Organizations Books

Agility a Necessity: I read this book while working in Malaysia and had the time to reflect on the two business worlds I have experienced in the USA and Asian Pacific Rim. The books brings to mind that taking an organization and moving its mentality is like trying to get a huge oil tanker to make a 180 degree turn.... not an easy task. Mr. Dove clearly states in the book the why, the need and the expectations for survival and how to shift ones business view from stagnated status quo to an adaptive and agile environment. The books content is not the type that you just breeze through and whip together a program to initiate change. Instead, you have to take the time to read, step back and understand where you are at and what it will take to define the change. In the book, Mr. Dove gives several examples and templates on how to evaluate and redefine your business environment. I would not recommend this book to those who want to remain in a lazy business environment and hope that the cash flow continues until they retire. This book is for those that are tough enough to step forward, make a difference and do the homework to drive some agility into their business environment. Of course...it does not matter if you are in Asia or the USA...this book is most applicable where ever you are in this world!

I am both biased and surprised. Biased because I was involved in some
of the experiences on which this book is based and because I reviewed
parts of the manuscript. Surprised because, knowing the focus was on
real world pragmatics by a guy who has pioneered on the factory floor,
I simply did not expect the span of coverage that emerged when all the
chapters were brought together. This book is about how to make
factories more productive. But also it is about how to make
businesses more responsive and more profitable. Further, it is about
how to facilitate proactive learning by all employees. What a concept
- letting everyone help make their enterprise successful. In a few
pages Response Ability shows you more about knowledge management than
most authors can muster in a whole book. Further, Response Ability
shows how all three aspects of a sustainably successful enterprise fit
together, each reinforcing the other, through a framework and module
architectural concept. Of course, the reason all this works so well
is that all is based on principles (clearly explained) and vetted by
results. Results count. And with this book Response Ability is a
result that every alert leader can create.

You know, original thinking in business books is rare, so it is something to celebrate when something new and useful -- even paradigm busting comes around.

Rick Dove is something of an Abraham Lincoln of the Agility movement, having been there from the very beginning. So part of what you'll get here is the maturest ideas that have been put into practice from the small community of original researchers. The Abe metaphor carries into the fact that Rick has chosen to focus his intellect on practical breadth. His approach is rational and understandable: he speaks the language that real managers use, and he uses the type of useful conceptual devices apparent in the clever title.

My own book on Agility ("The Agile Virtual Enterprise") takes a different approach: focusing on a few high payoff, hard problems of interest to advanced implementors. It probably does better as a second book on agility, after one has become convinced. I wish this book had preceded mine in publication -- it did so as far as the legacy of many of the ideas: Rick's ideas were shared early in the game with other, concurrent researchers.

Check it out. It is accessible, with many case studies. And these aren't the headline type of "Chinese food" examples, but the kind that dig in and actually turn the cases inside out. It has tools that you can use now, that are applied in these case studies to show you how and why they work.

All that's rare enough, but the most valuable element here is the original thinking. If you are not exposing yourself to original thinking of this type -- well, you're just not a manager.

Reviewer: Phil H. Gropp from Omaha, NE
Dr. Seymour Sarason's book is divided into two main sections/parts. In the first section, he reproduces and elaborates on the second edition of his 1971 book, "The Culture of The School and The Problem of Change." The main thesis of the section was that of defining the organization and culture of a school and the attachments the school personnel have to their ways of working in that environment. His main argument was that both of these complex realities must be changed if real improvement is to take place. In the chapters of section one, Sarason expounds on three major themes/concepts: that school cultures are complicated, that principals and teachers are isolated in their position, and that teachers responsible for student achievement often have little time to learn new educational ideas. In concluding section one, Dr. Sarason stresses that changing a school culture is difficult work and must be done in a comprehensive way if it is to be effective and of lasting significance.

In the second section, Sarason "REVISITS" his original thoughts and philosophy of changing school culture. He elevates his concerns of trying to maintain and improve public education as we have known it. Sarason states that "what happens in our cities and our schools will determine the fate of our society."
The first of the two main points he "revisits" is that for the process of change to take place today, you must completely understand a school's culture especially its people, values, and practices. Secondly, for increased achievement to be envisioned, teachers must relinquish their total control over students and allow them to take more responsibility for (at least most of) their own learning.

This book is a fascinating look at 20th century United States educational history. From the philosophy of pre-World War II educators, to the major Supreme Court decision dealing with desegregation, Sarason spins his challenging philosophy in a way that makes the reader establish attitudes about his/her educational convictions. With his knowledge of history, Sarason provides his opinions on what it will take for public education to flourish (or fail) in the 21st century. His visions of changing educational paradigms gives his work food for thought and interesting educational debate.

When Sarson first published his work 25 years ago, he was, without a doubt, far ahead of his time in his thinking about schools, teachers, principals, and the ability of the students to learn. He questioned the problems associated with the whole educational environment, and suggested such "outlandish" ideas such as de-emphasizing the teaching of reading and arithmetic in the early grades and eliminating the role of the school principal and the boards of education as they were then known (13). He judged the new math as being pretty dull and ineffectual. He relished giving teachers more control over their classroom environments. To emphasize his points, he referred to his man from outer space who frequently observed schools from a purely non-partisan role. For example, this spaceman would puzzlingly see schools filled five days a week, observe virtual bustling communities of activity, only to close down two days a week. He would then ponder better school scheduling and community involvement. Sarason took on the great educators of the time-names like Conant and Dewey, Koerner and Rickover, and offered sound proposals for the changing world that was profoundly influencing the school culture.

But in his REVISITING section of the book, he offers his opinions on a gammed of subjects, including school organizations, teachers, students, vouchers, and social change, to name a few. One of his most fascinating points is that of reiterating the idea that schools need to create and maintain environments that are continually providing productive learning for students that allows "knowing" to become internalized. This book is a fascinating look at the past, as well as a glimpse at the present and future of education in the United States. Sarason provides the reader with an opportunity to examine the ideas he first propounded a quarter century ago, and to see how well they fit into the 21st century. His work is tremendously written, carefully crafted, and lovingly offered to the educator of today.

Reviewer: Phil H. Gropp from Omaha, NE
Dr. Seymour Sarason's book is divided into two main sections/parts. In the first section, he reproduces and elaborates on the second edition of his 1971 book, "The Culture of The School and The Problem of Change." The main thesis of the section was that of defining the organization and culture of a school and the attachments the school personnel have to their ways of working in that environment. His main argument was that both of these complex realities must be changed if real improvement is to take place. In the chapters of section one, Sarason expounds on three major themes/concepts: that school cultures are complicated, that principals and teachers are isolated in their position, and that teachers responsible for student achievement often have little time to learn new educational ideas. In concluding section one, Dr. Sarason stresses that changing a school culture is difficult work and must be done in a comprehensive way if it is to be effective and of lasting significance.

In the second section, Sarason "REVISITS" his original thoughts and philosophy of changing school culture. He elevates his concerns of trying to maintain and improve public education as we have known it. Sarason states that "what happens in our cities and our schools will determine the fate of our society."
The first of the two main points he "revisits" is that for the process of change to take place today, you must completely understand a school's culture especially its people, values, and practices. Secondly, for increased achievement to be envisioned, teachers must relinquish their total control over students and allow them to take more responsibility for (at least most of) their own learning.

This book is a fascinating look at 20th century United States educational history. From the philosophy of pre-World War II educators, to the major Supreme Court decision dealing with desegregation, Sarason spins his challenging philosophy in a way that makes the reader establish attitudes about his/her educational convictions. With his knowledge of history, Sarason provides his opinions on what it will take for public education to flourish (or fail) in the 21st century. His visions of changing educational paradigms gives his work food for thought and interesting educational debate.

Kriegel and Brandt are so direct in their approach, so simple in their ideas, so refreshing, it begs the question, why didn't someone think of it sooner? As a strategic planning consultant, I believe that any manager in any business will benefit from reading this book. But BEWARE, reading this book can lead to frustration, as you try to implement these heretical concepts in organizations that are not run by Change Ready people. I would love to see them attack our tax code next!

Highly recommended for any supervisor or manager who acts as a change agent in their organization. Reflected my own organization in each chapter and I appreciated the specific strategies suggested.

This book will not only give you the insite but even the courage to identify, corral, and even eliminate many of the sacred cows which encumber your daily work environments. If for no other reason you can use some of the ideas in this book to have a little fun buy just calling attention to sacred cows at the office

This is a terrific book for use as a devotional book or a resource book. I use it for both. As Music Director for my church, I often use some of the stories to share with the congregation just before we sing that praise song. Doing so, adds depth to their worship experience. It's well written and a great idea.

I did not recieve the book. I have forwarded my mail temporarily, but everything else seems to reach me. I do not understand. Please credit my account. Thank you.

Do you like the stories behind the songs? IF so, you will treasure this complication. I was touched, surprised, and inspired by many of the experiences these composers traveled through to receive some of the most beautiful woship songs written. If you like me are a worship leader then this collection must be a part of your ministry!

There are other reviews posted at the publisher website for the book: http://www.scarecrowpress.com/Catalog/SingleBook.shtml?command=Search&db=%5EDB/CATALOG.db&eqSKUdata=0810839539 I'd copy the reviews onto the Amazon website, but I don't know what 'star rating' the reviewers would have intended.

John Merrifield's book is simply the best book on the subject of choice available today. Merrifield, a colleague of the Father of School Choice, Milton Friedman, is an academic who has dedicated himself to the study of this subject. He is not some dilitante who wants to make a few dollars from the sale of a sloppily-written book. He has brought all the power of his impressive intellect to bear upon his topic. It is also the most up-to-date study of a complex subject which changes and evolves every year. Most other books on the subject which were once quite informative are now like an old newspaper -- a part of dusty history.

Merrifield is at his best in understanding and presenting all arguments against choice. He has been to the academic conferences -- the birth places of the liberal spin. He knows firsthand what arguments the Democrats will use against choice next year and he offers well-reasoned and effective counters to each shot the liberals have offered or will offer.

As a scholar, Merrifield is used to tough scrutiny. His work has stood up to peer review. His work has been challenged at rigorous academic conferences. It has been improved by a man whose ideas are constantly evolving. The reader of this book has the benefit of all of that intellectual ferment. The mistakes in ideas and tactics have been weeded out of this book.

The reader of this book will be getting the best, most cutting-edge work on the subject.

John Merrifield exhibits a first-clss undrstanding of how the marketplace works, why it works well, and how it should work in the context of schooling. Rather than have an educational elite or tyranical majority make the choices for our children, Dr. Merrifield argues that parents in consultation with their children should be allowed to make such choices themselves. School vouchers, originally proposed by Milton Friedman, provides just such a way. While the prinicple is simple and would have the effect of keeping costs low and quality high, the political application of those principles has been sorely lacking. The handful of experiments with vouchers have had the decks stacked against them, as Dr. Merrifield demonstrates convincingly. In short, John Merrifield's book effectively supports his position in favor of vouchers by laying out both the conceptual and empirical framework for understanding what he has termed "the school choice wars."

This book is packed with what every parent of every school age child should be aware of in our society today. The authors, both being in the teaching profession for many years, show the wealth of experience they have gained over the course of their careers in education. Very informative read!

A School for Every Child is a well-written, informative guide to every type of education offered to the public. It is a must for parents to explore various types of educational institutions and opportunities that are available to meet the vast array of learning styles of children. Educators will appreciate the descriptions and statistical research included for each school. I especially enjoyed the chapters on charter schools and Christian schools.

A timely, informed book that explains the present problems in education today. Every school should have this book in their libraries. Education is possible in this country today not just school attendance. Informed parents will see that their children do have a right to first rate education whether in the public schools or a school of choice. It is time for our public schools to recognize the problems facing them and do something about it.

Gary Martin was a professor of mine at Northern Arizona University. A great guy. And, this is a good easy read, too. He's the expert. Hope I said that good enough for an "A" haha. Already got the "A" - Gary did a great job.

The book arrived quickly and in good condition, I would buy from them again.

This was a great resource for me during my entire Master's Degree coursework. A must have for anybody in Educational Leadership.

I am an elementary school teacher and the mother of three young children so I have read a lot of books that say they are filled with easy-to-do science experiments but this is by far the best of its kind that I have read. Within the first two hours my kids and I did three of the experiments AND had a great time together AND learned something!

Many science experiment books out there either have bad science in them, poorly designed experiments, or unclear directions (or, unfortunately, all three). This book has great experiments that are easy and fun to do. And, the science behind the experiments is accurate and clearly explained. As a scientist, science teacher, and parent, this book is the first one my list of recommendations!

I ordered several books to prepare for the experiments I wanted to present for the "Bring Your Kids to Work" Day. This was, by far, the most useful and most interesting book I received. You can use the experiments listed in the book, and tailor them for younger or older children very easily. I'm going to order the sequel, "Science Explorer, Out and About," today!

I loved this book. To be able to understand how the physical universe works and how I relate to it, makes me more able. Simple as that. It has made me a much more causitive person, and made my life much easier and happier.

that is one of the best book a man can get . the knowledge in this book can save you from sad and very bad life. here you can find the knoledge you need for a better future for yourself.

What are the qualities and attributes and capabilities of the Human Spirit? What exactly is the Physical Universe? You were immensely powerful once, so what happened? How can you rise to greater heights of awareness and ability and once again become the YOU that you actually are? This book by L. Ron Hubbard embraces the essence of Scientology. You need this information.

Scientology 8-8008 was originally written by Hubbard in London in October 1952 as the textbook for an upcoming series of lectures which he delivered to students in Philadelphia in December of that year.

The title of this book, "Scientology 8-8008" is actually a formulaic/symbolic statement of the Goal of Scientology. Translated it means: "The attainment of Infinity by reducing the apparent infinity of the Physical Universe to "0" and then taking the apparent "0" value of one's own universe and increasing it to Infinity". (An "8" laid on its side is the symbol for infinity).

Scientology 8-8008 is the best book you will ever read on Spirituality and your Native Abilities. It really does contain the Truth that will set you Free.

This excellent book begins with a comprehensive new, needed and fascinatingly pregnant restatement by Michael I. Good of the history of the Seduction Theory, well after the importantly unsettling 1984 contribution by Jeffrey Masson. A many-voiced chorus of distinguished contributors brings forward (among other things) the psychoanalytically fertile distinction between "abuse" (in which the victim may be utterly passive and wholly noncontributory, from the perspective of the Law), and the "seduction" which has the specific deferred effect peculiar to psychoanalytic inquiry. This distinction (among other elements of the book) leads to an illumination of "the Freudian thing" (in the words of Lacan) with its innovative departure from the "whodunnit" type of explanation the police seek, and also from a physician's investigation into "what brought it on" and -- most importantly -- from the "interrogation" of Nature which began with Francis Bacon's 17th "Novum Organum." That notion of Science is exemplified by Freud's early Seduction Theory itself. In abandoning the Seduction Theory which psychoanalytic evidence cannot verify (according to contributor Robert Michels), the reader may conclude that Freud adopted a psychoanalytic "Novum Organum," a new kind of inquiry into the phenomena, neither Science nor Law nor a police investigation into abuse or trauma (bringing to mind the image of Sherlock Holmes with his big magnifying glass), but what Theodor Reik called "Listening with the Third Ear," (bringing to mind an intent listener with a large ear horn), initiated by a seductive invitation by the analyst to "say what comes to mind," a seduction which itself sets up one of the subjects of the psychoanalytic working-through. Louis H. Hamel, Jr., Esq.

THE SEDUCTION THEORY IN ITS SECOND CENTURY:
TRAUMA, FANTASY, AND REALITY TODAY

Edited with an Introduction and Postscript by Michael I. Good, M.D.

Committee of Pychoanalytic Psychotherapeutic Publications and Organizations,
Monograph I

Arnold D. Richards, M.D.
Book Series Editor

CONTENTS:

Series Editor's Foreword
Arnold D. Richards, M.D.

Preface and Acknowledgments

Contributors

Editor's Introduction:
The Roots of the Seduction Theory: A Perspective from Genesis to Scientia Sexualis
Michael I. Good, M.D.

Part I: WHAT IS THE SEDUCTION HYPOTHESIS? WHY ARE WE TALKING ABOUT IT TODAY?

Introduction
Chair: Owen Renik, M.D.

1. The Seductions of History: Sexual Trauma in Freud's Theory and
Historiography
George J. Makari, M.D.
2. The Ambiguity of Seduction in the Development of Freud's Thinking
Jay Greenberg, Ph.D.

Discussion of "What is the Seduction Hypothesis? Why Are We Talking about it Today?"
Helen C. Meyers, M.D.
On Literal Misreadings and Reconstructed Truths
Henry F. Smith, M.D.

General Discussion and Audience Questions

Part II: ANALYSTS AT WORK WITH PATIENTS WHOSE LIVES ARE CHARACTERIZED BY THE TRAUMAS OF EVERYDAY LIFE

Introduction
Chair: Arnold M. Cooper, M.D.

3. Trauma and Pathogenesis
Jacob A. Arlow, M.D.
4. Psychological Trauma of Everyday Life
Scott Dowling, M.D.
5. What Happened Matters, and What Really Happened Really Matters
Marylou Lionells, Ph.D.
6. Traumas of Everyday LIfe: A Self Psychological Perspective on the
Neuroses
Anna Ornstein, M.D.

Discussion of Analysts at Work with Patients whose Lives are Characterized by the Traumas of Everyday Life
Robert Michels, M.D.

General Discussion

Part III: ANALYSTS AT WORK WITH SEVERELY TRAUMATIZED PATIENTS

Introduction: The Analytic Aims in the Treatment of Severely Traumatized Patients
Chair: Leon Hoffman

7. Living the Experience of Childhood Seduction: A Brief Account of an Unusual
Psychoanalysis
Peter Fonagy, Ph.D.
8. A View of Severely Traumatized Patients--Soul Murder Victims
Leonard Shengold, M.D.

Discussion of Papers by Fonagy and Shengold
Glen O. Gabbard, M.D.

General Discussion

Part IV: CONCLUDING PAPERS

Introduction
Chair: Arnold Rothstein, M.D.

9. Freud and the Seduction Hypothesis
Steven J. Ellman, Ph.D.
10. The Seduction Hypothesis Axis: What's External, What's Internal, and What's In
Between?
Stephen A. Mitchell, Ph.D.

Postscript
The Seduction Theory: A Leitmotif in the Evolution of Psychoanalytic Theory, But Is It a Testable Hypothesis?
Michael I. Good, M.D.

Name Index
Subject Index

318 pages + xxi

International Universities Press
59 Boston Post Road
Madison, CT 06443
U.S.A.

_____

"Not many books can be stamped 'significant' from their inception, but this one can. It has a measure of historic significance by reason of drawing together contributions from the major psychoanalytic groups operating in the United States. Moreover, it achieves a high level of conceptual and clinical significance in the scope of its subject matter and the competence of the respective contributors. The background of the place of seduction in Freud's thinking and the various perspectives of the ensuing controversies swirling around the seduction hypothesis
and its supposed abandonment are thoroughly explored in considerable depth. The major focus is on the theory and treatment of trauma---explored and discussed from the vantage points of a wide range of theoretical perspectives. The degree of openness and willingness to listen and discuss is laudatory. The contributions cast a wide net, focusing at one level on the traumas of everyday life that arguably form the stuff of the clinical experience of everyday analysis, and at another level on
the more severe traumas in seriously disturbed patients that leave their residues of murderous rage and severe personality impairment. The contributions maintain a high level of discourse and provide a remarkable overview of the history and understanding of seduction-trauma in psychopathology and analytic theory. I have not seen a better synthesis of points of view and issues related to the themes of seduction and trauma than this. Analysts treating patients suffering from the effects of seduction and/or trauma will value these well-integrated contributions, and students of the sexual abuse and traumatization of children will encounter a rich mine of theoretical insights and clinical applications that will fully reward their perusal of these pages. The editor and organizers of this conference are to be congratulated!"

-- W. W. Meissner, S.J., M.D., Training and Supervising Analyst, Psychoanalytic Institute of New England, East; University Professor of Psychoanalysis, Boston College; author of The Therapeutic Alliance and Freud and Psychoanalysis, and other books.