"Fortune Favors The Brave" is an exciting fiction book with several twists. In the beginning they are two ninteen year old men who become best friends, dispite their different backgrounds, views and beliefs. Bob French is a Navy Corpsman that saves human lives and Perry McMullin is a Marine Sniper that takes those same lives. "Fortune Favors The Brave" is a story that will take you on a roller coaster ride of emotions; setting you up for a thrilling ending that you never saw coming.

This book describes an approach based on attention that can help individuals and groups to cooperate more effectively. It presents the first book-length reassessment of Wilfred Bion's ideas on groups. Every group has a purpose or purposes - or, as Bion put it, "every group, however casual, meets to 'do' something." The approach described here shows how individual group members' use of attention - both broad or "evenly suspended" and focused - can promote a better understanding of purpose, making it possible for them to do what they have met to do. This work of attention enables group members to maintain a clear sense of their purpose and also to recognise how easily they can become distracted, losing focus and dispersing their energies into activities that are off task. The approach builds on the authors' experience of using Bion's insights into group dynamics over twenty-five years in different contexts, formal and informal, as group members, managers, leaders, teachers, consultants, researchers, family members, and friends.

Can you learn without knowing it? This controversial and much debated question forms the basis of this collection of essays as the authors discuss whether the measurable changes in behaviour that result from learning can ever remain entirely unconscious. Three issues central to the topic of implicit learning are raised. Firstly, the extent to which learning can be unconscious, and therefore implicit, is considered. Secondly, theories are developed regarding the nature of knowledge acquired in implicit learning situations. Finally, the idea that there are two separable independent processing systems in the brain, for implicit and explicit learning, is considered. Implicit Learning and Consciousness challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning. The chapters include a variety of research from computer modelling, experimental psychology and neural imaging to the clinical data resulting from work with amnesics. The result is a topical book that provides an overview of the debate on implicit learning, and the various philosophical, psychological and neurological frameworks in which it can be placed. It will be of interest to undergraduates, postgraduates and the philosophical, psychological and modeling research community.

The author has been a leading figure internationally in the fields of organizational consultancy and group relations for many years. Robert French and Russ Vince have gathered together, for the first time, his key writings in this area. This is essential reading for managers and leaders, as well as organizational consultants, academics and students of organizations. Part of the Tavistock Clinic Series.

This book describes an approach based on attention that can help individuals and groups to cooperate more effectively. It presents the first book-length reassessment of Wilfred Bion's ideas on groups. Every group has a purpose or purposes - or, as Bion put it, "every group, however casual, meets to 'do' something." The approach described here shows how individual group members' use of attention - both broad or "evenly suspended" and focused - can promote a better understanding of purpose, making it possible for them to do what they have met to do. This work of attention enables group members to maintain a clear sense of their purpose and also to recognise how easily they can become distracted, losing focus and dispersing their energies into activities that are off task. The approach builds on the authors' experience of using Bion's insights into group dynamics over twenty-five years in different contexts, formal and informal, as group members, managers, leaders, teachers, consultants, researchers, family members, and friends.

Can you learn without knowing it? This controversial and much debated question forms the basis of this collection of essays as the authors discuss whether the measurable changes in behaviour that result from learning can ever remain entirely unconscious. Three issues central to the topic of implicit learning are raised. Firstly, the extent to which learning can be unconscious, and therefore implicit, is considered. Secondly, theories are developed regarding the nature of knowledge acquired in implicit learning situations. Finally, the idea that there are two separable independent processing systems in the brain, for implicit and explicit learning, is considered.
Implicit Learning and Consciousness challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning. The chapters include a variety of research from computer modelling, experimental psychology and neural imaging to the clinical data resulting from work with amnesics. The result is a topical book that provides an overview of the debate on implicit learning, and the various philosophical, psychological and neurological frameworks in which it can be placed. It will be of interest to undergraduates, postgraduates and the philosophical, psychological and modeling research community.

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Both as a practitioner and a thinker, David Armstrong has, for many years, been a leading figure internationally in the fields of organizational consultancy and group relations. In papers presented at a wide range of gatherings -- in North America, Israel, Australia and Bulgaria, as well as in mainland Europe and the United Kingdom -- he has produced a body of work in which he explores the practical application of psychoanalytic thinking in organizational contexts. He is particularly well-known for his innovative interpretations of the ideas of Wilfred Bion. This book brings together for the first time his key writings in this area, and should become essential reading for managers and leaders who wish to deepen their understanding of their experiences in their roles, as well as for organizational consultants, academics and students of organizations. These are "occasional" pieces: that is, they were written for specific occasions and specific audiences. Together they make up a fascinating range of novel ideas that are both theoretically challenging and deeply practical, illustrated as they are throughout by case material from his work with organizational clients. Each chapter is set in context, to explain the evolution of the ideas presented, and the Introduction, written for the occasion, both sets the whole in context and expands on the key notion of "organization-in-the-mind."

At a time of ever-increasing debate about the nature and adequacy of orthodox approaches to management education, particularly in the new postindustrial, postmodern era, this innovative volume brings together the work of authors actively engaged in reflecting on, and developing new forms of education in the field of management. Rethinking Management Education begins by stating that it is important to critique and analyze such a significant and contemporary entity as management, and that management education--since it plays such a crucial role in producing and reproducing managerial practices--is the primary site for such interrogation. After contrasting dominant utilitarian and functionalist conceptions of management education with various alternatives, the contributors argue for a need for a dialogical pluralism whereby participants are introduced to the full diversity of appropriate perspectives and debates. Throughout the book, there is a focus on the implications of problematizing management knowledge so as to facilitate alternative and critical modalities of teaching and learning. In this context, management is seen not only as a bundle of skills and techniques, but as a complex social, political, and moral practice. Rethinking Management Education is full of insightful and unique ideas. Containing the most significant developments in education, this book is a must for all academics, students, and professionals in management.

Direct versus Indirect Realism: A Neurophilosophical Debate on Consciousness brings together leading neuroscientists and philosophers to explain and defend their theories on consciousness. The book offers a one-of-a-kind look at the radically opposing theories concerning the nature of the objects of immediate perception-whether these are distal physical objects or phenomenal experiences in the conscious mind. Each side-neuroscientists and philosophers-offers accessible, comprehensive explanations of their points-of-view, with each side also providing a response to the other that offers a unique approach on opposing positions. It is the only book available that combines thorough discussion of the arguments behind both direct and indirect realism in a single resource, and is required reading for neuroscientists, neurophilosophers, cognitive scientists and anyone interested in conscious perception and the mind-brain connection.

Group Relations, Management, and Organization brings together a timely collection of new and important essays by an international group of authors. The authors represent different cultures, roles, and institutional backgrounds, as well as a variety of perspectives on the past, present, and future of group relations and its current impact on management, organizations, institutions, and societies. The importance of the book is in the perspective that it offers on the traditions of group relations and the changes that are currently taking place within this field. It is essential reading for those currently involved in the practice of group relations, for management educators and students, and for organizational consultants. The book provides the reader with reflections and insights which are highly relevant to an in-depth understanding both of the role of manager and to the dynamics of organizing.

Group Relations, Management, and Organization brings together a timely collection of new and important essays by an international group of authors. The authors represent different cultures, roles, and institutional backgrounds, as well as a variety of perspectives on the past, present, and future of group relations and its current impact on management, organizations, institutions, and societies. The importance of the book is in the perspective that it offers on the traditions of group relations and the changes that are currently taking place within this field. It is essential reading for those currently involved in the practice of group relations, for management educators and students, and for organizational consultants. The book provides the reader with reflections and insights which are highly relevant to an in-depth understanding both of the role of manager and to the dynamics of organizing.

The 18th century was a wealth of knowledge, exploration and rapidly growing technology and expanding record-keeping made possible by advances in the printing press. In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. Now for the first time these high-quality digital copies of original 18th century manuscripts are available in print, making them highly accessible to libraries, undergraduate students, and independent scholars.Delve into what it was like to live during the eighteenth century by reading the first-hand accounts of everyday people, including city dwellers and farmers, businessmen and bankers, artisans and merchants, artists and their patrons, politicians and their constituents. Original texts make the American, French, and Industrial revolutions vividly contemporary.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++British LibraryT018204A friend = Robert French.Dublin: printed for G. Faulkner, 1770. 44p.; 8

This is a reproduction of a book published before 1923. This book may have occasional imperfectionssuch as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed worksworldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ Memorial Volume. Sermons. With A Biogr. Sketch By J.B. Johnston Robert French John Brown Johnston