is unreasonable for any book. I suggest buying it used.

In spite of the high price, I highly recommend this book to anyone interested in the way the ancient Greeks thought and acted. It has definitely improved my understanding of Greek history.

0 of 0 people found the following review helpful.
great book
By Justin Amber
Absolutely loved this book for school!

6 of 7 people found the following review helpful.
Great work but opinions needed to be left out.
By A. Hair
I love this book, the detail was great and he was honest about how they lived instead of the romanticized view we have of them. It showed the pitfalls of their society, for instance their view toward women. My problem with this book was the author's opinion toward the Gods. He would often mention the Gods spheres of influence and then say how they didn't live up to the ideal. One example that comes to mind is the mention of Zeus as the God of justice and then immediately after says "though he was far from consistent in his pursuit of that aim. Moreover, his own behavior fell lamentably short of setting a standard of morality for human beings." (pg. 135) My problem with these statements is the author fails to differentiate between the Gods of the myth, the stories told to entertain and the Theoi (Gods) of the religious cults who had a very different personality. I also thought an inclusion of Plato and his views of the Gods and the myths would have been helpful. Overall though the book was a great read with the right amount of information.

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Until very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, "deanlets"--administrators and staffers often without serious academic backgrounds or experience--are setting the educational agenda.

The Fall of the Faculty examines the fallout of rampant administrative blight that now plagues the nation's universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers--ostensibly because of budget cuts. In a further irony, many of the newly minted--and non-academic--administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal "life skills" curriculum. Consequently, students are denied a more enriching educational experience--one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty.

As troubling as this trend has become, there are ways to reverse it. The Fall of the Faculty outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.

• Sales Rank: #221036 in Books
• Brand: Brand: Oxford University Press, USA
• Published on: 2013-08-01
• Released on: 2013-08-01
• Original language: English
• Number of items: 1
• Dimensions: 6.10" h x .80" w x 9.20" l, .80 pounds
• Binding: Paperback
• 272 pages

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• Used Book in Good Condition

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"This book takes a hard, clear-eyed look, with few holds barred, at the growing number and influence of full-time administrators in colleges and universities. It recognizes the large increase in government and other demands on the bureaucracy. But it dwells on the manifest fact--too often slighted--that administrators have their own fish to fry. Let us hope that his cautionary tale has a wide impact."--Morton Keller, Professor Emeritus of History, Brandeis University

"During my nearly 60 years as a professor, I believe this is the only comprehensive analysis of the academic civil war between the professors and the deans. Ginsberg demonstrates why and how we're losing--or have already lost."--Theodore J. Lowi, Professor of American Institutions, Cornell University

"Ben Ginsberg knows a thing or two about academic bureaucracy. He has had extensive experience with administrative impediments that come between his ideas and their realization. Instead of ranting, he has written The Fall of the Faculty, where he has employed his political insight to examine administrative bloat in higher education and to explain the many ways in which administrative authority has elbowed aside faculty governance in the running of today's colleges and universities. As a recovering deanlet and one-time acting dean, I know whereof he speaks."--Matthew A. Crenson, Professor Emeritus of Political Science, Johns Hopkins University

"In his lacerating "The Fall of the Faculty," Mr. Ginsberg argues that universities have degenerated into poorly managed pseudo-corporations controlled by bureaucrats so far removed from research and teaching that they have barely any idea what these activities involve. He attacks virtually everyone from overpaid presidents and provosts down through development officers, communications specialists and human-resource staffers but he reserves his most bitter scorn for the midlevel "associate deans" and "assistant deans" who often have the most direct control over the faculty. Mr. Ginsberg refers to them as "deanlets," but at my institution they are often called "ass. deans." The Fall of the Faculty" reads like a cross between a grand-jury indictment and a call to arms. Yet as bracing and darkly pleasurable as this call is, it is hard to imagine professors joining the resistance with so few weapons at their disposal."--The Wall Street Journal

About the Author

Benjamin Ginsberg is the David Bernstein Professor of Political Science, Director of the Center for the Study of American Government, and Chair of the Center for Advanced Governmental Studies at Johns Hopkins University. His previous books include Downsizing Democracy, American Government: Power and Purpose, and We the People: An Introduction to American Politics.

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181 of 187 people found the following review helpful.
An Important, Readable, Bittersweet Book
By Richard B. Schwartz
Once upon a time, within living memory, universities were essentially run by the faculty. The faculty took responsibility for what we now term `student life' issues as well as the curriculum. They even dabbled in athletics. Knute Rockne, who graduated magna cum laude, taught chemistry before he became Notre Dame's head football coach. When I attended Notre Dame many years later there were faculty living in Lyons Hall, a sophomore dorm. The prefects and rectors throughout the dorms--C.S.C. priests, by and large--were also members of the faculty. Faculty lived with students at other universities, of course, Harvard and Princeton, e.g., and dealt with `student life' issues there.

When I taught at the University of Wisconsin, Madison (1969-1981) every significant academic administrative post was held by a faculty member and all of the supporting positions (associate deanships, e.g.) were held by a part-time faculty member. Some associate deans served longish terms, some only three years. The requirement was that you would continue to teach and do research in your department while you held the administrative position and return to your department when your term was completed.

While not entirely gone and not entirely forgotten, that world has been replaced by a bureaucratized university filled with administrators and administrative staff. Dr. Ginsberg tells this story and describes its implications in this bittersweet book. The story is sad; fortunately, Dr. Ginsberg has not lost his sense of humor. Moreover, he has not lost his courage, for he names names and names institutions as he details the most prominent offenders.

The general public often consider `the growth of administration' to essentially mean the proliferation of vice presidents and other `higher' officials. The actual growth, as Dr. Ginsberg explains, has been in nonteaching, nonresearching `academic' staff--what he calls `deanlets' and `deanlings'. In the modern university the number of students has expanded dramatically, the number of faculty has increased, but not dramatically; the number of higher administrators has increased; the number of nonteaching academic staff has exploded.

Some of these appointments are easily explained. Many are information technology professionals. Some are the `enrollment management' and `diversity' professionals. Faculty advisors have been replaced by `professional' advisors (often in response to a curriculum which is too complex for anyone to understand). Development staff have proliferated, and so on.

This is not always a problem. If development staff bring in far more dollars than they cost (16 cents on the dollar is a frequent guide number; 8 cents on the dollar is often seen) that is all to the good, assuming that development dollars match university priorities. And after all, what are public universities to do when their state contributions have been shrinking since the 1970's? Interestingly, though, the largest growth in the number of deanlets and deanlings has been in the private universities.

Their activities are often lumped under the catchall term, `student services'. These are the holders of hands and the providers of luxury. They do the work that the faculty refuses to do (in their narrative); their numbers are growing; their ultimate aspiration is to enjoy the status, compensation and prominence of the faculty.

Why is this a problem? Because it raises educational costs exponentially. Because these individuals tend to see the university as a business and students as customers. Because they distort the university and divert it from the pursuit of its core activities. Because they intrude in curricular areas, setting up parallel programs that are generally banal and less challenging than the traditional curriculum. Because they are paid for by the growth of contingent faculty. Tuitions rise and students are taught by part-timers while their hands are held by full-timers.

Dr. Ginsberg believes that much of this is calculated. He acknowledges that there are some good administrators, but he believes that many are involved in ongoing power plays to shift the university's efforts and authority from its libraries and laboratories and classrooms to its administrative conference rooms. Many of these individuals are thoroughgoing careerists whose personal aspirations trump the needs of their institutions, people who stay long enough to position themselves for their next jobs, often leaving chaos in their wake.

He ridicules their constant meetings, their tendency to stage corporate `retreats', their mouthing of platitudes and chasing of the latest management fads. In many cases he is absolutely, dead solid perfect, correct. These individuals are a blight on the academic world. His depiction of their pomps and works is deadly accurate, e.g. their preparation of `strategic plans', utterly worthless documents which provide the rationale for holding up current decisions until the plan is complete (by which time the planner will have gone to his next job, trumpeting his ability to craft a strategic plan and promising to do so at his next institution).

Dr. Ginsberg recognizes, of course, that there are also dedicated individuals who exhibit institutional loyalty and do their best to advance their college or university. There are even some administrators who continue to teach and do research and recognize those activities as central to the university. Would that there were more of them.

What he does not provide is an account of how the careerists have risen to power, though he does acknowledge the complicit role here of trustees and professional search firms. In part, I believe, we have technocratic, careerist administrators because the positions they fill have become unattractive to people for whom salary is less important than the development and dissemination of knowledge. The contemporary university is a litigious place; it is a bureaucratized place; it is a heavily-regulated place; it is racialized, politicized and corporatized. In some ways it receives `leadership' appropriate to its condition, though not always.

Dr. Ginsberg's proximate frame of reference is Johns Hopkins, an institution with a very large number of hand holders (Vanderbilt actually wins those sweepstakes) and a strong interest in civility- and diversity training. He asks the question (to which, of course, there is no rational answer, but many political ones), why should search committees be subjected to diversity training and racial-sensitivity training by ignorant neophytes when the membership of the search committee includes world-class experts on questions of race? And how will this `training' serve any useful purpose in the face of the fact that in one recent year there were only 10 African-American Ph.D.'s produced in Mathematics and 13 in Physics? It will take up faculty time and it will create careers for the trainers, but it will not increase the number of available African-American Ph.D.'s. The `diversity' is in the diversity training office, not in the Math or Physics department.

This is an interesting book. It is passionately argued, straightforward in its facts and justified in its concerns. I hope that it reaches a wide audience.

85 of 92 people found the following review helpful.
Refreshing, well informed, important defense of the faculty
By Wanda B. Red
Most contemporary critics of American higher education (e.g., Andrew Hacker, Claudia Dreifus, Naomi Shaefer Riley, Charles Sykes, and others ad nauseam) take a perverse populist pleasure in hating on the faculty. According to an oft-repeated, basically anti-intellectual argument (each time trotted forth as if it were a shocking new discovery), the woes of the modern college or university all emanate from overpaid, underworked, vain academics who pursue ever more abstruse topics to the detriment of the students whose educations they neglect. Benjamin Ginsberg's "The Fall of the Faculty" bursts onto this tired scene with a spirited defense of the faculty and of the traditional aims of the university: fostering original research and the education of students. These activities are the responsibility of the faculty, who historically have not only performed that research and education but who also for generations took responsibility (with the help of a few administrative staff members) for governing and running their schools. This is the faculty that has made American higher education preeminent in the world. But it is indeed a faculty that is under siege.

As Ginsberg meticulously lays out in his analysis (unlike the author of many a trade book, Ginsberg knows how to use a footnote), the number of academic administrators over the past forty years has been growing far more rapidly than that of students or faculty members, and the financial investment needed to support them is mainly responsible for many of the worst sins of higher education, including galloping tuition increases and the creation of an underclass of powerless and underpaid contingent faculty. Administrators and other professional staff now far outnumber faculty. As their power grows, the power of the faculty declines; the traditional curriculum is replaced with a mind-numbing "shadow curriculum" of life-skills courses. Resources that could be spent on scholarship and teaching pour into expensive, time-wasting administrative retreats, strategic planning exercises, and assessment initiatives that usurp faculty responsibility for the evaluation of students and academic programs. Even worse, some of these activities ultimately result in social engineering experiments that stifle the very academic freedom whose protection is the sacred trust of the university. Without freedom of thought and speech there can be no real education or disinterested research. Chapter 5, on the history and importance of tenure as a means of safeguarding that freedom, should be read by everyone who cares about higher education. As Ginsberg makes abundantly clear, in recent times the courts have not been friendly to the protections of tenure, and administrators seize upon many pretexts (most recently financial exigency) to breach them.

The writer of this review has been a faculty member for 27 years at a well regarded liberal arts college with a strong tradition of faculty self-governance; she moved a year ago into an administrative position at her school, from which she plans to return to teaching after a few years. As a long observer of the higher ed scene and as an insider, she is in a pretty good position to comment on Ginsberg's characterization of the academic scene, and she is sorry to report that it is for the most part accurate, even if she finds the book's tone sometimes annoyingly mordant and self-righteous. Like Ginsberg, who admits that he is personally acquainted with some wonderful, hard-working and effective administrators, she knows that such administrators are not hard to find. Her own office is populated with them, and her home institution is less plagued by the problems Ginsberg discusses than most schools. Nevertheless, she thrilled with delight at Ginsberg's skewering of ubiquitous administrative slogans and phrases such as "best practices," an excuse for mimicry that she has heard many a time over the past year. Even at the best run schools, the overall structure of incentives in higher education has clearly been working in recent decades to produce a deadening administrative bloat, which this book fearlessly and frankly diagnoses.

I would disagree with Ginsberg only in the responsibility he assigns to the faculty to combat the problem. To be sure, in his "what is to be done" chapter, he does admit that he and other faculty members are wrong "in succumbing to the temptation to shirk administrative service." But he quickly backs off from that tepid call to arms by explaining that faculty can hardly be blamed for such avoidance given that administrators rarely listen to them or make use of the reports of committees that he sees as mostly part of a larger effort to co-opt the faculty in their own marginalization. But the faculty really does need to make a more vigorous stand against the all-administrative university. It needs to stop shirking. While paying the fault of shirking some lip service, Ginsberg tends to discount its importance as a major cause of the status quo, preferring an administrative hunger for power. My own experience, however, suggests that shirking is much more widespread a human foible that ambition. The faculty rarely resists the administration. They are too fond of disingenuously leveraging their own pet projects and political commitments through administrative channels, and they are all too happy to have administrative duties taken off their plates when given the opportunity. For the most part, rather than protesting the metastasis of the administration, faculty typically demand more administrative assistance.

So, while I found the defense of the faculty here refreshing, in the end I believe that Ginsberg makes his faculty allegiance something of an excuse for a disturbing quietism; he wants Trustees or the media, or anyone else, to come to the rescue. But it is the sleeping giant of the faculty that needs to shake off its indolence and take responsibility for reclaiming the noble ends of higher education. This book makes an excellent start. Let's hope it finds a wide and comprehending readership.

91 of 107 people found the following review helpful.
Is the administration's quest for power truly to blame?
By T. Grandon Gill
As a tenured faculty member of 20 years, currently employed at a research university that was mentioned a number of times in Ginsberg's book, I quite looked forward to reading what he had to say. I found several elements of the book lived up to my expectations. I found Chapter 5 (describing the rise and fall of the tenure system) to be fascinating. I thought his idea that the media should deduct points from institutional rankings for administrative bloat to be inspired; while I suspect that its long term practical result would be the "creative reclassification" of many administrative activities as teaching activities, in the short run it would focus governing boards on how to cut university staff. His arguments that administrators--rather than faculty or students--are the group most motivated to support institutional policies leading to political correctness were intriguing. I also felt that his recommendation that doctoral student output be reduced in fields where supply outstrips demand for new hires was both courageous and sensible.

Despite these excellent elements, I find myself unconvinced with respect to Ginsberg's central thesis: that the growth of administration in U.S. universities can be explained as a quest for power. There are two reasons for my skeptiscism. The first doubtless reflects the difference in our underlying disciplines. Whereas his (political science) tends to view motivation from a power perspective, mine (business) tends to rely more heavily on economic consequences. For example, I view money money as fungible. From my perspective, then, the complaint that FSU earned nearly $400 million from licensing pharmaceuticals to BMS (p. 189) but also laid off tenured faculty from several departments as a result of budgetary problems (p. 192) are necessarily related. Would FSU's need to layoff faculty have been reduced if it had not earned revenue from its patents? Similarly, I suspect that a fair number of the grant misappropriations that he described in the language of personal power would more properly be characterized in terms of waste (some of the expenditures should never have been approved), agency theory (individuals attempting to maximize their salary and perquisites) and sloppy accounting (a self-interested purchase allocated to a grant account may be treated as a crime; that same purchase funded from a different revenue account becomes a matter of waste). Similarly, when he discusses the unilateral decision of Johns Hopkins University to launch a business school, he fails to mention the role that was likely played by a sizeable gift from a private source (hence, the Carey Business School) nor does he mention the fact that Johns Hopkins had long been offering a highly ranked (albeit unaccredited) MBA degree through its continuing education arm. A great deal more discussion regarding the power implications of that reorganization would have been necessary to support his interpretation. As an aside, I would further add that if liberal arts faculty approval were required to launch a business school, I doubt there were be a single business school in the U.S.

By far my biggest problem with Ginsberg's treatment is the way he minimizes faculty responsibility for the current state of affairs. In particular, I do not see how a book that purports to describe the running of a university can omit the term "consensus" from its index. As an individual who has sat on many committees, I can state categorically that committees chaired and run by faculty members are, in my experience, vastly less likely to make a decision than those where administrators take the lead. As faculty, our collective need for consensus has grown so pathologically intense than coming up with any decision other than: a) maintaining the status quo, or b) forming a subcommittee to further study the problem, is nearly impossible. Under such circumstances, if any decisions need to be made, the administration is likely to have to make them. Like it or not, higher education in the U.S. has become increasingly competitive over the past 50 years. We faculty members, particularly the dwindling number of us with tenure, seem to believe that we can safely ignore the economic consequences of our personal decision to focus our intellectual energies on disciplinary research while teaching as small a number of students as possible. I do not believe that to be possible in today's world, if it ever was. And I write this as a faculty member who has never held an academic administrative assignment.

I also feel that a great many of the examples in the book could have benefitted from a deeper (and less biased) treatment than is likely to be found in sources such as the Chronicle of Higher Education or campus newspapers. Here, I draw upon personal experiences. For example, the reader would get the impression that the administration at Harvard was systematically dismantling its general education curriculum, presumably against the will of the faculty (p. 179). I find this perplexing in light of the fact that when I attended Harvard (1972-1975), the general education requirements were much lower than they are today. Moreover, the challenge with general education at Harvard has not--to the best of my knowledge--typically been a battle between administrators and faculty. To the contrary, I have always heard it described as a conflict between the sciences and the non-sciences. There has never been a problem with getting scientists to take courses in the humanities at Harvard; there has always been a problem with the reverse. Similarly, one would get the impression from his treatment of the University of South Florida (p. 196) that the administration unilaterally reorganized the school in an effort motivated by a desire to dismiss tenured and tenure-track faculty, using a $52 million budget shortfall as an excuse. My own sense of that situation, based upon my membership on relevant committees, was as follows: i) faculty members were not included in the decision process, and complained bitterly about that fact, ii) that there was no consensus among faculty members about what should be done, nor would one have been likely to emerge, and iii) something needed to be done quickly and--in retrospect--the administration's decisive actions (on many fronts) at that time meant that the tenured and tenure-earning faculty at USF fared far better than their colleagues at any of the other universities in our state. I also question the notion that the proliferation of "learning assurance" standards across U.S. universities represents a conspiracy to acquire more power on the part of administrations determined to undermine faculty academic freedom. In Florida, at least, those most interested in seeing these standards created and enforced appear to be legislators interested in exerting greater control over how state tax dollars are spent.

Notwithstanding these criticisms, I believe Ginsberg's book offers a piece of the explanation for the growth of administration and the costs of higher education. Its weakness is its determination to view the process purely in terms of power dynamics. That conspiracy-driven perspective does, however, make it fun read.

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• Sales Rank: #3292984 in Books
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• Published on: 1992-07
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• Published on: 1601
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[Q731.Ebook] PDF Download Foreigners and Their Food: Constructing Otherness in Jewish, Christian, and Islamic Law, by David M. Freidenreich

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Foreigners and Their Food explores how Jews, Christians, and Muslims conceptualize “us” and “them” through rules about the preparation of food by adherents of other religions and the act of eating with such outsiders. David M. Freidenreich analyzes the significance of food to religious formation, elucidating the ways ancient and medieval scholars use food restrictions to think about the “other.” Freidenreich illuminates the subtly different ways Jews, Christians, and Muslims perceive themselves, and he demonstrates how these distinctive self-conceptions shape ideas about religious foreigners and communal boundaries. This work, the first to analyze change over time across the legal literatures of Judaism, Christianity, and Islam, makes pathbreaking contributions to the history of interreligious intolerance and to the comparative study of religion.

• Sales Rank: #656797 in Books
• Published on: 2011-08-13
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x 1.10" w x 6.10" l, 1.40 pounds
• Binding: Hardcover
• 352 pages

Review
"A very fine study. . . . Freidenreich's book . . . is an important contribution that will prove valuable. . . . A fascinating and useful examination."--Irven M. Resnick"H-Net Reviews" (05/09/2012)

"His insights into how food helps define our identities is fascinating . . . It's impossible to do justice to Freidenreich's explanations."--Rabbi Rachel Esserman"The Reporter Group" (12/23/2012)

"[Freidenreich] coveys a meaningful message to all communitites that through dietary laws and restrictions we imagine ourselves and foreigners as others."--Mehnaz M. Afridi"Journal of American Academy of Religion" (07/01/2013)

A very fine study. . . . Freidenreich s book . . . is an important contribution that will prove valuable. . . . A fascinating and useful examination. --Irven M. Resnick"H-Net Reviews" (05/09/2012)"

His insights into how food helps define our identities is fascinating . . . It s impossible to do justice to Freidenreich s explanations. --Rabbi Rachel Esserman"The Reporter Group" (12/23/2012)"

"The summary given [in my review] cannot capture the level of detail and nuance Freidenreich includes in this meticulously researched study... a creative, illuminating, and richly textured history."--Thomas Devaney"Speculum" (07/01/2015)

From the Inside Flap
“Written in lucid prose, Freidenreich displays a masterful command of a variety of sources and scholarship. He enviably manages an arduous task: to write an accessible book that is, at the same time, a major contribution to several academic disciplines.” —Jordan D. Rosenblum, author of Food and Identity in Early Rabbinic Judaism

“Can a Muslim eat meat from a Christian butcher? Can a Jew drink wine that has been handled by a Christian? Breaking through disciplinary, linguistic, and religious boundaries that often dominate scholarship, David Freidenreich offers a fascinating synthesis of these and countless other issues. This is a rich feast.” —John Tolan, author of Saint Francis and the Sultan: The Curious History of a Christian-Muslim Encounter

About the Author
David M. Freidenreich is the Pulver Family Associate Professor of Jewish Studies at Colby College.

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5 of 5 people found the following review helpful.
How the Three Monotheistic Religions Approach the Suitability of Food and Table Fellowship
By jlove
Foreigners and Their Food is a lengthy discussion of the intellectual approaches to food and fellowship found in texts associated with Classical Judaism, early Medieval Christianity and Islam. The texts examined were written over a lengthy period of time--in excess of a thousand years. The geography is equally daunting--the Mediterranean, northern and eastern Europe, and eastward almost to India. What makes the subject matter compact enough to fit within the confines of a 200 page book is the limitation on the subject matter. Freidenreich is interested in what these religious traditions have to say about people eating together and what they are permitted to consume.

After a general introduction the author presents a review of Biblical (Hebrew testament) material which all three major religious traditions consider foundational. His conclusion might surprise many. While the Bible does contain numerous passages related to determining whether a food may or may not be eaten, these comments do not generally prevent Israelites from eating most kinds of food with other peoples. Biblical strictures are lighter than would become the basis for later Jewish standards and there is no prohibition of commensality--the sharing of food with those who sit at the same table--regardless of whether those who sit are members of the tribe.

Three major sections follow in which the author reviews the literary and legal materials which apply to each of the major western monotheistic faiths. The Jewish traditions explored include those of the more western (Hellenistic) Jewish populations as well as the eastern rabbinic traditions from the earliest to the Codes--a period of over a thousand years.

The Christian sources are found to be generally permissive towards commensality allowing even the breaking of bread with non-Christians. But over a period of time, Christian authors become increasingly harsh critics of sharing food with Jews. And apparently, the further the community was from any real contact with Jews, the more strident their condemnation of commensality became.

The picture in Islam is also complex. The major division between Shi'i and the Sunni is particularly obvious with respect to suitability of Jewish and Christian food for Muslims. The Sunni are generally permissive, relying on Quran 5.5 for support. The Shi'i interpret that verse differently and generally prohibit the consumption of Jewish or Christian food. Even among the Sunni, the notion seems to be that it is not the Jewish opinion that a food is fit that matters, but rather the Islamic acceptance of it. In other words, the Muslim must agree that Islam endorses the fitness of the Jewish food!

After the presentation of the texts of the three faiths, Freidenreich provides several chapters of case studies. One example should suffice here. In many communities where both Christians and Jews lived, Christians could benefit from Jewish dietary laws because they could purchase certain cuts of meat that are not considered kosher by the rabbinic authorities. The butchers could gain by not needing to throw out good meat, the Christians benefited because they could obtain good meat at lower cost. But some Christian scholars denounced this practice. How could Christians eat the product of Jewish butchers which those butchers deemed unfit for their own tables?

This is a fine book that rewards careful study. I wish I could give it the full five stars because it is also a book from which I have learned an enormous amount. But as book review for general readers, I have to take into account how non-specialists will be able to cope with this material. As the author notes in his prefatory material, this book is a reworking of his PhD thesis. It is obvious that he did improve the book in terms of readability from the typical dissertation. And I'm sure I'm not revealing any academic secrets when I note that many young academics get their first publication from a reworking of their doctoral dissertation. But as far as he may have gotten from the original dissertation, he didn't get quite far enough. Most readers are likely to find the material tough to read.

But if you have an interest in the specific topic--how the major medieval monotheistic religions dealt with issues around the suitability of food for consumption or for commensality--you will find this book well worth the effort. And those of you who might be interested in learning about the methodologies and mechanisms employed by rabbis, Christian scholastics and schools of Islamic thought and law, you too will find this book endlessly fascinating.

I am looking forward to reading more by David Freidenreich as he finds his footing and his voice. He is a young scholar of immense potential. And he even has a sense of humor!

0 of 2 people found the following review helpful.
Food history
By Joelle Bahloul
Great for college courses

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• Sales Rank: #28692 in Books
• Brand: Brand: PRENTICE HALL
• Published on: 2011-05-30
• Format: Abridged
• Original language: English
• Number of items: 1
• Dimensions: 10.30" h x 1.71" w x 9.50" l, 5.45 pounds
• Binding: Hardcover
• 1166 pages

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1 of 1 people found the following review helpful.
Five Stars
By Sherry Ann
Ordered/rent for home copy for daughter. Trying to lighten backpack to avoid back problems later in life.

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immensely helpful over scrolling through a small laptop
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But it became obvious that a large 'paged' book would be immensely helpful.

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