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Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills, by Troy Drayton, Joe Bernhart, David Sebek

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Stand Up! Speak Out!: The Social Action Curriculum for Building 21st-Century Skills is a guide to developing social consciousness in students by blending literary thematic explorations, historical investigations, and 21st-century research and evaluation skills. Each practical unit is arranged in progression from an in-depth study of a literary theme, to a historical examination and analysis of that theme, and finally, to an enriching real-world application that builds off students' research. Each unit includes a culminating project meant to develop students' social awareness and encourage social action. The process fosters students who are independent in their thinking, active in their search for knowledge, and productive in their creation of new solutions to real-world problems. This collection of units will give students a voice in their developing social awareness through analyzing our past and culture and daring to dream of a better future.

• Sales Rank: #1514535 in Books
• Published on: 2015-06-10
• Released on: 2015-06-15
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .40" w x 8.40" l, .0 pounds
• Binding: Paperback
• 172 pages

About the Author
Troy Drayton has taught since 2002 and has served in many additional leadership roles.

Joe Bernhart has been a passionate practitioner and instructor of middle school English language arts for the past 20 years. During this time, he has been a teacher leader and conducted professional development for educators at the state and national levels.

David Sebek started teaching in 1995; his roles in gifted education include classroom teacher, campus specialist, and state presenter on gifted curriculum. In 2011 he was named the Texas Association of Gifted and Talented Teacher of the Year.

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2 of 2 people found the following review helpful.
Rich Resource with Reservations
By Avidreader
The introduction states that the authors perceive citizenship as " . . . a set of tools and understandings that allow for people to accurately interpret and, hopefully, respond with courage to the sometimes unpleasant realities of the real world." The goal of their curriculum is to give students the tools to become " . . . active participants with a social conscience who are willing and informed enough to speak up or out when it is needed." These are worthy goals and I appreciate their overall approach. There are clear lesson plans with specified objectives, activities and projects, and suggestions for literary and historical resources. As a retired teacher of communication, I appreciate the content related to persuasion and the variety of instructional strategies. However, I have concerns about aspects that need more attention.

First, I think some key terms need revising. I wouldn't allow a student to use the authors' circular definitions, where a word is defined by using the root of that same word (e.g. "persuasion is the action or fact of persuading someone. . ." ). More problematic is the handling of the term equality. The authors' definition states that "equality is the state of being equal, especially in status, rights, and opportunities." However, the exercise they present is not about rights and opportunities, but about the unfairness of equalizing people's talents and abilities. To me, that misses the point. Being a citizen of social conscience is more about understanding "equality before the law." This chapter would be better served with a study of the United Nation's Universal Declaration of Human Rights; appreciating the equal treatment that humans deserve regardless of their differing abilities or talents. Finally, defining justice simply as "just behavior" gives short shrift to an essential term for understanding social consciousness. Collecting and discussing the myriad definitions that can be found for social justice would complement the human rights discussion.

A term that needs definition is race. Students are asked to break down the elements of their identities by age, gender, and race, and then recognize how advertisers target those aspects. The Encyclopedia Britannica says race is "the idea that the human species is divided into distinct groups on the basis of inherited physical and behavioral differences." This may be the first opportunity that students have to understand how race is actually a social construct. The Encyclopedia Britannica goes on to explain that, "Genetic studies in the late 20th century refuted the existence of biogenetically distinct races, and scholars now argue that “races” are cultural interventions reflecting specific attitudes and beliefs that were imposed on different populations in the wake of western European conquests beginning in the 15th century." A better approach to understanding targeted audiences is to identify co-cultures to which we belong. A culture is defined by Dictionary.com as "the total range of activities and ideas of a group of people with shared traditions, which are transmitted and reinforced by members of the group." Using culture instead of race (and explaining why) can focus the discussion of targeted advertising analysis on legitimate criteria of "shared traditions" rather than perpetuating racial stereotypes.

One topic that I believe was effectively addressed was bullying. The topic culminates with the students' presentation of a Bullying Expo with interactive exhibits they have created in response to their research. One thing I would add is to examine the school's policy on bullying (surely each school should have one) and have students discuss how that policy relates to their research and whether the policy is adequate and effective.

The authors' objective to encourage students to speak their own minds is clear. I would like to see it balanced with a more obvious intent for students to also demonstrate a respect for differing opinions and multiple perspectives. The authors encourage teachers to use whatever aspects of their work is relevant and adapt the units accordingly. Even though I would do many things differently, as indicated above, there is much that is useful and well worth considering. With adaptation, STAND UP! SPEAK OUT! is a rich resource for teachers to, in the authors' words, "bring children together and help them develop as a socially responsible community."

1 of 1 people found the following review helpful.
Step-by-Step ready to use Unit Plans that develop social consciousness
By Larry J Romero
As a middle school teacher I found this book to be an excellent guide for teachers how to encourage social awareness among their students. Part-1 of the book describes idea of students developing social consciousness. Then the book expresses the importance of strong vertical alignment within the English/Language Arts curriculum path as well the importance of interdisciplinary approach to education. Part-2 are ready to use step-by-step Unit Plans that help build student social consciousness. These Unit Plans are vertically aligned to reinforce previously learned material. Many of the Unit Plans combine the curricula of English/Language Arts and History as an interdisciplinary lesson. Each of the Units includes a culminating project, student handouts, and rubrics. The Units are well developed and complex, but easy for any teacher to follow and implement. This book would be very helpful in any 6th-8th grade English/Language Arts or History classroom.

1 of 1 people found the following review helpful.
Rigorous, Interactive, Real-World Application Units
By Aaron and Nanette
If you are looking for a rigorous curriculum that will naturally intertwine ELA and Social Studies together in an authentic and engaging way then Stand Up! Speak Out! is a must read. The units are creatively laid out in a manner that I can easily integrate into my World Cultures class and will give students a purpose for understanding the world around them. I am especially excited to see the real-world connections between various governments today and the dystopian novels that they so love to read through Unit One: Citizens of the Future.

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[J646.Ebook] PDF Download Administrative Behavior, by Herbert A. Simon

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In this fourth edition of his ground-breaking work, Herbert A. Simon applies his pioneering theory of human choice and administrative decision-making to concrete organizational problems. To commemorate the fiftieth anniversary of the book's original publication, Professor Simon enhances his timeless observations on the human decision-making process with commentaries examining new facets of organizational behavior. Investigating the impact of changing social values and modem technology on the operation of organizations, the new ideas featured in this revised edition update a book that has become a worldwide classic.

Named by Public Administration Review as "Book of the Half Century," Administrative Behavior is considered one of the most influential books on social science thinking, and was referred to by the Nobel Committee as "epoch-making."

Written for managers and other professionals who wish to understand the decision-making processes at the heart of organization and management, it is also essential reading for students in business and management, economics, sociology, psychology computer science, government, and law.

• Sales Rank: #2995379 in Books
• Published on: 1957-12
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 259 pages

About the Author
Herbert A. Simon is Chaired Professor in psychology and computer science at Carnegie Mellon University. Awarded the Nobel Prize in Economics in 1978, Professor Simon currently works in the field of artificial intelligence.

Excerpt. � Reprinted by permission. All rights reserved.
Chapter 1

Decision-Making and Administrative Organization

Administration is ordinarily discussed as the art of "getting things done." Emphasis is placed upon processes and methods for insuring incisive action. Principles are set forth for securing concerted action from groups of men. In all this discussion, however, not very much attention is paid to the choice which prefaces all action -- to the determining of what is to be done rather than to the actual doing. It is with this problem -- the process of choice which leads to action -- that the present study is concerned. In this introductory chapter the problem will be posed and a survey made of the topics to be taken up in the remaining chapters.

Although any practical activity involves both "deciding" and "doing," it has not commonly been recognized that a theory of administration should be concerned with the processes of decision as well as with the processes of action. This neglect perhaps stems from the notion that decision-making is confined to the formulation of over-all policy. On the contrary, the process of decision does not come to an end when the general purpose of an organization has been determined. The task of "deciding" pervades the entire administrative organization quite as much as does the task of "doing" -- indeed, it is integrally tied up with the latter. A general theory of administration must include principles of organization that will insure correct decision-making, just as it must include principles that will insure effective action.

DECISION-MAKING AND THE EXECUTION OF DECISIONS

It is clear that the actual physical task of carrying out an organization's objectives falls to the persons at the lowest level of the administrative hierarchy. The automobile, as a physical object, is built not by the engineer or the executive, but by the mechanic on the assembly line. The fire is extinguished, not by the fire chief or the captain, but by the team of firemen who play a hose on the blaze.

It is equally clear that the persons above this lowest or operative level in the administrative hierarchy are not mere surplus baggage, and that they too must have an essential role to play in the accomplishment of the agency's objectives. Even though, as far as physical cause and effect are concerned, it is the machine gunner and not the major who fights battles, the major is likely to have a greater influence upon the outcome of a battle than any single machine gunner.

How, then, do the administrative and supervisory staff of an organization affect that organization's work? The nonoperative staff of an administrative organization participate in the accomplishment of the objectives of that organization to the extent that they influence the decisions of the operatives -- the persons at the lowest level of the administrative hierarchy. The major can influence the battle to the extent that his head is able to direct the machine gunner's hand. By deploying his forces in the battle area and assigning specific tasks to subordinate units he determines for the machine gunner where he will take his stand and what his objective will be. In very small organizations the influence of all supervisory employees upon the operative employees may be direct, but in units of any size there are interposed between the top supervisors and the operative employees several levels of intermediate supervisors who are themselves subject to influences from above, and who transmit, elaborate, and modify these influences before they reach the operatives.

If this is a correct description of the administrative process, then the construction of an efficient administrative organization is a problem in social psychology. It is a task of setting up an operative staff and superimposing on that staff a supervisory staff capable of influencing the operative group toward a pattern of coordinated and effective behavior. The term "influencing" rather than "directing" is used here, for direction -- that is, the use of administrative authority -- is only one of several ways in which the administrative staff may affect the decisions of the operative staff; and, consequently, the construction of an administrative organization involves more than a mere assignment of functions and allocation of authority.

In the study of organization, the operative employee must be at the focus of attention, for the success of the structure will be judged by his performance within it. Insight into the structure and function of an organization can best be gained by analyzing the manner in which the decisions and behavior of such employees are influenced within and by the organization.

CHOICE AND BEHAVIOR

All behavior involves conscious or unconscious selection of particular actions out of all those which are physically possible to the actor and to those persons over whom he exercises influence and authority. The term "selection" is used here without any implication of a conscious or deliberate process. It refers simply to the fact that, if the individual follows one particular course of action, there are other courses of action that he thereby forgoes. In many cases the selection process consists simply in an established reflex action -- a typist hits a particular key with a finger because a reflex has been established between a letter on a printed page and this particular key. Here the action is, in some sense at least, rational (i.e. goal-oriented), yet no element of consciousness or deliberation is involved.

In other cases the selection is itself the product of a complex chain of activities called "planning" or "design" activities. An engineer, for example, may decide upon the basis of extensive analysis that a particular bridge should be of cantilever design. His design, further implemented by detailed plans for the structure, will lead to a whole chain of behaviors by the individuals constructing the bridge.

In this volume many examples will be given of all varieties of selection process. All these examples have in common the following characteristics: At any moment there are a multitude of alternative (physically) possible actions, any one of which a given individual may undertake; by some process these numerous alternatives are narrowed down to that one which is in fact acted out. The words "choice" and "decision" will be used interchangeably in this study to refer to this process. Since these terms as ordinarily used carry connotations of self-conscious, deliberate, rational selection, it should be emphasized that as used here they include any process of selection, regardless of whether the above elements are present to any degree.

VALUE AND FACT IN DECISION

A great deal of behavior, and particularly the behavior of individuals within administrative organizations, is purposive -- oriented toward goals or objectives. This purposiveness brings about an integration in the pattern of behavior, in the absence of which administration would be meaningless; for, if administration consists in "getting things done" by groups of people, purpose provides a principal criterion in determining what things are to be done.

The minute decisions that govern specific actions are inevitably instances of the application of broader decisions relative to purpose and to method. The walker contracts his leg muscles in order to take a step; he takes a step in order to proceed toward his destination; he is going to the destination, a mail box, in order to mail a letter; he is sending a letter in order to transmit certain information to another person, and so forth. Each decision involves the selection of a goal, and a behavior relevant to it; this goal may in turn be mediate to a somewhat more distant goal; and so on, until a relatively final aim is reached. In so far as decisions lead toward the selection of final goals, they will be called "value judgments"; so far as they involve the implementation of such goals they will be called "factual judgments."

Unfortunately, problems do not come to the administrator carefully wrapped in bundles with the value elements and the factual elements neatly sorted. For one thing, goals or final objectives of governmental organization and activity are usually formulated in very general and ambiguous terms -- "justice," "the general welfare," or "liberty." Then, too, the objectives as defined may be merely intermediate to the attainment of more final aims. For example, in certain spheres of action, the behavior of men is generally oriented around the "economic motive." Yet, for most men, economic gain is not usually an end in itself, but a means for attaining more final ends: security, comfort, and prestige.

Finally, the value and factual elements may be combined, in some cases, in a single objective. The apprehension of criminals is commonly set up as an objective of a municipal police department. To a certain extent this objective is conceived as an end in itself, that is, as aimed toward the apprehension and punishment of offenders against the law; but from another point of view apprehension is considered a means for protecting citizens, for rehabilitating offenders, and for discouraging potential offenders.

The Hierarchy of Decisions. The concept of purposiveness involves a notion of a hierarchy of decisions -- each step downward in the hierarchy consisting in an implementation of the goals set forth in the step immediately above. Behavior is purposive in so far as it is guided by general goals or objectives; it is rational in so far as it selects alternatives which are conducive to the achievement of the previously selected goals.

It should not be inferred that this hierarchy or pyramid of goals is perfectly organized or integrated in any actual behavior. A governmental agency, for instance, may be directed simultaneously toward several distinct objectives: a recreation department may seek to improve the health of children, to provide them with good uses for their leisure time, and to prevent juvenile delinquency, as well as to achieve similar goals for the adults in the community.

Even when no conscious ...

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Must-read for social scientists
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This is a classic book and a must-read for social scientists (I am a sociology professor). I had it on my reading list for a long time, but now I bought it (with a surprisingly low price) AND read it. This was really a good investment.

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• Published on: 1981
• Binding: Hardcover

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Lord Shiva is the personification of all the main practices of Yoga, as the origin and ruling power over asana, prana, mantra, inner seeing and meditation. He is the ultimate Yoga guru reflecting the highest Self-awareness. The current book unfolds the presence, light, energy and consciousness of the Supreme Shiva to take us beyond all death and duality.

• Sales Rank: #766406 in Books
• Published on: 2015-08-07
• Original language: English
• Number of items: 1
• Dimensions: 8.96" h x .64" w x 6.06" l, .90 pounds
• Binding: Paperback
• 296 pages

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2 of 2 people found the following review helpful.
A Guide To Self Realization
By Jordan�Siegel
This book is twofold: first, it's the authors direct experience of Shiva (the divine, God, etc.) using words to describe to the best of his ability, and second, it's an instruction manual on how to begin where you are an start down a path of self realization.

Imagine the vast ocean, full of many waves. Shiva is the ocean, and our body, mind, ego and etc are the waves. Most of us look at ourselves and our lives as the waves and ignore we are the ocean. This book is a guide to that realization.

5 of 6 people found the following review helpful.
Five Stars
By Robert
I have bought almost all Davids books which I recommend to everyone he is a true spiritual master.

2 of 12 people found the following review helpful.
No research value
By Robert Sky
The value of this book can be summed up by a quote from author Frawley on page 29 of his book: “Our concern in this book is not with semantics or history but with what could be better called ‘experiential spirituality’, which is what Yoga is really about.” In short, history and lingistic studies are of no concern in this book. Not a book for anyone searching for valid historical research on Shiva or Yoga.

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• Sales Rank: #1776778 in eBooks
• Published on: 2014-03-15
• Released on: 2014-03-15
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• Sales Rank: #2804326 in Books
• Published on: 1987
• Dimensions: 2.00 pounds
• Binding: Paperback
• 288 pages

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On War is one of the most important books ever written on the subject of war. Clausewitz, a Prussian officer who fought against the French during the Napoleonic Wars, sought to understand and analyze the phenomenon of war so that future leaders could conduct and win conflicts more effectively. He studied the human and social factors that affect outcomes, as well as the tactical and technological ones. He understood that war was a weapon of government, and that political purpose, chance, and enmity combine to shape its dynamics.

On War continues to be read by military strategists, politicians, and others for its timeless insights. This abridged edition by Beatrice Heuser, using the acclaimed translation by Michael Howard and Peter Paret, selects the central books in which Clausewitz's views on the nature and theory of war are developed. Heuser's introduction explains the originality of Clausewitz's ideas, his education and background, and summarizes his key theories, while explanatory notes provide further information on the historical examples Clausewitz cites.

About the Series: For over 100 years Oxford World's Classics has made available the broadest spectrum of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, voluminous notes to clarify the text, up-to-date bibliographies for further study, and much more.

• Sales Rank: #194185 in Books
• Brand: Von Clausewitz, Carl/ Heuser, Beatrice/ Howard, Michael (TRN)/ Paret, Peter (TRN)
• Published on: 2008-06-15
• Original language: English
• Number of items: 1
• Dimensions: 5.00" h x .90" w x 7.60" l, .53 pounds
• Binding: Paperback
• 336 pages

From the Back Cover
The growing interest in Clausewitz's theoretical, political and historical writings in recent years suggested that the time had come for an entirely new translation. We have based our work on the first edition of 1832, supplemented by the annotated German text published by Professor Werner Hahlweg in 1952, except where obscurities in the original edition-which Clausewitz himself never reviewed-made it seem advisable to accept later emendations.

About the Author
Michael Howard has studied secret societies since 1964 and is an expert on Anglo-Saxon runes. He is the author of more than 20 books, including Traditional Folk Remedies and The Wisdom of the Runes. He lives in Devon, England.

Peter Paret is professor emeritus at the Institute for Advanced Study. He has written widely on the history of war and society and on the relationship of art, society, and politics. He is the author of "Clausewitz and the State" (Princeton), now in its third revised edition. Most recently he gave the 2008 Lees Knowles Lectures at Cambridge University, on which this book is based, and was guest curator for the spring 2009 exhibition Myth and Modernity at the Princeton University Art Museum.

Beatrice Heuser is Chair of International History at the School of Politics and International Relations at the University of Reading. Her widely-translated publications include Reading Clausewitz (2002) and The Bomb: Nuclear Weapons in their Historical, Strategic and Ethical Context (1999).

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356 of 366 people found the following review helpful.
Unsurpassed classic of its field.
By Rachel Simmons
"On War" is essential reading for the professional military and for historians, and is of great value to those with an interest in public policy.
That said, it is not easy to read. There are three primary reasons for this:
First, it is unfinished. The first chapter ("book" as Clausewitz called it) is sharp, well-organized and focused, other chapters are so-so, and still others are almost formless collections of notes.
Second, Clausewitz is thinking philosophically. Most people, including many or most in his target audience, are unaccustomed to thinking this way, and find it difficult to re-orient themselves.
Third, parts of it are firmly locked in a particular time and place. The reader must work to determine what (if any) lessons in those parts are of enduring value and must understand references that, however clear they would have been to his contemporaries, are today obscure.
So, given all of the above, it is fair for the reader to ask why he should bother. The reason is the power of Clausewitz's answers to:
(1) What is the nature of war itself?
(2) What is war's relation to the larger world in which it exists?
(3) How can success in war be achieved?
Clausewitz's answer to question (1) is that war in itself is a duel on a large scale, which unless acted on from the outside, tends towards the maximum possible amount of violence. This discussion of "pure war" has probably been responsible for more mis-interpretations of Clausewitz than anything else he wrote. He is writing philosophically - trying to understand the nature of the thing, and some readers mis-read him as writing prescriptively - that because "pure war" (or "ideal war") tends towards maximum violence, that those conducting war should employ maximum violence.
Clausewitz's answer to question (2) is one of the major reasons why "pure war" doesn't, can't, and shouldn't exist in the real world. First, real war occurs over time - not as a single event but as a series of events. This provides the opportunity for other forces to act upon it. The most important outside force acting upon it is political - war it is only a means - and the end is the political purposes which the war serves. The means cannot and must not trump the end. This is his famous dictum "War is a continuation of policy by other means". The level of effort is conditioned by the end which the war serves as well as all the other ends the state is pursuing which may or may not be compatible with the war.
It is in his answer to (3), how success in war can be achieved, that Clausewitz is at his most period-bound. He draws heavily from examples that would have been as familiar to his contemporaries as the Gulf War is to us, but time has rendered them often obscure. Further, many of his recommendations are completely tied to how war was conducted on land in the early 19th century. Those who say that they got little out of Clausewitz are often referring to this subject area.* There is quite a bit of value here, but it is obtained at effort - the reader must back up to the principals that govern Clausewitz's thinking, and re-apply them to the current technical means. Because of this, there is the irony that Clausewitz would have contributed much more here if he had written much less. Of course, he might have done so if he had finished his manuscript, but on this we can only guess.
It is in the sum of (1), (2) and (3) that the value of Clausewitz is felt. The reader who makes the effort will find that he has acquired a systematic approach for thinking about war, a unified framework that includes the public policy perspective of when, whether, and how to employ it, as well as the military perspective of how to fight it.
---
* For at least topic (3), ideally the modern reader should have read at least short military histories of the Seven Years War (in Europe - not North America) as well as the Napoleonic Wars, as these two conflicts dominate Clausewitz's references. What you want to know is the names of the major battles, the sides, and the outcomes. Maps are invaluable.
Having a somewhat more in-depth reference handy can also be beneficial, though not necessary. If I had to recommend in-depth references, I would suggest, for the Napoleonic Wars, David Chandler's "The Campaigns of Napoleon" or Esposito and Elting's "A Military History and Atlas of the Napoleonic Wars". Both are readily available and well worth having. For the Seven Years War, I don't know of anything that is good and in-print, although Christopher Duffy's "The Military Life of Frederick the Great" is just what you want if you can find a copy.

142 of 147 people found the following review helpful.
Great Book--get the right edition.
By Hughfritz Cadwallader
Clausewitz's ON WAR is certainly the greatest exploration of the subject, but we are often misled by sloppy or hostile summaries--especially those by British military historians, who have evolved a truly sophisticated culture of misrepresenting it. E.g., Clausewitz supposedly preaches "total war." In fact, that phrase appears only twice in the book, once while discussing the "total war area," i.e., the geographic theater of war, and once noting that "total war, the pure element of enmity unleashed," would be "pointless and devoid of sense." Most such misconceptions would be cleared up if writers would bother to read past the abstract first half of the first chapter to see what Clausewitz, an immensely experienced practical soldier, really thought. And forget the absurd distinctions between Jomini's "chivalrous" wars and Clausewitz's alleged war on civilians--the two men experienced and described exactly the same wars.
Likewise, to say that Asian warfare differs in some fundamental way from Western war, or from war in general, is nonsense, as is the idea that Sun Tzu--whose all-knowing general controls events far more than either Clausewitz or historical experience would suggest is possible--somehow represents a "decentralized" approach. Sun Tzu is extremely valuable, but he and Clausewitz are best understood together. Read Michael Handel on that.
There are several English translations of ON WAR, in many editions, and these vary greatly in value. Amazon's listings often confuse the different versions, so be careful. The version edited by biologist/musician Anatol Rapoport is particularly worthless. His lengthy, lunatic, 1968 introduction is actually about Kissinger, not Clausewitz. He used the hoary old 1873 Graham translation and severely abridged Clausewitz's own text, but weirdly retained the anachronistic Social Darwinist insertions of an earlier editor. The best and standard translation is Howard and Paret's, Princeton U. Press, 1976 (rev.1984). Knopf's elegant "Everyman's Library" hardcover (ISBN 0-679-42043-6) is the same translation with some useful added appendices and sidebars--and a better buy as well. Get more background at "The Clausewitz Homepage."

155 of 161 people found the following review helpful.
The Classic on war
By seydlitz89
This is not an easy book to understand. It takes sustained attention, several readings of the most important parts, guidance from supplementary articles, time and interest. After the required investment, the diligent reader will come to understand Clausewitz's system and the remarkable way that it stills aides in understanding the phenomenon of war. Readers who know of what I speak will agree that the results of the recent NATO war against Serbia over Kosova can be explained very accurately in Clausewitzian terms. Much has been made of the fact that Clausewitz died before he could complete the work. We will never know what added insights the Prussian philosopher may have been able to come up with or the additional nuances that he may have added to the framework that he had established. While true, this attitude detracts from what he was able to accomplish. The only finished portion of the book, Part 1 of Book 1 is also the most important. The rest of Book 1, Book 2, Book 3 and Book 8 (the last) are in Bernard Brodie's words, "pure gold". The other books have relevant information for our times too, but one must shift through much which belongs to the past. Clausewitz's theory of war considered war to be "a remarkable trinity" of rational action (policy), irrational action (passion) and the play of chance (friction versus genius). These three points act as poles above which "theory" itself is suspended like a magnet. Alan D. Beyerchen has pointed out that Clausewitz was talking about a non-linear system in that the course the magnet will take as it hovers above and in and out of the three fields of attraction produces an irreproducible trajectory highly sensitive to the initial conditions which set it in motion. In addition we have other important concepts such as the duel nature of war, the importance and uses of theory, friction, war's psychological element, tactical and strategic centers of gravity, and of course the primacy of policy over purely military concerns in strategic planning. All of these are still of interest today. Not bad for a work that was published initially in 1832!
One additional note. I recommend the Everyman's Library Edition of On War. First it is the Michael Howard / Peter Paret translation which is the best in English. Second it contains four interesting and enlightening articles by Howard, Paret and Bernard Brodie and last it is a hard cover book printed and bound in Germany and of excellent quality.

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Featuring extensive coverage of information, uncertainty, and game theory, this volume is a new edition of a classic textbook in intermediate microeconomics. It contains over a hundred examples illustrating the applicability of economic analysis not only to mainline economic topics but also issues in politics, history, biology, the family, and many other areas. The text generally describes recent research published in scholarly books and articles, providing students with a good idea of the scientific work done by professional economists in a variety of areas. Jack Hirshleifer is Distinguished Professor of Economics, Emeritus at the University of California, Los Angeles Amihai Glazer is Professor of Economics at the University of California, Irvine David Hirshleifer holds the Ralph M. Kurtz Chair of Finance at The Ohio State University.

• Sales Rank: #273431 in Books
• Brand: Brand: Cambridge University Press
• Published on: 2005-09-12
• Original language: English
• Number of items: 1
• Dimensions: 9.96" h x 1.26" w x 6.97" l, 2.71 pounds
• Binding: Paperback
• 632 pages

Features

• Used Book in Good Condition

Review
"For coverage, clarity, and cleverness, this is the best microeconomic book available today. Its engaging examples illustrate the importance and beauty of microeconomics. The book highlights relevancy without compromising rigor." Todd Sandler, University of Southern California

"Price Theory and Applications is a classic, but one that refreshes itself with every edition. Now, as ever, it has two particular strengths. One is in teaching the reader how to think like an economist, at a level both elementary and deep. The other is in its many examples drawn from the best and latest economic research." Eric Rasmusen, Indiana University

"The seventh edition of this classic text continues the tradition that Jack Hirshleifer started with early editions of the book. It doesn't just teach the basics of microeconomics like many of its rivals. It provides deep insights into the subject so that students walk away with a clear and rich understanding of what microeconomics is really about." Michael Waldman, Cornell University

"This seventh edition of a now classic text in intermediate microeconomics develops the subject in a lively manner that should be attractive to both students and teachers alike. It presents the main principles of modern microeconomics in an interesting and user friendly manner, by, in particular, showing how such principles can be used to shed light on many real-world economic issues and phenomena. The number and diversity of examples and applications provided is impressive, and these will prove invaluable in learning and in stimulating interest in the subject." Abhinay Muthoo, University of Essex

"I was a student of Jack Hirshleifer. I wrote my dissertation on sharecropping under him. Then I wrote on externalities, fisheries, concubines and blind marriages, apples and bees, price and rent controls, patents and trade secrets, theater-ticket pricing, contracts and the firm, and then numerous articles accurately predicting and effectively explaining the economic reforms of China. All these were germinated from auditing Jackas evening price-theory lectures in a small room at UCLA, 42 years ago. The lecture notes he prepared then laid the foundation of Price Theory and Applications. The magic in those notes has remained evident up through this seventh edition of the book." Steven N.S. Cheung, University of Hong Kong

"This thorough revision of one of the best microeconomics texts provides fresh insights for a host of interesting issues, including how money first emerged as part of exchange, how corruption reduces standards of living, and an entire section putting politics under the economic lens. This text is fun to read, with an offbeat and lively style. Its transparent analyses make the arguments accessible and understandable to students." Paul J. Zak, Claremont Graduate University

About the Author
Jack Hirshleifer was a Fellow of the American Academy of Arts and Sciences and a Fellow of the Econometric Society. He served as Vice-President of the American Economic Association and as President of the Western Economic Association, and as a member of the Editorial Boards of the American Economic Review, the Journal of Economic Behavior and Organization, and of the new Journal of Bioeconomics. In 2000 he was elected a Distinguished Fellow of the American Economic Association.

Most helpful customer reviews

6 of 6 people found the following review helpful.
Full reference text
By Michael Thomas
If you are learning economic for the first time this is a great place to start. As I look back on the different books I used to organize these concepts I wish I had used this book. The layout is easy to comprehend using the best of consumer choice and firm topics. The graphs and explanations are great even for someone that has already learned the material. Use this book in combination with a mathematical text like Simon and Blume and you will go far in undertanding Economics. I suggest this book for any advanced student as a place to make sure you really understand the basics of economics. Was a useful reference for graduate level study.

0 of 0 people found the following review helpful.
Applied Economics for living
By Naftali 007
Some of the readers of this book will end up teaching Economics to incoming college students or students in High School what it is that Economics with its graphs and jargon is all about.

The approach here is to remove all of the mystery from the graphs and jargon along with the hidden objectives of Economics. Everything is out in the open.

This is the book that they should, but don't use at both LSE and Oxford. The lucky students who get to use this book will have a much better chance of leaving with a knowledge of Economics that they will be able to use for themselves and to share with others.

0 of 0 people found the following review helpful.
Completely Readable Econ Textbook
By Sean
To be completely fair, this review is probably a little biased since I've been digging through a terrible Statistics textbook recently.

The book does a really good job of explaining the concepts in a readable way - even the technical parts are cleanly described and are illustrated/explained very well with graphs. I feel like anybody who's willing to put in the work can actually learn the subjects presented simply by reading the book alone (unlike other textbooks where you have to dig through Google to get a basic understanding of what the author's trying to say). I might be completely wrong, but it seems like this book was written to actually teach the subject to anybody interested enough to learn it and not so much for peer approval.

I would highly recommend this - I'm not qualified enough to start trashing the content of the book on its validity - but assuming that the content is correct, this is a great book to learn it from.

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This book is intended to give an introduction into the meteorological boundary conditions for power generation from the wind, onshore and offshore. It is to provide reliable meteorological information for the planning and running of this important kind of renewable energy. This includes the derivation of wind laws and wind profile descriptions, especially those above the logarithmic surface layer. Winds over complex terrain and nocturnal low-level jets are considered as well. A special chapter is devoted to the efficiency of large wind parks and their wakes.

• Sales Rank: #2836089 in eBooks
• Published on: 2012-07-26
• Released on: 2012-07-26
• Format: Kindle eBook

From the Back Cover
This book is intended to give an introduction into the meteorological boundary conditions for power generation from the wind, onshore and offshore. It is to provide reliable meteorological information for the planning and running of this important kind of renewable energy. This includes the derivation of wind laws and wind profile descriptions, especially those above the logarithmic surface layer. Winds over complex terrain and nocturnal low-level jets are considered as well. A special chapter is devoted to the efficiency of large wind parks and their wakes.

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