Selasa, 22 Maret 2011

[U123.Ebook] Ebook Download But What If We're Wrong?: Thinking About the Present As If It Were the Past, by Chuck Klosterman

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But What If We're Wrong?: Thinking About the Present As If It Were the Past, by Chuck Klosterman

But What If We're Wrong?: Thinking About the Present As If It Were the Past, by Chuck Klosterman



But What If We're Wrong?: Thinking About the Present As If It Were the Past, by Chuck Klosterman

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But What If We're Wrong?: Thinking About the Present As If It Were the Past, by Chuck Klosterman

The tremendously well-received New York Times bestseller by cultural critic Chuck Klosterman, exploring the possibility that our currently held beliefs and assumptions about the world will eventually be proven wrong -- now in paperback.

But What If We're Wrong? is a book of original, reported, interconnected pieces, which speculate on the likelihood that many universally accepted, deeply ingrained cultural and scientific beliefs will someday seem absurd. Covering a spectrum of objective and subjective topics, the book attempts to visualize present-day society the way it will be viewed in a distant future. Klosterman cites original interviews with a wide variety of thinkers and experts -- including George Saunders, David Byrne, Jonathan Lethem, Alex Ross, Kathryn Schulz, Neil deGrasse Tyson, Brian Greene, Junot D�az, Amanda Petrusich, Ryan Adams, Dan Carlin, Nick Bostrom, and Richard Linklater. Klosterman asks straightforward questions that are profound in their simplicity, and the answers he explores and integrates with his own analysis generate the most thought-provoking and propulsive book of his career.

  • Sales Rank: #62694 in Books
  • Published on: 2017-04-25
  • Released on: 2017-04-25
  • Original language: English
  • Dimensions: 8.25" h x .56" w x 5.50" l,
  • Binding: Paperback
  • 288 pages

Review
“Full of intelligence and insights, as the author gleefully turns ideas upside down to better understand them.... This book will become a popular book club selection because it makes readers think. Replete with lots of nifty, whimsical footnotes, this clever, speculative book challenges our beliefs with jocularity and perspicacity.”�—Kirkus�(starred review)

“Klosterman�conducts a series of intriguing thought experiments in this delightful new book...Klosterman’s trademark humor and unique curiosity propel the reader through the book. He remains one of the most insightful critics of pop culture writing today and this is his most thought-provoking and memorable book yet.”�—Publishers Weekly�(starred review)

“A spin class for the brain… Klosterman challenges readers to reexamine the stability of basic concepts, and in doing so broadens our perspectives…. An engaging and entertaining workout for the mind led by one of today’s funniest and most thought-provoking writers.”�—Library Journal�(starred review)

"But What If We’re Wrong?�is a book about the big things we’re wrong about that don’t get discussed, just because everyone assumes they can never happen. That’s as true for culture as it is for science, and the uniquely intellectual and dexterous Klosterman dives in with verve. Bonus points for interviews with some fascinating—and stubborn—people in the process."�—Bloomberg�Best Books of 2016, recommended by�Ian Bremmer, President of Eurasia Group

“Klosterman is outlining the ideology of a contrarian here and reminding us of the important role that revisionism plays in cultural writing. What matters is the way he thinks about thinking—and the way he makes you think about how you think. And, in the end, this is all that criticism can really hope to do.”�—Sonny Bunch,�The Washington Post

“[Klosterman’s] most wide-ranging accomplishment to date… As inquisitive, thoughtful and dryly funny as ever, But What If We’re Wrong?... [is] crackling with the writer’s signature wit.”�—Will Ashton,�Pittsburgh Post-Gazette

“In But What If We’re Wrong? [Klosterman] takes on the really big picture . . . He ranges far and wide over the realm of known knowns and known unknowns.”�—Brigitte Frase,�Minneapolis Star Tribune

“I have often wondered how the times I live in will be remembered once they turn into History. It never occurred to me to figure out how to write a book about it, though, which is one of the reasons why Chuck Klosterman is smarter than I am.”�—Aimee Levitt,�The Chicago Reader

“Klosterman has proven himself an insightful and evolving philosopher for popular consumption . . . In his latest, But What If We’re Wrong?, Klosterman probes the very notions of existence and longevity, resulting perhaps in the most mind-expanding writing of his career.”�—Max Kyburz,�Gothamist

“Chuck Klosterman is no time traveler, but he's got a lot of ideas about how the future will shake out . . . in [But What If We’re Wrong?] he ponders the limits of humanity’s search for truth.”�—Chris Weller,�Tech Insider

“Prolific pop-culture critic Chuck Klosterman tackles his most ambitious project yet in new book�But What If We’re Wrong?, which combines research, personal reflections and interviews.”�—Alexandra Cavallo,�The Improper Bostonian

“This book is brilliant and addictively readable. It's also mandatory reading for anyone who loves history and for anyone who claims to have a capacity for forecasting. It'll probably make them angry because it turns so many sacred assumptions upside down—but that's what the future does. Klosterman's writing style is direct, highly personal and robotically crisp—he's like a stranger on the seat next to you on a plane who gives you a billion dollar idea. A terrific book.”�—Douglas Coupland

About the Author
Chuck Klosterman is the bestselling author of seven books of nonfiction (including�Sex, Drugs, and Cocoa Puffs and I Wear the Black Hat) and two novels (Downtown Owl and The Visible Man). He has written for The New York Times, The Washington Post, GQ, Esquire, Spin, The Guardian, The Believer, Billboard, The A.V. Club, and ESPN. Klosterman served as the Ethicist for The New York Times Magazine for three years, appeared as himself in the LCD Soundsystem documentary Shut Up and Play the Hits, and was an original founder of the website Grantland with Bill Simmons.

Excerpt. � Reprinted by permission. All rights reserved.
***This excerpt is from an advance uncorrected proof***

Copyright �2016 Chuck Klosterman

I’ve spent most of my life being wrong.

Not about everything. Just about most things.

I mean, sometimes I get stuff right. I married the right person. I’ve never purchased life insurance as an investment. The first time undrafted free agent Tony Romo led a touchdown drive against the Giants on�Monday Night Football, I told my roommate, “I think this guy will have a decent career.” At a New Year’s Eve party in 2008, I predicted Michael Jackson would unexpectedly die within the next twelve months, an anecdote I shall casually recount at every New Year’s party I’ll ever attend for the rest of my life. But these are the exceptions. It is far, far easier for me to catalog the various things I’ve been wrong about: My insistence that I would never own a cell phone. The time I wagered $100—against $1—that Barack Obama would never become president (or even receive the Democratic nomination). My three‑week obsession over the looming Y2K crisis, prompting me to hide bundles of cash, bottled water, and Oreo cookies throughout my one‑ bedroom apartment. At this point, my wrongness doesn’t even surprise me. I almost anticipate it. Whenever people tell me I’m wrong about something, I might disagree with them in conversation, but—in my mind—I assume their accusation is justified, even when I’m relatively certain they’re wrong, too.

Yet these failures are small potatoes.

These micro‑moments of wrongness are personal: I assumed the answer to something was “A,” but the true answer was “B” or “C” or “D.” Reasonable parties can disagree on the unknowable, and the passage of time slowly proves one party to be slightly more reasonable than the other. The stakes are low. If I’m wrong about something specific, it’s (usually) my own fault, and someone else is (usually, but not totally) right.

But what about the things we’re�all�wrong about?

What about ideas that are so accepted and internalized that we’re not even in a position to question their fallibility? These are ideas so ingrained in the collective consciousness that it seems fool‑ hardy to even wonder if they’re potentially untrue. Sometimes these seem like questions only a child would ask, since children aren’t paralyzed by the pressures of consensus and common sense. It’s a dissonance that creates the most unavoidable of intellectual paradoxes: When you ask smart people if they believe there are major ideas currently accepted by the culture at large that will eventually be proven false, they will say, “Well, of course. There must be. That phenomenon has been experienced by every generation who’s ever lived, since the dawn of human history.” Yet offer those same people a laundry list of contemporary ideas that might fit that description, and they’ll be tempted to reject them all.

It is impossible to examine questions we refuse to ask. These are the big potatoes.

Like most people, I like to think of myself as a skeptical person. But I’m pretty much in the tank for gravity. It’s the natural force most recognized as perfunctorily central to everything we under‑ stand about everything else. If an otherwise well‑executed argument contradicts the principles of gravity, the argument is inevitably altered to make sure that it does not. The fact that I’m not a physicist makes my adherence to gravity especially unyielding, since I don’t know anything about gravity that wasn’t told to me by someone else. My confidence in gravity is absolute, and I believe this will be true until the day I die (and if someone subsequently throws my dead body out of a window, I believe my corpse’s rate of acceleration will be 9.8 m/s2).

And I’m probably wrong.

Maybe not completely, but partially. And maybe not today, but eventually.

“There is a very, very good chance that our understanding of gravity will not be the same in five hundred years. In fact, that’s the one arena where I would think that most of our contemporary evidence is circumstantial, and that the way we think about gravity will be very different.” These are the words of Brian Greene, a theoretical physicist at Columbia University who writes books with titles like�Icarus at the Edge of Time. He’s the kind of physicist famous enough to guest star on a CBS sitcom, assuming that sit‑ com is�The Big Bang Theory. “For two hundred years, Isaac Newton had gravity down. There was almost no change in our thinking until 1907. And then from 1907 to 1915, Einstein radically changes our understanding of gravity: No longer is gravity just a force, but a warping of space and time. And now we realize quantum mechanics must have an impact on how we describe gravity within very short distances. So there’s all this work that really starts to pick up in the 1980s, with all these new ideas about how gravity would work in the microscopic realm. And then string theory comes along, trying to understand how gravity behaves on a small scale, and that gives us a description—which we don’t know to be right or wrong—that equates to a quantum theory of gravity. Now, that requires extra dimensions of space. So the understanding of gravity starts to have radical implications for our understanding of reality. And now there are folks, inspired by these findings, who are trying to rethink gravity itself. They suspect gravity might not even be a fundamental force, but an emergent1 force. So I do think—and I think many would agree—that gravity is the least stable of our ideas, and the most ripe for a major shift.”

If that sounds confusing, don’t worry—I was confused when Greene explained it to me as I sat in his office

1 This means that gravity might just be a manifestation of other forces—not a force itself, but the peripheral result of something else. Greene’s analogy was with the idea of temperature: Our skin can sense warmth on a hot day, but “warmth” is not some independent thing that exists on its own. Warmth is just the consequence of invisible atoms moving around very fast, creating the�sensation�of temperature. We feel it, but it’s not really there. So if gravity were an emergent force, it would mean that gravity isn’t the central power pulling things to the Earth, but the tangential consequence of something else we can’t yet explain. We feel it, but it’s not there. It would almost make the whole idea of “gravity” a semantic construction.

(and he explained it to me twice). There are essential components to physics and math that I will never understand in any functional way, no matter what I read or how much time I invest. A post‑gravity world is beyond my comprehension. But the concept of a post‑gravity world helps me think about something else: It helps me understand the pre‑ gravity era. And I don’t mean the days before Newton published�Principia�in 1687, or even that period from the late 1500s when Galileo was (allegedly) dropping balls off the Leaning Tower of Pisa and inadvertently inspiring the Indigo Girls. By the time those events occurred, the notion of gravity was already drifting through the scientific ether. Nobody had pinned it down, but the mathematical intelligentsia knew Earth was rotating around the sun in an elliptical orbit (and that�something�was making this hap‑ pen). That was around three hundred years ago. I’m more fixated on how life was another three hundred years before that. Here was a period when the best understanding of why objects did not spontaneously f loat was some version of what Aristotle had argued more than a thousand years prior: He believed all objects craved their “natural place,” and that this place was the geocentric center of the universe, and that the geocentric center of the universe was Earth. In other words, Aristotle believed that a dropped rock fell to the earth because rocks belonged on earth and wanted to be there.

So let’s consider the magnitude of this shift: Aristotle—arguably the greatest philosopher who ever lived—writes the book�Physics�and defines his argument. His view exists unchallenged for almost two thousand years. Newton (history’s most meaningful mathematician, even to this day) eventually watches an apocryphal apple fall from an apocryphal tree and inverts the entire human under‑ standing of why the world works as it does. Had this been explained to those people in the fourteenth century with no understanding of science—in other words, pretty much everyone else alive in the fourteenth century—Newton’s explanation would have seemed way, way crazier than what they currently believed: Instead of claiming that Earth’s existence defined reality and that there was something essentialist about why rocks acted like rocks, Newton was advocating an invisible, imperceptible force field that some‑ how anchored the moon in place.

We now know (“know”) that Newton’s concept was correct. Humankind had been collectively,�objectively�wrong for roughly twenty centuries. Which provokes three semi‑related questions:


���•�If mankind could believe something false was objectively true for two thousand years, why do we ref lexively assume that our current understanding of gravity—which we’ve embraced for a mere three hundred fifty years—will some‑ how exist forever?
���•�Is it possible that this type of problem has simply been solved? What if Newton’s answer really is—more or less— thefinalanswer, and the only one we will ever need? Because if that is true, it would mean we’re at the end of a process that has defined the experience of being alive. It would mean certain intellectual quests would no longer be necessary.
���•�Which statement is more reasonable to make: “I believe grav‑ ity exists” or “I’m 99.9 percent certain that gravity exists”? Certainly, the second statement issafer. But if we’re going to acknowledge even the slightest possibility of being wrong about gravity, we’re pretty much giving up on the possibility of being right about anything at all.

There’s a popular website that sells books (and if you purchased this particular book, consumer research suggests there’s a 41 per‑ cent chance you ordered it from this particular site). Book sales constitute only about 7 percent of this website’s total sales, but books are the principal commodity this enterprise is known for. Part of what makes the site successful is its user‑generated con‑ tent; consumers are given the opportunity to write reviews of their various purchases, even if they never actually consumed the book they’re critiquing. Which is amazing, particularly if you want to read negative, one‑star reviews of Herman Melville’s�Moby-Dick.

“Pompous, overbearing, self‑indulgent, and insufferable. This is the worst book I’ve ever read,” wrote one dissatisfied customer in 2014. “Weak narrative, poor structure, incomplete plot threads, � of the chapters are extraneous, and the author often confuses himself with the protagonist. One chapter is devoted to the fact that whales don’t have noses. Another is on the color white.” Interestingly, the only other purchase this person elected to review was a Hewlett‑Packard printer that can also send faxes, which he awarded two stars.

I can’t dispute this person’s distaste for�Moby-Dick. I’m sure he did hate reading it. But his choice to state this opinion in public— almost entirely devoid of critical context, unless you count his take on the HP printer—is more meaningful than the opinion itself. Publicly attacking�Moby-Dick�is shorthand for arguing that what we’re socialized to believe about art is fundamentally questionable. Taste is subjective, but some subjective opinions are casually expressed the same way we articulate principles of math or science. There isn’t an ongoing cultural debate over the merits of�Moby- Dick: It’s not merely an epic novel, but a transformative literary innovation that helps define how novels are supposed to be viewed. Any discussion about the clich�d concept of “the Great American Novel” begins with this book. The work itself is not above criticism, but no individual criticism has any impact; at this point, attacking�Moby-Dick�only reflects the contrarianism of the critic. We all start from the supposition that�Moby-Dick is accepted as self‑evidently awesome, including (and perhaps especially) those who disagree with that assertion.

So how did this happen?

Melville publishes�Moby-Dick�in 1851, basing his narrative on the real‑life 1839 account of a murderous sperm whale nicknamed “Mocha Dick.” The initial British edition is around nine hundred pages. Melville, a moderately successful author at the time of the novel’s release, assumes this book will immediately be seen as a masterwork. This is his premeditated intention throughout the writing process. But the reviews are mixed, and some are contemptuous (“it repels the reader” is the key takeaway from one of the very first reviews in the London�Spectator). It sells poorly—at the time of Melville’s death, total sales hover below five thousand copies. The failure ruins Melville’s life: He becomes an alcoholic and a poet, and eventually a customs inspector. When he dies destitute in 1891, one has to assume his perspective on�Moby-Dick�is some‑ thing along the lines of “Well, I guess that didn’t work. Maybe I should have spent fewer pages explaining how to tie complicated knots.” For the next thirty years, nothing about the reception of this book changes. But then World War I happens, and—somehow, and for reasons that can’t be totally explained2—modernists living in postwar America start to view literature through a different lens. There is a Melville revival. The concept of what a novel is supposed to accomplish shifts in his direction and amplifies with each passing generation, eventually prompting people (like the 2005 director of Columbia University’s American studies pro‑ gram) to classify�Moby-Dick�as “the most ambitious book ever conceived by an American writer.” Pundits and cranks can disagree with that assertion, but no one cares if they do. Melville’s place in history is secure, almost as if he were an explorer or an inventor: When the prehistoric remains of a previously unknown predatory whale were discovered in Peru in 2010, the massive creature was eventually named�Livyatan melvillei. A century after his death, Melville gets his own extinct super‑whale named after him, in tribute to a book that commercially tanked. That’s an interesting kind of career.

Now, there’s certainly a difference between collective, objective wrongness (e.g., misunderstanding gravity for twenty centuries) and collective, subjective wrongness (e.g., not caring about�Moby- Dick�for seventy‑five years). The machinations of the transitionsare completely different. Yet both scenarios hint at a practical reality and a modern problem. The practical reality is that any present‑tense version of the world is unstable. What we currently consider to be true—both objectively and subjectively—is habitually provisional. But the modern problem is that reevaluating what we consider “true” is becoming increasingly difficult. Superficially, it’s become easier for any one person to dispute the status quo: Everyone has a viable platform to criticize�Moby-Dick�(or, I suppose, a mediocre HP printer). If there’s a rogue physicist in Winnipeg who doesn’t believe in gravity, he can self‑publish a book that outlines his argument and potentially attract a larger audience than�Principia�found during its first hundred years of existence. But increasing the capacity for the reconsideration of ideas is not the same as actually changing those ideas (or even�allowing�them to change by their own momentum).

We live in an age where virtually no content is lost and virtually all content is shared. The sheer amount of information about every current idea makes those concepts difficult to contradict, particularly in a framework where public consensus has become the ultimate arbiter of validity. In other words, we’re starting to behave as if we’ve reached the end of human knowledge. And while that notion is undoubtedly false, the sensation of certitude it generates is paralyzing.

In her book�Being Wrong, author Kathryn Schulz spends a few key pages on the concept of “na�ve realism.” Schulz notes that while there are few conscious proponents of na�ve realism, “that doesn’t mean there are no na�ve realists.” I would go a step further than Schulz; I suspect most conventionally intelligent people are na�ve realists, and I think it might be the defining intellectual quality of this era. The straightforward definition of na�ve realism doesn’t seem that outlandish: It’s a theory that suggests the world is exactly as it appears. Obviously, this viewpoint creates a lot of opportunity for colossal wrongness (e.g., “The sun appears to move across the sky, so the sun must be orbiting Earth”). But my personal characterization of na�ve realism is wider and more insidious. I think it operates as the manifestation of two ingrained beliefs:


���•�“When considering any question, I must be rational and logical, to the point of dismissing any unverifiable data as preposterous,” and
���•�“When considering any question, I’m going to assume that the information we currently have is all the information that will ever be available.”

Here’s an extreme example: the possibility of life after death. When considered rationally, there is no justification for believing that anything happens to anyone upon the moment of his or her death. There is no reasonable counter to the prospect of nothing‑ ness. Any anecdotal story about “floating toward a white light” or Shirley MacLaine’s past life on Atlantis or the details in�Heaven Is for Real�are automatically (and justifiably) dismissed by any secular intellectual. Yet this wholly logical position discounts the over‑ whelming likelihood that we currently don’t know something critical about the experience of life, much less the ultimate conclusion to that experience. There are so many things we don’t know about energy, or the way energy is transferred, or why energy (which can’t be created or destroyed) exists at all. We can’t truly conceive the conditions of a multidimensional reality, even though we’re (probably) already living inside one. We have a limited under‑ standing of consciousness. We have a limited understanding of time, and of the

perception of time, and of the possibility that all time is happening at once. So while it seems unrealistic to seriously

2 The qualities that spurred this rediscovery can, arguably, be quantified: The isolation and brotherhood the sailors experience mirrors the experience of fight‑ ing in a war, and the battle against a faceless evil whale could be seen as a metaphor for the battle against the faceless abstraction of evil Germany. But the fact that these details can be quantified is still not a satisfactory explanation as to why�Moby-Dick�became the specific novel that was selected and elevated. It’s not like�Moby-Dick�is the only book that could have served this role.

consider the prospect of life after death, it seems equally na�ve to assume that our contemporary understanding of this phenomenon is remotely complete. We have no idea what we don’t know, or what we’ll eventually learn, or what might be true despite our perpetual inability to comprehend what that truth is.

It’s impossible to understand the world of today until today has become tomorrow.

This is no brilliant insight, and only a fool would disagree. But it’s remarkable how habitually this truth is ignored. We constantly pretend our perception of the present day will not seem ludicrous in retrospect, simply because there doesn’t appear to be any other option. Yet there�is�another option, and the option is this: We must start from the premise that—in all likelihood—we are already wrong. And not “wrong” in the sense that we are examining questions and coming to incorrect conclusions, because most of our conclusions are reasoned and coherent. The problem is with the questions themselves.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Who will be remembered? Who will be forgotten? Do we really understand the world?
By Kid Kyoto
This short, thought-provoking book ranges widely from politics to music to physics but always returns to the main question of 'what if we are wrong'.

There are countless cases in history of widely-held beliefs about culture, philosophy and even the nature of the world being overturned almost overnight. Artists unknown in their time are celebrated today as unsung geniuses while the giants of those ages are forgotten. Which raises the question, what do we think, believe or know today that will be proven false tomorrow?

It's a good question and there isn't necessarily an answer in here but that's fine because it does make us think. I first learned of this book when one chapter was reprinted in a magazine. It asked the question 300 years from now, when rock and roll is as historical and irrelevant as, say, opera, who will historians hold up as the example of rock, who will be remembered?

Now ask the same question about television.

Or any other aspect of our lives.

Are the Grammy, Emmy and Oscar winners really the most important works of art in the world today? If not, what is?

Klosterman also asks the equally challenging question, what if we're right? Yes people once believed the world was flat and were proven wrong. But that sort of scientific revolution has become rarer as we've shared more information and established methods, so what if this is it? What if our understanding of the world is it, and there are no more revolutions?

Again he doesn't have answers but there's a lot to chew on here.

Klosterman's style is very friendly, he sprinkles in self-deprecating humor and personal anecdotes throughout which keeps this book from being too heavy. I found it a perfect read for a long plane trip.

I recommend it.

2 of 2 people found the following review helpful.
On chapter of the book ponders if that could that be the case someday with something we consider concrete like gravity or certai
By JORGE A. DELPINAL
A fascinating and amusing look at how/why things get remembered or change throughout history and how that may apply to how our times are remembered/seen. For example, at one point most people thought the Earth was flat. It was a fact. On chapter of the book ponders if that could that be the case someday with something we consider concrete like gravity or certain rules of physics. And don't worry it's not technical or scientific and most of it delves into pop culture. In 100 years who will be remembered as the iconic musician or author of our times? It might not be who you think.

2 of 2 people found the following review helpful.
Interesting, but no conclusions here
By morehumanthanhuman
Engrossing collection of essays speculating about what humanity may consider differently in the future. Even if you disagree with specific conclusions, the subject of cultural blindspots is a fascinating one and it is discussed with wit and intelligence. As long as you don't expect Klosterman to tie it all up with a bow at the end, you might enjoy this book. He's way more interested in exploring what we don't know than drawing any conclusions.

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Sabtu, 19 Maret 2011

[F324.Ebook] PDF Download Respiratory Care: Principles And Practice, by Dean R. Hess, Neil R. MacIntyre, William F. Galvin

PDF Download Respiratory Care: Principles And Practice, by Dean R. Hess, Neil R. MacIntyre, William F. Galvin

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Respiratory Care: Principles And Practice, by Dean R. Hess, Neil R. MacIntyre, William F. Galvin

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Respiratory Care: Principles And Practice, by Dean R. Hess, Neil R. MacIntyre, William F. Galvin

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Respiratory Care: Principles And Practice, by Dean R. Hess, Neil R. MacIntyre, William F. Galvin

With contributions from over 75 of the foremost experts in the field, the third edition of best-selling Respiratory Care: Principles and Practice represents the very best in clinical and academic expertise. Taught in leading respiratory care programs, it continues to be the top choice for instructors and students alike. The Third Edition includes numerous updates and revisions that provide the best foundational knowledge available as well as new, helpful instructor resources and student learning tools. Respiratory Care: Principles and Practice, Third Edition is a complete and up-to-date exploration of the technical and professional aspects of respiratory care. With foundations in evidence-based practice, this essential resource reviews respiratory assessment, respiratory therapeutics, respiratory diseases, basic sciences and their application to respiratory care, the respiratory care profession, and much more. Respiratory Care: Principles and Practice, Third Edition incorporates the latest information on the practice of respiratory care into a well-organized, cohesive, reader-friendly guide to help students learn to develop care plans, critical thinking skills, strong communication and patient education skills, and the clinical leadership skills needed to succeed. This text provides essential information in a practical and manageable format for optimal learning and retention. Including a wealth of student and instructor resources, and content cross-referencing the NBRC examination matrices, Respiratory Care: Principles and Practice, Third Edition is the definitive resource for today’s successful respiratory care practitioner. FEATURES More user-friendly content specifically for the anatomy and physiology of respiratory, cardiac, renal, and neural systems. Expanded, revised, and enhanced resources for students and instructors More than 580 photos and illustrations, and more than 300 tables and equations KEY CONTENT 2015 NBRC Competencies AARC Clinical Practice Guidelines Patient Safety and Protocols Ventilator Associated Events Patient Education Critical Thinking Prevention of Re-admissions Affordable Care Act NEW CHAPTERS Extracorporeal Life Support for Respiratory Failure Respiratory Anatomy Respiratory Mechanics Control of Breathing Cardiovascular, Renal, and Neural Anatomy and Physiology CHAPTER FEATURES Chapter Outline Chapter Learning Objectives - correlated to the NBRC Key Terms Boxed Features Respiratory Recap – review of key study points for core content Stop and Think – provides an opportunity for critical thinking Age-Specific Angle - provides unique differences that are age specific―usually pediatric/neo-natal focused or geriatric Case Studies Equations Clinical Practice Guidelines Key Points References INSTRUCTOR RESOURCES Instructor's Manual Transition Guide Conversion Guide Sample Syllabus Over 4000 Revised and Improved Slides in PowerPoint format Test Bank Each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools. STUDENT RESOURCES Navigate 2 Advantage Access, includes: eBook Knowledge Check Questions Interactive Glossary Chapter Quizzes Practice Activities Flashcards Discussion Questions Case Studies Key Image Review Animations Mid Term Exam Final Exam

  • Sales Rank: #121565 in Books
  • Published on: 2015-04-13
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.90" h x 2.20" w x 8.80" l, .0 pounds
  • Binding: Hardcover
  • 1520 pages

Most helpful customer reviews

1 of 1 people found the following review helpful.
I am very disappointed.
By Samantha Fiedorowicz
Upon receiving the textbook I opened it and saw the 1st 100 or so pages are not connected to the spine! This book is expensive and is supposed to be brand new. I am very disappointed.

0 of 0 people found the following review helpful.
which it was good. The book came in plastic
By Nat
Book came in sooner then expected, which it was good. The book came in plastic. Brand new

0 of 0 people found the following review helpful.
So happy I rented instead of purchased
By Amazon Customer
Much larger than expected. So happy I rented instead of purchased....

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Rabu, 16 Maret 2011

[G741.Ebook] Ebook Free A Piece of Cake: A Memoir, by Cupcake Brown

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A Piece of Cake: A Memoir, by Cupcake Brown

Eleven-year-old Cupcake Brown woke up on the bicentennial and found her mother still in bed. She struggled to wake her up, pushing and pulling until she managed to tug her mother's lifeless corpse onto her own small body, crushing her beneath its dead weight. After squeezing out from under her mother, Cupcake calmly walked over to the phone and called her aunt Lori. "Lori, my momma's dead."

Here is the threshold of a hell for young Cupcake. Rather than being allowed to live with the man she believed to be her father--who turns out to have been her stepfather--she is forced into a foster home where the kids were terrorized, the refrigerator padlocked, and Cupcake sexually abused. She eventually fled the house, only to find herself wandering from misadventure to misadventure in the "system," while also developing a massive appetite for drugs and alcohol, an appetite she paid for by turning tricks. She settled down in Los Angeles and found a home in the Crips, where she was taken in and befriended by gangsters like the legendary "Monster" Kody Scott. For the first time she found a family, but when Cupcake was blasted in the back with a 12-gauge shotgun, she was once more taken in by the system.

At 16, her stepfather reeneters her life and engineers an "emancipation," in which the courts declare her an adult and free her, finally, from the child welfare system. Cup takes advantage of her new freedom to start a drug-dealing operation with her stepfather, who also manages a stable of colorful prostitutes. Soon she meets a man, falls in love, and gets married. He convinces her to get a real job and learn to speak proper English--but he also abuses her and introduces her to crack cocaine. Cupcake flits from job to job, miraculously, given that she never fails to show up without some cocktail of narcotics floating in her system.

She hits rock bottom when, in desperation, she steals crack from her drug dealer. He beats her nearly to death, rapes her, and then leaves her body behind a dumpster. Cupcake wakes up days later, not sure of how she ended up in this state and from that moment begins to turn her life around. She was adopted by a lawyer who ran the law firm where she "worked," and slowly he assisted her in kicking the habit--with the help of an eccentric group of fellow addicts who became, at last, a family to her--and catching up on her education. With the support of her new family, she eventurally goes all the way to law school (although not without a few additional misadventures along the way) and joins one of the top law firms in the country.

Cupcake's story is an inspiring, at times hilarious, often distrubing, and deeply moving account of a singular woman who took on the worst of contemporary urban life and survived it with wit and a ferocious will. It updates classic memoirs like I Know Why the Caged Bird Sings and Makes Me Wanna Holler, and gives a bold and gritty spin to contemporary memoirs like Finding Fish. At the center of it, Cupcake is a charming and inspiring narrator through the inferno of her life.

  • Sales Rank: #3128038 in Books
  • Brand: Brand: Random House Audio
  • Published on: 2006-02-28
  • Released on: 2006-02-28
  • Ingredients: Example Ingredients
  • Formats: Abridged, Audiobook
  • Original language: English
  • Number of items: 5
  • Dimensions: 5.51" h x 1.01" w x 6.32" l,
  • Running time: 360 minutes
  • Binding: Audio CD
Features
  • Used Book in Good Condition

From Publishers Weekly
Brown reads her own horrific memoir of childhood paradise lost, sexual degradation and drug-fueled bad times with a surprising twinkle in her eye. Having made it through to the other side and a stable life, Brown revisits the ugliest places in her past, her matter-of-fact voice refusing to shy away from any of the brutal details. Brown does not milk her story for sympathy (although that is implicit in its very telling); she merely chronicles its twists and turns, its tragic losses and terrible indignities, choosing to honor her past by exposing it in its entirety. Brown's voice is measured and wry, exposing the foibles of her own stunted good sense at the same time as she documents the heinous callousness of the adults who by turns mistreat and neglect her after the untimely death of her mother. Her reading lacks something in emotion and professionalism, but its no-nonsense quality is the mark of an unhurried, self-taught storyteller.
Copyright � Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

From Booklist
Cupcake (La'Vette) Brown went from the relative security of life in a working-class neighborhood of San Diego to hardship and uncertainty when, at the age of 11, her mother died. Her estranged biological father lost interest when an expected insurance payout didn't materialize, and Cupcake and her brother were left with a merciless foster mother and her abusive son. Unable to take the mistreatment, Cupcake drifted into a life of prostitution, drug addiction, gang affiliation, stealing, homelessness, and any available means of survival. Her salvation comes in an unlikely group of fellow addicts who encourage her to change. Brown takes the same fortitude it took to survive the streets and uses it to become a lawyer. Her story of survival and triumph is incredible and often rough. Readers who like gritty, urban nonfiction will enjoy this book. Vanessa Bush
Copyright � American Library Association. All rights reserved

About the Author
Cupcake Brown is an attorney at Bingham McCutcheon, one of the largest law firms in California.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Very Inspiring
By Melissa
It took me a while to get into this book because of the terrible things that Cupcake experienced and the choices she made but it is a very inspiring book that no matter what you have been through, how little you have, you can turn it around if you are determined and put the hard work in. Cup was able to accomplish so much near the end - I kind of wish more emphasis was put onto the amazing things near the end - after struggling to get to where she turns it around I didn't want the book to end because I wanted to hear more of the great things she has done. I have seen too many lives affected by drugs and this gives me hope that more people in situations like this can and do turn it around to become successful and have a rewarding life. My cousin battled with drugs and addiction from a young age and then when approaching 40 he got clean and went back to school. He just graduated at the top of his class and was hired with what I believe is one of his first jobs EVER and is doing fabulous. I am so proud that he made the decision and is doing so well now. He sees what it's like to live life to the fullest and is happier than ever. This book gives you a "good feeling" and I would recommend it to anyone looking for a motivational/inspirational story.

Great job Cupcake Brown!! Thank you for sharing your story and I am so glad you were able to overcome all of the unfortunate situations you had to deal with through your life! I hope people dealing with an addiction can see that there is life without drugs and that they really can succeed if they have the determination.

2 of 2 people found the following review helpful.
Inspiring, heart breaking, and honest
By Amazon Robot 010101
**SPOILER?? I couldn't write my review without touching on some plot points, but it shouldn't be anything so revealing to ruin the book.

I started reading A Peice of Cake shortly after losing my mom. I was young and it was unexpected, so I was deeply lost. Cupcake's story made me feel emotions in ways that few books can, at a time that I needed to feel more than anything else. The feelings she described surrounding the death of her mother left me sobbing, but grateful to know my own feelings weren't abnormal. There were other things in her book that I (unfortunately) related to as well, and again I would feel better reading her story and feeling less alone in my own thoughts. The way that she described events with such blatant honesty, the magnitude of Cupcake's experiences, the long path of her soberity— its inspiring and moving. Sometimes I would read and just cry. Sometimes they were tears of happiness, sometimes sadness or anger. But above all, her story translated out of the book into my head creating genuine emotions. Few books have done this for me. This is a book that will stick with me for a lifetime.

1 of 1 people found the following review helpful.
I really like this book
By Melisa
I really like this book. It's heart-wrenching & angering & I had to take a break from it every now & then but it was awesome to read how she triumphed & overcame! I loved reading about how she pushed through & preseved & how God reached down & saved her. How He blessed her time & time again & surrounded her w/an encouraging group of ppl that wouldn't let her give up! Her relationship with God grew & in Him she found freedom. It's difficult to read what she went through but her testimony is so very worth it!

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Kamis, 10 Maret 2011

[S779.Ebook] Get Free Ebook Wireshark Tutorials for Network Administrators, by sachin p

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Wireshark Tutorials for Network Administrators, by sachin p

This book contains wireshark tutorials which are recommended for network administration activity. It contains screenshots of wireshark with appropriate filters and useful techniques which can be used for network analysis.

  • Sales Rank: #337951 in eBooks
  • Published on: 2015-03-02
  • Released on: 2015-03-02
  • Format: Kindle eBook

Most helpful customer reviews

0 of 0 people found the following review helpful.
Good Info
By Dave Post
Good source for quick training on this product.

0 of 0 people found the following review helpful.
Good starter.
By Amazon Customer
good foundation to get going with wireshark.

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Selasa, 08 Maret 2011

[V186.Ebook] Ebook Research Methods in Education: An Introduction (9th Edition), by William Wiersma, Stephen G. Jurs

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Research Methods in Education: An Introduction (9th Edition), by William Wiersma, Stephen G. Jurs

A classic in its field, Research Methods in Education explains the research process with emphasis on the formulation of a research question, referencing current literature in the field, using appropriate research designs, and writing and evaluating research reports. Both quantitative and qualitative research designs are described. Measurement, sampling, and statistics are presented as essential research tools.

Retaining the clear, concise writing style and organization that has made this text so popular, Research Methods in Education helps students evaluate research literature as well as master research methodology. It emphasizes the rationale for commonly used research procedures and their applications. The authors outline the nature of educational research and clearly define the steps in the research process.

The text is broad in scope–covering both quantitative, qualitative and mixed methods research methodologies as well as describing how to write research proposals and reports of completed research. Research Methods in Education gives students a solid understanding of all the elements of research.

  • Sales Rank: #209709 in Books
  • Brand: Wiersma, William/ Jurs, Stephen G.
  • Published on: 2008-03-09
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.30" h x 1.40" w x 7.20" l, 2.23 pounds
  • Binding: Hardcover
  • 493 pages

From the Back Cover

Wiersma / Jurs, Research Methods in Education: An Introduction, 9e 0205581927

A classic in its field, Research Methods in Education explains the research process with emphasis on the formulation of a research question, referencing current literature in the field, using appropriate research designs, and writing and evaluating research reports. Both quantitative and qualitative research designs are described. Measurement, sampling, and statistics are presented as essential research tools.

New to this edition:

  • The reorganization of the chapters into three sections is in response to requests from reviewers and current users of the text.
  • New examples have been added that capture the students’ interest, for example, the relationship between poor reading skills and suicidal tendencies.
  • New exercises have been added at the end of every chapter.
  • The previous data sets used in the statistics chapters have been updated with current data sets.

Here’s what your colleagues are saying:

“I have used Wiersma’s texts for many years and…I plan to continue to use it.”

-��������� Doris L. Prater, University of Houston

“Very thorough, easy to read and follow.”

-��������� Darla Twale, University of Dayton

“Research Methods in Education is a useful guidebook for students to understand the basic principles and methodology involved in all types of research, be it experimental, quasi-experimental, survey, correlational, action, enthroposophic, or single subject design. Basically, the text covers all aspects of qualitative and quantitative research methods.”

-��������� Gholam Kibria, Delaware State University

Most helpful customer reviews

8 of 9 people found the following review helpful.
Great reference for Research Methods Class
By Kamilah Giscombe
I thought that the book was very comprehensive and a wonderful reference for my research methods course. I did not use the multimedia provided (cd-rom or internet site), as the information in the book was good enough. I would recommend this text for any research methods course

1 of 1 people found the following review helpful.
Stats and Research for the Counselor
By Bold As Love
If you are not already a statistician and do not expect to be a heavy-duty researcher, this is the volume to have on your bookshelf. It gives you the essentials for setting up your research and gives your enough information and basic understanding of stats to be able to carry on an intelligent conversation with your statistician about your research needs.

1 of 1 people found the following review helpful.
Expensive, But Very Helpful
By Mysteree
The book was required for my course and cost a lot less on Amazon than at the Unviersity book store. A very good text for the topic.

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Selasa, 01 Maret 2011

[J885.Ebook] PDF Download The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, by Ikujiro Nonaka, Hirotaka Takeuchi

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The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, by Ikujiro Nonaka, Hirotaka Takeuchi

The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, by Ikujiro Nonaka, Hirotaka Takeuchi



The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, by Ikujiro Nonaka, Hirotaka Takeuchi

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The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, by Ikujiro Nonaka, Hirotaka Takeuchi

How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally.
The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge.

To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself with the master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline.
As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future.

Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

  • Sales Rank: #620240 in Books
  • Published on: 1995-05-18
  • Original language: English
  • Number of items: 1
  • Dimensions: 6.30" h x .90" w x 9.30" l, 1.35 pounds
  • Binding: Hardcover
  • 304 pages

From Library Journal
This book addresses the generation-old question of why the Japanese are so successful in business. The authors, professors of management at Hitosubashi University, contend that Japanese firms are successful because they are innovative, that is, because they create new knowledge and use it to produce successful products and technologies. They identify two types of organizational knowledge: explicit knowledge, contained in procedures and manuals, and tacit knowledge, learned only by experience. U.S. managers tend to focus on explicit knowledge and stress approaches such as benchmarking, while the Japanese focus on tacit knowledge. Using corporate examples such as Honda, NEC, Nissan, 3M, and GE, the authors provide insights that reveal how to blend the best of both worlds. This scholarly volume is highly recommended not only for academics (especially in organizational theory) but also for readers doing business in and with Japan.?Joseph W. Leonard, Miami Univ., Oxford, Ohio
Copyright 1995 Reed Business Information, Inc.

Review

"A fascinating, exciting exposure to a new way of thinking about the knowledge-based company....Provides a model of knowledge creation that will be a touchstone of future work in this field....This important, imaginative book will challenge and intrigue managers and management scholars alike."--D. Eleanor Westney, MIT Sloan School of Management in the Sloan Management Review


"A fascinating volume that will interest philosophers, managers, and more common readers....The analyses are so thorough that they make the one- and two-page descriptions in Forbes magazine seem like elementary fairy stories. The authors have done their research well and provide delightful details."--Minneapolis Star Tribune


"Knowledge creation is to the 90s what excellence was to the 80s. I can't imagine a better book on organizational design for innovation. Nor can I imagine a better common focus for managers and scholars. This is the best and most original blend of organizational theory and practice we are likely to see for some time."--Karl E. Weick, University of Michigan School of Business Administration


"This is the most creative book on management to come out of Japan. The same authors who introduced the rugby approach to new product development, now bring us a myriad of new concepts: tacit knowledge, the oneness of mind and body, middle-up-down management, hypertext organization, to name a few. The insights for this book originated in Japan, but the managerial implications are universal. It is a must read for managers competing in the borderless world."--Kenichi Ohmae, Ohmae & Associates


"Nonaka and Takeuchi take on a subject that is truly on the frontier of management: the process by which companies learn and create competitively valuable knowledge. What is refreshing about this book is that Nonaka and Takeuchi go beyond the slogans that have characterized much of the previous work on this subject, and delve into the specific organization structures and processes involved in organizational creativity and learning. They bring a wealth of specific, in-depth company evidence to bear on the task. The result is an important book which will advance both the literature as well as corporate practice."--Michael E. Porter, C. Roland Christensen Professor of Business Administration, Harvard University


From the Back Cover
Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the performance of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge; the Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success - the Japanese have learned how to convert tacit into explicit knowledge. To explain how this is done - and illuminate Japanese business practices as they do so - the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down", in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the twenty-first century, a new society is emerging. Peter Drucker calls it the "knowledge society", one that is drastically different from the "industrial society",and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences change constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create new knowledge organizationally, and how to exploit it to make successful products, services, and systems.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great tool for the OD professionals' toolkit!
By Mondraea Calvin
Excellent resource for professionals wanting to understand key principles to enabling a culture which promotes the creation and dissemination of knowledge throughout a company. Authors Ikujiro Nonaka and Hirotaka Takeuchi highlight the secrets of successful Japanese companies such as Cannon, Honda and Sharp and their ability to transfer explicit knowledge to tacit knowledge and ultimately new technologies and profits. According to Nonaka and Takeuchi, the key is their approach to managing the knowledge creation process and implementation of the Middle-up-Down management system. This book is a must-read for students and OD professional seeking to influence organizational design and culture.

0 of 0 people found the following review helpful.
Well Written Book On The Role Of Tacit Knowledge And Explicit Textual Knowledge In Social Organisations
By Andrew Oliver
In investigating knowledge, to study the role of different kinds of knowledge in the modern corporation - or perhaps, say, government department - one is not interested so much in its ontological status or even its truth or falsity but on its social role how it is learnt and taught and how it changes form as the organisation develops over time ...

Much more solidly based in real companies and real psychology than, say, excessively Hegelian approaches such as the 'social construction of reality' one or even 'ratomorphic behaviourists' who are surprised when they're bitten by theory rejection: the rats bite back, because their conscious minds reject being interpreted in terms of how lab rats behave!

Solid examples from dozens of case study investigations into Japanese companies!

And, whilst not as sound as an ontological approach, quite appropriate for the modern corporation, if not for the astrophysics research institute!

0 of 0 people found the following review helpful.
The Founding Text of the Knowledge-Creation School
By Etienne RP
This book has its origins in an article the two authors wrote for the Harvard Business Review in 1986 about new product development in Japanese companies. Rather than construct a complex theory, complete with flow charts and diagrams, they used a simple metaphor: developing a new product is more like a rugby game than a relay race. Under the relay approach, new-product development proceeds sequentially from phase to phase--concept development, feasibility testing, product design, development process, pilot production, and final production--with one group of functional specialists passing the baton to the next group. Under the rugby approach, the product development process emerges from the constant interaction of a multidisciplinary team whose members work together from start to finish. As in rugby, the ball gets passed within the team as it moves as a unit toward the goal.

Because project teams consist of members with varying functional specializations, the issue of learning was considered a key aspect of product development. The article focused on two dimensions of learning: across multiple levels (individual, group, and corporate) and across multiple functions. But although the authors devoted sections to cross-fertilization and transfer of learning, they didn't develop the epistemological dimension of learning, and their focus was more on the learning organization than on the knowledge-creating company. Japanese firms' reliance on trial and error and on learning by doing wasn't analyzed in terms of the prevalence of tacit knowledge and processes of organizational knowledge creation.

In their book, Nonaka and Takeuchi introduce a key distinction between two kinds of knowledge: explicit knowledge and tacit knowledge. Explicit knowledge can be expressed in words and numbers and shared in the form of data, scientific formulae, specifications, manuals, and the like. This kind of knowledge can be readily transmitted across individuals formally and systematically. Tacit knowledge, on the other hand, is highly personal and hard to formalize, making it difficult to communicate or share with others. Subjective insights, intuitions, and hunches fall into this category of knowledge. Difficult to verbalize, such tacit knowledge is deeply rooted in an individual's action and experience, as well as in the ideals, values, or emotions he or she embraces.

There are two dimensions to knowledge creation: epistemological and ontological. The epistemological level describes how knowledge is converted from one type into another through processes of socialization (from tacit knowledge to tacit knowledge), externalization (from tacit knowledge to explicit knowledge), combination (from explicit to explicit) and internalization (from explicit to tacit). The ontological level refers to the knowledge-creating entity: it includes individual, group, organizational, and interorganizational levels. A knowledge spiral emerges when the interaction between tacit and explicit knowledge is elevated dynamically from a lower ontological level to higher levels.

The authors believe that Japanese companies are especially good at realizing this exchange between tacit and explicit knowledge during the product development phase, and that there is a distinctively Japanese approach to knowledge creation. Epistemologically, Westerners tend to emphasize explicit knowledge and the Japanese tend to stress tacit knowledge. Ontologically, Westerners are more focused on individuals, while the Japanese are more group-oriented. These differences give rise to a wholly different view of the organization: not as a machine for processing information, but as a living organism. People in Japan emphasize the importance of learning from direct experience as well as through trial and error. Like a child learning to eat, walk, and talk, they learn with their minds and bodies. This tradition of emphasizing the oneness of body and mind has been a unique feature of Japanese thinking since the establishment of Zen Buddhism.

The Western philosophical tradition, culminating with Wittgenstein, stresses that "we cannot say what we cannot think". But through metaphors, analogies, and pictures, people put together what they know in new ways and begin to express what they know but cannot yet say. As Polanyi put it, "We can know more than we can tell". The concept of tacit knowledge focuses on highly subjective insights, intuitions, and hunches that are gained through practical experience. This messy knowledge can prove indispensable in elaborating new concepts. As the authors underscore, "Ambiguity can prove useful at times not only as a source of a new sense of direction, but also as a source of alternate meanings and a fresh way of thinking about things. In this respect, new knowledge is born out of chaos".

Another important contribution of this book is to highlight the importance of middle managers and the role they play in the knowledge-creation process. Middle managers serve as a bridge between the visionary ideals of the top and the often chaotic reality of everyday business. They synthesize the tacit knowledge of both front-line employees and senior executives, make it explicit, and incorporate it into new products and technologies. Their contribution points toward a model of management that is neither top-down nor bottom-up, but "middle-up-down". In this model, knowledge is engineered by middle managers, who are often leaders of a team or task force, through a spiral conversion process involving both the top and the front-line employees.

Coming from a rich research field that combines theoretical speculation and practical experience, this management book is unlike any other. In no other text you will find discussions on the philosophy of Descartes and Nishida juxtaposing figures depicting the mechanics of a disposable cartridge in a photocopier. The case studies are not just vignette illustrations reduced to their skeletal form, they are thick descriptions replete with technical specifications and biographical details of key participants. There are no laundry lists of implementable measures or mnemonics of keywords that conjure the image of an alphabet soup. Instead the theory is illustrated by rich diagrams and stories, emphasizing the role of pictures and metaphors in conveying knowledge in a non-verbal form. The Oxford University Press ought to be commended for bringing this volume, the first in a series, to the attention of a public that seldom gets management books worthy of a rereading.

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