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Why is it that highly trained and seasoned executives fail? On the surface, this doesn’t make sense because they are very successful; yet research in the organization sciences provides no shortage of evidence to prove just that. From the classic Mann Gulch fire disaster of Weick’s famous collapse of sensemaking study, to studies of myopia of learning, escalation of commitment, threat-rigidity, dominant logic, the architecture of simplicity, the Icarus Paradox, to core competencies turning into core rigidities, and navigating new competitive markets using “old” cognitive maps, and many more such examples point to a ubiquitous phenomenon where highly trained and experienced professionals find themselves “stuck” in the heat of battle, unable to move and progress. On the one hand, for some, there is a desperate need for change, but are unable to do so, due to their trained incapacities. On the other hand, some simply cannot see the need for change, and continue with their “business as usual” mentality. For both, their visions of the world shrink, they have a tendency to cling onto their past habitual practices and oversimplify the complexity of the situation. In moments like these: DROP YOUR TOOLS and UNLEARN! This book chapter introduces a framework (grounded in clinical psychology) that has had consistent success in helping seasoned executives and key decision-makers open up the alternatives whenever they find themselves stuck with complexity.

Brings together recent research on undergraduate information behavior, including preliminary findings of a qualitative study testing Kuhlthau's Information Search Process (ISP) model. The main methods include a literature review of undergraduate attitudes and information behavior and a qualitative study of 35 undergraduates. The data were coded into the original ISP model to test how it holds up with a new generation of students. Finds that the Millennial Generation increasingly turns to the web rather than the library as its primary information resource and also that the ISP model holds up for many of the students in the study. The easy access to information, however, suggests some changes to the model. It enables some students to skip steps in the process, especially focus formulation, because many students stop after their preliminary searches, thinking that they have completed the research process. The study is a qualitative study with a small sample, so findings cannot be generalized. The findings are also preliminary. The paper brings together a wide range of literature and can provide instruction librarians with a more coherent and updated view of the Millennial Generation in order to improve instruction for this group of students.

It is suggested that the left hemispheric neurons and the magnocellular visual system are specialized in tasks requiring a relatively small number of large neurons having a fast reaction time due to a high firing rate or many dendritic synapses of the same neuron which are activated simultaneously. On the other hand the right hemispheric neurons and the neurons of the parvocellular visual system are specialized in tasks requiring a relatively larger number of short term memory (STM) Hebbian engrams (neural networks). This larger number of engrams is achieved by a combination of two strategies. The first is evolving a larger number of neurons, which may be smaller and have a lower firing rate. The second is evolving longer and more branching axons and thus producing more engrams, including engrams comprising neurons located at cortical areas distant from each other. This model explains why verbal functions of the brain are related to the left hemisphere, and the division of semantic tasks between the left hemisphere and the right one. This explanation is extended to other cognitive functions like visual search, ontological cognition, the detection of temporal order, and the dual cognitive interpretation of the perceived physical phenomena.

The purpose of this paper is to develop a new understanding of the multidimensionality of the knowledge worker of the future, and develop an approach to building the mind/brain infrastructure in support of sustainability.

The many dimensions of the mind/brain are explored as they specifically relate to knowledge work in a changing, uncertain, complex, anxious (CUCA) environment. Along the way four tenets are forwarded that directly impact the knowledge worker, leading to a discussion of building the infrastructure (capacities) of the mind/brain in support of sustainability.

As the close relationship among the characteristics of the Net Generation and those characteristics that support survival in a CUCA world is looked at, it appears that the future of knowledge work is close at hand and in the right hands. There is already a level of co‐evolving with the environment that is occurring in the Net Generation. Four tenets are forwarded and supported: in a CUCA environment capacity is more important than capability for sustainability over time; through continuous connectivity and engagement in conversation and dialogue (a search for meaning), the Net Generation is developing a wide array of shallow knowledge; knowledge workers coming of age in the global world are mentally stimulated by interactions involving diverse views, perspectives, concepts and cultures and are not bounded by local ideas; and thoughts and feelings can nurture, develop, and change the infrastructure of the mind/brain/body system. Eight capacities that support sustainability are introduced.

The paper looks at the new (Net) generation of knowledge workers from the viewpoint of the mind/brain. It introduces the idea of capacities in support of building the mind/brain infrastructure.

We know a good deal today about how our brains construct emotions. The new fields of interpersonal neurobiology and affective neuroscience are challenging many of our conventional understandings, particularly the notion that thinking and feeling are separate operations and that it is the teacher's primary task to engage students in the former. This chapter addresses some of the findings of recent research on basic emotion command systems, emotional style, neural resonance and neuroplasticity, arguing that we can no longer ignore the evidence that our students’ cognition, emotion and bodily health are fundamentally connected. The arguments for a holistic approach to education are exceedingly robust and have neuropsychological research findings to support them.

The purpose of this paper is to explore possible connections between brain functioning and quality management.

Five central principles regarding brain functioning according to neuroscience are conceptually described and related to principles and major concepts in quality management with a special emphasis on Deming’s system of profound knowledge.

The principles are shown to be related in a profound way. The first principle of coherence is closely related to appreciation for a system. The principle of homeostatic feedback loops concerns events that disturb the equilibrium of a system and is related to knowledge about variation. Neural plasticity is related to a theory of knowledge. The last two principles involve emotional and cognitive contributions to decision-making. They are closely related to the element psychology and one of them could lead to a further development of Deming’s system of profound knowledge.

The paper adds to the understanding of the role brain integration has for success in quality management efforts. A limitation is that it is difficult to localise higher-order thinking in brain function. Nonetheless, the research is indicative and provocative as a window to stimulate research into the fundamental basis of quality management success.

The findings provide a deeper understanding of profound knowledge in quality management through relating it to how the brain is functioning, which is of value for quality managers and leaders striving for excellence for their organisations.

The connection of brain principles with Deming’s profound knowledge has not been elaborated in the literature before.

Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.