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Until I read NO COMPROMISE, I had no idea the journey Keith had taken from the day he was born until the time we briefly met. I was riveted by the book. I found myself re-reading it over a period of three times! Each time, I captured more and more of God's power in a person who had totally given their life to Christ. Reading about his life gave me a deeper appreciation for his music. Now, I listen with a deeper appreciation, a little sadness (because I miss him)and a maturity I didn't have when I first met him. I miss his fire, his faithfulness, his challenge to the church as a whole. This book is definitely for someone who wants to know, is there anyone totally sold out to Jesus? I can honestly say, "Yes..there was. I met him His name was Keith Green."
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Keith Green was a sold-out man to Jesus, like we all should be. It's a book of inspiriation, challenge, and it will change you.
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It's interesting that Keith went to be with the Lord after 7 years as a Christian. God's timing for taking Keith home was PERFECT. "Seven" is the biblical number of completion. When Keith completed what God sent him out to do, God took him home to receive his eternal reward. What if Keith had lived another forty or fifty years? The impact of his life and testimony likely would have fizzled out with time.
"No Compromise" came out seven years after Keith's death. Again, God's timing was perfect for us to read about the life of Keith. Read and be transformed.
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List price: $16.95 (that's 30% off!)
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My only complaint is that this did not do a whole lot in looking at Western civilazation's view on reincarnation such as the Celt's belief of a spiral of life. Otherwise, this is a sparkling gem of a book with a title that makes it only seem dulled.
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Although they made few films together during their ten year "collaboration" (in reality Hitch was under contract so his status was more as suborindate than equal), most of them are hampered by their lack of cohesive styles. As producer/director they didn't hit their collborative stride until Hitch's Notorius in 1946. Most of Hitch's work was with other producers and studios for which he was loaned out like any other actor or director of the time.
Nevertheless, Hitch learned valuable lessons in structuring a film for the American audience. He also managed to reach an audience that he could only have imagined before coming to America. Selznick's most valuable lesson was learning to let his directors occasionally have their way on projects.
Leff's book is a bit too scholarly in tone for the average film fan but is well written and researched. It's also quite expensive given that it's a large format paperback (this probably has to do with the small audience imagined for it and the fact that it comes from the UC Press). Many of Leff's more interesting observations have turned up as commentary on a number of Criterion DVDs (particularly the Spellbound DVD released last year).
There were many classic films produced during their time together but just as many misfires (Spellbound, despite it's many attributes is a good example of the disasterous turn their collaboration could take). Hitch hadn't hit the height of his powers as a director yet. His most powerful films (Rear Window, North by Northwest, Vertigo, The Trouble With Charlie, Strangers on a Train, Psycho and The Birds)loomed in his future. Nevertheless, his films from this time frame are, at times, revolutionary in one way or another (Saboteur, Shadow of a Doubt, Lifeboat among many others).
This book details their work together from uneasy partnership to the truce that allowed Hitch to produce one of his most magnificient films (Notorius). Although Hitch's work has come to dominate our culture more than Selznick's (with the possible exception of Gone With The Wind), neither man would have achieved his goals without the other.
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One thing I would have liked more of would have been more information on what each of these characters did away from each other. I realize that gets away from the main thesis, but I think that Mr. Leff tries to involve as many of those details as he can into his narrative but is forced to pare it down to stay on course.
What's particularly interesting is how Hitchcock and Selznick virtually switched places in the Hollywood hierarchy over the course of their time together. Knowing what we know about each man in his later years lends an extra creedence to Mr. Leff's work.
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List price: $14.95 (that's 30% off!)
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The manner in which companies acquire knowledge from data can vary. Ikujiro Nonaka in his article "The Knowledge Creating Company (page 21)" provides a general approach. Nonaka suggests that creating new knowledge requires, in addition to the processing of objective information, tapping into the intuitions insights and hunches of individual employees and then making it available for use in the whole organization. Within this framework is an understanding of two types of knowledge: tacit and explicit. Both of these have to exist in an organization and exchange between and within each type is needed for creation of new knowledge. Another point in Nonaka's article is that the creation of new knowledge is not limited to one department or group but can occur at any level. It requires a system that encourages frequent dialogue and communication. Similar but more defined ideas are presented in David Garvin's "Building a Learning Organization (page 47)."
Garvin's approach focuses on the importance of having an organization that learns. Garvin defines a learning organization as one that is "skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights (page 51)." He describes five activities/skills that are the foundation for learning organizations. These are systematic problem solving, experimentation, and review of past experiences, learning from others, and transferring knowledge.
"Teaching Smart People How to Learn (page 81)" by Chris Argyris, deals with the way individuals within an organization can block the acquisition of new knowledge because of the way they reason about their behavior. In order to foster learning behavior in all employees, an organization must encourage productive reasoning. One caution is that use of productive reasoning can be threatening and actually hampers the process of learning if not implemented throughout the whole organization.
Leonard and Straus in "Putting Your Company's Whole Brain to Work (page 109)," address another way in which knowledge can be acquired. They identify two broad categories: left brained and right brained individuals, with different approaches to the same concept based on cognitive differences. Within these categories, there is great potential for conflict, which can stifle the creative process. However these different perspectives are important for full development of a new concept. Innovative companies should keep a balance of these different personality types to avoid stagnation and to encourage development of new ideas. The management of the cognitive types in a way that is productive for the company occurs through the process of creative abrasion.
One can surmise from the articles in general that data and information are valuable if they can be used to maintain the knowledge base or provide the basis for acquiring new knowledge. The organization that creates new knowledge encourages the following in its employees: creativity, a commitment to the goals of the organization, self-discipline, self-motivation, and individual exploration and identification of behaviors that may be barriers to learning. Cognitive preferences should be recognized and used to the companies' advantage. Finally, companies can learn from the best practices of others and from their customers. After knowledge is acquired, it can be disseminated for use throughout the organization and maintained in different ways.
One key method to maintain knowledge repeated in several articles is the importance of an environment that fosters innovation. Quinn et al, in "Managing Professional Intellect: Making the Most of the Best (page 181)," describe this as creating a culture of self-motivated creativity within an organization. There are several ways to do this: recruitment of the best for that field, forcing intensive early development (exposing new employees early to complex problems they have to solve), increasing professional challenges and rigorous evaluations.
Another way to maintain and use knowledge is through pioneering research, described by Brown in "Research that reinvents the Corporation (page 153)." In this process companies can combine basic research practices, with its new and fresh solutions, and applied research to the company's most pressing problems. Dissemination of new knowledge can occur by letting the employees experience the new innovation and so own it. As mentioned in the article by Nonaka, creation of a model that represents the new information is a way for transfer to the rest of the organization. Also the knowledge from the professional intellect within an organization can be transferred into the organization's systems, databases and operating technologies and so made available to others within the organization. An example of this is Merryl Lynch, which uses a database of regularly updated information to link its 18,000 agents.
Yet another tool for disseminating information within an organization is the learning history, described by Kleiner and Roth in "How to Make Experience Your Company's Best Teacher (page 137)." This makes use of the ages old community practice of storytelling to pass on lessons and traditions. The learning history collects data from a previous experience with insight from different levels of employees involved and puts it together in the form of a story that can be used in discussion groups within the organization. In companies where this has been used, it builds trust, provides an opportunity for collective reflection, and can be an effective way to transfer knowledge from one part of the company to another. In addition, incentives in the form of a report in response to the new innovation and achievement awards encourages employees to learn and helps with the dissemination of information.
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In light of the current Japanese recession, it is interesting to reread Nonaka's review of Japanese group methods for promoting creativity in the corporation. He argues that it is a western idea that knowledge is 'hard', or can be digested into records in a computer. He describes cycles of tacit to explicit knowledge that a learning group experiences. I enjoyed his characterization of the senior manager as a romantic pursuing ideals. In the next wave of eBusiness will the companies that thrive be able to leverage the tacit knowledge in the current operational model of the internet?
This is a good starting reference on this topic.
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Most of the notes from Atlas Shrugged deal with analyzing the psychology of the "parasite." This goes on for pages and seems rather tedious since it comes across as largely speculation-no evidence is cited. More interesting are the notes from the interviews she conducted about how to depict a steel mill and other settings that occur in the book.
Also noted that she wants to believe in the existence of a soul (i.e., the element of a human being that thinks and is not part of conventional matter). That was rather striking!
I am inordinately proud of myself for finishing it in one day, though I wonder at the same time how much I missed. Can't see myself rereading it anytime soon, though. If I reread anything, it will probably be Atlas Shrugged or possibly The Fountainhead.
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This is a book that richly deserves wider distribution, beyond the museum giftshop.