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I first discovered it in 1970, when I was a young man. One of my secretaries lent me her copy, and I kept it for myself.
I bought this edition last year, as a middle-aged fart.
I figure I've owned at least a dozen copies over the years. Some have been gifts from friends. Others, I've purchased for myself.
I stole only the first copy, because I didn't want to run up against any karmic Repeat Offender Rule.
It's the kind of book that seems to "walk away". Someone will see you reading Zen Flesh, Zen Bones, and they'll ask to borrow it.
That's the last you'll see of it.
Guaranteed.
I've read it many times, often in a single sitting.
I still remember the first time I sat down with it, and how it gave me a shimmering look into a world I had known little about--Zen Buddhism. At times, I still get back my "Beginner's Mind" when I re-read one of those Zen stories that I now know almost by heart.
I cannot explain the why of that.
Zen Flesh, Zen Bones contains perfect jewels of ancient stories that provide insight about life, about the world. Most of them are a half page in length--perhaps 100 words.
The neat thing about this particular edition is that it's very compact. You can slip into into your pocket, say, when you're going fishing or hiking.
It's inexpensive, too. So you won't be out a lot of money when a friend asks to "borrow" a copy and "forgets" to give it back.
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I. On Leaders and Leadership (eg Peter Drucker, Max DePree, and Herb Kelleher)
II. Leading Innovation and Transformation (eg Peter M. Senge, John P. Kotter, and Douglas K. Smith)
III. Leadership in the New Information Economy (eg Esther Dyson, Margaret Wheatley, and Kevin Kelly)
IV. Competitive Strategy in a Global Economy (eg Rosabeth Moss Kanter, Ann Winblad, and Keniche Ohmae)
V. Leading for High Performance (eg Steven R. Covey, Jim Collins, and Noel Tichy)
VI. Building Great Teams (eg Warren Bennis, Jon R. Katzenbach, and J. Richard Hackman)
VII. Leadership Across the Sectors (eg John W. Gardner, Regina Hetzlinger, and James E. Austin)
I know of no other single volume in which so many great business thinkers are represented by so many of their landmark essays. The editors are to be commended for the selections; also for the structure within which those selections are organized. This is "must reading" for leaders and, especially, for whose who aspire to be leaders.
In this context, I summarized partially only four of the thirty-seven essays written by talented thinkers as follows:
I. Peter F. Drucker writes: "The three people from whom I learned the most in my work were all very different. The first two were exceptionally demanding; the third was exceptionally brillant. All three taught me a lot...Five lessons I learned from those remarkable men still apply today:
1. Treat people differently, based on their strengths.
2. Set high standards, but give people the freedom and responsibility to do their job.
3. Performance review must be honest, exacting, and an integral part of the job.
4. People learn the most when teaching others.
5. Effective leaders earn respect-but they don't need to be liked.
II. Doris Kearns Goodwin lists ten lessons from the stories of Lyndon Johnson, John Kennedy, and Franklin Roosevelt for leaders of today's organizations.
1. Timing is (almost) everything.
2. Anything is possible if you share the glory.
3. Trust, once broken, is seldom restored.
4. Leadership is about building connections.
5. Leaders learn from their mistakes.
6. Confidence-not just in oneself-counts.
7. Effective partnerships reqire devotion to one's partners.
8. Renewal comes from many sources.
9. Leaders must be talent brokers.
10. Language is one's most powerful tool.
III. Warren Bennis argues: "I belive that behind every Great Man is a Great Group, an effective partnership. And making up every Great Group is a unique construct of strong, often eccentric individuals. So the question for organizations is, How do you get talented, self-absorbed, often arrogant, incredibly bright people to work together?" And he suggests ten principles common to all Great Groups:
1. At the heart of every Great Groups is a shared dream.
2. They manage conflict by abandoning individual egos to the pursuit of the dream.
3. They are protected from the "suits".
4. They have a real or invented enemy.
5. They view themselves as winning underdogs.
6. Members pay a personal price.
7. Great Groups make strong leaders.
8. Great Groups are the product of meticulous recruiting.
9. Great Groups are usually young.
10. Real artists ship.
IV. J. Richard Hackman identifies a number of mistakes that managers make in setting up and leading work teams.
1. Use a team for work that is better done by individuals.
2. Call the performing unit a team but really manage members as individuals.
3. Fall off the authority balance team.
4. Dismantle existing organizational structures so that teams will be fully empowered to accomplish the work.
5. Specify challenging team objectives, but skimp on organizational supports.
6. Assume that members already have all the skills they need to work well as a team.
Not only these essays, but all of the book as a whole is strongly recommended.
In this context, I partially summarized only five of the thirty-seven essays written by thirty-seven talented thinkers.
I. Peter F. Drucker writes: "the three people from whom I learned the most in my work were all very different. The first two were exceptionally demanding; the third was exceptionally brillant. All three taught me a lot...Five lessons I learned from those remarkable men still apply today:
1. Treat people differently, based on their strengths.
2. Set high standards, but give people the freedom and responsibility to do their job.
3. Performance review must be honest, exacting, and an integral part of the job.
4. People learn the most when teaching others.
5. Effective leaders earn respect-but they don't need to be liked.
II. Doris Kearns Goodwin lists ten lessons from the stories of Lyndon Johnson, John Kennedy, and Franklin Roosevelt for leaders of today's organizations:
1. Timing is (almost) everything.
2. Anything is possible if you share the glory.
3. Trust, once broken, is seldom restored.
4. Leadership is about building connections.
5. Leaders learn from their mistakes.
6. Confidence-not just in oneself-counts.
7. Effective partnership require devotion to one's partners.
8. Renewal comes from many sources.
9. Leaders must be talent brokers.
10. Language is one's most powerful tool.
III. John P. Kotter argues: "No organization today-large or small, local or global-is immune to change. To cope with new technological, competitive, and demographic forces, leaders in every sector have sought to alter fundamentally the way their organizations do business. These change efforts have paraded under many banners-total quality management, reengineering, restructuring, mergers and acquisitions, turnarounds. Yet according to most assessments, few of these efforts accomplish their goals. Fewer than fifteen of the one hundred or more companies I have studied have successfully transformed themselves." Hence, he lists eight critical steps to transform your organization:
1. Establish a sense of urgency.
2. Form a powerful guiding coalition.
3. Create a vision.
4. Communicate the vision.
5. Empower others to act on the vision.
6. Plan for and create short-term wins.
7. Consolidate improvements and produce still more change.
8. Institutionalize new approaches.
IV. Warren Bennis argues: "I believe that behind every Great Man is a Great Group, an effective partnership. And making up every Great Group is a unique construct of strong, often eccentric individuals. So the question for organizations is, How do you get talented, self-absorbed, often arrogant, incredibly bright people to work together?" And he suggests ten principles common to all Great Groups:
1. At the heart of every Great Group is a shared dream.
2. They manage conflict by abandoning individual egos to the pursuit of the dream.
3. They are protected from the "suits".
4. They have a real or invented enemy.
5. They view themselves as winning underdogs.
6. Members pay a personal price.
7. Great Groups make strong leaders.
8. Great Groups are the product of meticulous recruiting.
9. Great Groups are usually young.
10. Real artists ship.
V. J. Richard Hackman identifies a number of mistakes that managers make in setting up and leading work teams.
Mistake 1. Use a team for work that is better done by individuals.
Mistake 2. Call the performing unit a team but really manage members as individuals.
Mistake 3. Fall off the authority balance team.
Mistake 4. Dismantle existing organizational structures so that teams will be fully empowered to accomplish the work.
Mistake 5. Specify challenging team objectives, but skimp on organizational supports.
Mistake 6. Assume that members already have all the skills they need to work well as a team.
I highly recommend this excellent collection as a whole.
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A week later, I broke down and bought it, especially since my girlfriend and I had been having some problems budgeting quality time. Now, we can't get enough of Sex Flex. We've worked our way through all of the exercises - and we've even made up some of our own. (If the authors are interested, they can contact me at the above e-mail address!)
Thanks to the authors for their great info and the solid base on which to build new exercises. My relationship's the better for it!
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It may seem trivial, but these are the questions that Peter Menzel and the creators of "Material World" have tried to answer. And the answers they found are more profound than you might think. 30 very different countries, and 16 excellent photographers, trying to show through images, statistics and interviews how the world's average families live. The differences are astonishing: the financially average Abdullah family in Kuwait is both literally and figuratively a world removed from the Cakonis in Albania.
In this book, created to celebrate the United Nations International Year Of The Family, sumptuous photographs, show each family with their material possessions spread around them outside their homes: while one family's material wealth seems to consist almost entirely of carpets, another's is made up of animals and cooking pots. One family has four cars, another a single and ragged looking donkey. More photographs show each family in the course of the average day, and coupled with data based on interviews, they answer questions such as: do the children go to school? Where does their food come from? What does their house look like? And most tellingly, what is their most treasured possession? More light hearted sections, which explore average televisions, toilets and meals across the world, show at once how alike and different we are.
The creators of "Material World" have sought, and achieved a fine balance. They contrast not only those countries which we know to be rich or poor, but also look at how other factors, such as war and technology, affect families. The information is implicit rather than explicit, conveyed only through the images and words of each family; while the photographers' impressions are expressed in small "photographer's notes" sections, their main function is simply to show us the real lives of their subjects. No judgements are passed, nor opinions given. The reader is left to examine the evidence for themselves.
"Material World" works on many levels. The quality of photography and the compilation of each section make it beautiful to look at - a smart and very PC coffee table book. The statistical information and photographs together provide a wealth of material for use in schools. Flipping backwards and forwards to explore the differences yourself is as much fun as "Where's Waldo", and the writing is so good that "Material World" is a great book to snuggle up with and read. I can only pick one fault with this book: the more trivial statistical data is not always consistent. For example, data on percentages of income spent on food is only available for some families, making comparison impossible. However, this is a small fault. "Material World" is a fantastic book, original, interesting and well put together. Highly recommended to anyone with even a slight interest in the subject.
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The book is organized by diagnostic category with the subspecialties and their unique presentations are also provided. The 'appearance' of the condition as well as the features that distinguish it from another can be the difference between needing to call a code or needing to make a page that may take hours to answer. The authors also provide checklists whenever applicable. Most line staff will be able to comprehend enough of what is pertinent to inform their management style and to discriminate pertinent details for treatment docs. Why not teach them?
In partial programs, sheltered workshops and residential treatment, supported living etc., the nature of psychiatry is such that many different classifications and treatment plans are joined in one service and in one building. The qualifications of staff- at best- are not up to par in neurology. This book can provide some assistance and when augmented with staff training, the treatment setting is likely to be more secure and productive.
The popular pediatrician in special ed., Mel Levine, is attempting to rebuild the role and qualifications for teachers in this manner. He uses a medical-like model for his training programs. If "hands-on" could be applied to neurology education Levine certainly succeeds. His program exposes teachers to the condition first, they go to an on-site hospital and residential diagnostic unit where they review charts, meet the child, make observations and dialogue about programs of accomodation and remediation. At the school, they further observe the learning differences and their behavioral co-morbid or psychiatric symptoms. They become familiar with more than a definition, (After all, no one really has figured out the Disorder of Written Expression- everyone has a different version and none matter when it comes to the poor child stuck with it.)Levine's fortunate few must come up with concise explanation, what's wrong, strengths and weaknesses and an integrated response. That can be expanded to several unique arenas and adjunctive therapies.
In summary, this is an excellent brief and handy pocket handbook and one that would be well-placed for staff providing different therapies and/or manageing a unit to review and refer to under many circumstances. Nursing homes, special education settings, trauma rehabs and psychiatric units will all find relevant and highly understandable details here. The federal entitlement for Early Intervention is another woefully neglected subgroup. Special educators, poorly paid and with high turnover, are the primary therapists and team leaders with at-risk and medically fragile infants and toddlers. They go into homes, often impoverished, and provide services, developmental activities and do assessments. They have many checklists and standardized tests which are on the whole, completed carefully. Yet there are so many other things, not necessarily on those tests, but enormously important that are outside of their professional scope. This book has vital explanations around Toxic Exposure, symptoms and 'mimic' conditions. The substance abuse sections too are vital for professionals evaluating a maternal child relationship or in cases of an addicted family member. There is high frequence for fetal substance abuse conditions and HIV genetically transmitted diagnoses. These generally brave and devoted staff see siblings who manifest behaviors or motor skills that may be uniquely relevant to understanding the baby. But they do not either know or feel comfortable speculating- so they ignore it.
Without insulting these authors, who are experts in their field and darn good writers- I urge those readers who influence some of the areas I mentioned above to read not only with an eye for their own improvement but the ways that written in this way, this book has promise for a far greater target audience.
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Teammates is about 2 men named
Pees wee Reese and Jackie Robinson. Both of them were baseball players on the same
Team called the dogers. Pee wee
Reese was white and Jackie rob-
Inson was black. They were both
Friends and helped each other out. The players on their team
Came mostly from the south, men
Had been taught to avoid black
People since childhood. They moved to another table
Whenever Jackie sat down next
To them. Many opposing players
Were cruel to Jackie, calling him mean names from their
Dugouts. A few tried to hurt
Him with their spiked shoes.
It was bad for Jackie. Pitchers
Aimed for his head, and he
Received threats on his life,
Both from individuals and from
Oramizations like the Ku Klux
Klan. Jackie avoided all of it,
And made the team. Jackie and
Pee wee became really great
Friends and baseball legends.
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"We sell a quality product that our customers value. We have provided our employees with the means of supporting themselves with dignity, good wages, benefits, and a good working environment. We have worked hard to create wealth for our investors who after all are people with varying needs and means - and not all of them fantastically wealthy. We pay our share of taxes. In summary we already gave back to the community! As for giving to charity - any of our investors has the right to give in any way or amount (time or money) to any organization he or she sees fit. They don't need us to make that decision for them."
The "giving back to the community" phoniness implies that while running a business you are obviously taking from others - you are a drag on society at large and need to give back to equalize things - Karl Marx couldn't have come up with a better slogan.
To a student of Zen, it is unnecessary to introduce this book. For those folks reading about Zen for the first time, this is a collection of Zen and Pre-Zen writings. For the greater part, it allows you to explore with your own mind these great insights without a lot of left-brain interference. Oh yes, you get clues but no answers, because these must come from the fusion of the neurons in your own brain.
I will have to admit that I no longer lend this book to anyone. It never comes back. My copy is old and has notations on every page, thoughts that occurred to me. While I was reading it for the first time a few years back, I had a dream. In the dream, I entered an ancient house and walked down into the black basement. As I opened each of a series of doors in this darkness, I would reach for the light in the center of the room. Light after light popped on. I am sure I do not have to interpret this dream for you. That is exactly what happened to the darkness in my mind: light after light illuminated my world. I was so excited I could hardly breathe. It was the beginning of a long flight towards freedom.
The greatest part of this is you do not have to learn to meditate. Each teaching brings you closer and closer to solving the problem of your mind, that is, relating conscious to preconscious awareness, into your every day living. It offers the flesh and bones of Zen. The marrow is your discovery of yourself.