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Between Freedom and Bondage: Race, Party, and Voting Rights in the Antebellum North, by Christopher Malone, PhD, director of Pforzheimer Honors College, associate professor of political science

“Malone shows that the basic democratic issue of who shall vote intimately entwined with the role of race in the economy, in partisan competition, and ultimately in political culture.” ––Frances Fox Piven, distinguished professor of political science and sociology, CUNY Graduate Center

Between Freedom and Bondage is an analysis of the voting rights for African-Americans between the inception of the United States and the Civil War nearly 100 years later. In the early 1800s, states across the North struggled with the issue of citizenship for African-Americans, years before the debate on slavery began to dominate national politics. By examining voting rights in four states––New York, Pennsylvania, Rhode Island, and Massachusetts––I try to provide a much needed history of the social, economic, institutional, and cultural undercurrents that structured state policy on African-American suffrage.

I begin Between Freedom and Bondage in the summer of 2006, with the reauthorization of the landmark Voting Rights Act first passed in 1965. When President George W. Bush signed the reauthorization legislation in 2006, he referenced the fact that the VRA of 1965 allowed blacks to vote in the South for the first time since Reconstruction. Bush was right: most blacks were disenfranchised by the Jim Crow laws put in place in the South in the latter decades of the nineteenth century. But as I point out in Chapter 1, to begin the story of black enfranchisement there is to leave out an essential aspect of voting rights for African-Americans––the beginning of it. My narrative takes the reader back in time by connecting voting rights legislation to the little-known, earlier struggles for the right to vote for African-Americans in the antebellum North. In the Epilogue, I conclude the book by returning to contemporary racial politics, and I argue that the political transformations from the “Two Reconstructions”––the post-Civil War Era and the modern Civil Rights movement––can better be understood by understanding what happened with the right to vote for African-Americans in the early years of the Republic.

Walking Brooklyn: 30 Tours Exploring Historical Legacies, Neighborhood Culture, Side Streets, and Waterways, by Adrienne Onofri ’98, adjunct instructor of English

“A book about Brooklyn published by the Wilderness Press? Turns out it’s a wonderful idea. ...a charming, practical and informative guide to seeing the familiar and undiscovered features of the borough on foot.” –New York Times

"A veritable treasure trove of information." –Mayor Michael Bloomberg

Walking Brooklyn is a guidebook, but not the kind that simply directs readers to a landmark building here, a popular restaurant there. Instead, the book lays out walking routes that give you a feel for a neighborhood’s heritage and takes you past its noteworthy sites such as churches, monuments, parks, cultural institutions, eateries, and bars. The thirty walks in the book—which range from under two miles to over six—encompass more than fourty neighborhoods, including those that that rarely appear in travel stories or books about Brooklyn, like Gerritsen Beach, East New York, and Prospect-Lefferts Gardens.

Brooklyn has been getting a lot of attention lately both as a tourist destination and as a place to live, with restaurants, nightspots, and art and performance venues opening. Luxury residential high-rises are reshaping the skyline and several areas being gentrified or redeveloped. In composing each walk, I wanted readers to get a sense of a neighborhood’s past as well as what defines it today and how it is evolving. The book will not be updated annually but is intended to have a shelf life of some years. It was a challenge to write about Brooklyn in the midst of its renaissance and building boom; I was continually trying to ascertain what landmarks I pointed out would still be there long after the book was published.

There are plenty of names, dates, and other details in the descriptions of places on the walks, but since my background is as a travel writer and tour guide rather than a historian, I took a storytelling approach instead of an academic approach. I strove to make it interesting both to people familiar with Brooklyn history and personalities and to visitors to New York and those who may not know anything about the city’s most populous borough. In its first few months of release, Walking Brooklyn has proved popular with current residents and former Brooklynites, a famously nostalgic bunch.

Service-Oriented Architecture (SOA): Strategy, Methodology, and Technology by James P. Lawler, DPS, associate professor of information systems, Pace Seidenberg School of Computer Science and Information Systems, and H. Howell-Barber, president, HBiNK, Ltd.

Since 2003, my colleagues in the Seidenberg School and I have been analyzing the continued adoption of evolving technologies in firms in industry. One of the technologies being aggressively applied by industry is service-oriented architecture (SOA), a framework for enabling flexibility, efficiency, and agility in business processes, so firms can gain a competitive edge. As a technology, SOA is considered by consultants and pundits as consequential to industry as the Internet. My colleague in industry, H. Howell-Barber, and I decided to collaborate on a book that details how to adopt SOA, and the result is our book Service-Oriented Architecture (SOA): Strategy, Methodology, and Technology.

In it, we define a practical program management methodology that can compliment project management methodologies already used by firms. The methodology is described in frameworks of best practices for corporate, business, and technology employees engaged on projects of SOA. The frameworks consist of governance, communications, product realization, project management, architecture, data management, service management, human resource management, and post-implementation.

The majority of the book focuses on in-depth case studies and analyses of 15 firms in industry—from the automobile, banking, energy, health, insurance, manufacturing, technology, telecommunications, training, and travel and leisure industries—that are headquartered in the U.S. and which deploy SOA. Our evaluation highlighted key business, procedural, and technical factors on the projects that were perceived by us as contributing most effectively to an SOA strategy. Firms which lead projects of SOA with procedural and business requirements have more success with SOA than those that lead projects with technical functionality. Those firms which hesitate to investing adequately in SOA programs may be hindered by not having competitively flexible and agile processes that might service their customers.

The findings of Service-Oriented Architecture (SOA): Strategy, Methodology, and Technology benefit those who are beginning to apply service-oriented architecture as a business strategy in their firms, as well as managers and analysts who are learning more about business process management, enterprise architecture, and information systems in industry. Since information systems students are the future technologists of our century, we hope instructors will consider the book as a guide for educating technology students on SOA.

by Joseph C. Morreale, [was] Provost and Executive Vice President for Academic Affairs, and Christine M. Licata, Associate Vice President for Academic Affairs, Rochester Institute of Technology

The tenured faculty are the foundation for the academic pursuits and achievements of higher education in general and specific universities or colleges in particular. The fact that one is granted tenure with the freedom to pursue ones intellectual work, mentor younger non-tenured faculty and teach new knowledge to future generations is a major responsibility for these members of the academy. Yet with this privilege and responsibility comes a greater demand for accountability, especially in a world where the development of knowledge is the critical factor in the well being of a society and humankind. In our outcomes-based, performance-driven, result-oriented work environment emerging in the larger society, tenure and its privileges has come under increasing scrutiny. If we are to preserve tenure, we must outwardly demonstrate its worth to society.

It was in this atmosphere that the focus on post-tenure review became a national concern and the extensive inquiry resulting in the three-volume series on Post-Tenure Faculty Review and Renewal was launched by the American Association for Higher Education (AAHE). My colleague, Chris Licata, and I have spent the last decade focusing our attention on this important topic and this book is the third of the trilogy. The first volume focused on the experiences of single institutions and state systems in their adoption and use of post-tenure review. Many important insights were gleaned from this work. The second volume focused on how data about post-tenure review are gathered and presented and what influence such presentation has had on policy implementation and understanding. The present and third volume, by focusing on the outcomes and impact of post-tenure review, is then the culmination of this decade long work.

Post-Tenure Faculty Review and Renewal III: Outcomes and Impact (Anker Publishing Company, Inc., 2005) represents the only national study to date that uses multiple methods of data collection and analysis to understand how campuses of different size, mission and culture experience the review process and describe its impact. The book provides the most comprehensive report on the outcomes of post-tenure review within senior-level, four year institutions as reported by campus faculty and administrators. The study brings together the findings from nine different institutional case studies, focusing on the effectiveness and outcomes of post-tenure review.

The book is essential reading for administrators, faculty, public policy makers and researchers in higher education. Chapters 1 through 5 provide the background methodology and analysis of the nine institutions studied in depth. Chapter 6 offers a guide for practitioners as well as a model of success for the implementation of post-tenure review. The last two chapters address the important issues centering on maintaining faculty vitality and relating post-tenure review to organizational change. We have provided appendices for those who are interested in the more technical material, data analysis and methodology.

On a personal level, I have found this work to be exceptionally rewarding. Having been a faculty member for twenty-five years and a senior administrator for the past decade at three universities and one liberal arts college, I have seen the role of the faculty from different vantage points. I have also appreciated the wonderful gift of tenure with its inherent freedom to pursue ones research and create and publish new knowledge as well as teach it to future scholars and practitioners. Being a tenured faculty member is a very rewarding endeavor and carries with it much responsibility to the university or college where it is earned. It also carries important responsibilities of continuous development and improvement. It is for these reasons that this effort on post-tenure review and renewal is essential. The goals is not just accountability but more importantly, it is fostering continuous renewal in dedicated academics who devout a whole life to a career as a professor.

An Index of Images in English Manuscripts from the Time of Chaucer to Henry VIII, by Martha Driver, PhD, Distinguished Professor of English, Dyson College of Arts and Sciences, and Michael Orr

An Index of Images, by Martha Driver and Michael Orr, was published by Harvey Miller and Brepols Publishers in spring 2007. The book is one of a series of publications that lists and identifies all illustrations in English manuscripts from the time of Chaucer to Henry VIII. I contributed initially to the development of methodology for cataloguing images, and co-authored the introduction that appears in all five volumes of this series; I also wrote entries for the volume that describes images in manuscripts in the Bodleian Library, Oxford, which was published in 2001.

The current volume is a collaboration between myself and Michael Orr, and catalogues illustrations in manuscripts in libraries in New York City, including the collections of the Morgan Library, the New York Public Library, and the Columbia University Rare Book and Manuscript Library, among others. The volume is essentially a catalogue drawn from primary sources that notes the subject-matter of every illustration in 79 manuscripts, accompanied by a comprehensive index of pictorial subjects, an extensive glossary of subjects and terms, and indexes of authors/texts and medieval manuscripts with coats of arms. The range of subjects illustrated is of significance to historians of art, religion, literature, costume, natural science, and cultural history.

Also published this summer by Brepols Publishers is The Making of Poetry: Late-Medieval French Poetic Anthologies by Jane H. M. Taylor, the first in the new series Texts and Transitions, which I co-edited for the Early Book Society at Pace University. The EBS series produces monographs dealing with medieval manuscripts and early printed books to 1550 that examine questions to do with readers, owners and patronage, and the circulation and reception of medieval texts.

Organizational and Managerial Wisdom An excerpt from the introduction of Understanding, Applying, and Developing Organizational and Managerial Wisdom by Eric H. Kessler, PhD, Professor of Management and Management Science, and James R. Bailey

The daily lives of most of us are full of things that keep us very busy and preoccupied. But every now and then we find ourselves drawing back and wondering what it’s all about. And then, perhaps, we may start asking fundamental questions that normally we do not stop to ask. . . . This can happen with regard to any aspect of life. . . . People can subject any field of human activity to fundamental questioning like this . . . which is a way of saying that there can be a philosophy of anything.—Bryan MaGee, 1998

Philosophy is essentially the completion of science in the synthesis of wisdom.—Will Durant, 1961

Wisdom is among the most complex and profound concepts in our vernacular. It represents the epitome of human development and conduct yet remains stubbornly enigmatic. Notwithstanding this duality—or perhaps as a result of it—wisdom has been the subject of constant inquiry across every age of our history and every culture of our construction. It characterizes the most enlightened and successful people and collectives. Philosophers and religious thinkers, scientists and scholars, and authors and artists alike have attempted to crystallize its character. Yet wisdom defies a universally accepted definition or comprehensively applicable model. Thus, one might rightly conclude that there is nothing as simultaneously important and mysterious as wisdom.

In this handbook, we examine wisdom as applied to the ubiquitous social structure of the organization and its management. This is no small undertaking given that one would be hard-pressed to conceive of human life untouched by formal organizations, the proper stewardship of which forms the academic and professional fields of management and where rigorous treatment of wisdom is just beginning to emerge. Whereas wisdom is frequently alluded to, indirectly referenced, or casually conceived in this growing area, our charge here is to progress meaningfully toward a systematic and deep consideration of its application to professional pursuits. Toward this end, we have commissioned some of the brightest minds in the field to confront the problem of defining what organizational and managerial wisdom (OMW) is, how to best apply it, and how to develop it. The contributions herein are profound and well intentioned, but our objective is not to put the issue to rest. To the contrary, the content of this handbook represents less a conclusion than an introduction, less a final word than an opening argument, and less a comprehensive model than a structured exploration.

None of us would be so bold (or unwise) as to claim an exclusive channel into the ideal of OMW, but together we seek to construct what it might look like.

Law and the Global War on Terror On The Imperial Presidency and the Consequences of 9/11: Lawyers Respond to the Global War on Terrorism by Mark R. Shulman, PhD, Assistant Dean for Graduate Programs and International Affiliations, Adjunct Professor, Pace Law School

Over the past five years, members of the New York City Bar have produced an impressive variety of hard-hitting reports, letters, and briefs addressing issues arising out of the “global war on terror.” James Silkenat and I recently collected the most important of these into a book, The Imperial Presidency and the Consequences of 9/11: Lawyers Respond to the Global War on Terrorism (Praeger Security International, 2007).

For the most part, these publications have taken positions critical of the U.S. government’s conduct and of the legal justifications offered by the administration of George W. Bush. These critiques are non-partisan and represent the independent voice of the nation’s leading municipal bar.

Lawyers are frequently maligned as being amoral guns for hire willing to take any position that pays. Without them, however, the freedoms of expression and choice would be far narrower. Without them, more innocent people would be imprisoned or even executed. Someone must defend unpopular or marginalized people or rights are diminished for each of us. What lawyer jokes invariably ignore is the tremendous amount of work lawyers do on principle.

Bar associations around the country perform critical roles in channeling the creative and honorable impulses of lawyers. The New York City Bar Association is the largest and one of the oldest in the nation, established in 1870. For a century and a quarter, its members have worked to improve the law and its implementation. For much of its history, however, the Association has worked without much recognition outside the rarified circles of its membership.

Then as planes crashed into the twin towers on September 11, 2001, members of the Association sprang into action—not chasing ambulances but running in advance of them to rescue the wounded and distraught. In the months that followed, the City Bar served as a clearing house for assistance both to lawyers and to those who needed lawyers.

As important, Association members have devoted countless hours to research and write reports on the laws applicable in this new conflict. The Military Affairs Committee issued the first of these within a few months. This report decried the impact of President Bush’s Military Order of November 13, 2001 Regarding “Detention, Treatment, and Trial of Certain Non-Citizens in the War against Terrorism.” It contained prescient analysis of an issue that continues to plague us years later. The Association argued that the Administration should not carve out law-free zones in this and several other reports as well as amicus briefs to the Supreme Court and letters to senior Defense Department officials. One of the reports broke the story of the U.S. practice of “Torture by Proxy” that renders detainees to other jurisdictions in order to facilitate inhumane interrogations.

By the summer of 2002, the Association found itself facing another critical issue, whether the President had the authority to order the invasion of Iraq without an act of Congress. It concluded that he had not.

The Association’s vigilance for the rule of law after 9/11 has drawn members into some less predictable topics. One traditional role for the Association is to comment on proposed legislation. One recent such piece proposed using anti-terrorism laws to deter (or punish) activists seeking to protest the inhumane treatment of animals in a slaughterhouse. This may sound far-fetched, but similar laws have actually been enacted in other states.

The important work of the Association continues, but after five years, it seems like an appropriate time to collect its contributions to securing the rule of law in these tumultuous times. Over the course of American history, wartime administrations have frequently overstepped the legal boundaries. During the Quasi War of 1798 with France, President John Adams sponsored the notorious Alien and Sedition Acts. Abraham Lincoln suspended the writ of habeas corpus. Woodrow Wilson jailed dissenters for speaking out, including one man who had received nearly a million votes in the 1912 presidential election. Franklin Roosevelt’s administration was responsible for the odious internment of tens of thousands of Japanese-Americans. And Vietnam era presidents had their intelligence agencies collect information on domestic groups that were opposing the wars in Southeast Asia.

And yet, from each of these missteps, the nation’s constitutional order rebounded after the war ended. By the time of the presidential campaign of 1800, boisterous dissent had returned to American politics. Immediately after the Civil War, the Supreme Court ruled that Lincoln was wrong to suspend the most essential writ. Warren Harding ordered Eugene V. Debs released from prison. The United States apologized to its Issei and Nisei brethren and offered reparations. And the intelligence community was prohibited from conducting surveillance of U.S. persons. Unlike previous wars, however, the struggle to defeat global terrorism is one that may not end soon or neatly. So our legal system cannot wait until the danger has completely passed before righting some of its wrongs.

Indeed the pendulum appears to be returning to center. Two weeks after the Association released its war powers report, President Bush agreed to seek Congressional authorization before invading Iraq. In 2004 the Supreme Court found with the Association’s amici that the detainees at Guantanamo Bay were not beyond the law’s reach. And New York will not jail animal rights protestors for photographing poultry factories.

I hope this book proves useful in explaining how the rule of law fosters the interests of stability and security while maintaining the sphere of individual liberty. I expect that it illustrates the beneficial role that lawyers can play in the political process, helping to explicate the law—its objectives and its implications. And in the end, I hope that this book will encourage young lawyers to use their skills to serve their neighbors, their country, and their world.

Still Separate and Unequal: Segregation and the Future of Urban School Reform by Barry A. Gold, PhD, Associate Professor of Management

Still Separate and Unequal: Segregation and the Future of Urban School Reform (Teachers College Press, 2007) documents and analyzes the implementation of the first four years of the landmark 1998 New Jersey Supreme Court Abbott V ruling and the first three years of the 2002 federal No Child Left Behind (NCLB) act. The research objective was to see if these unprecedented urban school reforms improved teaching and learning in four high-poverty low achievement urban elementary schools in New Jersey. Because the reforms proposed to change all elements of the schools except their population characteristics—two schools were African-American and two were Latino—a related but more important research question was: Can separate education be equal?

The answer to the first question is that teaching and learning did not improve and, in many cases, became less effective. For example, as measured by standardized tests, the reforms did not close the achievement gap between low-income minority inner city students and wealthy White suburban students. This was primarily because administrators and teachers rejected or modified the reforms to fit their understanding of the type of education appropriate for urban students, which as they understand it, is different than the type of education appropriate for suburban students. By focusing on test scores as the primary measure of student achievement, in a powerful example of an unintended consequence, NCLB endorsed and increased the use of ineffective teaching methods--rote drill and obsessive reiteration of “the basics”—often used in urban education that the Abbott V mandates tried to change.

Based on the ethnographic data presented in the book, the answer to the second question is that separate education cannot be equal. This is because the sociocultural ecology of segregation, which Abbott V and NCLB did not attempt to change, created a decision-making framework that reproduced the distinctive and less effective type of urban education.

The finding of the pervasive effect of segregation on the reform process argues that to improve educational opportunity some form of integration is necessary. This conclusion supports the 1954 United States Supreme Court Brown v. Board of Education ruling that separate education cannot be equal.

In June 2007, the United States Supreme Court will rule on the use of planned diversity to achieve racial balance in public schools. The January 8, 2007 edition of Justice Talking is an excellent debate of the complex issues facing the Court. Still Separate and Unequal: Segregation and the Future of Urban School Reform supports the use of planned diversity to improve equality of educational opportunity particularly under the conditions of extreme segregation characteristic of most metropolitan regions in the United States. .

For many years, I have been invited to elementary schools to talk about Chinese New Year. Teachers have often asked me to do some fun activities such as telling a story about the new year, showing colorful artifacts, and serving Chinese New Year food. I have been so carried away by these activities that I did not ask myself if I really made an impact on my audience. Last year, however, in a class I had visited three years in a row on Chinese New Year, my approach caught up with me: I found out that the students could not answer the simplest questions about the Chinese New Year.

This experience made me think about the ways we currently teach cultural holidays in schools. Teachers do a good job when it comes to the fun part of holidays, but they lack the tools to assist their students in reaching an understanding of the various festivals they explore with them. Thus, I decided to write a book to help teachers introduce Chinese New Year to their students in depth. In Exploring the Meaning of Chinese New Year: Some Ideas for Teachers (Traffort, 2005), I go beyond the traditional fun approach in teaching cultural holidays by focusing on exploring the meanings associated with the Chinese New Year celebration. There are two versions of the book—a long version and a short version. In each, to help students reach a deeper understanding of this cultural holiday, the book starts with a reflection on the new year celebration experiences in the students’ own cultural communities. Built on this reflection, the book then introduces students to the Chinese New Year celebration traditions, rituals, customs, and themes. A variety of activities, reflections and questions expose the students to more complex picture of the Chinese New Year celebration and challenge them to think about the symbolic meanings embedded in this holiday. Not only are the students introduced to a different Chinese New Year, but they also may come out of the experience having a renewed understanding of their own traditional holidays.

Although I am an empirical researcher, writing a book of this nature was a rewarding experience. Since the publication of the book, I have received positive comments from teachers. Encouraged by them, I am currently collaborating with the award-wining artist Susan Obrant on another series of books on Chinese holidays for young children.

Discussing Sweeping the German Nation: Domesticity and National Identity in Germany, 1870–1945 (Cambridge University Press, 2006) by Nancy Reagin, PhD, Professor of History, and Chair of the Department of Women’s and Gender Studies

I chose this topic so I could explore the gendered aspects of German nationalism. When I began my research, nationalism was seen as a largely masculine phenomenon, and women’s historians tended to ignore it. It was usually only discussed in terms of its more extreme or vivid manifestations: political organizations that seek independence for an ethnic group, or paramilitary groups. In such older narratives, the nation itself was presented as a work of men: its origin was told as a story of war, conquest, or revolution.

But I felt that nationalism can also be expressed in the more everyday forms that help to create and sustain national identity: the shared rituals, values, symbols, and assumptions that bind people together as a nation. And that sort of banal, everyday nationalism was particularly important in Germany, which was a late-forming nation. Germany’s borders and forms of government have fluctuated regularly since its creation in 1871: not all German speakers (then or now) live inside those boundaries. Germans struggled for decades about how to define or understand what it meant to be German, and who could or should be included in their national community; the fact that “Germanness” was still not a well-defined term left room for many nationalists and racists, like the Nazis, to try to define the national group in exclusionary terms. I wanted to examine the role that women played in creating and sustaining German national identity and nationalism.

The domestic aspects of Germanness were what really fascinated me; I’d lived in Germany for years and had noticed that lifestyle and household were important in the popular understanding of what it meant to be German (this is reflected, for example, in many popular sayings). So, I looked at records of home economics courses, housewives’ groups, and women’s magazines and memoirs to trace how the ideal of the “German” housewife and domestic practices became interwoven with Germans’ national identity before World War I. I was also interested in the role that this ideal played in German imperialism, so I looked at the records of colonial German households in German Southwest Africa before 1914. After 1918, these understandings of German domesticity were increasingly incorporated into public policy, and I did research on various Weimar government agencies to see how they tried to support and enforce a certain style of housekeeping as being inherently “German.” I also examined records of Nazi women’s groups and Nazi social welfare agencies to see how this domestic ideal of national identity was racialized after 1933. It underlay the housekeeping and consumption practices urged on German women (and implemented in occupied Poland) by Nazi women’s organizations.

So in the end, this project took me much further than I’d originally planned (in a chronological sense). But it was fascinating to examine how household management and lifestyle became central to Germans’ sense of who they were, as a people.

Faculty Bookself: Making Nurse Leaders by Harriet R. Feldman, Dean, and Professor, and Martha J. Greenberg, PhD, Nursing

All nurses are leaders. Nurses lead patients, families, groups, communities, committees, organizations—all highly challenging and demanding in our complex health care environment. While there seems little time for leadership development, essential leadership skills are in great demand. Our new book Educating Nurses for Leadership (Springer, 2005) fills a void in education for preparing future leaders.

The Leadership Education Model (LEM), an outgrowth of a two-year grant from the Helene Fuld Health Trust, was developed by six nurse educators who saw the importance of bringing focus to developing leaders. Key components of the LEM are: (a) integration for application of leadership knowledge and skills; (b) progressive learning to higher level modeling and decision making; (c) the evolving nature of leadership learning; and (d) general systems theory as a conceptual framework. Part I of our book describes the LEM and details the six modules that have been developed—leader as achiever, communicator, critical thinker, expert, mentor, and visionary.

Parts II and III are the result of a call for strategies used to teach nursing students and those in clinical practice how to lead. Part II specifically identifies strategies with an academic focus, for example, classroom and related course exercises. Part III describes strategies with a clinical focus, including clinical experiences that are part of nursing education programs and some for nurses working in practice settings.

While the annotated bibliography at the conclusion of the book describes a number of articles on leadership development strategies, this is the only text of its kind that provides strategies that educators, clinicians, and administrators alike can use for leadership development. We are in an information age that requires our attention and understanding as well as our ability to demonstrate leadership behaviors to navigate diversity and chaos. Further, the environments where nurses work demand that they have well defined leadership roles, are self-directed, self-reflecting, and internally motivated, think critically, multitask effectively, and have excellent interpersonal skills. Educating Nurses for Leadership provides tools to prepare nurses to be effective leaders so that they may advance practice and the profession.

From The Ask: How to Ask Anyone for Any Amount for Any Purpose (Jossey-Bass, 2006) by Laura Fredricks, Vice President for Philanthropy

I wanted to write a book that was very different from the current books, seminars, and conferences that address the Ask. I cannot tell you how many people, whose jobs are to raise substantial money as well as people whose primary jobs are not fundraising but who need to know how to ask people for money, ask me for the steps, the “magic ask words,” and the rules of persuasion to raise money. Well I’m here to tell you there are no asking amulets that will guide you through the Ask. Asking is loads of fun, it is all pure heart in loving what you do, who you do it for, and finding your own voice and style. It takes practice but before you know it you are in high gear to do several asks. Be careful, it can be addictive.

So what makes this book so unique? I thought long and hard on what I could write that would put the world of asking into perspective with a clear road map that anyone can follow. Yes you can teach someone how to ask. This book is one-stop shopping for anyone who wants to learn how to ask, needs to train others to do the Ask, or wants to perfect their own asking style. It will teach people with or without fundraising experience how to ask individuals in person for money for a local charity event or special project; for an enhanced annual gift; for a larger major gift; for a long-lasting planned legacy; and for a complex and challenging capital campaign gift. It is peppered with facing the practical challenges of addressing your own views on money before making an ask; learning how you can ask for money; learning how you can work in concert with others to do an ask; how and when you should or should not ask a friend for money; and knowing how many asks you can do within the time constraints of your job and your life. Perhaps the most practical, popular, and most needed section addresses all the responses you will get to the Ask. This can cause the asker to run, hide, duck for cover, freeze, change one’s profession, select a different volunteer position, or embrace the challenge in all its splendor. Have no fear, this book has myriad suggestions on how to listen, what to say, and how to follow up to each and every ask until you have a solid and definitive answer for each ask. No one book to date has included asking for all these fundraising areas to date. Well, now you have it.

On a final note, you will find my style of writing is very conversational. I find that if you are engaged and entertained, you will learn more. Besides who wants to read a “dry” book on the Ask? I hope you will remember the stories and examples you are about to read, and share them with your colleagues and friends. Above all, I hope that you smile along as you read and when you finish the book that you feel confident, a bit nervous, but very willing to ask with confidence and conviction because you believe in yourself and your cause

by Aron Gottesman, PhD, Associate Professor of Finance, and Michael Szenberg, PhD, Distinguished Professor of Finance and Economics

Paul A. Samuelson: On Being an Economist>/i> (Jorge Pinto Books, 2005) provides a detailed biography of the life and times of one of the most important economists during the 20th century and, in 1970, the first American to receive the Nobel Prize in economics. We coauthored the book with Lall Ramrattan, PhD, who teaches economics at University of California, Berkeley. Joseph Stiglitz, who received the Nobel Prize in Economics in 2001, wrote the foreword. The book was selected for inclusion in the Forbes.com Book Club.

The book traces Samuelson’s journey, beginning with his birth in Gary, Indiana; his undergraduate degree at the University of Chicago, and his graduate schooling at Harvard University, where he wrote one of the most important economic texts of all time, Foundation of Economic Analysis. The book analyzes Harvard’s failure to offer Samuelson a full-time academic position, a failure that led Samuelson to a position at the Massachusetts Institute of Technology, where he remains an academic today.

The book focuses on different facets of Samuelson’s personality. One chapter focuses on Samuelson’s philosophy, which is summarized as “economics with a heart” and “economics with a head.” The book argues that this philosophy imbues his approach towards economics. Another chapter focuses on Samuelson’s method, and provides a detailed rationalization as why economics is so mathematical. Another chapter focuses on Samuelson’s celebrity, which was fueled by his bestselling textbook Economics, his Newsweek columns, his advice to politicians, including John F. Kennedy, and his Nobel Prize. The book also considers criticisms directed at Samuelson, both from the right and left of the political spectrum.

One aspect of the book that is of particular interest are the many quotes and observations from leading economists, many in personal correspondence with the coauthors. The book also contains personal recollections of Samuelson by Avinash Dixit and Nobel Prize economist Lawrence Klein. Experienced economists, students of economics, and novices to the field will find this book both highly readable and informative.