Professional+Reading

If you're keen on reading other types of books but you're not sure what to read, try  **www.whatshouldireadnext.com**. This service suggests books based on the ISBN of the last book you read. (Of course, you must type in the ISBN. Computers aren't smart enough to figure out what you read last without your input.) If you have ever searched Amazon.com, you're familiar with Amazon's "Customers with similar searches purchased."

 I've got my own list of books. You're welcome to it. To view articles in journals, try accessing EBSCO Host using the school library's account.

 __**Education--Assessment & Testing**__  +The Case Against Standardized Testing: Raising the Scores, Ruining the Schools by Alfie Kohn

 __**Education--General**__  + My Pedagogic Creed. Dewey, J. pp. 17-23, in Curriculum Studies Reader.

 +Real Education: Four Simple Truths for Bringing America's Schools Back to Reality by Charles Murray

 +What to Look for in a Classroom and Other Essays by Alfie Kohn

 +No Contest: The Case Against Competition by Alfie Kohn

 +The Homework Myth: Why Our Kids Get too Much of a Bad Thing by Alfie Kohn

 +What Does It Mean to Be Well-Educated and Other Essays on Standards, Grading, and Other Follies by Alfie Kohn

 +The Global Achievement Gap by Tony Wagner, 2008

 +Everything is Miscellaneous by David Weinberger

 +The End of Business as Usual by David Weinberger

 + “Pedagogy of the Oppressed,” pp. 125-134, Freire, P. in Curriculum Studies Reader. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Hargreaves, A. Chp. 1 “Teaching for the knowledge society: educating for ingenuity,” <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> pp. 1-21 in Teaching in the Knowledge Society: Education in the age of insecurity. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Maidenhead: Open University Press, 2003.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + “Planning for Effective Instruction: Lesson Design,”Hunter, M. Chp. 8 pp. 87-97 in <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Enhancing Teaching. New York: Macmillan College Publishing Company, 1994.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + First principles of instruction. Educational Technology Research <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> & Development. Merrill, M.D. (2002) 50:3, pp. 43-59.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + “What’s Behind the Idea of Differentiated Classrooms?,” Tomlinson, C.A. Chp. 1 pp. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> 1-13 and Chp. 6 “Curriculum and Instruction as the Vehicle for Responding to Student <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Needs: Rationale to Practice,” pp. 68-87 in Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 2003.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Chapter 4 in Flow: the psychology of optimal experience (1st ed.) Csikszentmihalyi, M. (1991).New York: Harper Perennial.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Investigating the 'Why' in Whypox. Kafai, Y.M., Quintero, M., & Felton, D.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + “Learning Communities in Classrooms: A Reconceptualization of Educational Practice,” pp. 269-292 in Riegeluth, C.M. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> vol. II. Mahway, N.J.: Lawrence Erlbaum Associates, Publishers, 1999.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + A paradoxical conception of group dynamics. Smith, K. K., & Berg, D. N. (1987).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Children,” Delpit, L.pp. 21-47 in Other People’s Children: Cultural Conflict in the Classroom. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> New York: The New Press, 1995.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Curriculum Issues and Debates in Contextualizing TeachingU. Kincheloe, J.L., Slattery, P. & Steinberg, S.R. (2000) Chp. 10, pp. 300-337 New York: Longman

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Beyond Discipline: From Compliance to Community by Alfie Kohn

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes by Alfie Kohn

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">**__Technology, Education and More__** <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Data Data Everywhere by Victoria Bernhardt

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Disruptive Innovation by Clayton Christensen and Michael Horn

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Age of Spiritual Machines by Ray Kurzweil

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Race between Education & Technology by Claudia Goldwin & Lawrence Katz ISBN 9780674035300

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Using Technology Wisely: The Keys to Success in School by Harold Wenglinsky

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Constructivism and the Technology of Instruction (D&J) Duffy and Jonassen (Eds.) (1992).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Instructional Technology Foundations. Gagne, R. (Ed.) (1987). NJ: Lawrence Erlbaum.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Instructional Design Theories and Models, Vol II. Reigeluth, C. (1999) Erlbaum.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Mindstorms: Children, Computers and Powerful Ideas Seymour Papert, 1983 A frequently cited book on learning theory and educational technology. Don't be put off by the original publication date!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Children's Machine: Rethinking School in the Age of Computers by Seymour Papert

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Teaching for Understanding with Technology Wiske, M.S. with Rennebohm Franz, K. and Breit, L. (2005) San Francisco: Jossey-Bass

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Meaningful Learning withTechnology, 3rd. edition. Jonassen, D., Howland, J., Marra, R.M., Crismond, D. (2008) Upper Saddle River, N.J.: Pearson

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + The Best Ideas for Teaching with Technology: A Practical Guide for Teachers, By Reich, Justin, Daccord, Thomas. (2008) Teachers. Armonk, N.Y.: M.E.Sharpe.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + What is user engagement? A conceptual framework for defining user engagement with technology. O’Brien, H. L. & Toms, E. G. (2008). Journal of the American Society for Information Science and Technology, 59(6), 938-955.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Education and training technology in the military. Fletcher, J. D. (2009) Science 323, 72-75.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Efficiency and innovation in transfer. J. Mestre (Ed.), Schwartz, D.L. Bransford, J.D. & Sears, D.L. (2005).Transfer of learning from a modern multidisciplinary perspective (pp. 1 - 51). CT: Information Age Publishing.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +. Teaching Every Student in the Digital Age: Universal Design for Learning. Chp. 4. What is Universal Design for Learning? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Rose, D. H. and Meyer, A Online at: <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> http://www.cast.org/teachingeverystudent/ideas/tes/

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> ...nd the protege effect. Journal of Science Education and Technology 18(4), 334-352

__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">The Social Good **__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">+Good Work: When Excellence and Ethics Meet by Howard Gardner, Mihalyi Csikszentmihalyi and William Damon <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">How can you do "good work" when the market forces are pulling you hither and thither? Read the book and take a look at the authors' Web site: <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">@http://www.goodwork.org

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Technology, Education & GAMES**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">+Finite and Infinite Games: A Vision of Life as Play and Possibility by James Carse <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Describes games that end with a winner and games that keep going and there's no winner

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+What Video Games Have to Teach Us About Learning and Literacy (2nd Ed) by James Paul Gee

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Learning context: Gaming, simulations, and science learning in formal environments Dede, C. (2009).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Why educators should care about games. Barab SA, Gresalfi M, and Arici A. 2004.Educational Leadership 67(1): 76-80. Behav Res Methods Instrum Comput. 36(2):234-40.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Educational video games Barab SA, Scott B, Siyahhan S, Goldstone R, Ingram-Goble A, Zuiker S, and Warren S. 2009. Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology 18: 305-32

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Young children’s ideas about geometric shapes. Teaching Children Mathematics Clements DH and Sarama J. 2000. 6(8): 482-487.Gee JP. 2005. Learning by Design: good video games as learning machines. E–Learning 2(1):5-16.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Assessment issues for K-16 science learning in simulations and games. Quellmeltz, E. et al (2009).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + E is for everyone: The case for inclusive game design. Pitaru, A. (2008). In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning. Cambridge, MA: Massachusetts Institute of Technology Press. p. 67-88.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Learning context: Gaming, simulations, and science learning in informal environments. Squire, K. (2009).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Challenges of bringing gaming and simulations to scale in science learning. Mayo, M. (2009).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Videogames: A route to large-scale STEM education. Mayo, M. J. (2009) Science 323, 79-82.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +. Digital game involvement: A conceptual model. Games and Culture,Calleja, G. (2007) 2(3), 236-260

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +. Game design and meaningful play. Salen, K. & Zimmerman, E. (2005) In J. Raessens & J. Goldstein (Eds.) Handbook of Computer Game Studies. Cambridge, MA: Massachusetts Institute of Technology Press. Chapter 4, p. 59-79.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Learning and games. Gee, J. P. (2008). In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning. Cambridge, MA: Massachusetts Institute of Technoy Press. p. 21-40.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + State of the evidence: What kinds of games support science learning and why. Clark, D. et al. (2009).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Game playing and adolescents’ development. Durkin K. (2006). In P. Vorderer & J. Bryant (Eds.) Playing Video Games: Motives, Responses, and Consequences. Mahwah, NJ: Lawrence Erlbaum Associates. Chapter 27, p. 415-428.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Young children's video/computer game use: relations with school performance and behavior. Hastings EC, Karas TL, Winsler A, Way E, Madigan A, Tyler S. 2009 Issues Ment Health Nurs. 30(10):638-49

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + What do we know about social effects and psychological effects of computer games? A comprehensive review of the current literature. Lee, K. M. & Peng, W. (2006). In P. Vorderer & J. Bryant (Eds.) Playing Video Games: Motives, Responses, and Conequences. Mahwah, NJ: Lawrence Erlbaum Associates. Chapter 22, p. 327-345.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Attention**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Mindfulness by Ellen J. Langer +Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Rapt: Attention and the Focused Life by Winifred Gallagher

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Cognition**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Perceived self-efficacy in cognitive development and functioning. Bandura, A. (1993). Educational Psychologist, 28(2), 117-148

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Intelligence**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Bell Curve: Intelligence and Class Structure in American Life by Richard J. Hernstein & Charles Murray <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Mismeasure of Man by Stephen Jay Gould <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Second Self: Computers & the Human Spirit by Sherry Turkle

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Motivation**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Drive: The Surprising Truth about What Motivates Us by Daniel Pink

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">+Talent is Overrated: What Really Separates World-Class Performers from Everybody Else by Geoff Colvin

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">+Why We Do What We Do: Understanding Self-Motivation by Edward L. Deci with Richard Flaste <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Deci's introduction of his theories to a popular audience.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">+Mindset: The New Psychology of Success by Carol Dweck <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Motivation Mastery is a mindset

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Winner's Brain by Brown and Fensla

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+10 Laws of Enduring Success by Maria Bartiromo

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Turning "play" into "work" and "work" into "play": 25 years of research on intrinsic versus extrinsic motivation. Lepper, M. R., & Henderlong, J. (2000). In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press, Inc.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Ryan, R. M., & Deci, E. L. (2000). American Psychologist, 55(1), 68-78

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Goals, values, and affect: Influences on student motivation.Anderman, E. M., & Wolters, C. A. (2006). In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 369-389). Mahwah, NJ: Lawrence Erlbaum.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Motivation, Competence, and Creativity. Runco, M. A. (2005). In Elliot, A. J. & Dweck, C. S. (Eds.) Handbook of Competence and Motivation. (Chapter 33) New York: Guilford Press

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom by Daniel T. Willingham

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + A motivational science perspective on the role of student motivation in learning and teaching contexts. Pintrich, P. R. (2003). Journal of Educational Psychology, 95(4), 667-686

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Unconditional Parenting: Moving from Rewards and Punishment to Love and Reasoning by Alfie Kohn

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Learning**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Constructivist Learning Environments: A cognitive scientist answers questions about how the mind works and what it means for the classroom by Daniel T. Willingham

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Don't Bother Me Mom, I'm Learning! by Marc Prensky

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Evocative Objects: Things We Think With by Sherry Turkle

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**21st Century**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +A Whole New Mind: Why Right-Brainers Will Rule the Future by Daniel Pink

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Five Minds for the Future by Howard Gardner

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Denialism: How Irrational Thinking Hinders Scientific Progress, Harms the Planet, and Threatens Our Lives <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> by Michael Specter

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Rise of the Creative Class by Richard Florida

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Why the Future Doesn't Need Us by Bill Joy

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +New Literacies: Changing Knowledge and Classroom Learning Colin Lankshear and Michele Knobel, 2003 <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Open University Press, (second printing, 2006)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Beyond Fear: Thinking Sensibly About Security in an Uncertain World by Bruce Schneier, 2003

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Ch. 1 Beginning the Inquiry in Models ofTeaching, Joyce, B., Weil, M. & Calhoun, E. (2009) 8th ed., Boston: Pearson. 3-20 <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Explore Partnership for 21st Century Learning Skills <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> http://www.21stcenturyskills.org

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + Chp. 5 in Preparing Teachers for a Changing World Darling-Hammond, L. Bransford, J. (eds) (2005) <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> San Francisco, Jossey Bass, 169-200

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and Tougher Standards by Alfie Kohn

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Business, Economics, Behavior and Other Topics**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Give Me, Get Me, Buy Me by Donna Corwin

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+How the Mighty Fall by Jim Collins

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Good to Great by Jim Collins

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Built to Last by Jim Collins

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The MBA Oath: Setting Higher Standards for Business Leaders by Max Anderson and Peter Escher

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Denial: Why Business Leaders Fail to Look Facts in the Face--and What to Do About It by Richard Tedlow

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Paradox of Choice by Barry Schwartz

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Predictably Irrational by Dan Ariely

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Upside of Irrationality by Dan Ariely

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Freakonomics: A Rogue Economist Explores the Hidden Side of Everything by Steven Leavitt and Stephen Dubner

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Superfreakonomics: Global Cooling, Patriotic Prostitutes, and Why Suicide Bombers Should Buy Life Insurance <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> by Steven Leavitt and Stephen Dubner

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Quants: How a New Breed of Math Whizzes Conquered Wall Street and Nearly Destroyed It by Scott Patterson

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Smartest Guys in the Room: The Amazing Rise and Scandalous Fall of Enron by Bethany McClean and Peter Elkind

+<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Better by Atul Gawande

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The 4-hour Workweek by Timothy Ferriss

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Maverick: The Success Story Behind the World's Most Unusual Workplace by Ricardo Semler

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The Fifth Discipline: The Art and Practice of the Learning Organization by Peter M. Senge

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> __**Perspectives**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +Confucius Lives Next Door: What Living in the East Teaches Us about Living in the West by T. R. Reid

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> + The End of History and the Last Man by Francis Fukuyama (The book is an expansion on Fukuyama's 1989 essay called " The End of History?" The essay was published in //The National Interest//)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> +The Clash of Civilizations: Remaking of World Order by Samuel P. Huntington

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Outliers: The Story of Success by Malcolm Gladwell <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What makes a person successful? What makes a "genius"?

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Abe Lincoln surrounded himself with advisors whose strengths were Lincoln's weaknesses

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">+The War of Art: Break Through the Blocks and Win Your Inner Creative Battles by Steven Pressfield