Blog Smith

Blog Smith is inspired by the myth of Hephaestus in the creation of blacksmith-like, forged materials: ideas. This blog analyzes topics that interest me: IT, politics, technology, history, education, music, and the history of religions.

Tuesday, May 2, 2017

Executive Director

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What are the 3 most important adult learner/non-traditional related issues across campuses today?

First, I will define the adult learner/non-traditional learner:
Fostering
  • Delayed enrollment in postsecondary education
  • Financially independent
  • Working at least part time while enrolled
  • Is a single parent
  • Not obtained a standard high school diploma
  • Has dependents other than a spouse
As a result of the unique characteristics of these learners there are three issues I will address here in Institutional Culture and Support.

Institutional Culture and Support

Academic Practice
Best practices from those working directly with non-traditional students typically set the stage for engagement and success. According to Rendon, Jalomo and Nora, “non-traditional students do not perceive involvement as them taking the initiative. They perceive it when someone takes an active role in assisting them.” I advised each of my new students individually and led the academic New Student Orientations. I advised students toward multiple Quarter enrollment that focused on the best fit of their major and helps students to clarify their educational goals. My advising came with a great deal of effort and that initial relationship building between the adviser and student led to career success, or continuing on to graduate school.

Continued engagement throughout one’s academic career is where many institutions try and often fail for non-traditional students. The multi-Quarter enrollment strategy employed above meant that I encouraged a formal investment in an academic community. In a 2012 study surrounding non-traditional approaches to non-traditional students, Buglione revealed that the classroom is the only higher education connection for non-traditional students. This creates and mandates enormous opportunity and responsibility for faculty.

Tinto stated, “Retention requires that a student see him or herself as belonging to at least one significant community and find meaning in the involvements that occur within that community. A significant community was created and for instance two of my students bought a lap top (pink) for a female student to help her in the classroom. I hired faculty with the goal of helping non-traditional students understand the value of proactive behavior in their academic pursuits.


Learning Support Services
Non-traditional students require many different kinds of support and assistance from family, friends and institutions of higher education. This can include library resources, evening lectures, pod study, tutoring, writing resources, career counseling services, online forums, non-traditional student organizations, etc. My learning support services consisted of a librarian who would engage students by walking the halls soliciting for mini-workshops, gave out relevant hand-outs, and staffed hours in the Learning Resource Center on a drop-in basis. I employed these retention strategies to incorporate career assessments on campus, establish study groups, assign faculty mentors and initiate on-campus activities.

Socialization Opportunities
Individuals have an innate tendency to scan their environments, looking for others with whom they identify. Online forums, networking opportunities, community events and formal/informal organizations all provide great opportunities for non-traditional students to socialize and develop a sense of belonging within colleges and universities. Research by Gilardi and Guglielmetti indicates that non-traditional students put more energy into informal contact outside formal teaching situations than traditional students. For example, at my campus, with faculty advisers, and recruiting students, I formed clubs based on student interests: business, veteran's, etc., to socialize students. According to Kasworm, relational engagement through informal contact can help students develop their own student identity even in non-residential contexts such as online programs. This plays a crucial role in retention through a stronger sense of integration for non-traditional students.


What are the 3 biggest challenges facing the delivery of education to adult/non-traditional learners today?
Environments

  1. Increase opportunities for adults to complete a college degree in a personalized, timely, affordable manner that will enable them to obtain meaningful employment.
  2. Utilize technology and innovative programming to deliver cutting-edge curriculum, prior learning assessment, career planning, life coaching, academic advising, and other best practices to ensure success for adult learners.
  3. Create lifelong learning and enrichment opportunities for older adults to broaden their experiences and engage them in the university community.

In light of these challenges I instituted:
  • Flexible and personalized academic advising, success coaching, and career/life planning delivered through in-person, phone, SKYPE, walk-in and evening appointments;
  • Military Service Center (MSC) offering comprehensive services/support to military service members
  • University Credit Assessment Center and Prior Learning Assessment program
  • Career-focused and individualized degree completion programs
  • Adult student-focused programming such as Student Appreciation Week, Town Hall, and Voice of the Student survey

Prior Learning Assessment

Prior Learning Assessment (PLA) is the process of rigorous evaluation measuring student learning that has occurred outside the college classroom to determine whether it is appropriate for college credit. It then applies an equivalent number of college credits to the learning. Credits earned through PLA are connected to learning outcomes, not measures of seat-time (Center for American Progress 2011). The main sources of PLA credit are learning acquired through work, volunteerism, military training, and industry certifications.


Surveys administered by the College Board found that students receiving passing scores (50 or above) on CLEP exams were positively affected in their ability to pay for college and positively assisted in degree completion (College Board 2004). An assessment conducted by the American Council on Education in 2012 found that 83 percent of colleges and universities that have services for veteran and military students award PLA credit for military training (American Council on Education 2012).

In particular, these students excelled in the classroom and/or went on to graduate study.

Student Academic Services: Success Coach

Success coaching is another innovative approach to serving adult learners. In the region, I appointed a Senior Success Coach and trained regional Success Coaches. Increased retention and enrollment are achieved through face-to-face meetings, phone calls, and e-mail to discuss academics, financial aid, personal issues, course/faculty concerns, and study strategies and to connect students directly to university and community resources. In addition, copious notes were maintained in the University 360 database for all interested parties to observe and consult in order to assist students.

Success Coaches provide one-on-one communication and support and remain a resource throughout the student’s entire academic journey. Coaches proactively deliver key university messages by way of phone, notes, e-mail, and social media and are a single point of contact to assist students with any questions, problems, or concerns related to their university experience and to connect students to the appropriate person for resolution. The Campus Dean is the next step in appeal or assistance to address student needs.

Degree Completion Programs

The Universities that I consulted for or worked for had various degree completion programs geared toward adult and transfer students. The content and delivery methods are flexible to fit into a busy, working adult’s schedule. The purpose is to remain flexible and nimble in responding to opportunities in a timely manner as well as having flexibility to employ faculty members who understand the needs of adult learners. I hired faculty with the skills to deliver courses using adult-friendly pedagogy and advanced technology.

With the fluidity, transformation, and increasing accountability for learner outcomes in higher education, I created or sought out new and innovative approaches to serving all students that provide quality academics, career preparation, affordability, and accessibility.


What are your thoughts and experience with online and hybrid learning in today’s educational market?
Blended

Historically, my thoughts about online degree programs is that they have never attracted large numbers of “traditional” undergraduate students. I would claim that there are new and viable alternatives emerging within “traditional” undergraduate education waiting to be explored, one of which is blended learning. Who is driving demand for blended learning? The appetite for a blended experience is driven mostly by two very unconventional and historically at-risk segments of the otherwise traditional student market: students planning to start at a two-year college and transfer to a four-year institution. These two student populations prefer blended experiences over wholly on-campus experiences for several obvious reasons. For one, most of these students work full- or part-time while in school or need to balance school with other competing priorities, which makes them more like adult learners/non-traditional students. For these students, having access to online courses adds flexibility and convenience. er completing. By adding online components to their experience, you will not only offer them a more flexible way to make progress toward their degrees, but also build a better foundation for predictive models.

My experience with online and hybrid learning is extensive stretching back to 1994 when I first started building online courses. I advanced my knowledge and planned as a University consultant by earning my first online certificate in 1997; finally, more recently, I earned two additional certificates in technology by enrolling in MITx online courses myself. 

How would you work for, support and advance the mission and traditions of a Catholic higher education institution?
Educating Today Report
Toolkit

Instrumentum Laboris was prepared to assess Catholic education, reflect on its contemporary importance, and sketch out guidelines for developing the mission of Catholic educational institutions in the coming decades. There are several distinguishing features of Catholic higher education, such as the contributions of religious congregations (as well as competent laity), efforts to serve the common good, and the role of Catholic colleges and universities as the place where faith and culture meet. At the same time, there are challenges, including the cost of access to education, yet the value of the Catholic university is as a place for the Church to think strategically and to listen carefully toward a fruitful dialogue between the Gospel and culture.

U.S. Catholic colleges and universities also seek opportunities within the classroom to help their students engage with society in a faith-filled way. I am currently at a business University and I have earned two business certificates from the Jack Welch Management Institute. Business leaders should demonstrate professional aptitude coupled with an understanding of the true and deepest purposes of the business vocation. Along these lines, the 2012 document from the Pontifical Council for Justice and Peace titled Vocation of the Business Leader: A Reflection, is instructive. For some time, the John A. Ryan Institute for Catholic Social Thought at the University of Saint Thomas also has been instrumental and it has partnered with the Pontifical Council in preparing the document.

Students are invited to view their eventual career as part of a vocational calling in service of the common good. I would work to incorporate Catholic Social Teaching applied across disciplines in ways both particular to the standards of those disciplines and as a means to foster interdisciplinary dialogue and cooperation.

Finally, within this framework, education is conducted in a service-learning style, which helps students experience solidarity with their community while developing the intellectual capabilities to confront social issues. For example, research has shown that three of every four Catholic institution graduates volunteers or in other ways participates in community service, compared with fewer than six in ten public university graduates or seven in 10 graduates of non-Catholic private universities in the United States.

I would argue that faculty at a Catholic institution of higher education, seeking truth through teaching and research, whether in the humanities or in the sciences, is itself a religious act. Faculty who live their vocation in the context of a Catholic college or university discover a sense of community and purpose, a culture of freedom and support, and an opportunity to be an agent of transformation. Through their efforts, faculty who embrace this vocational view can change the lives of their students, contribute to contemporary culture, and be enriched from and help advance the great tradition of Catholic thought.

One important way for faculty to hone their understanding in this area and enhance their own spiritual lives is to be engaged in the Catholic Intellectual Tradition and the congregation’s heritage in order to deepen their beliefs and integrate faith with reason. For example, Collegium (www.collegium.org) , is a summer colloquy for faith and intellectual life, engages faculty from all traditions to discover how they can contribute to their institution’s Catholic identity, while also respecting and taking advantage of their own spiritual perspectives and talents.


What is your understanding of and/or experience with a private independent college with undergraduate and graduate programs?
Public vs. Private

My understanding and experience with private independent colleges with undergraduate and graduate programs is extensive. In fact, my first college experience, at Woodbury University, was a joyful experience while I was working on my doctorate.

The major difference between public universities and private colleges lies in how they are funded. As a result, this difference affects students because funding is tied to tuition prices. Most public universities and colleges were founded by state governments, some as early as the 1800s, to give residents the opportunity to receive public college education. Today, state governments pay for most of the cost of operating public universities. They also oversee these institutions through appointed boards and trustees.This influx of public money is why tuition is lower at a public university. The real cost of an attendance is subsidized. Money raised from tuition doesn't need to cover all of a public college's expenses, such as paying faculty.Meanwhile, private colleges don't receive funds from state legislatures. They rely heavily on tuition and private contributions. This means tuition rates are generally higher.

I understand these students because they are more dependent on working, need additional assistance taking classes, and actually, I can relate to them better since the bulk of my academic experience has been working with this type of student.
Another difference between private and public colleges is their size and the number of degrees they typically offer. Private colleges tend to be much smaller than public universities and may have only a few thousand students. Public universities and colleges can be big, and some are huge. Because of this one factor a smaller, private independent college is more intimate and build community for students. Campus leaders quickly become a known and trusted commodity if you perform well.

Class-size is another major difference. Private colleges keep classes small, with easy access to professors. At public universities, however, 200 students may be enrolled in some classes, especially in lower-division courses.

My experience is extensive with institutions that are similar to Holy Family and include: Woodbury, Marymount Palos Verdes College, Hahnemann University, and Strayer University.

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Reading since summer 2006 (some of the classics are re-reads): including magazine subscriptions

  • Abbot, Edwin A., Flatland;
  • Accelerate: Technology Driving Business Performance;
  • ACM Queue: Architecting Tomorrow's Computing;
  • Adkins, Lesley and Roy A. Adkins, Handbook to Life in Ancient Rome;
  • Ali, Ayaan Hirsi, Nomad: From Islam to America: A Personal Journey Through the Clash of Civilizations;
  • Ali, Tariq, The Clash of Fundamentalisms: Crusades, Jihads, and Modernity;
  • Allawi, Ali A., The Crisis of Islamic Civilization;
  • Alperovitz, Gar, The Decision To Use the Atomic Bomb;
  • American School & University: Shaping Facilities & Business Decisions;
  • Angelich, Jane, What's a Mother (in-Law) to Do?: 5 Essential Steps to Building a Loving Relationship with Your Son's New Wife;
  • Arad, Yitzchak, In the Shadow of the Red Banner: Soviet Jews in the War Against Nazi Germany;
  • Aristotle, Athenian Constitution. Eudemian Ethics. Virtues and Vices. (Loeb Classical Library No. 285);
  • Aristotle, Metaphysics: Books X-XIV, Oeconomica, Magna Moralia (The Loeb classical library);
  • Armstrong, Karen, A History of God;
  • Arrian: Anabasis of Alexander, Books I-IV (Loeb Classical Library No. 236);
  • Atkinson, Rick, The Guns at Last Light: The War in Western Europe, 1944-1945 (Liberation Trilogy);
  • Auletta, Ken, Googled: The End of the World As We Know It;
  • Austen, Jane, Pride and Prejudice;
  • Bacevich, Andrew, The Limits of Power: The End of American Exceptionalism;
  • Baker, James A. III, and Lee H. Hamilton, The Iraq Study Group Report: The Way Forward - A New Approach;
  • Barber, Benjamin R., Jihad vs. McWorld: Terrorism's Challenge to Democracy;
  • Barnett, Thomas P.M., Blueprint for Action: A Future Worth Creating;
  • Barnett, Thomas P.M., The Pentagon's New Map: War and Peace in the Twenty-First Century;
  • Barron, Robert, Catholicism: A Journey to the Heart of the Faith;
  • Baseline: Where Leadership Meets Technology;
  • Baur, Michael, Bauer, Stephen, eds., The Beatles and Philosophy;
  • Beard, Charles Austin, An Economic Interpretation of the Constitution of the United States (Sony Reader);
  • Benjamin, Daniel & Steven Simon, The Age of Sacred Terror: Radical Islam's War Against America;
  • Bergen, Peter, The Osama bin Laden I Know: An Oral History of al Qaeda's Leader;
  • Berman, Paul, Terror and Liberalism;
  • Berman, Paul, The Flight of the Intellectuals: The Controversy Over Islamism and the Press;
  • Better Software: The Print Companion to StickyMinds.com;
  • Bleyer, Kevin, Me the People: One Man's Selfless Quest to Rewrite the Constitution of the United States of America;
  • Boardman, Griffin, and Murray, The Oxford Illustrated History of the Roman World;
  • Bracken, Paul, The Second Nuclear Age: Strategy, Danger, and the New Power Politics;
  • Bradley, James, with Ron Powers, Flags of Our Fathers;
  • Bronte, Charlotte, Jane Eyre;
  • Bronte, Emily, Wuthering Heights;
  • Brown, Ashley, War in Peace Volume 10 1974-1984: The Marshall Cavendish Encyclopedia of Postwar Conflict;
  • Brown, Ashley, War in Peace Volume 8 The Marshall Cavendish Illustrated Encyclopedia of Postwar Conflict;
  • Brown, Nathan J., When Victory Is Not an Option: Islamist Movements in Arab Politics;
  • Bryce, Robert, Gusher of Lies: The Dangerous Delusions of "Energy Independence";
  • Bush, George W., Decision Points;
  • Bzdek, Vincent, The Kennedy Legacy: Jack, Bobby and Ted and a Family Dream Fulfilled;
  • Cahill, Thomas, Sailing the Wine-Dark Sea: Why the Greeks Matter;
  • Campus Facility Maintenance: Promoting a Healthy & Productive Learning Environment;
  • Campus Technology: Empowering the World of Higher Education;
  • Certification: Tools and Techniques for the IT Professional;
  • Channel Advisor: Business Insights for Solution Providers;
  • Chariton, Callirhoe (Loeb Classical Library);
  • Chief Learning Officer: Solutions for Enterprise Productivity;
  • Christ, Karl, The Romans: An Introduction to Their History and Civilization;
  • Cicero, De Senectute;
  • Cicero, The Republic, The Laws;
  • Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 1 (Loeb Classical Library);
  • Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 2 (Loeb Classical Library);
  • CIO Decisions: Aligning I.T. and Business in the MidMarket Enterprise;
  • CIO Insight: Best Practices for IT Business Leaders;
  • CIO: Business Technology Leadership;
  • Clay, Lucius Du Bignon, Decision in Germany;
  • Cohen, William S., Dragon Fire;
  • Colacello, Bob, Ronnie and Nancy: Their Path to the White House, 1911 to 1980;
  • Coll, Steve, The Bin Ladens: An Arabian Family in the American Century;
  • Collins, Francis S., The Language of God: A Scientist Presents Evidence for Belief ;
  • Colorni, Angelo, Israel for Beginners: A Field Guide for Encountering the Israelis in Their Natural Habitat;
  • Compliance & Technology;
  • Computerworld: The Voice of IT Management;
  • Connolly, Peter & Hazel Dodge, The Ancient City: Life in Classical Athens & Rome;
  • Conti, Greg, Googling Security: How Much Does Google Know About You?;
  • Converge: Strategy and Leadership for Technology in Education;
  • Cowan, Ross, Roman Legionary 58 BC - AD 69;
  • Cowell, F. R., Life in Ancient Rome;
  • Creel, Richard, Religion and Doubt: Toward a Faith of Your Own;
  • Cross, Robin, General Editor, The Encyclopedia of Warfare: The Changing Nature of Warfare from Prehistory to Modern-day Armed Conflicts;
  • CSO: The Resource for Security Executives:
  • Cummins, Joseph, History's Greatest Wars: The Epic Conflicts that Shaped the Modern World;
  • D'Amato, Raffaele, Imperial Roman Naval Forces 31 BC-AD 500;
  • Dallek, Robert, An Unfinished Life: John F. Kennedy 1917-1963;
  • Daly, Dennis, Sophocles' Ajax;
  • Dando-Collins, Stephen, Caesar's Legion: The Epic Saga of Julius Caesar's Elite Tenth Legion and the Armies of Rome;
  • Darwish, Nonie, Now They Call Me Infidel: Why I Renounced Jihad for America, Israel, and the War on Terror;
  • Davis Hanson, Victor, Makers of Ancient Strategy: From the Persian Wars to the Fall of Rome;
  • Dawkins, Richard, The Blind Watchmaker;
  • Dawkins, Richard, The God Delusion;
  • Dawkins, Richard, The Selfish Gene;
  • de Blij, Harm, Why Geography Matters: Three Challenges Facing America, Climate Change, The Rise of China, and Global Terrorism;
  • Defense Systems: Information Technology and Net-Centric Warfare;
  • Defense Systems: Strategic Intelligence for Info Centric Operations;
  • Defense Tech Briefs: Engineering Solutions for Military and Aerospace;
  • Dennett, Daniel C., Breaking the Spell: Religion as a Natural Phenomenon;
  • Dennett, Daniel C., Consciousness Explained;
  • Dennett, Daniel C., Darwin's Dangerous Idea;
  • Devries, Kelly, et. al., Battles of the Ancient World 1285 BC - AD 451 : From Kadesh to Catalaunian Field;
  • Dickens, Charles, Great Expectations;
  • Digital Communities: Building Twenty-First Century Communities;
  • Doctorow, E.L., Homer & Langley;
  • Dodds, E. R., The Greeks and the Irrational;
  • Dostoevsky, Fyodor, The House of the Dead (Google Books, Sony e-Reader);
  • Dostoevsky, Fyodor, The Idiot;
  • Douglass, Elisha P., Rebels and Democrats: The Struggle for Equal Political Rights and Majority Role During the American Revolution;
  • Doyle, Sir Arthur Conan, The Hound of the Baskervilles & The Valley of Fear;
  • Dr. Dobb's Journal: The World of Software Development;
  • Drug Discovery News: Discovery/Development/Diagnostics/Delivery;
  • DT: Defense Technology International;
  • Dunbar, Richard, Alcatraz;
  • Education Channel Partner: News, Trends, and Analysis for K-20 Sales Professionals;
  • Edwards, Aton, Preparedness Now!;
  • EGM: Electronic Gaming Monthly, the No. 1 Videogame Magazine;
  • Ehrman, Bart D., Lost Christianities: The Battles for Scriptures and the Faiths We Never Knew;
  • Ehrman, Bart D., Misquoting Jesus: The Story Behind Who Changed the Bible and Why;
  • Electronic Engineering Times: The Industry Newsweekly for the Creators of Technology;
  • Ellis, Joseph J., American Sphinx: The Character of Thomas Jefferson;
  • Ellis, Joseph J., His Excellency: George Washington;
  • Emergency Management: Strategy & Leadership in Critical Times;
  • Emerson, Steven, American Jihad: The Terrorists Living Among Us;
  • Erlewine, Robert, Monotheism and Tolerance: Recovering a Religion of Reason (Indiana Series in the Philosophy of Religion);
  • ESD: Embedded Systems Design;
  • Everitt, Anthony, Augustus: The Life of Rome's First Emperor;
  • Everitt, Anthony, Cicero: The Life and Times of Rome's Greatest Politician;
  • eWeek: The Enterprise Newsweekly;
  • Federal Computer Week: Powering the Business of Government;
  • Ferguson, Niall, Civilization: The West and the Rest;
  • Ferguson, Niall, Empire: The Rise and Demise of the British World Order and the Lessons for Global Power;
  • Ferguson, Niall, The Cash Nexus: Money and Power in the Modern World, 1700-2000;
  • Ferguson, Niall, The War of the World: Twentieth-Century Conflict and the Decline of the West;
  • Feuerbach, Ludwig, The Essence of Christianity (Sony eReader);
  • Fields, Nic, The Roman Army of the Principate 27 BC-AD 117;
  • Fields, Nic, The Roman Army of the Punic Wars 264-146 BC;
  • Fields, Nic, The Roman Army: the Civil Wars 88-31 BC;
  • Finkel, Caroline, Osman's Dream: The History of the Ottoman Empire;
  • Fisk, Robert, The Great War For Civilization: The Conquest of the Middle East;
  • Forstchen, William R., One Second After;
  • Fox, Robin Lane, The Classical World: An Epic History from Homer to Hadrian;
  • Frazer, James George, The Golden Bough (Volume 3): A Study in Magic and Religion (Sony eReader);
  • Freeh, Louis J., My FBI: Bringing Down the Mafia, Investigating Bill Clinton, and Fighting the War on Terror;
  • Freeman, Charles, The Greek Achievement: The Foundations of the Western World;
  • Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-First Century Further Updated and Expanded/Release 3.0;
  • Friedman, Thomas L., The Lexus and the Olive Tree: Understanding Globalization;
  • Frontinus: Stratagems. Aqueducts of Rome. (Loeb Classical Library No. 174);
  • Fuller Focus: Fuller Theological Seminary;
  • Fuller, Graham E., A World Without Islam;
  • Gaubatz, P. David and Paul Sperry, Muslim Mafia: Inside the Secret Underworld That's Conspiring to Islamize America;
  • Ghattas, Kim, The Secretary: A Journey with Hillary Clinton from Beirut to the Heart of American Power;
  • Gibson, William, Neuromancer;
  • Gilmour, Michael J., Gods and Guitars: Seeking the Sacred in Post-1960s Popular Music;
  • Global Services: Strategies for Sourcing People, Processes, and Technologies;
  • Glucklich, Ariel, Dying for Heaven: Holy Pleasure and Suicide Bombers-Why the Best Qualities of Religion Are Also It's Most Dangerous;
  • Goldberg, Jonah, Liberal Fascism: The Secret History of the American Left, From Mussolini to the Politics of Meaning;
  • Goldin, Shmuel, Unlocking the Torah Text Vayikra (Leviticus);
  • Goldsworthy, Adrian, Caesar: Life of a Colossus;
  • Goldsworthy, Adrian, How Rome Fell: Death of a Superpower;
  • Goodman, Lenn E., Creation and Evolution;
  • Goodwin, Doris Kearns, Team of Rivals: The Political Genius of Abraham Lincoln;
  • Gopp, Amy, et.al., Split Ticket: Independent Faith in a Time of Partisan Politics (WTF: Where's the Faith?);
  • Gordon, Michael R., and Bernard E. Trainor, Cobra II: The Inside Story of the Invasion and Occupation of Iraq;
  • Government Health IT: The Magazine of Public/private Health Care Convergence;
  • Government Technology's Emergency Management: Strategy & Leadership in Critical Times;
  • Government Technology: Solutions for State and Local Government in the Information Age;
  • Grant , Michael, The Climax of Rome: The Final Achievements of the Ancient World, AD 161 - 337;
  • Grant, Michael, The Classical Greeks;
  • Grumberg, Orna, and Helmut Veith, 25 Years of Model Checking: History, Achievements, Perspectives;
  • Halberstam, David, War in a Time of Peace: Bush, Clinton, and the Generals;
  • Hammer, Reuven, Entering Torah Prefaces to the Weekly Torah Portion;
  • Hanson, Victor Davis, An Autumn of War: What America Learned from September 11 and the War on Terrorism;
  • Hanson, Victor Davis, Between War and Peace: Lessons from Afghanistan to Iraq;
  • Hanson, Victor Davis, Carnage and Culture: Landmark Battles in the Rise of Western Power;
  • Hanson, Victor Davis, How The Obama Administration Threatens Our National Security (Encounter Broadsides);
  • Hanson, Victor Davis, Makers of Ancient Strategy: From the Persian Wars to the Fall of Rome;
  • Hanson, Victor Davis, Ripples of Battle: How Wars of the Past Still Determine How We Fight, How We Live, and How We Think;
  • Hanson, Victor Davis, The End of Sparta: A Novel;
  • Hanson, Victor Davis, The Soul of Battle: From Ancient Times to the Present Day, How Three Great Liberators Vanquished Tyranny;
  • Hanson, Victor Davis, Wars of the Ancient Greeks;
  • Harnack, Adolf Von, History of Dogma, Volume 3 (Sony Reader);
  • Harris, Alex, Reputation At Risk: Reputation Report;
  • Harris, Sam, Letter to a Christian Nation;
  • Harris, Sam, The End of Faith: Religion, Terror, and the Future of Reason;
  • Hayek, F. A., The Road to Serfdom;
  • Heilbroner, Robert L., and Lester Thurow, Economics Explained: Everything You Need to Know About How the Economy Works and Where It's Going;
  • Hempel, Sandra, The Strange Case of The Broad Street Pump: John Snow and the Mystery of Cholera;
  • Hinnells, John R., A Handbook of Ancient Religions;
  • Hitchens, Christopher, God Is Not Great: How Religion Poisons Everything;
  • Hogg, Ian V., The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare;
  • Hugo, Victor, The Hunchback of Notre Dame;
  • Humphrey, Caroline & Vitebsky, Piers, Sacred Architecture;
  • Huntington, Samuel P., The Clash of Civilizations and the Remaking of World Order;
  • Info World: Information Technology News, Computer Networking & Security;
  • Information Week: Business Innovation Powered by Technology:
  • Infostor: The Leading Source for Enterprise Storage Professionals;
  • Infrastructure Insite: Bringing IT Together;
  • Insurance Technology: Business Innovation Powered by Technology;
  • Integrated Solutions: For Enterprise Content Management;
  • Intel Premier IT: Sharing Best Practices with the Information Technology Community;
  • Irwin, Robert, Dangerous Knowledge: Orientalism and Its Discontents;
  • Jeffrey, Grant R., The Global-Warming Deception: How a Secret Elite Plans to Bankrupt America and Steal Your Freedom;
  • Jewkes, Yvonne, and Majid Yar, Handbook of Internet Crime;
  • Johnson, Chalmers, Blowback: The Costs and Consequences of American Empire;
  • Journal, The: Transforming Education Through Technology;
  • Judd, Denis, The Lion and the Tiger: The Rise and Fall of the British Raj, 1600-1947;
  • Kagan, Donald, The Peloponnesian War;
  • Kansas, Dave, The Wall Street Journal Guide to the End of Wall Street as We Know It: What You Need to Know About the Greatest Financial Crisis of Our Time--and How to Survive It;
  • Karsh, Efraim, Islamic Imperialism: A History;
  • Kasser, Rodolphe, The Gospel of Judas;
  • Katz, Solomon, The Decline of Rome and the Rise of Medieval Europe: (The Development of Western Civilization);
  • Keegan, John, Intelligence in War: The Value--and Limitations--of What the Military Can Learn About the Enemy;
  • Kenis, Leo, et. al., The Transformation of the Christian Churches in Western Europe 1945-2000 (Kadoc Studies on Religion, Culture and Society 6);
  • Kepel, Gilles, Jihad: The Trail of Political Islam;
  • Kiplinger's: Personal Finance;
  • Klein, Naomi, The Shock Doctrine: The Rise of Disaster Capitalism;
  • KM World: Content, Document, and Knowledge Management;
  • Koestler, Arthur, Darkness at Noon: A Novel;
  • Kostova, Elizabeth, The Historian;
  • Kuttner, Robert, The Squandering of America: How the Failure of Our Politics Undermines Our Prosperity;
  • Lake, Kirsopp, The Text of the New Testament, Sony Reader;
  • Laur, Timothy M., Encyclopedia of Modern US Military Weapons ;
  • Leffler, Melvyn P., and Jeffrey W. Legro, To Lead the World: American Strategy After the Bush Doctrine;
  • Lendon, J. E., Soldiers and Ghosts: A History of Battle in Classical Antiquity;
  • Lenin, V. I., Imperialism the Highest Stage of Capitalism;
  • Lennon, John J., There is Absolutely No Reason to Pay Too Much for College!;
  • Lewis, Bernard, The Crisis of Islam: Holy War and Unholy Terror;
  • Lewis, Bernard, What Went Wrong?: The Clash Between Islam and Modernity in the Middle East;
  • Lifton, Robert J., Greg Mitchell, Hiroshima in America;
  • Limberis, Vasiliki M., Architects of Piety: The Cappadocian Fathers and the Cult of the Martyrs;
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