This book, written by leading experts in the field, is intended for thoughtful leaders, advisors, and academics who want to better understand cutting edge thinking and the latest research on leadership in the complex, highly interconnected organization of today. Unlike most books on the subject, it does not purport to provide simple answers to difficult questions. Rather, it seeks to provide new insights and tools that have only recently become apparent through advances in complexity science-like, for example, the intricate dynamics of emergent leadership as simulated through agent-based modeling (ABM). Complex Systems Leadership Theory is a powerful beginning to what promises to be a deeper, more thoughtful investigation of how and why organizations succeed and what leaders can do to make a difference.

Organizations of all kinds struggle to understand, adapt, respond and manipulate changing conditions in their internal and external environments. Approaches based on the causal, linear logic of mechanistic sciences and engineering continue to play an important role, given people's ability to create order. But such approaches are valid only within carefully circumscribed boundaries. They become counterproductive when the same organizations display the highly reflexive, context-dependent, dynamic nature of systems in which agents learn and adapt and new patterns emerge. The rapidly expanding discussion about complex systems offers important contributions to the integration of diverse perspectives and ultimately new insights into organizational effectiveness. There is increasing interest in complexity in mainstream business education, as well as in specialist business disciplines such as knowledge management. Real world systems can't be completely designed, controlled, understood or predicted, even by the so-called sciences of complexity, but they can be more effective when understood as complex systems. While many scientific disciplines explore complexity principally through abstract mathematical models and simulations, Emergence: Complexity & Organization explores the emerging understanding of human systems from both the 'hard' quantitative sciences and the 'soft' qualitative perspectives. This 2007 Annual includes articles from Alice MacGillivray, Dale Lockwood, L. Deborah Sword, Gerald Midgley, Viveca Asporth, Jack Meek, and many more, which explore a range of complexity-related topics from philosophical concerns through to the practical application of complexity ideas, concepts and frameworks in human organizations. Also included are a series of four reproductions of classical papers in the fields of complexity and systems, each with critical introductions that explore their modern relevance: "The Philosophy of the Present" by George Herbert Mead (originally published in 1932), "Emergence" by Michael Polanyi (originally published in 1966), "The Theory of Complex Phenomena" by Friedrich August von Hayek (originally published in 1967), and "The Pretence of Knowledge" by Friedrich August von Hayek (originally published in 1975).

There are few scholarly books about toys, and even fewer that consider toys within the context of culture and communication. Toys and Communication is an innovative collection that effectively showcases work by specialists who have sought to examine toys throughout history and in many cultures, including 1930's Europe, Morocco, India, Spanish art of the 16th-19th centuries. Psychologists stress the importance of the role of toys and play in children's language development and intellectual skills, and this book demonstrates the recurrent theme of the transmission of cultural norms through the portrayal, presentation and use of toys. The text establishes the role of toy and play park design in eliciting particular forms of play, as well as stressing the child's use of toys to 'become' more adult. It will be beneficial for courses in education, developmental psychology, communications, media studies, and toy design.

This volume addresses itself to the ways in which the so-called 'new sciences of complexity' can deepen and broaden neurobiological and psychological theories of mind. Complexity theory has gained increasing attention over the past 20 years across diverse areas of inquiry, including mathematics, physics, economics, biology, and the social sciences. Complexity theory concerns itself with how nonlinear dynamical systems evolve and change over time and draws on research arising from chaos theory, self-organization, artificial intelligence and cellular automata, to name a few. This emerging discipline shows many points of convergence with psychological theory and practice, emphasizing that history is irreversible and discontinuous, that small early interventions can have large and unexpected later effects, that each life trajectory is unique yet patterned, that measurement error is not random and cannot be justifiably distributed equally across experimental conditions, that a system's collective and coordinated organization is emergent and often arises from simple components in interaction, and that change is more likely to emerge under conditions of optimal turbulence.

This volume addresses itself to the ways in which the so-called 'new sciences of complexity' can deepen and broaden neurobiological and psychological theories of mind. Complexity theory has gained increasing attention over the past 20 years across diverse areas of inquiry, including mathematics, physics, economics, biology, and the social sciences. Complexity theory concerns itself with how nonlinear dynamical systems evolve and change over time and draws on research arising from chaos theory, self-organization, artificial intelligence and cellular automata, to name a few. This emerging discipline shows many points of convergence with psychological theory and practice, emphasizing that history is irreversible and discontinuous, that small early interventions can have large and unexpected later effects, that each life trajectory is unique yet patterned, that measurement error is not random and cannot be justifiably distributed equally across experimental conditions, that a system's collective and coordinated organization is emergent and often arises from simple components in interaction, and that change is more likely to emerge under conditions of optimal turbulence.

This book is a state-of-the-art look at where toys have come from and where they are likely to go in the years ahead. The focus is on the interplay between traditional toys and play, and toys and play that are mediated by or combined with digital technology. As well as covering the technical aspects of computer mediated play activities, the authors consider how technologically enhanced toys are currently used in traditional play and how they are woven into childrens' lives. The authors contrast their findings about technologically enhanced toys with knowledge of traditional toys and play. They link their studies of toys to goals in education and to entertainment and information transfer.
This book will appeal to students, researchers, teachers, child care workers and more broadly the entertainment industry. It is appropriate for courses that deal with the specialized subject of toys and games, media studies, education and teacher training, and child development.

America is fascinated by violence - where it comes from in ourselves, how it spreads through society, and what effect it has on the next generation. This collection of essays examines numerous facets of violence in contemporary American culture, ranging across literature, film, philosophy, religion, fairy tales, children's play, photojournalism, and sports. In particular, Why We Watch is the first book to offer a careful look at why we are drawn to depictions of violence and why there is a market for violent entertainment.

There are few scholarly books about toys, and even fewer that consider toys within the context of culture and communication. Toys and Communication is an innovative collection that effectively showcases work by specialists who have sought to examine toys throughout history and in many cultures, including 1930's Europe, Morocco, India, Spanish art of the 16th-19th centuries. Psychologists stress the importance of the role of toys and play in children's language development and intellectual skills, and this book demonstrates the recurrent theme of the transmission of cultural norms through the portrayal, presentation and use of toys. The text establishes the role of toy and play park design in eliciting particular forms of play, as well as stressing the child's use of toys to 'become' more adult. It will be beneficial for courses in education, developmental psychology, communications, media studies, and toy design.

America is fascinated by violence - where it comes from in ourselves, how it spreads through society, and what effect it has on the next generation. This collection of essays examines numerous facets of violence in contemporary American culture, ranging across literature, film, philosophy, religion, fairy tales, children's play, photojournalism, and sports. In particular, Why We Watch is the first book to offer a careful look at why we are drawn to depictions of violence and why there is a market for violent entertainment.

This book is a state-of-the-art look at where toys have come from and where they are likely to go in the years ahead. The focus is on the interplay between traditional toys and play, and toys and play that are mediated by or combined with digital technology. As well as covering the technical aspects of computer mediated play activities, the authors consider how technologically enhanced toys are currently used in traditional play and how they are woven into childrens' lives. The authors contrast their findings about technologically enhanced toys with knowledge of traditional toys and play. They link their studies of toys to goals in education and to entertainment and information transfer. This book will appeal to students, researchers, teachers, child care workers and more broadly the entertainment 'industry'. It may be appropriate for courses that deal with the specialized subject of toys and games but many courses in Media studies, Education and Teacher Training, and Child Development will inevitably have a component to cover this topic. There is considerable scope for the growth of interest in computer games used by children as these games become more readily available and less e

A broad treatment of computer and video games from a wide range of perspectives, including cognitive science and artificial intelligence, psychology, history, film and theater, cultural studies, and philosophy. New media students, teachers, and professionals have long needed a comprehensive scholarly treatment of digital games that deals with the history, design, reception, and aesthetics of games along with their social and cultural context. The Handbook of Computer Game Studies fills this need with a definitive look at the subject from a broad range of perspectives. Contributors come from cognitive science and artificial intelligence, developmental, social, and clinical psychology, history, film, theater, and literary studies, cultural studies, and philosophy as well as game design and development. The text includes both scholarly articles and journalism from such well-known voices as Douglas Rushkoff, Sherry Turkle, Henry Jenkins, Katie Salen, Eric Zimmerman, and others. Part I considers the "prehistory" of computer games (including slot machines and pinball machines), the development of computer games themselves, and the future of mobile gaming. The chapters in part II describe game development from the designer's point of view, including the design of play elements, an analysis of screenwriting, and game-based learning. Part III reviews empirical research on the psychological effects of computer games, and includes a discussion of the use of computer games in clinical and educational settings. Part IV considers the aesthetics of games in comparison to film and literature, and part V discusses the effect of computer games on cultural identity, including gender and ethnicity. Finally, part VI looks at the relation of computer games to social behavior, considering, among other matters, the inadequacy of laboratory experiments linking games and aggression and the different modes of participation in computer game culture.