# Download Communicating for Managerial Effectiveness: Problems ¦ Strategies ¦ Solutions, by Phillip G. Clampitt

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“This text is a treasure trove for use in and out of the classroom." 
                                                                      -Steven Ralston, University of Michigan, Flint

"This book is one of the few which is a 'must read' in the field of management communication. Phil Clampitt combines a deep understanding of the research with an unparalleled sensitivity to the needs of practitioners. He has produced a text which is stimulating, fun to read and which transforms the way in which we think about communication in organisations. Wise executives will study its pages in order to steal ideas about best practice from one of the best in the business. The winners will be the organisations they work for. The losers will be the competition."
                                                                     -Dennis Tourish, Aberdeen Business School, Aberdeen, Scotland

Presenting managerial communication as a strategic, value-adding aspect of every organization, Communicating for Managerial Effectiveness, Fourth Edition, provides students, executives, and managers with actionable strategies that address vital communication challenges, including:

• Communicating about major changes
• Spanning organizational boundaries
• Addressing ethical dilemmas
• Providing useful performance feedback
• Cultivating the innovative spirit
• Building a world-class communication system.

Integrating theory, research, and real-world case studies, author Phillip G. Clampitt, enables readers to view their own communication abilities, organizational dilemmas, and challenges and to develop solutions to real communication problems. The book’s "Wheel of Communication Effectiveness" model illustrates the interconnected nature of a world-class communication system.

New to the Fourth Edition:

• More emphasis on critical thinking
• Coverage of the latest strategic tools for managerial communication
• New research on ethics in organizations and environmental responsibility
• Updated examples of how technology influences communication in organizations
• "By the Numbers" sidebars that provide provocative facts, highlights on research, and summaries

Accompanied by Outstanding Ancillaries:

• NEW Instructor Resources on CD-ROM, available to qualified adopters, includes PowerPoint slides, test questions, and sample case studies. 
• NEW student study site includes short video case studies and questions for each chapter.

• Sales Rank: #803285 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2009-05-20
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .71" w x 7.00" l, 1.20 pounds
• Binding: Paperback
• 312 pages

Features

• Used Book in Good Condition

Review
"This book is one of the few which is a 'must read' in the field of management communication. Phil Clampitt combines a deep understanding of the research with an unparalleled sensitivity to the needs of practitioners. He has produced a text which is stimulating, fun to read and which transforms the way in which we think about communication in organizations. Wise executives will study its pages in order to steal ideas about best practice from one of the best in the business. The winners will be the organizations they work for. The losers will be the competition." (Dennis Tourish)

"Comprehensive treatment of topic - good resource material." (Bob Mackenzie)

About the Author
Phillip G. Clampitt (Ph.D., University of Kansas) is the Hendrickson Professor of Business at the University of Wisconsin-Green Bay, where he teaches in the Information Sciences program. The Wall Street Journal and MIT Sloan Management Review recently highlighted his work on "Decision Downloading" which details how companies can effectively communicate decisions to those not involved in the decision-making process. He is the author of a SAGE Publications best seller, Communicating for Managerial Effectiveness 4e (see www.imetacomm.com/cme4), co-author of the forthcoming Progress Makers: Beyond the Desire to Lead (SAGE, and co-author of Embracing Uncertainty: The Essence of Leadership. Along with being on the editorial board of numerous professional journals, his work has been published in a variety of journals including the MIT Sloan Management Review, Academy of Management Executive, Management Communication Quarterly, Journal of Business Communication, Communication World, Journal of Broadcasting, Journal of Communication Management, lvey Business Journal, and Journal of Change Management. In addition to many guest speaking opportunities in the U.S., he has also been invited to speak internationally at The University of Pisa, The University of Aberdeen, The University of Ulster, as well as to numerous multinational businesses and professional organizations. As a principal in his firm, Metacomm, he has consulted on communication issues with a variety of organizations, such as PepsiCo, Manpower, Schneider National, American Medical Security, Dean Foods, The Boldt Company, Stora Enso, The U.S. Army War College, Appleton Papers, Foremost Farms, Thilmany Paper, Dental City, and Nokia (see www.imetacomm.com).

Most helpful customer reviews

5 of 5 people found the following review helpful.
More than just Skills!
By Jeffery T. Niesen
I am a Director of Training and communication is a pervasive concern. Unlike other books that focus on skill-building, this one addresses more fundamental communication issues. What I found particularly valuable was that the strategic discussions were directly linked to specific action plans that I could implement. For instance, the book discusses the principles behind effectivly communicating change along with providing some concrete suggestions. I enthusiastically recommend this book to anyone charged with addressing communication problems in their organization.

1 of 1 people found the following review helpful.
A useful resource for students and managers
By Rodney Gray
A new edition of this popular text used widely in MBA and business communication programs is now available. Not a "how to" book, it attempts to educate the reader broadly on a wide variety of communication issues and was written mainly for business students and managers. At 287 pages it's not always easy going, but communication is complex, and this is a comprehensive book.

With 11 solid chapters (of around 20-30 pages each), plenty of charts, diagrams and references (almost 40 per chapter) it is thorough. It covers: how managers communicate (three models), definitions, culture, ethics, technologies, managing data and knowledge, performance feedback, communicating across organisational boundaries, change communication, innovation, effectiveness and measurement.

In my MBA we had nothing like this - a real shame. Sadly few line managers ever get to study communication in such detail. And, while it's not the sort of book you'd read cover to cover, it is enjoyable. My suggestion is to read it carefully, chapter by chapter. No need to rush - no pain, no gain. Fortunately, some sections are engrossing and there are gems everywhere. It names a good few names, and there are lots of good examples. I kept thinking "how could one person actually know (or even find out) all this". Even if you Googled every aspect of communication you could think of, you'd still have put it all together. Clampitt seems to understand so much about so much, and communicates it in a truly transnational manner.

But what of its value to corporate communicators? Would you read a textbook for fun? It's worth a read to see how managers are being trained, and to put communication into a business context. And it is one you'd recommend to line managers who are serious about improving their business education.

It's probably not a book to cause corporate communicators to think deeply about or change what they are doing day-to-day (as is Corporate Conversations by Shel Holtz or Bill Quirke's Making the Connections). Nor is it one suitable as a text for professional communication students. But it is one which, if you read and understand, is likely to make you a more mature, thoughtful contributor to your organisation.

0 of 0 people found the following review helpful.
Informational, entertaining, and extremely useful.
By A Customer
Communicating for Managerial Effectiveness is a book aimed at executives and managers. However, employees at all levels will benefit from Clampitt's suggestions and recommendations.
The book is comprised of 11 chapters and covers communication breakdowns and challenges that I can certainly relate to, such as using the correct communication channels, communicating change, giving performance feedback, and communicating the corporate culture. In each chapter, Clampitt analyzes common problems that occur in organizations, defines why these problems occur and offers concrete recommendations and suggestions. Clampitt is skilled at using great metaphors, case studies, examples, statistical evidence, and experience to form his recommendations. Every day I apply the knowledge I've gained from this book to my career at Rockwell Automation; I highly recommend this book to you so you can benefit from it in your career as well.

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Provides differentiated instructional techniques, lesson examples, and assessment rubrics across core subject areas to nurture a love for learning in socially, culturally, and academically diverse learners.

• Sales Rank: #1176389 in Books
• Brand: Corwin
• Published on: 2008-08-21
• Released on: 2008-08-21
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .60" w x 8.50" l, 1.55 pounds
• Binding: Paperback
• 264 pages

Features

• Design lessons to foster students" intrinsic motivation
• Teach for deep understanding while meeting content standards
• Create and implement differentiated strategiesToday"s classrooms are more diverse than ever before,
• Title - Inspiring Elementary Learners
• Sub-Title - Nurturing the Whole Child in a Differentiated Classroom

Review
"Very usable and practical ideas from day one! This book is 'inspiring' for teachers as well as learners." (Jean Johnson, Program Coodinator 2008-01-22)

"One of the very few professional resources that I could not put down. I had to read it from cover to cover. I recommend this book to every teacher I work with, and I use it every day in my work with teachers and students." (Diane Fleming, Coordinator 2008-01-22)

“This is differentiation at its best! This valuable resource provides the tools necessary to make it possible to meet the wide range of student needs and abilities within a classroom. It will be a timeless resource all educators will want on their desk.” (Jeannie Donoghue, Professional Development Director 2008-01-22)

“This is one of the most eye-opening professional books that I have ever read. The authors challenged me and reminded me of why I decided to pursue this profession, and they showed me how to create a positive environment and provided me with lessons, activities, and assessments that helped me achieve my goal." (Billie Jo Crouse, Third-Grade Teacher 2008-01-22)

About the Author
Kathleen Kryza consults internationally for her company, Infinite Horizons, and also presents nationally for the Bureau of Education and Research (BER). Kryza has more than 20 years experience in motivating and reaching children, educators, and others through her teaching, consulting, coaching, and writing. Her expertise is in working with students in special education, gifted education, alternative education, and multicultural education. She has a master's degree in special education and is an adjunct professor in special education at the University of Michigan―Dearborn.

Alicia Duncan is a consultant, program coordinator, and teacher trainer for the Waterford School District in Waterford, Michigan. She shares her expertise across the state of Michigan and throughout the nation in reaching and teaching English Language Learners, gifted students, culturally diverse learners, and inclusion students through differentiated instruction. She has a master's degree in ESL teaching methodology.


S. Joy Stephens has taught middle and high school students of all levels and abilities in differentiated science, math, and foreign language classrooms. She is a presenter and trainer in practical strategies for differentiating classrooms and inspiring students. She has a master's degree in biology.

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!! PDF Download Research Methods for the Behavioral Sciences, by Gregory J. Privitera

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Winner of the 2014 Most Promising New Textbook Award from TAA (Text and Authors' Association)!

Research Methods for the Behavioral Sciences takes a problem-focused approach to introducing  research methods in a way that fully integrates the decision tree—from choosing a research design to selecting an appropriate statistic for analysis. With a conversational, student-friendly writing style, author Gregory J. Privitera shows how methods and statistics work together and enable the testing of hypotheses through use of the scientific method. The text’s outstanding pedagogy includes step-by-step instructions for SPSS, empowering students to approach their study and application of research methods with confidence.

• Sales Rank: #103259 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2013-08-06
• Original language: English
• Number of items: 1
• Dimensions: 1.10" h x 8.00" w x 10.00" l, 2.75 pounds
• Binding: Hardcover
• 624 pages

Features

• Used Book in Good Condition

About the Author

Gregory J. Privitera is an associate professor of psychology at St. Bonaventure University. Dr. Privitera received his PhD in behavioral neuroscience in the field of psychology at the State University of New York at Buffalo. He went on to complete postdoctoral research at Arizona State University before beginning his tenure at St. Bonaventure University. He is an author of multiple books on statistics, research methods, and the psychology of eating, in addition to authoring over two-dozen peer-reviewed scientific articles aimed at advancing our understanding of health and promoting the intake of healthier diets for children and adults. He oversees a variety of undergraduate student research projects at St. Bonaventure University where over two-dozen students, many of whom are now earning graduate degrees at various institutions, have coauthored research in his laboratories. For his research work, Dr. Privitera was recognized by St. Bonaventure University as Advisor of the Year in 2013, and awarded an Early Career Psychologist award by the American Psychological Association in 2015. For his work with students and fruitful record of teaching, Dr. Privitera was recognized in 2014 with the Award for Professional Excellence in Teaching―the highest teaching award at St. Bonaventure University. The first edition of this text was a recipient of the “Most Promising New Textbook” National Award from the Text and Academic Authors Association. In addition to his teaching, research, and advisement, Dr. Privitera is a veteran of the U.S. Marine Corps, and is married with two children: a daughter, Grace, and a son, Aiden. Dr. Privitera is also the author of Statistics for the Behavioral Sciences, 2nd Edition.

 

Most helpful customer reviews

0 of 0 people found the following review helpful.
We are looking at issues like measured variables
By Leslie G Knipling
I am using this book in support of a National Academy of Science "blue ribbon" committee to review and improve the scientific quality of research on commercial truck and bus driver fatigue. We are looking at issues like measured variables, construct validity, sampling, research design, and causal inference. I have found the book to be extremely helpful. It articulates the requirements for sound science in a way that applies to almost any type of behavioral (and other) research. The book is clear, concise, and rich in content. I am a Ph.D., nearly 40 years post-degree. I wish I had this book 40 years ago! Ronald R. Knipling, Safety for the Long Haul Inc., large truck and traffic safety research

0 of 0 people found the following review helpful.
I loved the smell of the new pages in this book ...
By Jerry's Reviews
I purchased this book for my university Research Methods course. This book is not very big so it fits perfectly in my backpack. I bought a used hardcover edition and the cover is very smooth. When I first opened it, I loved the smell of the new pages in this book even though it was used. The book has colorful graphs and data boxes that catch the eye. It contains definitions in a nice, easy to read, color and font. The book is very organized and is easy to navigate through. Although the book is somewhat pricy ($60 for used, $120 for new) it was perfect for my course.

0 of 0 people found the following review helpful.
God information
By Kris
This is a really good textbook. I needed to purchase it for a class, so I would have bought it anyway, but it is easy to read, and full of great information. The price I bought it for was outstanding too. Other places were charging 5x this price!​ I like this textbook so much that I will be adding it to my personal library instead of selling it at the end of the semester.

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Thoroughly revised, the Second Edition of Peace and Conflict Studies sets the new gold standard as an accessible introduction and comprehensive exploration of this vital subject. The authors share their vast knowledge and analysis about 21st-century world events – including new coverage on timely topics such as terrorism, the truth and reconciliation process, and the clash of civilizations. With an encyclopedic scope, this introductory text chronicles a plethora of important global topics from pre-history to the present.

Key Features of the Second Edition

• Includes updated chapters and examines current conflicts, including the Iraq War

• Explores the important aspects of positive peace, individual violence, nationalism, and terrorism

• Provides numerous visual aids, questions for further study, and suggested readings

• Furnishes a comprehensive range of material to enlighten and enrich future discussion and encourage further academic pursuit

Intended Audience

This text is invaluable for students and professors in peace and or conflict studies, psychology and or the sociology of peace and conflict studies, international relations, comparative politics, history, and others interested in gaining a solid foundation about the global arena.

Praise for the First Edition

"Barash and Webel have penned a masterpiece that should appeal to seasoned scholars of peace and conflict studies as well as to others who have little knowledge of this multidisciplinary field."
--Daniel J. Christie, Ohio State University

• Sales Rank: #248223 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-07-10
• Original language: English
• Number of items: 1
• Dimensions: 1.00" h x 7.00" w x 10.00" l, 2.03 pounds
• Binding: Paperback
• 544 pages

Features

• Used Book in Good Condition

Review
"David Barash and Charles Webel have intentionally minimized the use of technical language in this text. They have, as a result, produced an accessible work that deals with complex issues with a simplicity and clarity that is nevertheless profound. Ably surveying the terrain, the book is steeped in history and conversant with the current global political scene, including issues of natural resources, the economy and climate change." (Joshua Habimana Times Higher Education 2009-09-17)

About the Author
David P. Barash (Ph.D., University of Wisconsin) has been with the Department of Psychology at the University of Washington since 1973. His studies span animal behavior and social psychology, with concentrations in sociobiology, psychological aspects of the arms race and nuclear war, peace studies, and animal behavior and evolution. A prolific author, he has written more than 250 technical articles and 31 books ranging from monographs to college textbooks to popular trade titles. His book, Introduction to Peace Studies (1991), was the first comprehensive undergraduate textbook in the field of Peace Studies.

Charles Webel (Ph.D., University of California, Berkeley) is professor at the University of New York, Prague. A three-time Fulbright Scholar and graduate of the Psychoanalytic Institute of Northern California, Webel has pursued post-doctoral studies at Harvard University, the Max Planck Institute, and the Universities of Paris, Frankfurt, and Heidelberg. He recently taught in the Peace and Conflict Studies Program at Berkeley and the Honors College of University of South Florida. He is the author or editor of seven books. 

Excerpt. © Reprinted by permission. All rights reserved.
PREFACE

Welcome to Peace and Conflict Studies. We have written this book out of confidence that this recent discipline has acquired the academic legitimacy and political efficacy of other scholarly pursuits. Certainly, it has long had the necessary intellectual substance, as well as relevance for students, scholars, social activists, and decision makers.

This is a rather long book, but we don’t apologize. Its length is not unusual, for example, when compared with introductory textbooks in other mainstream subjects such as psychology, philosophy, chemistry, and economics. Because Peace and Conflict Studies is intended as a text primarily for undergraduate students, we have sought to emphasize important themes and readability rather than immersion in the technical literature. On the other hand, our impression is that many North American college students—even those interested in the study and pursuit of peace—tend, regrettably, to be uninformed about history, often presuming that peace as an issue began with the nuclear freeze movement in the 1980s, or at most during the Vietnam War. Hence, we have been relatively generous with historical material, to supplement and if possible deepen the reader’s appreciation of current issues, such as civil wars involving nationalism and “ethnic cleansing,” nuclear proliferation, international law, world poverty, and pressing environmental concerns.

It is a cliche—often trotted out at graduation ceremonies—that “you (i.e., the graduating students) have reached a crossroad,” requiring important, life-defining choices. Well, all of us—that is, human beings—have in fact reached such a crossroad, although perhaps humanity is always approaching one choice point or another. Our global situation seems constructed of equal parts danger and opportunity: opportunity because the world is no longer hostage to the paralyzing effects of the debilitating U.S.-Soviet conflict formerly known as the Cold War, but also danger because the risk of mass destruction still looms. There is also an array of additional threats to our species and our planet: sometimes overt and violent, sometimes covert and insidious. Added to this is a growing sense of complacency, at least on the part of many relatively affluent citizens of the United States and other Western countries.

We need to point out, as well, that our interest in this project goes beyond mere scholarship, pedagogy, or even our (presumably) enlightened self-interest as world citizens. Thus, we are personally committed to the social and political goals of Peace and Conflict Studies. The field itself differs from most other human sciences in that it is value oriented, and unabashedly so. Accordingly, we wish to be up front about our own values, which are frankly antiwar, antiviolence, antinuclear, antiauthoritarian, antiestablishment, proenvironment, pro-human rights, pro-social justice, propeace, and politically progressive. At the same time, we believe that emotional and political efforts at personal and social transformation are most effective if they build on serious intellectual efforts, including an attempt to understand all sides of complex debates.

We also acknowledge that—to our chagrin—a scholarly account of such material as poverty, environmental threats, the denial of human rights, and especially war necessarily involves a degree of detached writing that can never capture the vitality of the subject matter, not to mention the ineffable horrors and terror of violence and war. We can only plead that we have done our best. We also wish to say a bit about the making of this book. Its first edition was called Introduction to Peace Studies and was written by David Barash. The book eventually went out of print, and Charles Webel contacted David about a second edition. David and Charles agreed to rewrite it as a work for a new century. The text you have in your hands is their joint product, with Charles principally responsible for revising the first half (Parts I and II) and David for the second half (Parts III and IV).

As is often the case with coauthored books, there are some unresolved, and probably unresolvable, issues connected with this work. In this case, although we agree on almost every matter discussed in this book—which is remarkable given the range and number of topics covered—we are not in complete accord about the “end of the Cold War” or the “dangers of the new technologies.” But we most emphatically agree that these important matters should be researched, discussed, and debated—as should all the vital and often controversial topics discussed in this book.

While the present book was in press, the World Trade Center in New York City and the Pentagon in Washington, D.C., were attacked, resulting in at least 4,000 deaths and unleashing enormous grief, confusion, and anger. These horrifying events, although to some degree unique, also share features with many other acts of warfare and collective violence throughout history; if anything, they make peace and conflict studies all the more relevant, especially to citizens of the United States, who have not experienced such carnage on their own soil since the Civil War.

In the aftermath, it seems more important than ever to inquire deeply into the causes of all forms of violence, whether state sponsored or not, as well as to ask about suitable responses, not only by sovereign states but also via the institutions of international law; in addition, persons concerned about peace must question seriously the morality as well as the efficacy of framing "security" in strictly military terms. Furthermore, these terrible events have emphasized the role of emotional, economic, religious, and historical factors, along with the degree to which East-West antagonisms may be eclipsed by North-South disparities and conflicts, as we enter the 21st century.

Peace has never been more important, or complicated.

We thank and applaud you for pursuing peace and conflict studies and encourage you to pursue your interest in understanding and promoting peace long after you have finished reading this book.

May peace be with you all.

DAVID P. BARASH Seattle, Washington

CHARLES P. WEBEL Berkeley, California

Most helpful customer reviews

0 of 0 people found the following review helpful.
Two Stars
By Amazon Customer
School curriculum requirement.

17 of 22 people found the following review helpful.
Enormously lacking in academic rigour
By 0spinBoson
The book's blurb states the authors "present an unbiased look at issues related to peace and conflict studies to assist readers in forming personal and social opinions 'based on fact'". While I'm quite aware of the fact that blurb writers tend towards hyperbole, the authors certainly seem to care little for, at least, verifiable facts, as the book is entirely devoid of references, apart from those required for strict quotations; I've found less than a dozen mentions of researchers' names, both from their own and other fields (e.g., psychology, sociology) from which research is referenced. That this is even allowed puzzles me to no end; furthermore, there is not even a general bibliography of material used as background for writing this book.
The book is written in a quasi-narrative style, and is, as a consequence, sadly replete with sections that feel highly anecdotal in nature, a feeling that is hard to erase because they refuse to reference the social science research they're apparently referencing. This fact, along with their somewhat opinionated writing style, only helps to make me more sceptical of whatever information they're presenting, as well as convincing me that apparently they themselves don't think (methodical/verifiable) research should play a role in this field. Because of this, it only made it more annoying when I read something which to me felt like it was an odd(ly one-sided) explanation, especially because they seemed to have trouble accepting that choosing to go to war can (sometimes) be quite rational.

The authors are a psychologist/psychoanalyst/'philosopher' and an evolutionary biologist, both turned "peace researcher", and sadly, this is rather noticeable in their treatment of most other areas of research, especially when they use 'historical' examples to prove or support a point they're making: events are often presented without describing the relevant context, characterized so generally that there really is no point in referencing it at all, or sometimes just flat-out wrong.
One example of this last category is found when they state that "the defeat of the Armada in 1588 marked the end of Spain as a global power." (p.186) The sailing of the "Armada" really constituted only the first attempt to conquer England, so that, while you might call it the "beginning of the end", it certainly didn't result in the instant oblivion of the Spanish empire. While this could be seen as a minor problem if it was the exception, the issue I have with it is that they refer to research in lots of different areas of study, apparently all relevant to "peace and conflict studies", and yet, they apparently don't care enough to do even the most basic research before writing a book on it. To me, this only suggests that not even they take their own field seriously.
Continuing with my criticism, in another part of the book they ask the question whether population increases can be correlated with increased occurrence of wars, at which point they 'cite' as evidence the 100 years war as "a war that went on during the Black Plague", while the Plague arrived at least a decade after the (first phase of the) 100-years war had broken out. (p. 198) This proves absolutely nothing, especially because the 100-years war was a war with enormous pauses, whereas more recent wars have generally been shorter, and more intense, which all seem relevant considerations to me, but apparently not to the authors.
They also more than once reference "popular"/recent events without being very clear about what they're referring to specifically, which to me makes these insertions seem more like glib remarks or insider jokes than serious points they're making, which can rather confusing at times, especially when they extrapolate from anecdotes or single cases to trends. While this may sometimes lead to valid insights, it is not the way to do scientific research. (One example of this is when they allude to the YUKOS/Chodorkovsky affair. I personally don't know if Russia has done things like that before, but the reference seemed rather pointless without further explanation.)
The text also includes a discussion of Freudian/"psychoanalytic" motivation theories, which, in my opinion, should not have been included in a book printed in 2009. It was probably included in part because some researchers still take psychoanalysis seriously, but the biggest problem I have with the section is that they do not really refute this line of argument.

In order to demonstrate some of the issues I have with their writing style, consider the following passage:

"The role of individual leaders may well have been unduly glamorized, and decision makers often receive credit - and blame - they do not entirely deserve. Sometimes, leaders represent the culmination of currents within their societies, and they may catalyse other events. Nonetheless, people such as Alexander the Great, Genghis khan, Charlemagne, Joan of arc, Napoleon, Bismarck, Hitler, Stalin, de Gaulle, Mao Zedong, Saddam Hussein, and G. W. Bush, have acted as lightning rods for popular discontent, and, often, as precipitators of war. Less often have leaders of this ilk achieved renown as peacemakers." (p.171)

There are a number of problems with this: First off, what's with the banalities? This book says it will explain stuff relevant to understanding why wars and peaces happen. However, you can't really explain things using unsubstantiated generalities (the book is rather lacking in references).
Secondly, what kind of logic/criterion was used to assemble this list? Joan of Arc, Charlemagne, Genghis Khan seem like fairly distinct and different figures, living in different times, leading or living amongst different peoples who experienced different problems, and yet, the authors seem to imply that somehow all of the mentioned "strong leaders" were "lightning rods for [some sort of otherwise unspecified:] popular discontent", and further that leaders of "this ilk" were relatively uninterested in making "peace". One, fairly obvious, reason why none of these people were known as peacemakers was because they didn't insert any peacemakers into this listing. Seriously, what connects Genghis Khan to Joan of Arc, De Gaulle and Charlemagne? They're not even all war starters (esp. Joan). So what does it mean to talk about people of "their ilk"?
Thirdly, and more profoundly, as the authors themselves have argued in different sections of this book, peace is not always a rational choice, nor is war necessarily horrendously "bad", let alone "evil". Should Joan of Arc have chosen not to fight, and let France be ruled by England? Should Alexander have stayed home and let the Persians take over Greece some time down the road? I haven't the faintest why the authors think the answer to this question is obvious, yet they don't reference any other research (e.g., research that shows how Alexander or Genghis Khan served as a "lightning rod" for "public discontent"), nor do they explain why it is relevant to worry about the "ilk" of the leaders. I have no problem with the suggestion that it is possible for leaders to lead people in a certain direction, but what does all the other stuff have to do with that statement being true or not?
Now, I'm fine with writers using anecdotes, even slightly unfair ones, but presenting tendentious remarks like that as though they're deep insights worth pondering seems trite at best, and not at all appropriate for a putatively academic text. One doesn't read a work like this to be entertained or overawed, one reads this because one expects a rigorous if not exhaustive analysis of the relevant factors at play.
At the bottom of the page we find another, rather odd statement, with which they are apparently trying to tell us something: "many leaders may be moved by the desire to go down in history as peacemakers." (ibid.) Now, one of the key "problems" with "war" is that it sometimes can be advisable, or even required (to ensure your group's survival) to go to war. War is not necessarily evil, and, as such, it is only politically 'good' for you to 'go down in history as a peacemaker' when there is popular support for such a move; yet they seem to think it 'obvious' that every population would prefer this.

Their economic commentary is at times downright ridiculous:

"governments typically obtain military forces by paying for them."
[...]
"Military spending is perhaps the most inflationary way for a government to spend money. By using up major resources without producing consumable goods, military spending reduces supply while also increasing demand for raw materials, thereby contributing doubly to inflation. Moreover, costs tend to rise yet further when the supply of money and credit increases without corresponding increases in productivity." (p.210)

I have, quite honestly, absolutely no idea what they're trying to tell me here. I included the first line only to show you how lazy their editors were, but if we look at the second line, they seem to be saying something about credit simultaneously in- and decreasing, and that the money, while being spent, is not received by anyone. Yet earlier, they told the readers about how Haliburton made a killing providing services to the government. I am unsure how to combine those two facts, and I'm equally unsure what to make of their suggestion that money spent on capital intensive goods causes more inflation than money spent otherwise. Why do these statements not deserve more of an explanation? I am, in any case, at a loss in trying to figure out what they mean. Lastly, where does the stated "increase in the supply of money and credit" come from?

Conclusion:
While the book at first appears to be highly organized, after reading it 1.5 times for a course, I've come to the conclusion that the text contains an enormous number of redundant passages, as well as information that is presented in different sections of the book when it would have been far more logical to put them together. Furthermore, literally dozens of (sub)sections contain paragraphs that present points that are entirely unrelated to the section heading under which they are presented.
Extrapolating from this, far too little time was spent weeding out redundant passages like the one cited here, and the reader is, throughout the book, confronted with a veritable deluge of weasel words (especially "may be", "may have", "could be", "has possibly", and worst of all "perhaps") employed in order to "make points" without really making them, or at least without having to defend them. (The most painful, and one of the most irrelevant ones, was probably "The Earth's protective ozone layer has been thinning, perhaps dangerously." p.399) It's not clear to me at all why statements phrased that way should even be allowed to be in academic texts, let alone why they belong there, as they have very little explanatory value, and are often little more than (redundant) restatements of points made earlier, presented in the form of a conclusion.
The book as a whole certainly contains some useful information and insights, but there sadly is also an enormous amount of fluff, which are presented as equally valid.
While the scope of the book is certainly broad, it's terribly lacking in academic rigour. And although I'm sympathetic to the authors' plight, I cannot seriously recommend this book to anyone.

7 of 16 people found the following review helpful.
Errors in Environmental Section
By J. T. Myers
I have not read the book other than the section on envrionmental conflicts, where there is a basic, and fundamental, error. The author calls "use of resources" a tragedy of the commons. In fact, as long as there are clear property rights to resources this is incorrect. The authors write "It may be inconvenient to recycle and, in fact, easier for individuals simply to throw their garbage away, or to use more than their share of scarce commodities." This, however, is not based on the tragedy of the commons but an arbitrary concept of fair share. This is ideology masquerading as analysis.

Many have claimed to know what the proper level of resource use is and promised that the end was near due to overuse. These predictions have universally proven false because the price mechanism is far superior to any claim to knowledge by doomsaying professors. If the rest of the book is based on simliar thinking, it is useful only in reifying a particular ideology but probabaly offers few insights.

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The author's companion website keeps readers current with breaking news and interactive dialogue.

• Sales Rank: #438348 in Books
• Brand: Corwin
• Published on: 2011-04-07
• Original language: English
• Number of items: 1
• Dimensions: 9.95" h x .81" w x 7.09" l, 1.47 pounds
• Binding: Paperback
• 328 pages

Features

• Bullying, cyberbullying, and harassment
• After-school, transportation, and athletic event security
• Managing media and parent communications on safety and crises
• Practical, cost-effective security and preparedness within tight budgetsAlthough school security
• Title - Proactive School Security And Emergency Preparedness Planning

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"The book addresses the history of school safety, the complex and controversial realities of today, and considerations for the future. It is simply the best investment you can make to help keep your kids safe and healthy so that they can learn more and live better." (Dr. Stephen Sroka, President 2011-05-25)

"The emphasis on collecting data and working with community leaders and parents fills this book with practical assessments of common problems and solutions." (James A. Cox, Editor in Chief 2011-11-21)

In Proactive School Security and Emergency Preparedness Planning, Ken Trump has done a masterful job of providing an extensive and practical description of what schools need to do to help their students, staff, and campuses be safe, secure, and prepared for a wide variety of emergencies. An international expert in this area, Trump addresses such critical topics as school safety planning and leadership, school security strategies and procedures, and emergency readiness and planning. But he does this by providing the step-by-step check-lists that schools need to identify the “early warning signals” that can prevent many threats from becoming crises, and the “intervention and response” protocols that resolve and debrief these crises if they do occur. This is an essential guide for any district or school that wants to comprehensively evaluate its prevention and response system in the multifaceted areas related to school safety. The knowledge and experience reflected in this book will be relevant and should be heeded for many years to come. (Howie Knoff, President)

About the Author
Kenneth S. Trump, M.P.A., is the President of National School Safety and Security Services, a Cleveland-based national firm specializing in school security and emergency preparedness training and consulting. He has over 25 years experience in the school safety profession and, has advised school and public safety officials from all 50 states and internationally.

Ken served as a school safety officer, investigator, and youth gang unit supervisor for the Cleveland City Schools' safety division. He also served as a suburban Cleveland school security director and assistant gang task force director on a federal-funded anti-gang initiative.

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1 of 1 people found the following review helpful.
School security/safety guide
By Nancy Faux
This is a very comprehensive book and a great guide to assist any school going through a safety/security audit. All stakeholders should read it to understand both the internally generated and externally generated risks for violent behavior/ actions.

1 of 1 people found the following review helpful.
Best book on the market
By Robert Spellman
I have opened a number of schools and would recommend this text for anyone opening a new school or operating school without an emergency plan (do not wait until it is too late)

0 of 0 people found the following review helpful.
Locking the entrance door is not enough.
By Amazon Customer
I have found the book to be quite insightful and it has broaden my approach to viewing school safety measures beyond making sure the entrance doorway is locked.

TAD

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? PDF Download A Practical Guide to Program Evaluation Planning: Theory and Case Examples, by Debra J. Holden, Marc A. Zimmerman PhD

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A Practical Guide to Program Evaluation Planning: Theory and Case Examples provides a step-by-step process to guide evaluators in planning a comprehensive, yet feasible, program evaluation―from start to design―within any context. No book currently on the market delineate the required steps for preparing to conduct an evaluation. The co-editors of this text developed a model to guide the complex process of planning for program evaluations in a variety of settings. This model, entitled Evaluation Planning Incorporating Context (EPIC), builds on previous work by providing a practical, applied step-by-step process for planning a program evaluation in any setting. Contributing authors then use the EPIC model to describe an evaluation process that they followed in a variety of settings. The EPIC model and the case examples presented in this book provide evaluators with the conceptual tools and a framework for thinking about the pre-evaluation tasks that may be necessary for a successful, useful, and informative evaluation.

Key Features

• Present new evaluation planning model that provides a step-by step process for how to plan for a program evaluation in any context
• Introduces students to the issues in planning for an evaluation within selected contexts using case studies
• Focuses on planning prior to design by providing practical guidance to plan an evaluation from the start, before a design can or has been determined

Intended Audience

This is a vital supplemental text for evaluation courses.

• Sales Rank: #331444 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-09-12
• Original language: English
• Number of items: 1
• Dimensions: 8.30" h x .40" w x 5.40" l, .50 pounds
• Binding: Paperback
• 184 pages

Features

• Used Book in Good Condition

About the Author
Debra J. Holden received a B.A. in Psychology from the University of North Carolina @ Chapel Hill, an M.S. in Community Psychology from North Carolina State University and a Ph.D. in Community Psychology from North Carolina State University. She has worked for 19 years in a variety of settings to implement and evaluate health programs including those at the national, state and local levels.

Marc Zimmerman is Professor and Chair of the Department of Health Behavior and Health Education at the University of Michigan School of Public Health, Director of the Prevention Research Center, and Director of the CDC-funded Michigan Youth Violence Prevention Center. Dr. Zimmerman’s research focuses on health and resiliency of adolescents, adolescent substance abuse, family influences on adolescent health, and AIDS prevention. His research includes both longitudinal interview studies and community intervention. His work on empowerment theory includes measurement and analysis of psychological and community empowerment. Dr. Zimmerman is a Fellow of the Society for Community Research and Action and of the American Psychological Association. He has published extensively and is the Editor of Youth and Society and a member of the Editorial Board of Health Education Research.

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0 of 0 people found the following review helpful.
Five Stars
By Moi Mooi
The EPIC Model serves as a guide for our evaluation plan

0 of 0 people found the following review helpful.
Three Stars
By Shawn Skurky
Good reference.

0 of 0 people found the following review helpful.
Five Stars
By June
Good condition

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* Fee Download Group Exercises for Adolescents: A Manual for Therapists, School Counselors, and Spiritual Leaders, by Susan E. Carrell

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52 exercises for a full year of weekly group sessions with adolescents

This updated edition of Susan Carrell's best-seller provides a practical, concise overview of group work with adolescents, including dos and don'ts for group leaders, as well as potential pitfalls and hazards and how to avoid them. Ideal for therapists, school counselors, spiritual leaders, and other helping professionals, the manual addresses a wide range of today's hot issues for adolescents, including sex, alcohol, drugs, values and ethics, family dynamics, self-esteem, management of difficult emotions, peer relationships, and spirituality. Avoiding the usual "psychobabble," this no-nonsense guide discusses both behavioral and cognitive objectives, includes new exercises and is accompanied by a new companion teen journal.

Ideal for anyone who is developing a new program, revitalizing an existing one, or in need of a one-time group experience, this best-selling manual has been used successfully in schools, community settings, church/religious settings, court-ordered programs, and the private sector. Group Exercises for Adolescents, Third Edition is also appropriate for use as a supplement in courses in Social Group Work Practice and Social Work and Juveniles.

• Sales Rank: #1297120 in Books
• Published on: 2010-07-20
• Original language: English
• Number of items: 1
• Dimensions: 10.74" h x .94" w x 8.96" l, 1.71 pounds
• Binding: Spiral-bound
• 272 pages

About the Author
Susan Carrell, RN, MS, LPC, is a therapist in private practice in Allenspark, Colorado. Previously, she was the Episcopal Chaplain for Missouri State University and Drury University. She was a substance abuse counselor for adolescents in an inpatient treatment facility and a psychiatric nurse clinician for hospitalized adolescents. She has been the owner and director of a state-certified alcohol and drug education program for youth. She also facilitated groups for high-risk adolescents in public high schools. She is author of Group Exercises for Adolescents: A Manual for Therapists (Sage Publications, 1st Edition, 1993, 2nd Edition, 2000) The Therapist’s Toolbox: 26 Tools and an Assortment of Implements for the Busy Therapist (Sage Publications, 2001) and Escaping Toxic Guilt: 5 Proven Steps to Free Yourself from Guilt for Good (McGraw-Hill, 2008).

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0 of 0 people found the following review helpful.
good
By Christina
Good exercises although most would work best with younger teens. Woud have liked more activities and less introduction. Good starter book

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