Imaginative Management Control


Book Description

Originally published in 1970. Drawing on his knowledge of business methods in Europe, America and Asia, Ronald Ogden examines the necessity for control in a business and the ways in which it should be exercised in order to obtain the most effective and profitable results. He shows that control can be exercised through carefully planned objectives which must, in their turn, be broken down into clearly defined targets. Realistic planning is discussed, and the author considers the effective implementation of plans by means of various techniques such as budgeting, costing, staff control, operational research, and network planning. The study will be of interest not only to managers but also to students of management concerned with modern business techniques and with the functions and responsibilities of management and control.




The Works of John Ruskin: Modern painters of the imaginative and theoretic faculties


Book Description

Volume 1-35, works. Volume 36-37, letters. Volume 38 provides an extensive bibliography of Ruskin's writings and a catalogue of his drawings, with corrections to earlier volumes in George Allen's Library Edition of the Works of John Ruskin. Volume 39, general index.




The Imaginative Landscape 2012


Book Description

INSIGHT CONTEXTS 2012 are especially designed to develop students' thinking and writing skills for Area of Study 2: Creating and Presenting. A rich resource of information and ideas on the Context and each of the selected texts, Insight Contexts also provides students with a variety of writing tips and strategies for developing excellent Context responses.







John Dewey's Imaginative Vision of Teaching


Book Description

John Dewey's Imaginative Vision of Teaching explores key philosophical topics in John Dewey’s work, including epistemology, ethics, and aesthetics, and relates them to teacher practice and education policy. Each chapter begins with theory and ends with practical implications. While there are numerous books on Dewey, there are relatively few that connect his philosophy of education to actual practice. By linking primary fields of philosophy with classroom teaching and education policy, Boyles suggests that the binary between theory and practice is a false chasm that can and should be bridged if teaching and learning are to change into more dynamic, reflexive, and authentic interactions. Perfect for courses such as: Becoming a Teacher | Applying Theory to Practice | John Dewey and U.S. Schools | Historical and Philosophical Ideas In Practice | Progressive Teaching




Imaginative Participation


Book Description

I am Czech. In 1948 I graduated from ancient Charles' University at Prague. In 1970 I came to Canada, the country of my choice, from New Zealand where I had taught two years at the University of Canter bury in Christchurch. This work was begun after I left Europe. It is intended as contribution to contemporary sociological and social psy chological theory, or theories. For a very long time in my native country I was intellectually a Jack of-all-trades. Before coming to sociology I spent two decades of study and research in the fields of philosophy, history and imaginative literature. Looking back I view this not as wasted time, but as an extraordinary introduction to the study of society, of man in society and of society in man. There are many links between these areas of scientific inquiry which I would not have been able to make had I not had this multi disciplinary experience. In each of my lives, past and present, I have been for a number of reasons marginal to my fellow men, marginal in several respects. In my native land I refused to conform to the line of the ruling political party. I became a "non-person" in all that implies in a totalitarian regime.




Evolutionary Perspectives on Imaginative Culture


Book Description

This pioneering volume offers an expansive introduction to the relatively new field of evolutionary studies in imaginative culture. Contributors from psychology, neuroscience, anthropology, and the humanities probe the evolved human imagination and its artefacts. The book forcefully demonstrates that imagination is part of human nature. Contributors explore imaginative culture in seven main areas: Imagination: Evolution, Mechanisms and Functions Myth and Religion Aesthetic Theory Music Visual and Plastic Arts Video Games and Films Oral Narratives and Literature Evolutionary Perspectives on Imaginative Culture widens the scope of evolutionary cultural theory to include much of what “culture” means in common usage. The contributors aim to convince scholars in both the humanities and the evolutionary human sciences that biology and imaginative culture are intimately intertwined. The contributors illuminate this broad theoretical argument with comprehensive insights into religion, ideology, personal identity, and many particular works of art, music, literature, film, and digital media. The chapters “Imagination, the Brain’s Default Mode Network, and Imaginative Verbal Artifacts” and “The Role of Aesthetic Style in Alleviating Anxiety About the Future” are licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/).







The Imaginative Landscape of Christopher Columbus


Book Description

Rather than focusing on the well-rehearsed facts of Columbus's achievements in the New World, Valerie Flint looks instead at his imaginative mental images, the powerful "fantasies" that gave energy to his endeavors in the Renaissance. With him on his voyages into the unknown, he carried medieval notions gleaned from a Mediterranean tradition of tall tales about the sea, from books he had read, and from the mappae-mundi, splendid schematic maps with fantastic inhabitants. After investigating these sources of Columbus's views, Flint explains how the content of his thinking influenced his reports on his discoveries. Finally, she argues that problems besetting his relationship with the confessional teaching of the late medieval church provided the crucial impelling force behind his entire enterprise. As Flint follows Columbus to the New World and back, she constantly relates his reports both to modern reconstructions of what he really saw and to the visual and literary sources he knew. She argues that he declined passively to accept authoritative pronouncements, but took an active part in debate, seeking to prove and disprove theses that he knew to be controversial among his contemporaries. Flint's efforts to take Columbus seriously are so convincing that his belief that he had approached the site of the earthly Paradise seems not quaint but eminently sensible on his own terms. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.




Freud and the Imaginative World


Book Description

The current resurgence of interest in the scientific origins of psychoanalysis has overshadowed the artistic and literary models to which Freud had recourse time and again in the development and presentation of his theories. It is this neglected aesthetic wellspring of psychoanalysis to which Harry Trosman calls attention in Freud and the Imaginative World. Trosman enriches our understanding of psychoanalysis by demonstrating how Freud's cultural and humanistic commitments guided his pursuit of a science of mind. Toward this end, he undertakes a number of challenging tasks: to situate Freud in the formative culture of his time, to adumbrate the human concerns that infromed his work in the natural sciences, and to delineate the multiple "modes of influence" that fostered his creativity. The second part of the book moves from the cultural sources of Freud's creativity to the psychoanalytic contribution to our understanding of art and literature. Here, Trosman focuses on the consumer of art and literature, tracing psychoanalytic perspectives on aesthetic responsiveness from Freud to the present. Trosman's critical review of the da Vinci and Hamlet literature illustrates the limitations as well as the explanatory potential of the two principal genres of applied psychoanalytic work, and leads naturally to the reflective estimation of psychoanalysis and creativity that concludes the work. Throughout, Trosman is a well-informed and engaging guide, both to the imaginative Freud and to the abundant literature on psychoanalysis and the arts. He documents Freud's continuing indebtedness to the literary models that nourished his theorizing and gave shape to his narrative clinical expositions, even as he takes pains to show how psychoanalysis has, in many ways, outgrown Freud's own reductive explanations of aesthetic phenomena. A skillfully crafted overview, Freud and the Imaginative World is an exemplary introduction to a crucial aspect of the Freudian legacy.