Monday, December 26, 2011

New President Interview -- Part 10 Management Style

Q> Student-centered education is frequently mentioned as a way to center the process of learning on the student rather than on those teaching or administering the schools. What place does this theory fit in the way the College operates? *
A> Student-centered learning needs to be focused on making the students active participants in their education. There is a difference between student-centered education at the post-secondary and the education at the elementary and secondary levels. College students need to take more responsibility for their learning than younger students. As students play an active role in the learning process, they should become students who gain critical thinking skills and participate in life-long learning.

Another aspect of student-centered education is administrative. As an administrator I have to balance the needed of all academic and business departments. I want to train the business and administrators to think of the students in their plans and programs. For example if a noisy building project is needed, students and staff should be informed far in advance so that they can make alternative plans if needed. If possible, the project should be done during vacation times or when students will not be affected. If the city decided to repave the street in front of the school with a lot of noisy operations, staff, the students and faculty should be informed. The information would help them cope with the noise and make people feel better and less helpless.

We need to listen to the students’ needs and offer reasonable alternatives. Teachers need to recognize multiple learning styles. However, that does not mean the students are always right. Sometimes the voices of wisdom, reason and experience trump student desires. In the formulation of any administrative decision or rule we must think of the impact on the students and those who teach and administer to the students. The job of a good manager is to pick the best people for the job and then clear the way for them to do a good job. When they are doing a good job, push them to do an excellent job.
Q> I hear some people want higher education to be more on a business model. They point to proprietary schools that make money. How does the profit motive fit into the College’s education goals?
A> The business model is fine for the financial and business operations. We should be managing our money as well as the best businesses. We should pay our bills on time and not waste time with getting budgeted items through the system. I have always been bothered by the amount of time a bill takes to be paid and the wasted staff time to check on the progress of an invoice.

The College is not in the business of making a profit. We will not cut a department just because they have too few students. College students should be able to pursue their academic interests. We need to teach philosophy and anthropology because they are worthwhile academic disciplines not because they will directly lead to a job placement. On one hand businesses complain when graduates are not prepared and on the other they demand that students be able to think critically and creatively. Critical thinking, reading and writing can be learned in any major. We don’t want all of our students to be business and education majors. The world needs technically savvy graduates, but also those who can adapt to new challenges. The liberal arts degree prepares students to be well rounded and able to think. The sciences and technology disciplines are also important. They teach students a way of thinking about how the world works. The potential scientist should know how to think critically in many areas because so many aspects of knowledge are intertwined.

For example archeologists need knowledge of the human body to understand human remains and tools. Historians need to understand all aspects of the human endeavor from psychology and sociology to technology. Engineers need to know how tools will be used from a psychological and sociological point of view. When I was a computer programmer I needed knowledge of mathematics, business, politics, and human relations. The most innovative firms are those who have experts who are fluent in multiple disciplines.
Q> The skills of a good teacher or professor are difference from those of an administrator. What are some of the skills you had to modify or adapt from your teaching days?
A> Visibility -- As a professor and a member of a larger group of professionals I did my best to be visible. I wrote papers, talked to people, and attended meetings within the College and within the profession. Professors who want to advance in rank and prestige need to be visible. The president needs to balance visibility and working quietly behind the scenes. There are conflicting opinions as to how to balance visibility. The president is the symbol and official representative of the College to campus groups, the board of trustees, and the community. I have to deliver words of greeting and welcome to many groups. The president sets the tone for all of the College’s work. The members of the College community need to see and know me so that we can work together. Some administrators create a well-oiled machine and stay in the background. The College has administrators with a very public face who walk around and greet and meet people and some work behind closed doors most the day.

Administrators should not stick out like “sore-thumbs.” They should be there when guidance and encouragement are needed. They should never miss an opportunity to say something nice or encouraging. Giving thanks and recognition are always remembered and help when the president needs support.

Collaboration -- The way people collaborate as professors and administrators is different. Professors need to collaborate on research and in administering their departments. They don’t need to collaborate with many people outside of their department unless they are on committees. Librarians are the only faculty who work with all of the academic disciplines. Much of the class preparation and class work is done by themselves. Administrators must work as a team in almost all their projects. One of their skills is assembling a team that will be effective and get the job done. Another skill is keeping the team focused, motivated and on task.

Glory -- Many successful academics seek the individual glory of authored papers and conference participation. People need to be appreciated and recognized. This is an important part of being an administrator. A president does not need to take individual credit for successful projects. A good leader will find ways to share the glory or even make everyone think the project was done without the leader’s help. When I was a camp counselor I mastered the technique of guided decisions. I told the youngsters they cold decide among several options. I already decided what options were available. This worked a lot better that telling them what to do even when the result was exacting the same.

Administrators need to help those involved come up with ideas and make decisions. If two departments have conflicting space needs it is better to give them the parameters and options rather than issuing a rule by fiat from the top. Change is part of the process of making an institution better. The people who have to live with the decisions, should be part of the decision process and the glory of success.

Compromise -- Administrators have to compromise in ways that will serve the best interests of the College. Academics are often rewarded for strong arguments and debate in professional discourses. Students and faculty can argue the minutiae of an academic problem. If they sit on the fence their academic view can be perceived as lacking a spine. In administration extreme positions are viewed as a negative. The extreme positions do not take into account significant minority positions. The College has diverse stakeholders including students, faculty, staff, and community. The administration must sometimes take a middle ground decision to accommodate diverse interests.

On matters of safely, security and ethical behavior there can be no compromise. One must balance interests so that the course of action is principled and ethical with diverse opinions taken into account. Sometime different ethical systems are in conflict. In Jewish law the principle of “saving a life” could push aside other laws. In the ethics of lawyers, “saving a life” is not a defense for violating the rules.

Personal Privacy -- The personal life of professors at some institutions is private. Many professors separate their home and professional lives. I believe that teachers are leaders and mentors for their students. They have to model behavior they want to the students to learn. Some aspects of personal life are none of the students’ or College’s business, but if they behave toward their students, colleagues or the College in ways that are harmful to the persons or institution, they need to be disciplined or terminated. If the outside behavior brings unwelcome attention to the College, the activity must be stopped. The administrators have higher standards because they are not only employees at will of the College; they are also supposed to be setting the example for the faculty. What may be a mild indiscretion for a professor may be grounds for termination of an administrator. If the board decides one’s actions are not appropriate for the good of the College, the administrator may be terminated faster than any tenured professor.

Setting schedules -- Many people outsiders think academic work allows a flexible schedule. Professors can decide when they teach, do preparation, and perform research. Professors typically do not have a 9 -5 schedule. Administrators have schedules that are more connected to normal business hours. Since the College has courses that meet as early as 8 am and end as late as 9:30 PM, someone has to be on duty all of those hours. We need administrative and other staff on duty at all times. One can work 9 – 5 and then have an evening meeting or event. Administrators have more scheduled meetings than professors, but professors have scheduled classes. I just had to learn how to keep track of my schedule in a different way than when I was a professor. I have to schedule thinking and planning time.

Reporting hierarchy -- The reporting structure for faculty and administrators is different. Professors in some aspects do not view themselves as having an immediate supervisor. They report to a departmental head who reports to the provost. They are required to submit syllabi and some reports, but in many aspects of their day-to-day activities they report to no one. Some may think they are intellectual entrepreneurs. They try to stay out of the way of the deans and chair-people except when they need more resources. The administration has a clearly defined reporting structure. Since they are not tenured, they try to please their supervisors. If they fail the board may send them walking.

Dress code -- I always wear a tie when I’m “on duty.” I learned a long time ago to dress the part or dress the part you want to be. When I was a professor I always wore a tie and depending on the weather a jacket. Administrators are expected to wear business attire and act in ways that show they are beyond the “hippy days.” Professors dress more casually, even though I wish they wouldn’t. Since we have a large student age range, I would never want a professor’s clothing to label him/her as a student or non-professional. I saw one teacher wearing a plain T-shirt and torn pants and told him privately that was not acceptable. He grumbled, but I view this as a matter of public image. We don’t have a formal dress code, but I have appointed committee for investigating the best way to approach this subject. Even student workers should not dress in a manner inappropriate to the kinds of tasks they perform. Professors may be individualistic or idiosyncratic in their dress or actions, but administrators must act at a more formal level.

Work of teaching -- Academics may focus on their teaching, work or research. Even in a business setting business people talk about their jobs or work. It is a common way for people to get to know one another. Professors after telling some about their work may solicit a comment such as, “What do you think of this project or idea?” Professors and teachers in general may talk about their students. They may compare notes about the best, the worst, and those with the best stories. This is the way they learn to cope with difficult situations. They learn that problems or excellence are not unique. I even wrote articles based on some of the more interesting questions or people I encountered.

The faculty goals are more personal than the goals of the administration. Faculty like to be the center of attention in and out of the classroom. Administrators are expected to support the educational process. Their goal is to help the faculty be better faculty, not promote themselves. If they focus too much on their accomplishments they are not viewed as successful administrators.

The reward system for faculty and administrators is different. Faculty are rewarded by the recognition of their peers and success of their students. Their rewards are individual. Administrators are rewarded by communal and board recognition. Their reward is based on how well the College as a whole is succeeding. Their rewards are communal.

Q> Thank you very much.

*Part ten of an imaginary interview with the recently appointed president of the College. Note this is just for your information and edification. Any connection to a real college president is strictly coincidental.

Part of this article was inspired by, “!0 Bad Habits” by Robert J. Sternberg that was posted December 21, 2011 on the web site ( Other parts were inspired from conversations with Professor Harvey Abramovitz of Purdue University.

Friday, December 23, 2011

Stuhlman and the iPad – Follow up

Many people wrote comments to concerns that I wrote in my Dec. 18th review of the iPad. I was not trying to make a comprehensive scientific study of the iPad. I was just delivering my opinion based on how I would use the device in my computing environment. I changed part of the text of the blog to reflect these comments. Today I received from Jacquie Henry these comments. (It is reprinted here with permission and edited for clarity)

I found this [guide book] after our recent conversation on your blog about iPads. An iPad certainly is a different animal than a desktop or a laptop -- PC OR Mac. This [guide] helped me find some of the annoying "missing" elements. It is not free, and it should be since the user has already paid plenty for the iPad. The tips I got from it were worth the price.

I am most puzzled by the problems you have experienced with the touch screen. Mine never has a blip. I wonder if an Apple technician should have a look to see if there is a flaw.

Check out this application on the App Store: Tips &  Tricks - iPad Secrets (iOS 5 Edition)

I acknowledge that the iPad is a different class than desktop of laptop computers. The iPad is a limited function machine compared to the general function machines. As a limited function machine, it cuts corners for size and function. It is an addicting machine, but not a replacement for a full service computer. The screen image is breath taking compared to the much bigger LCD and CRT screens attached to my desktop computers. The touch screen has its strengths and limitations. The instant on feature is a great time and aggravation saver.

Apple claims the battery life is 10 hours, but I did not test this.
The iPad price starts at $499, which is more than similar machines from other companies with other operating systems. Apple wants you to spend another $30 or $70 for a protective cover. Even with the cover carrying positions of the iPad are limited. One may also purchase a blue-tooth keyboard.

Unless one has a grip larger than 7.5 inches you can not hold the iPad without the support of your write or arm. I can grip the iPad because I have a larger than normal (9 inch) grip. This feature makes the device hard to carry from room to room with one hand. I wonder how resistant to dropping, falling or heavy use Apple has designed the iPad.

This is illustrated by the following two pictures. In the picture on the left my fingers are at the top and bottom. My son who has a smaller grip can not hold the iPad in one hand. He owns a larger netbook and if he walks around the house with it while in use he uses two hands.

Jacquie probably has smaller and more delicate fingers than I do. This probably explains why she has never had problems with the tactile response of the iPad screen. Also the correct touch zones for web pages or programs vary. My email web client has a very small area for a touch to open a message.

Every machine has a learning curve. I help people with software all the time. I have more than 35 years experience using computers. I should not have to use trial and error to find all the answers concerning everyday use of a new device. Part of learning is figuring out not only the right question, but knowing that a question should be asked. I was trying to attend a class via WebEx. The tech people for the class had no idea that the iPad wouldn’t connect. WebEx did not give any helpful error messages. I knew that Apple does not allow Adobe Flash 10 to work on the iPad. I knew that WebEx required Adobe Flash. What no one told me until a week later was that WebEx has an app that allows the iPad to work with WebEx sessions. While this is not entirely an Apple problem, I do find a problem with a system that does not even tell you an error message so that you can ask the right questions to solve the problem.

Playing with the iPad taught me what I really wanted in a small portable computer. It should be a device that I can carry when traveling or commuting, allow me to check e-mail, let me check the library catalog or databases, do research on the Web, and act a portable entertainment device. It should easily connect to my other devices and share files. I ordered an Android based computer that includes Wi-Fi connectivity, a keyboard, USB ports, memory card port, an ethernet port, and other connection options. The cost including shipping, a detachable camera and extra memory cost less than $100. I will review it in about a month.

Thursday, December 22, 2011

Judging a Science Fair – Lincoln Park

On December 20 I was a judge at the science fair for Lincoln Park High School. I was recruited by my daughter who attends this school. There was no conflict of interest because she was not participating. Since I was a judge for the Central Region Chicago Public Schools Science Fair in January 2011, I wanted to compare the two experiences. This is an article about my impressions, not a comprehensive review. My college senior son also came with me and was a judge. Since I see many graduates of Chicago Public Schools in the City Colleges, I wanted to meet some of these high school students.

The exhibits were set up in the gym of the freshman building with an over flow in the hallway. There were two sessions of about 200-250 students each. The areas were very crowded with lots of people narrow aisles. The atmosphere was noisy because of all the conversations.

The whole judging process was very organized. Each project/exhibit was judged by four judges. Each project had judging sheets of four different colors assigned to each judging cycle. The sheets had a rubric containing four areas (written report, oral presentation, quality of display, and review of literature) to judge the project. The points totaled 100. The scale was: 80-100 Outstanding; 50-79 Excellent; 0-50 Honorable Mention. There was no option for “not acceptable.” Only five projects could go on to the next level.

Last January I was not impressed by the level of science experiments and reporting by the student scientists. This time the reports were much better written and some of the projects showed some creativity. However, one of the teacher sponsors, she said too many students did experiments with lima beans. I only judged one project that used lima beans, but there were about 60 others.

I asked every student about what library resources the used in their literature study and when they were finished with their prepared description of their project what would be the next step or what would someone learn from your project, Most of the students used the data base Questia for articles and electronic books. All the students are supposed to have access to Questia. Other sources included books and web sites. My son reported many papers included information totally unrelated to the experiment or methodology. I found students who said they were doing one measurement in the paper, but then did not test for that parameter in the experiment.

Many of the projects presented information that I suspected was inaccurate, but I was unable to check facts while at the school. One project was supposed to be measuring the amount of saturated fat in several kinds of oils. The student used a reactive test agent and I found no evidence in the paper that this agent would really measure what she claimed it would. Another used iodine as an indicator. The review of literature did not really show the reader how the experimenter knows this is a valid test.

One experiment that showed creativity wanted to measure the effect of temperature on musical pitch of glasses. The student wanted to make tuned glasses. She filled glasses with water at three temperatures and measured the pitch. She was careful to control the amount of water and used the same kinds of glasses. One of her pictures was a glass harp instrument. There were two problems with her methodology. Temperature would be hard to maintain during a practice or performance. She could tune the glasses before the concert, but the temperature would stabilize to room temperature. The second methodological problem is how she measured the pitch. She is a trained musician. She played a pitch pipe and used her ear to assign notes from the scale. I asked her why she didn’t use a digital tuner. She said that she didn’t have one. I went online and found tuners that would do her job for about $7-15. That does not sound like much to pay for precision measuring devices.

While a skilled musician can tell when a pitch is correct, the brain has a threshold of perception of differences. That threshold, called just-noticeable difference (JND), depends on the tone’s frequency. The A above middle C is 440 hz and is the reference for the other notes. The problem with labeling results with just the notes of a scale is that the C on a piano is not the same pitch as the C on a transposing instrument such as a Bb clarinet.

Another student wanted to measure amount of saturated fat in three oils – canola, olive, and peanut. The student added an indicator to 20 ml of oil and counted the number of drops. The more drops, he reasoned, the more saturated fat. I have no idea if this is a valid test. The review of literature did not convince me either way.

Lactose intolerance is common enough to encourage the food industry to produce lactose free products. Lactose is the sugar found in cow’s milk. People avoiding dairy products for health of kosher reasons (separating meat and milk) will not want a product that contains lactose. Even products labeled as “non-dairy” according to the Department of Agriculture’s rule can contain lactose and be according to Jewish law considered “dairy.” One student wanted to measure the amount of lactose in fluid milk, reconstituted dry milk and soy milk. I can’t give the entire methodology because I didn’t take notes, but the hypothesis is flawed. The experiment was performed to remove the lactose and it was measured. The results showed that soy milk “contained” lactose. I questioned the student and he stood by the results. At home I looked on the soy milk label. It said, “Lactose free” and it was kosher and parve (no dairy or meat ingredients). Since I believe the label over a high school experiment, the experiment should have been redesigned. The student should have read the labels on products to determine better candidates for testing.

Most of the experiments suffered from too few samples. Three or five samples are not enough for a statistically significant result. Some were closer to an observational report than experimental results. It is hard for a high school student to choose and design a project that will show originality and creativity. Most questions will take more time than students have allotted to the project. Students should spend a significant amount of time reading and exploring ides before they even choose an experiment. They should read published experiments to learn how scientists report their results. Many of the experiments and papers could have been improved with a consultation with a teacher or other knowledgeable adult. Science fair is an opportunity for students to explore the world, develop research skills and hone their critical thinking skills. We need to encourage creative minds.

Sunday, December 18, 2011

Stuhlman and the iPad

Apple Computers has sold close to 4 million iPads. I was very curious as to why so many people think this is a worthwhile device to purchase. When the library purchased four Apple iPads, I wanted to evaluate how they could be used in the library. I have been a computer owner since 1979 and this is the first time that I have written a hardware review.

I have never liked Apple products -- from the moment I used the Apple II to the latest machines, Apple products have one trait in common – they are proprietary and don’t follow industry standards. My first computer was a NorthStar Horizon. One major reason to purchase it was the S-100 bus. (The bus is the hardware connection to the peripheral devices such as I/O cards and memory.) I was convinced that multiple manufactures would supply parts. If NorthStar didn’t sell a card, another company would. Apple peripherals only fit Apple computers. Apple squashed any compatible machines or alternatives to their operating systems. The same is true for the iPad. The operating system is only for the Apple. They don’t allow any software (known as app[lication]s) to be loaded without first getting Apple approval and sold through their Istore.

First, I should say some nice things about the machine. It is a really “cool” and addicting device. I find myself looking at it constantly. I stayed up very late many nights using the machine to watch videos and play games. The screen colors and picture quality are great. It takes pictures and can be used for visual presentations. To the left is a picture taken in the library.

Several days in my patrols around the library I carried the iPad to see if I could be used to help people. The iPad could connect to the Internet and library catalog. It is a great mobile device that keeps a connection with a Wi-Fi signal. No one needed the help I could provide with the device. In one library the Wi-Fi signal stopped at the office door, but this is not an Apple problem.

For taking the library to a student or faculty member the iPad has potential. Some libraries are using the device for on the spot instruction. Gretchen Maxeiner in an Autocat (a listserv for catalogers) posting (Dec 16, 2011 1:28 PM) said that The Health Sciences Library System at the University of Pittsburgh provides iPads to faculty librarians. Their librarians have found a lot of uses such as demonstrating library resources and one-on-one instruction outside of the library. They can use it for personal productivity such as checking for messages, consulting and reading documents, and supporting the activities of a meeting. At professional meetings the agenda and schedule can be saved on the iPad.

I used the iPad at a meeting to take notes and to look up information on the Internet. While taking to someone I was able to research a quick answer at a meal without waiting until I got back to my office computer. Many people at the meeting had iPads and claimed to like them.

The touch screen is great for some programs and annoying for others. When checking e-mail, the screen did not always respond to checking the mail that wanted to open. Very often a mail before or after the one I wanted would open. Sometimes I needed to tap many times before the window would open. Typing a message is tedious and editing is next to impossible. Sometimes entering passwords would take a much longer time that with regular keyboard because I can’t type as fast and the Apple iPad is more prone to mistakes. I can’t touch type or use two hand techniques with the onscreen keyboard. When the web site requests checking a box or similar choice, the iPad does not always read my gesture as the one I want. Some of these limitations are solved by an external keyboard that connects via Bluetooth.

The Apple Safari web browser on Apple’s website ( claims it is fast, elegant, and innovative. It is not fast, elegant, or innovative. Apple claims one can navigate with touch and gesture. The iPad version of Safari is a limited version of the browser. Frequently I had to repeat the gesture to make it understood. Tapping twice is supposed to make the screen zoom, it does, but many times I wanted the tap to move me to another page. The double tap gesture both zooms and opens a live link. However, one can not control which action the browser will take. A cached page loads very quickly; new pages load much slower than with my desktop computers running Firefox. Firefox has many more options and control features than Safari, but is not available for the iPad. (Mac version are available.) In Firefox and Internet Explorer I can control the colors, fonts, and start page. Not in Safrari. Safari will not remember login information and not display the address information on a potential link. There is an option for Safari to autofill login names and passwords. Most of the time Safari will not close a window on the first try.

Safari does not allow the setting of a home page. I heavily use the home page button. In the library I want to return to the library home page after helping a reader. At home my home page has news and stock feeds. It is a window to other web sites that I may want to visit. The version for the PC or Mac has many more features that are comparable to Firefox and Internet Explorer. Printing is available only from compatible wireless printers.

Some of the apps are down right awesome. The AccuWeather app gives the local conditions and forecast. However, some of the links are accessed with hidden gestures. The Huffingpost app is a great way to read and retrieve their news feed. However the speed to load is not consistent. This app makes reading the articles a lot better than using Safari.

I wanted to attend a class that used WebEx for the presentation and Safari would not allow it. Since Apple refuses to allow Adobe Flash video many sites with video will not work. Some sites have workarounds for video content. ABC and NBC Television have apps that allows one to view content for their TV shows. CBS does not have an app and their program material will not display on the iPad; but the commercials are able to be seen. The viewing experience is mixed. Hulu requires one to be a premium member to use their app. The screen presentation has vivid color and a picture superior to many dedicated televisions. The built in speaker is mediocre. To get stereo one needs ear or head phones.

The headphone jack is not easily visible. I did not know one was present until someone showed it to me. It does not look like a place for jack. The other buttons are also not labeled.

Reading books on the iPad is inconsistent. When I first searched, I didn't find a Kindle app, but two commenters pointed me to the app. Reading with the Google Books apps is easy. The letters are very legible and page turning is intuitive. However, Google does not allow the user to alphabetize or organize my book collection. This is not an Apple specific comment.

For accessing the library databases, Ebsco has an app for mobile devices, but the screen display is more appropriate for the smaller screen of an iPod. The results are hard to read because of the size. The size can be doubled but the clarity is diminished. Reading the article on the regular search page is easier and more legible, but not as clear as Google books. Proquest does not have an app.

In summary, the iPad has limited usefulness in library or other business environment. It has limited flexibility and features. The gestures on the touch screen are inconsistent and sometime the response is not what I intended. It lacks standard ports and many features are not intuitive. It is not a replacement for a full computer. However, if one finds useful applications its use can be addicting. It is a convenient device to check email, search the Web, watch movies, play games, read and do short demos.

Tuesday, December 13, 2011

Golden Haggadah (Formerly Golden Frame)

It does seem like the wrong season to write about haggadot shel Pesah, but I write about what crosses my desk. This is a follow-up to the last article about finding a page from the Golden Haggadah. I ordered a copy of the 1997 reproduction edition of the Haggadah published by the British Library. A dealer was selling this edition for $1.74. My copy came last week.

We compared this edition with the picture the professor had in his frame. The measurements were close, but not exactly the same. The colors were not an exact match. The blue in the printed edition was more brilliant and the gold was more golden. The measurements were very close to the original manuscript as text mentioned their size. The book was printed with the continuous tone process, which allows the dots to be printed an almost unlimited range of colors. This is how the gold color can be so brilliant.

Since we couldn’t remove the picture from the frame, we can not be certain of the origin. It does not look as if it came from the 1997 printed edition. The date of the frame was 1997 and this would make it less likely, though not impossible that someone bought the book and cut it for the picture. This will remain a mystery.

The library is always getting book donations from estates. Much of the time few of the books are added to the collection. Sometimes there are books that the library is happy to receive because they fill in gaps to the collection. Books that aren’t added are sold or given away. Recently as part of a large gift were some old prayers books, Bibles and a haggadah. The prayer books and Bible were sold for about $20 each, but we were only offered $60 for the haggadah. I wanted to investigate before I approved the sale.

I looked at the title page. It said Amsterdam, 1780. This is a significant edition that is on plate #75 on Yosef Hayim Yerushalmi’s Haggadah and history : a panorama in facsimile of 5 centuries of the printed Haggadah from the collections of Harvard University and the Jewish Theological Seminary of America (Yaari #199) It is illustrated with engravings and has both the Askenazi and Sephardi texts. It has two title pages. One has Ma’aleh Bet ḥorin : ṿe-hu seder Hagadah shel Pesaḥ ‘im perushe Maharam Alshikh and the other has Hagadah shel Pesaḥ ki-minhag ashkenaz u-ki-minhag sephardim.  

I wanted to find the value and search for auction records of previous sales. I found a record of a sale in 2007 for $6000. I wish the library could keep the volume, but we have no safe place to store and preserve this treasure. We will have to be satisfied with a photocopy of the title pages and the knowledge that we once had a piece of haggadah history.