Sunday, 27 June 2010

[N747.Ebook] Fee Download Public Relations in Schools (5th Edition), by Theodore J. Kowalski

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Public Relations in Schools (5th Edition), by Theodore J. Kowalski

A contemporary and practice-based school public relations text that centers on the importance of communication, relationships, and technology.

Outfitting students with a wealth of practical, practice-based knowledge that they can take directly into the halls of their school, the new fifth edition of Public Relations in Schools has a fresh, contemporary focus on both how administrators can effectively communicate with the community and how building strong relationships with stakeholders can ultimately lead to overall school improvement. Through a blend of theoretical and tacit knowledge, this text offers students an in-depth guide to 1) how to successfully communicate with both internal and external school entities, 2) how to build and maintain positive and active relationships via social and political capital and 3) how to translate the value of these relationships into positive change within the school. While exploring these three central themes, the book emphasizes how new technologies can aid school success. At the same time, real-world case studies at the beginning of each chapter introduce readers to actual public relations issues and bring the material to life.

The revised fifth edition of Public Relations in Schools is updated with new materials and references throughout the text, including two new chapters – one on harnessing technology for your public relations needs and one on collecting, assessing, and applying public opinion. In addition, the new fifth edition text contains a matrix at the front of the book showing how content relates to ELCC/NCATE Standards ��– the widely used criteria for administrator preparation and licensing.

  • Sales Rank: #298885 in Books
  • Brand: Brand: Pearson
  • Published on: 2010-08-02
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x .80" w x 7.70" l, 1.37 pounds
  • Binding: Hardcover
  • 272 pages
Features
  • Used Book in Good Condition

From the Back Cover

By emphasizing the importance of two-way communication, this book offers a broad yet unique perspective on the importance of successful public relations programs in schools by integrating theory and knowledge. A public relations program is about building and maintaining relationships through an open exchange of information, and this book teaches administrators, regardless of their assignment, how communication and relationships directly affect organizational behavior, and ultimately, school success. The concept of relational communication, added to this edition, emphasizes the importance of consciously using communication as a means to construct these relationships. From the concept of public relations itself, and its legal and ethical dimensions, to assessing applications of public relations that pose challenges to the effectiveness of programs, this text is extremely relevant for students preparing to be administrators and for those professionals already practicing.

This edition is organized into three sections that thoroughly examine contemporary perspectives on the application of public relations in educational settings.

Features include:�

  • A new chapter on technology addresses the expanded use of technology in school public relations, with specific attention given to how the Internet, web pages, and blogs can be developed and used to improve communication and relationships.
  • A new focus on public opinion teaches administrators the different processes of measuring public opinion and how to apply these findings to make effective and essential decisions.
  • Expanded information on school-community relationships, specifically emphasizing the need for a positive, mutual relationship between the school and the community
  • Introductory case studies that not only encourage professional reflection, but also ensure relevance by viewing current social and political conditions through a personal perspective
  • Questions and suggested activities at the end of each chapter encourage in-class discussions while also promoting critical thinking.�
  • A matrix has been added to show how the chapter content relates to Educational Leadership Constituent Council (ELCC) and National Council for Teacher Accreditation (NCATE) Standards.

About the Author

Theodore J. Kowalski, PhD

Theodore Kowalski is professor and the Kuntz Family Chair in Educational Administration at the University of Dayton. He began his professional career as a teacher and building-level administrator in suburban Indianapolis, Indiana. Subsequently, he served as an associate superintendent and superintendent. He taught at Purdue University and Saint Louis University prior to becoming professor and dean of the Teachers College at Ball State University.

In addition to his duties at the University of Dayton, Professor Kowalski is editor of the Journal of School Public Relations and serves on the editorial boards of several other professional journals including Educational Administration Quarterly and the AASA Journal of Scholarship and Practice. In 2000, he was selected to be the editor of the 2001 National Council of Professors of Educational Administration Yearbook, the first yearbook of the new millennium.

The author of numerous books, professional articles, research papers, and monographs, Dr. Kowalski has received awards for his research, writing, and scholarship including the Outstanding Faculty Research Award from the Teachers College at Ball State University in 1993, the Outstanding Faculty Scholarship Award from the School of Education and Allied Professions at the University of Dayton in 2002 and 2005, and the Alumni Award in Scholarship from the University of Dayton in 2005. Since 1986, he has delivered over 100 invited lectures at colleges and universities and has provided consultant services to numerous education and business clients. Professor Kowalski's primary areas of research are organizational behavior and communication, decision making, and school and district administration.

Most helpful customer reviews

5 of 6 people found the following review helpful.
Tedious
By DTM
This is a textbook example of a painfully boring masters level book. The only useful thing about the book is that it offers multiple interesting case studies. Yet even those case studies are wasted--problems are presented but the author fails to suggest what the "solution" was. Most people reading this review will just be glancing at it before buying the book anyway, as it will probably be required for your class. But if that's not the case, and you are actually looking for a book on public relations in schools, I implore you to look elsewhere. Even the single chapter provided in Gardening in the Minefield by Laurel Schmidt will be more helpful.

1 of 1 people found the following review helpful.
The case studies provide good examples to set the tone for each chapter and ...
By Nightbloomer
This is a succinctly written book that isn't overly complicated. The case studies provide good examples to set the tone for each chapter and its importance in communicating with stakeholders.

1 of 1 people found the following review helpful.
Textbook
By Robbie R
It was a textbook I had to buy for a college class. It was good, for a textbook. Enough said.

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[Y995.Ebook] PDF Ebook The Two-Gun Man, by Charles Alden Seltzer

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The Two-Gun Man, by Charles Alden Seltzer

From the crest of Three Mile Slope the man on the pony could see the town of Dry Bottom straggling across the gray floor of the flat, its low, squat buildings looking like so many old boxes blown there by an idle wind, or unceremoniously dumped there by a careless fate and left, regardless, to carry out the scheme of desolation.

  • Published on: 2015-09-17
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x .22" w x 6.00" l, .30 pounds
  • Binding: Paperback
  • 94 pages

Most helpful customer reviews

1 of 1 people found the following review helpful.
the original western shoot em up formula
By Spongy Bob
the western shoot em up genre may be anchored in this book.
the villains are better developed in this story than in most westerns which followed.
the mystery main plot and the subplots add depth.
the behavior of the romantic couple may be a little idealistic, but not for the time.

1 of 1 people found the following review helpful.
How wonderful!
By Kindle Customer
Its been a long time since I have found and read a Western so well written! I dedicate this good read to my dear father who loved his Westerns and Saturday cow boy movies.

0 of 0 people found the following review helpful.
Worth the Read
By Anonymous
The Two-Gun Man is by far one of the best western novels I've read so far. In my personal opinion, Seltzer is a more interesting writer than both L'Amour and Max Brand, two of the most well known western authors of all time. Being an avid reader of all three, I have given up L'Amour as !y favourite in place of Seltzer. While Seltzer sticks by the tried and true character list of hero, heroine, and their villain, every character has a difference. Creating fresh, new, engaging western novels is always a difficult task, particularly since the protagonists are expected to follow such a specific role of a never failing hero against nearly always impossible odds, but Seltzer succeeds nine out of ten times. An author myself, I would like nothing better than for my westerns to follow in Seltzer's footsteps. The Two-Gun Man is definitely worth reading.

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Friday, 25 June 2010

[G414.Ebook] PDF Ebook The Holy Tablets (The Holy Tablets), by Malachi York

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The Holy Tablets (The Holy Tablets), by Malachi York

Here you have 1707 pages in a binder. It has large print ,so it's easy to read. Just remember ,don't leave this book lying around where someone not prepared for this sometime sensational information may come upon it..

  • Sales Rank: #2281708 in Books
  • Published on: 1996
  • Format: Large Print
  • Binding: Loose Leaf
  • 1707 pages
Features
  • This book has information you won't find anywhere else on the planet. Tell me this...Why do you have 2 nipples ? Not 3 or 1 ? Read all about in the Holy Tablets

Most helpful customer reviews

16 of 21 people found the following review helpful.
THE TRUTH!
By manifest
This is the truth that is slowly comming out! If you seek this is a must have....a little pricey but worth it......I must say I'm very impressed!

3 of 3 people found the following review helpful.
Asking Way To Much
By ELL
I didn't know the HT was this big of a book and if I knew I was buying a BINDER with just photo copies I would not have purchased it. I will say that the photos except for a few where nearly all impeccable copies but just in black and white. Only wish the seller had took the time to lament each page for the price he charged for the book. The pages are going to eventually rip out the binder with constant use which renders it useless as a book which is what I thought it was from the picture. However it's just a huge BINDER with copies, on cheap paper at that so it should have been at least $150.00 less than what I paid for it. Started to return it asking for a lamented version of it but I wasn't hopeful that the seller would return me the same product. So I have to lament my own pages if the binder is to stay usable.

3 of 4 people found the following review helpful.
awesome
By Ian
this purchase blew me away with all of the knowledge it contains.....i'm already reading it for a 3rd time..... another great malachi z york book

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Saturday, 19 June 2010

[W744.Ebook] Free PDF United We Solve: 116 Math Problems for Groups, Grades 5-10, by Tim Erickson

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United We Solve: 116 Math Problems for Groups, Grades 5-10, by Tim Erickson

Math need not be a lonely endeavor! This is a collection of 116 mathematics problems designed especially for groups. The problems focus on proportional reasoning, spatial visualization, and learning to generalize from patterns -- central pillars of any math curriculum. The book includes help for the teacher, a topics grid, and connections to several high-quality middle-grades math programs.

  • Sales Rank: #472366 in Books
  • Published on: 2015-06-23
  • Original language: English
  • Dimensions: 11.00" h x .44" w x 8.50" l,
  • Binding: Paperback
  • 192 pages

About the Author
Tim Erickson is a mathematics and science curriculum developer. He is also the author of Get It Together.

Most helpful customer reviews

70 of 70 people found the following review helpful.
Great Math and Great Design for Cooperative Work
By Daryl Anderson
This book is a treasure in my chest. I have a long shelf of project-books, activity-books and all the rest that I bought to add some spice to the day in math class. This is my "go to" book. I use it every year, repeatedly. I use it in my "accelerated" classes and I use it in my "math lab" classes.
The math selections are outstanding in both interest and challenge levels - they also scale up to allow very bright students to be engaged. And if, like me, you've slogged through too many lame "cooperative learning" books and activities to count, you will be pleased with the design of that element of the program.
The book organizes more than 100 problems into 24 categories within 4 groups, "Patterns", "Spatial", "Proportion" and "Open". Each problem provides 4 printed clues which provide pieces necessary to solve an overall problem. Here is an example from the "Product Chain" category of "Proportion", a rather unusual zoo:
* Rodelians feed every night. Each rodelian eats five snoppets.
* Snoppits feed every night. Each snoppit eats three quigs.
* Pipworts feed every night. Each Pipwort eats four dorblatts.
* Quigs feed every night. Each quig eats twelve pipworts.
The problem, in this case, is itself stated in pieces spread over the 4 clues. The group is ultimately asked to propose a method or rule for finding out how many dorblatts will be needed to keep a given number of rodelians alive.
This is an intriguing enough problem, mathematically, for 4 average 6th graders, but the challenge is multiplied by the "cooperative learning" design. Each student receives one clue but they are not allowed to show their clue to the others in their group. They can draw and illustrate their clue to show to others and they can even read it aloud - just not show it. At first this seemed an oddly crafted constraint but, after using the "UWS" problems for 5 years now I see that it is just the right touch. When denied only the visual access to their partners' clues, the kids tend to switch out into first reading them aloud - feeling, sometimes, like they are 'beating the system'. But, inevitably, just hearing it is not enough for their group-mates and they have to hunker down and reread, understand and restate or illustrate their clue in order to get anywhere.
other notes:
The clues are not numbered. For a problem like the one noted above, the group themselves have to discover and organize the sequence of relationships and solution steps.
For most problems two "hint" clues are provided as what we now call "lifelines". These usually provide not extra data but prompts for looking at the overall problem from a different view (e.g., for the above "Hint: One way to test your scheme is to see if it works if there is only one rodelian, or two."
NO ANSWERS ARE PROVIDED to the teacher! I hated this, then I loved it! As a practical necessity I eventually wrote up an answer 'bank' I could refer to - but with my accelerated classes I found it even more worthwhile. They so often rush to an answer then rush to me for 'validation' - something I'm always trying to shake them of. It introduced a real element of meta-learner challenge when I would reply to their "is this right?" by saying "I don't know. Its up to you and your group to decide if you are confident enough of your answer to move on to a harder problem."
The problems are organized one-per-page in the spiral book and are intended to be photocopied and then cut out. I store the 6 clue papers, each about 4" x 3.5", in envelopes and try to keep 7 or 8 copies of each so that 28 or 32 kids can be working on the same problem if necessary.
As mentioned before, the problems within each of the 24 categories are mathematically similar but get harder to solve in the order that they appear in the book. I usually set out a "suite" which allows an open-ended element to keep the brighter kids engaged.
Groups of three are easily accommodated by simply allowing one member to `work' two clues.
I have used the book with 6th and 7th graders. It is labeled as being for grades 5-10. At either end of that range, my impression is that still roughly half of the problems are appropriate. It is a great match for grades 7 and 8.
Some of the especially interesting categories of problems include "Nim Games", some nice "3D point of view" ones, Calculator based, "Mystery Ops", and my favorite, "Alien Number Systems". There are even two neat problems that demonstrate `fractal automata' solved using paper grids and colored pencils. Nice, nice, nice !
Once you've seen a few of these problems you might think you could make up your own and, in fact, the book encourages you to do so. That being the case, I have to say I've never done so. The sheer number of problems in this one book is more than adequate unless one wanted to actually build a curriculum around their use. If you ever feel you have "used up" "United We Solve" you can check out their second volume, "Get it Together - math Problems for Groups", which is pegged to grades 4-12.

16 of 19 people found the following review helpful.
Hurray!
By A Customer
I was teaching Math for Liberal Arts at a community college and could not get the students to loosen up and try solving non-standard problems UNTIL I started using problems from this book. The problems are fun for everyone and the value of group work becomes clear.

16 of 22 people found the following review helpful.
GREAT BOOK
By A Customer
Great book for any teacher that wants to SHUT UP and let the students do the talking !!!!

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Friday, 18 June 2010

[N975.Ebook] Download Ebook Departure, by A.G. Riddle

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Departure, by A.G. Riddle

En route to London from New York, Flight 305 suddenly loses power and crash-lands in the English countryside, plunging a group of strangers into a mysterious adventure that will have repercussions for all of humankind.

Struggling to stay alive, the survivors soon realize that the world they've crashed in is very different from the one they left. But where are they? Why are they here? And how will they get back home?

Five passengers seem to hold clues about what's really going on: writer Harper Lane, venture capitalist Nick Stone, German genetic researcher Sabrina Schr�der, computer scientist Yul Tan, and Grayson Shaw - the son of a billionaire philanthropist.

As more facts about the crash emerge, it becomes clear that some in this group know more than they're letting on - answers that will lead Harper and Nick to uncover a far-reaching conspiracy involving their own lives. As they begin to piece together the truth, they discover they have the power to change the future and the past - to save our world...or end it.

To read an epilogue to Departure and access other bonus material, go to agriddle.com/departure/extras

  • Sales Rank: #3129 in Audible
  • Published on: 2015-02-17
  • Released on: 2015-02-17
  • Format: Unabridged
  • Original language: English
  • Running time: 606 minutes

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106 of 114 people found the following review helpful.
My semi-negative opinion...
By Sherry Hagenson
I bought this novel on the basis of the extremely positive reviews; everyone seemed to love it, so I assumed I would, too. Not so much. First, I will say that I did appreciate Riddle's premise; the eventual point he was trying to make is something with which I completely agree. Also, the book is very well-edited and formatted; you won't be annoyed by poor spelling, grammar, etc. My problems with this novel centered around the characters; I never felt that they were anything but one-dimensional, simply there as placeholders for various points of view. The story started off quite well, with a plane crash and ensuing confusion, but soon became completely bogged down by its own weighted narrative. This is science fiction, after all, so I'm not speaking about the actual plot itself. I don't want to give away giant plot points, but I did feel that after some momentous reveals, the characters seemed far too blas�; actual humans would have been seriously freaking out. I also had difficulties with the final chapters, which seemed rushed and simplistic, and curiously unfinished. There is the kernel of a good story here, but Riddle doesn't seem interested in delving into the intricacies of the situation he has created. Lack of finesse, very bad airship battle scenes and a general absence of thoughtful cohesiveness made Departure a somewhat frustrating read for me-which was surprising as this is the kind of thing I generally enjoy. I personally cannot recommend this book, but a great many people loved it, so I know mine is a minority viewpoint. As always, we pay our money, and we take our chances.

162 of 181 people found the following review helpful.
Plane crash survival sci-fi thriller
By Peggy F.
A plane crashes in the English countryside, breaking in two with its nose and first class section suspended in trees, and with its tail in a shallow lake nearby.

Most of the first class passengers survive the crash. The tail section passengers do not fare as well.

When the first class survivors find the tail section, they see it is slowly settling into the lake, so they embark on a daring rescue. They manage to rescue some of the passengers before the tail fills with water and sinks to the lake bottom.

At first the reader thinks this story is a plane crash survival tale, but that's just the beginning.

For the most part this is a fast paced science fiction thriller. The first 60% of the story held my rapt attention. But then the story slows down as the characters go on and on about their feelings.

The story has big ideas but some of the main characters' internal self-reflections are so trivial. It slowed down the story and did not fit. I lost interest in the main characters and then lost interest in the story.

77 of 91 people found the following review helpful.
Too many unreasonable character behaviors/reactions take you right out of the story
By S. Hungsberg
I had to stop about 40% of the way through the audio version of A.G. Riddle's "Departure" as I became incredibly frustrated. I loved the premise of the story and wanted to know what happens, but it was the execution of it that made me drop it and move on to the next book.

Without spoiling anything for folks who haven't read it, I've found two major flaws with how this is written. First is that even though you know the gist of what's going to happen based upon the book's description, that primary plot doesn't kick in until a fourth of the book has gone by. So that first 25% of the story feels like major filler. You find yourself wondering why Riddle even bothered with this part at all. There were character traits established that could have been accomplished in a fifth of the space.

Second, the characters are frequently reacting in unreasonable ways to what's happening around them. Since I don't want to give anything away, I'll describe it like this: it's as if one of the characters was walking down the road in a major city and a huge pink elephant started running the same street. In Riddle's style, the character would say something like, "That's a pink elephant isn't it? Strange. Now how am I going to find that library I was looking for?" Nothing about why the pink elephant suddenly showed up out of nowhere. Nothing about why the elephant was pink. Nothing about the character reacting to or wondering about this strangeness at all. In fact, in the midst of all of the craziness, one of the characters winds up focusing on suddenly-no-longer-relevant issues like what she wants to do with her career.

There are *so* many examples of this that they took me right out of the story.

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Thursday, 17 June 2010

[D500.Ebook] Ebook The Two Sources of Morality and Religion, by Henri Bergson

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The Two Sources of Morality and Religion, by Henri Bergson

Henri Bergson inquires into the nature of moral obligation, into the place of religion and the purpose it has served since primitive times, into static religion and its value in preserving man from the dangers of his own intelligence; into dynamic religion or mysticism as a means of producing man's forward leap beyond the limits of the closed society for which nature intended him and into the open society which is the brotherhood of man.

“The book is filled with extraordinary illustration and, as always in Bergson, exact and luminous metaphor.” —Journal of Philosophy

“Fresh and living . . . this translation is first-rate.” —New Statesman & Nation

“Exquisitely simple . . . the English version startles one by its sheer beauty. Here is a volume crowning a series of philosophical works which have molded the thinking of a whole generation.” —Christian Century

“This book is so rich with historical, poetical, and human illustration, so packed with repeated psychological subtleties and dreaming precisions, that to miss it is to miss, as Bergson says of the prophets and Christian mystics, one of the voices of Life itself.” —Catholic World

"This book offers pleasurable access to an important way of thinking which dominant analytic and linguistic philosophical traditions in England and America have eclipsed, and which nonetheless still has current expression in many forms throughout contemporary culture."�--Reprint Bulletin

  • Sales Rank: #971363 in Books
  • Published on: 1977-01-31
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.00" h x .90" w x 5.30" l, .76 pounds
  • Binding: Paperback
  • 320 pages

Language Notes
Text: English, French (translation)

About the Author
Henri Bergson (1859-1941) was a renowned philosopher whose concept of creative evolution continues to dominate a large area of modern thought. In The Two Sources of Morality and Religion, Bergson inquires into the nature of moral obligation and into the place and purpose of religion.

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42 of 43 people found the following review helpful.
A brilliant exposition by a great thinker.
By Gary L. Herstein
In Bergson's "Two Sources," the famous french thinker applies his relational methodology and metaphysic to an analysis of religion and morality. Bergson himself was certainly very careful about how he presented his own religious sentiments, and this book continues to show that care, coupled now with his meticulous attention to phenomenological detail. Hence, this is not a proselytizing sermon, but a close analysis of phenomenological *sources* of religious and moral sentiment.

This is a later work of Bergson's, and as such, it might not be the best introduction to his work. One can see a great deal of Bergson's previous metaphysical thought operating in the background if one knows what to look for. To catch up on that background, one might want to read _Time and Freewill_ or _Matter and Memory_, for instance.

However, its also not clear that one really needs that background to appreciate this book. For one thing, this volume gives one of the clearest examples of Bergson's methodology that I have encountered (in my admittedly limited studies). This method has come to be known as Bergson's "qualitative calculus" (QC, a term coined by Pete Gunther). The QC has certain obvious similarities with Hegel's dialectic: a phenomenon gets analyzed as a product of two tensional poles which define a spectum of relations between them. But the differences are also manifest. The poles, for Bergson, have none of the ontological status of Hegel's objective idealism. Nor are they so much Ideal Opposites, as they are the two ends of a relational spectrum. Bergson's relational approach is not built around a sharp, black/white oppositional structure the way Hegel's is (or at least appears to be in some readings).

The two poles for Bergson are, in this instance, what might be called "habit" and "inspiration," which lead to, respectively, static and dynamic structures. These structures are rarely if ever encountered in their pure forms, and as such the two poles are the abstracted ideal elements of a phenomenological analysis. Chapter one of _Two Sources_ focuses on morality, and gives the initial development of QC structures that Bergson will then apply throughout the rest of the book. Chapter two takes religion in its static, habit based form, and further delves into this structure along the lines of Bergson's QC. (Here, again, we see the debt to Hegel, where each stage of the dialectic leads to a deeper analysis.) Chapter three takes religion in its dynamic phase, and the final chapter summarizes and offers conclusions.

Once again, this is not a book looking to convert the faithless, nor is it preaching to the choir. It is a careful analysis along the lines of James' _Varieties of Religious Experience_. (By the by, for those who don't already know, Bergson and James were frequent correspondents, and admirers of one anothers work.)It may not be the best introduction to Bergson's thought, but it is certainly worthy of reading.

16 of 21 people found the following review helpful.
Open philosophy or closed mind?
By Ashtar Command
Today, the French philosopher Henri Bergson (1859-1941) is more or less forgotten. However, he was an important person during most of his lifetime, and even something of a celebrity. He met the US president Woodrow Wilson and participated in the creation of the League of Nations, heading its cultural and educational branch. In 1927, Bergson was awarded the Nobel literature prize by the Swedish Academy, ostensibly because of his philosophy books, but (I guess) really as a form of general recognition. During World War Two, when France was occupied by the Nazis, the fascist Vichy regime offered to exempt Bergson from the anti-Semitic laws (he was part-Jewish), an offer the aged philosopher turned down, no doubt as a protest against anti-Semitism and Nazism. However, some people still believe that Bergson converted to Catholicism in secret during the war.

The most well known book by Bergson is, of course, "Creative Evolution". Being something of a non-conformist, I decided to start by reading Bergson's last and most controversial work, "The Two Sources of Morality and Religion", published in 1932 (in English in 1935). Bergson's philosophy took an explicitly religious and mystical turn with the publication of this book. It's difficult to label Bergson, but pantheistic mysticism might be the best description. At the same time, he is very sympathetic to Christianity, in particular Christian mystics.

Unfortunately, Bergson's book is very difficult to read: he takes a hundred pages or more to get to the point, and when he finally makes it, he ruminates the same point for another hundred pages! Frankly, "The Two Sources" could have been half as long. The work also feels like an intellectual roller coaster ride. Sometimes, Bergson hits the nail squarely on the head. At other times, he sounds nebulous or...well, religious.

Bergson believes that what we call "morality" are really two entirely different phenomena. They can and do blend, to the extent that we don't recognize their distinctiveness in daily life. Yet, the two kinds of "morality" have different origins. None of them come from human reason. "Closed morality" (in-group morality) is a product of nature and regular evolution. It's a system of societal sanctions and obligations, enabling (and sometimes forcing) humans to co-operate and survive. Philosophers often imagine that this kind of morality is eminently reasonable, can be deduced from categorical imperatives, and that somehow it's intrinsically motivating. Not so, says Bergson. "Closed" morality works only because it has the sanction of society behind it, a sanction the individual has more or less internalized. That's why it looks "reasonable" to him, but without the material sanction, humans would be egoists. This is obviously a criticism of Kantians, but Bergson also waxes sarcastic over utilitarians, at one point saying that "only a subtle utilitarian philosopher" would refrain from being egoistic in a world where reason isn't backed up by societal sanctions.

But there is also an "open" morality, a morality that sees beyond the in-group, transcends its limitations, and reaches to embrace all of humanity. This morality has no connection to reason either. Nor is it derived from "nature" as we usually understand the term. It's source is spiritual, mystical and religious. The ultimate source of "open" morality is the �lan vital, the life force that permeates the entire cosmos. I must admit that I never really understood what exactly this �lan vital is supposed to *be*, and yet it was a central tenet of Bergson's philosophy almost from the start. In "The Two Sources", at any rate, the concept is clearly religious in character. �lan vital (sometimes translated "vital impulse") is the later Bergson's equivalent to Brahman. In opposition to Hinduism, however, Bergson imagines the pantheistic deity to be active rather than passive. The vital impulse creates matter, takes hold of it, and forces it to evolve into more and more complex forms. There is no preconceived plan, so in that sense the entire universe is "open". Suffering is inevitable, but so is creativity, freedom and the unexpected - and, in the end, some kind of joyful life after death (although Bergson says very little about this). As civilization progresses, "closed" and "open" forms of morality are combined, but unless humanity creates a world community, "closed" morality will always remain somewhere. Bergson points out that Western nations nominally believe in "the brotherhood of man", even on the morrow of destructive wars! The process towards a completely "open" morality isn't completed.

Bergson also makes a distinction between "closed" and "open" religion. This part of the book is quite boring, as Bergson strides into comparative religion and anthropology, speculating about the exact origins of this or that superstitious belief. His main point is that "closed" religion is nature's response to human intelligence. It's essentially a way of constraining intelligence. Without the superstitions and taboos of "closed" religion, humans would feel lost in the immensity of space, not to mention the fact that we would constantly fear our own deaths. Also, we would become egoists without "closed" religion lending sanction to "closed" morality. Thus, "closed" religion is a psychological and sociological phenomenon, and hence unreal. Bergson calls it absurd, hallucinatory, and so on. By contrast, "open" religion is the religion that bases itself on mystical experiences, and justifies "open" morality.

The high point of both "open" morality and "open religion" is Christianity, especially the Sermon on the Mount and various Christian mystics. Bergson is more critical of Buddhism. As for Hinduism, he is sympathetic to Ramakrishna and Vivekananda, but believes that they represent a recent phase of Hindu evolution (he is right in Vivekananda's case). In a footnote, he actually mentions Evelyn Underhill, pointing out that she appropriated some of Bergson's own ideas!

Bergson further believes that "open" morality and religion become influential due to the charismatic power and example of strong personalities. Thus, it's not simply mystical experiences that moves the crowds to accept "open" morality. Apparently, it can be spread by external means as well, but in Bergson's opinion, this is not group pressure, but rather a kind of instinctive sympathy which makes men follow strong, saintly persons. For rather obvious reasons, this part of Bergson's work is very hard to swallow. Charismatic leaders, as we all know, can have quite another effect on people than moral ones!

There are other problems with "The Two Sources" as well. Bergson's work suffers from internal inconsistencies. He rejects teleology, seeing it as determinist, and instead favours the unbounded freedom to create of the �lan vital. But he also regards humans and social insects (!) as the end points of evolution, the one having perfect intelligence, the other being endowed with pure instinct, both being social. This implies that there is a kind of teleology after all, although our author graciously allows that ants and bees might be an alternative goal of creative evolution. (Overall, Bergson seems fascinated by bees and ants.) There is also an obvious tension between the superstitions of the "closed" religions, which Bergson almost contemptuously rejects, and his own "open" religion, which might also be accused of serving purely psychological and sociological needs, as when Bergson writes that although there is a lot of suffering, there is also hope that it will cease one day, etc.

Finally, I note that while Bergson was condemned by the Catholic Church during his lifetime, this edition of "The Two Sources of Morality and Religion" is published by Notre Dame Press, and has a positive blurb from the magazine Catholic World (and also from the Protestant Christian Century). It seems his pantheistic mysticism has been "opened" after Vatican II! Still, I don't think Bergson is very influential today, although Pierre Teilhard de Chardin and Sri Aurobindo may have said something similar. But Bergson himself seems to have been forgotten.

"The Two Sources of Morality and Religion" probably doesn't contain the solution to the world riddle. Still, it might be of some passing interest to students of philosophy, theology or comparative religion. Open philosophy or closed mind? That is the question.

2 of 2 people found the following review helpful.
BERGSON GOES BEYOND HIS CONCLUSIONS IN “CREATIVE EVOLUTION”
By Steven H Propp
Henri-Louis Bergson (1859-1941) was a French philosopher, who was awarded the 1927 Nobel Prize in Literature. His other works include The Creative Mind: An Introduction to Metaphysics, Matter and Memory, Time and Free Will, etc.

He begins this 1932 book with the statement, “The remembrance of forbidden fruit is the earliest thing in the memory of each of us… What a childhood we should have had if only we had been left to do as we pleased!... But all of a sudden an obstacle arose, neither tangible or visible: a prohibition. Why did we obey? The question hardly occurred to us. We had formed the habit of deferring to our parents and teachers…They occupied a certain station, that was the source of the command which, had it issued from some other quarter, would not have possessed the same weight… we should compare it to an organism whose cells… fall into their respective places in a highly developed hierarchy, and for the greater good of the whole naturally submit to a discipline that may demand the sacrifice of the part.” (Pg. 9)

He observes, “social cohesion is largely due to the necessity for a community to protect itself against others, and … it is primarily as against all other men that we love the men with whom we live… it is only through God, in God, that religion bids man love mankind; and likewise it is through reason along… that philosophers make us look at humanity in order to show us the pre-eminent dignity of the human being, the right of all to command respect.” (Pg. 32-33)

He points out, “The morality of the Gospels is essentially that of the open soul: are we not justified in pointing out that it borders upon paradox, and even upon contradiction, in its more definite admonitions? If riches are an evil, should we not be injuring the poor in giving them what we possess? If he who has been smitten on the one cheek is to offer the other also, what becomes of justice… But the paradox disappears, the contradiction vanishes, if we consider the intent of these maxims, which is to create a certain disposition of the soul.” (Pg. 59)

He asserts, “The spectacle of what religions have been in the past, and what religions still are today, is indeed humiliating for human intelligence. What a farrago of error and folly!... Our bewilderment increases when we see that …there has never been a society without religion. What should then be our confusion, were we to compare ourselves with animals on this point! It is highly probable that animals are unacquainted with superstition… Homo sapiens, the only creature endowed with reason, is also the only creature to pin its existence to things unreasonable.” (Pg. 103)

He argues, “man knows that he will die… Nature, in endowing him with intelligence, must inevitably lead him to this conclusion… Looked at from this … standpoint, religion is a defensive reaction of nature against the representation, by intelligence, of the inevitability of death.” (Pg. 130-131) Later, he adds, “religion… is a defensive reaction of nature against what might be depressing for the individual, and dissolvent for society, in the exercise of intelligence.” (Pg. 205)

He suggests, “creation… endowed us with an intelligence … went… beyond what nature had intended. Man’s structure seemed indeed to destine him for a more humble existence. His instinctive resistance to innovations is a proof. The inertia of humanity has never yielded, save under the impulsion of genius… science demands a twofold effort, that of a few men to find some new thing and that of all the others to adopt it and adapt themselves to it. A society may be called civilized when you find in it such a power to lead and willingness to be led. The second condition is indeed more difficult of fulfillment than the first.” (Pg. 171)

He states, “So then mysticism and religion are mutually cause and effect… Yet there must have been a beginning. And indeed at the origin of Christianity there is Christ… it matters little whether or no Christ be called a man. It does not even matter that he be called Christ… if the great mystics are indeed such as we have described them, they are the imitators, and original but incomplete continuators, of what the Christ of the Gospels was completely… There is no doubt but that Christianity was a profound transformation of Judaism… Israel and its God were not close enough together for Judaism to be the mysticism which we are defining. And yet no current of thought or feeling has contributed so much as the thought and feeling of the Jewish prophets to arouse the mysticism which we call complete, that of the Christian mystics… Christianity … owed largely to the Jewish prophets its active mysticism, capable of marching on to the conquest of the world.” (Pg. 239-240)

He comments, “the mystics unanimously bear witness that God needs us, just as we need God. Why should He need us unless it be to love us? And it is to this very conclusion that the philosopher who holds to the mystical experience must come. Creation will appear to him as God undertaking to create creators, that He may have, besides Himself, being worthy of His love… as we have said before, it is probable that life animates all the planets … matter and life … are coexistent and interdependent… there is nothing to prevent the philosopher from following to its logical conclusion the idea which mysticism suggests to him of a universe which is the mere visible and tangible aspect of love and of the need of loving… No doubt we are here going beyond the conclusions we reached in ‘Creative Evolution.’ We wanted then to keep as close as possible to the facts…”(Pg. 255-256)

This is a stimulating and thought-provoking book, that will be “must reading” for anyone studying Bergson and his thought.

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Tuesday, 15 June 2010

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Book by GORDON CHRISTOPHER P, PORTER SHANE, STALLSMITH JOHN A

  • Sales Rank: #1649231 in Books
  • Brand: Brand: Kendall Hunt Publishing
  • Published on: 2011-01-05
  • Original language: English
  • Dimensions: 10.50" h x 8.25" w x .75" l, 1.80 pounds
  • Binding: Paperback
  • 279 pages
Features
  • Used Book in Good Condition

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0 of 0 people found the following review helpful.
Arrived very quickly
By Jeremy Curtis
Bought used, for $0.98 w/ $4 S/H. Arrived in between 1-2 weeks. Edges of cover are worn nominally, some edges of pages are bent upward nominally. Appears to have been only used a few times.

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[K459.Ebook] PDF Ebook Equine Applied and Clinical Nutrition - Elsevieron VitalSource: Health, Welfare and Performance, by Raymond J. Geor, Manfred Coenen, Patri

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Equine Applied and Clinical Nutrition - Elsevieron VitalSource: Health, Welfare and Performance, by Raymond J. Geor, Manfred Coenen, Patri

Equine Applied and Clinical Nutrition is a comprehensive text resource on the nutrition and feeding management of horses. Over 20 experts from around the world share their wisdom on a topic of central relevance to all equine practitioners and the equine community generally. Both basic and applied (including healthy and diseased animals) nutrition and feeding management of horses and other equids (i.e. ponies, donkeys, wild equids) are covered. The book will appeal to a wide audienc: undergraduate and post-graduate students in equine science and veterinary medicine, veterinarians, equine nutritionists, horse trainers and owners. The clinical component will strengthen the appeal for equine veterinarians. Equine Applied and Clinical Nutrition will be a "must have" for anyone involved in the care of horses, ponies and other equids.

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    • Full colour throughout
    • The only clinical equine nutrition book

    • Sales Rank: #1681361 in eBooks
    • Published on: 2013-01-31
    • Released on: 2013-01-31
    • Format: Kindle eBook

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    2 of 2 people found the following review helpful.
    Scientifically based nutrition information for horses
    By College student now college prof
    This book is based on scientific literature. It may be a bit advanced for some people, but it is an easier read than the National Research Council's Nutrient Requirements for horses (2007). It includes a plethora of helpful color diagrams, tables, and photographs to illustrate the concepts presented. This book is an excellent addition to someone's library who is looking to update from Equine Clinical Nutrition: Feeding and Care by Lon D. Lewis, which is now out of print and hard to find.

    2 of 2 people found the following review helpful.
    Great Book!
    By Mike Barrett
    Great reference book!
    Allows me to make recommendations to clients and know what I am talking about. This book is the best reference I have used on equine nutrition!

    1 of 1 people found the following review helpful.
    Recommended
    By Lisa P.
    Wow. This is the new bible of equine nutrition for the science-minded. No nutrition nerd's bookshelf is complete without this work.

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    Saturday, 12 June 2010

    [R431.Ebook] Download Ebook Handbook of the National District Heating Association, Second EditionFrom The National District Heating Association

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    • Sales Rank: #8238080 in Books
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