A rollicking tell-all from golf super-agent, Hughes Norton, detailing everything from his life-changing work with Tiger Woods and Greg Norman to his thoughts on golf’s current money-grab era. The ultimate read for fans of Alan Shipnuck, Bob Harig, and Michael Bamberger. When twenty-one-year-old Tiger Woods stunned the world by winning The Masters by a mind-blowing twelve strokes, the first thing he did was embrace the three most important people in his life: his father, his mother, and Hughes Norton. At the peak of his career, agent Norton earned a million-dollar salary, flew to all corners of the world in first class, and enjoyed a lifestyle nearly as lavish as his A-list clients. That dizzying success, however, came at a high price. The seventy-hour work weeks, constant travel, and intense pressure—both from his players and their corporate partners—took Norton away from his family and ultimately led to divorce. At the same time, in an effort to protect his players and his career, he found himself making ethical and moral choices he would later regret. Soon, he realized he had made as many enemies as friends. Now, in Rainmaker, Norton draws back the curtain on his meteoric rise and abrupt fall. With never-before-told stories and exclusive insights, he discusses what it was like being Tiger’s first agent, his time representing the narcissistic Greg Norman, and shining a bright light on his sudden—and controversial—ouster as the head of IMG’s Golf Division—a juggernaut he helped build. This is an engaging and unforgettable memoir that explores golf as never before.
Uniting attachment-focused therapy and neurobiology to help distrustful and traumatized children revive a sense of trust and connection. How can therapists and caregivers help maltreated children recover what they were born with: the potential to experience the safety, comfort, and joy of having trustworthy, loving adults in their lives? This groundbreaking book explores, for the first time, how the attachment-focused family therapy model can respond to this question at a neural level. It is a rich, accessible investigation of the brain science of early childhood and developmental trauma. Each chapter offers clinicians new insights—and powerful new methods—to help neglected and insecurely attached children regain a sense of safety and security with caring adults. Throughout, vibrant clinical vignettes drawn from the authors' own experience illustrate how informed clinical processes can promote positive change. Authors Baylin and Hughes have collaborated for many years on the treatment of maltreated children and their caregivers. Both experienced psychologists, their shared project has bee the development of the science-based model of attachment-focused therapy in this book—a model that links clinical interventions to the crucial underlying processes of trust, mistrust, and trust building—helping children learn to trust caregivers and caregivers to be the "trust builders" these children need. The book begins by explaining the neurobiology of blocked trust, using the latest social neuroscience to show how the child's early development gets channeled into a core strategy of defensive living. Subsequent chapters address, among other valuable subjects, how new research on behavioral epigenetics has shown ways that highly stressful early life experiences affect brain development through patterns of gene expression, adapting the child's brain for mistrust rather than trust, and what it means for treatment approaches. Finally, readers will learn what goes on in the child's brain during attachment-focused therapy, honing in on the dyadic processes of adult-child interaction that seem to embody the core "mechanisms of change": elements of attachment-focused interventions that target the child's defensive brain, calm this system, and reopen the child's potential to learn from new experiences with caring adults, and that it is safe to depend upon them. If trust is to develop and care is to be restored, clinicians need to know what prevents the development of trust in the first place, particularly when a child is living in an environment of good care for a long period of time. What do abuse and neglect do to the development of children's brains that makes it so difficult for them to trust adults who are so different from those who hurt them? This book presents a brain-based understanding that professionals can apply to answering these questions and encouraging the development of healthy trust.
The call for trauma-informed education is growing as the profound impact trauma has for the children’s ability to learn in traditional classrooms is recognized. For children who have experienced abuse and neglect their behavior is often highly reactive, aggressive, withdrawn or unmotivated. They struggle to learn, to make positive relationships or be influenced positively by teachers and school staff. Students become more and more at risk for mental health difficulties. Teachers become more and more frustrated and discouraged as they attempt to teach this vulnerable group of students. Even though it is relationships that have hurt students with developmental trauma, it is known that they must find safe relationships to learn and heal. Forming those relationships with children who have been hurt and no longer trust adults is not easy. This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do. This book offers successes and ongoing challenges as a means to continue the conversation about how best to support some of our most at-risk youth.
The only friend he has in the world is an old tramp who tries to impart to the young boy his words of wisdom through the proverbs he is constantly quoting. That is, until the boy is sent to a remand home. Over a period of time, and in an attempt to defend him-self against the bullies in the school, he forms a bond with two brothers and another lad who, like him-self, have also had a very traumatic start in life. When they leave school they stay together. As and when the opportunities arise, they drift into and embark upon petty criminal activities. These are usually organised by their accepted leader, Geoffrey Larkin. Things are fine until, unknown to them; they steal something of great value from a courier working for an international crime syndicate. Subsequently, they are forced to flee for their lives. Managing by luck and some good decisions, they keep ahead of a gang sent to hunt them down and whose instructions and sole intention is. MURDER!
Invisible Now describes Bob Dylan's transformative inspiration as artist and cultural figure in the 1960s. Hughes identifies Dylan's creativity with an essential imaginative dynamic, as the singer perpetually departs from a former state of inexpression in pursuit of new, as yet unknown, powers of self-renewal. This motif of temporal self-division is taken as corresponding to what Dylan later referred to as an artistic project of 'continual becoming', and is explored in the book as a creative and ethical principle that underlies many facets of Dylan's appeal. Accordingly, the book combines close discussions of Dylan's mercurial art with related discussions of his humour, voice, photographs, and self-presentation, as well as with the singularities of particular performances. The result is a nuanced account of Dylan's creativity that allows us to understand more closely the nature of Dylan's art, and its links with American culture.
Victorian poetry was read and enjoyed by a much larger audience than is sometimes thought. Publication in widely-circulating periodicals, reprinting in book reviews, and excerpting in novels and essays ensured that major poets such as Tennyson, Browning, Hardy and Rossetti were household names, and they remain popular today. The Cambridge Introduction to Victorian Poetry provides an accessible overview of British poetry from 1830 to 1901, paying particular attention to its role in mass media print culture. Designed to interest both students and scholars, the book traces lively dialogues between poets and explains poets' choices of form, style and language. It also demonstrates poetry's relevance to Victorian debates on science, social justice, religion, imperialism, and art. Featuring a glossary of literary terms, a guide to further reading, and two examples of close readings of Victorian poems, this introduction is the ideal starting-point for the study of verse in the nineteenth century.
In The Winning Mindset, Professor Damian Hughes, the acclaimed author of Liquid Thinking and How to Think Like Sir Alex Ferguson, draws on both his lifetime experience and academic background within sport, organization and change psychology to reveal the best ways to create a winning mindset in both personal and professional life. Having worked with some of the top teams in the UK, and watched some of the best coaches in the country at work, Hughes distils the five keys principles that separate the best coaches and teams from the rest: Simplicity; Tripwires; Emotions; Practical; Stories: STEPS. The role of a sports-team leader is fascinating, complex and tough. Fantasy football leagues may convince us that success is all about buying players and selecting a team. In reality, it is about creating winning environments – recruiting, developing and nurturing talent, effectively communicating a shared vision with a diverse collection of individuals, delivering on enormous expectations from a range of stakeholders, overcoming significant challenges, handling pressure and staying focused throughout: a set of challenges familiar to leaders in all sectors.
Historian Gerda Lerner posed the question: What would history be like if seen through the eyes of women? In this insightful and sympathetic look at Hawaii's first female territorial senator, Elsie Wilcox (1874-1954), Judith Dean Gething Hughes adapts Lerner's question to tell the story of a remarkable woman whose life reflects key aspects of the social history of modern Hawaii: the enormous impact of nineteenth-century missionaries and of the sugar plantations, which dominated Hawaii's economy for nearly a century after the Civil War; the powerful influence of the American progressive movement in public education and social welfare; and the onset of the "bloodless revolution" of the 1950s, which replaced the Caucasian Republican oligarchy with a Democratic party led by second-generation Asian Americans. The grandchild of missionaries and the niece of a prosperous Kauai sugar planter, Wilcox was born and raised on her uncle's plantation. Unlike many of her peers, however, Wilcox did not marry but pursued a full-time career as an advocate for change, including education, improved health, and full participation in the life of the community for second-generation Asian Americans. Hughes looks to Wilcox's missionary heritage to reveal the values that shaped her character and to her education at Wellesley College, which transformed her into a Progressive and, by the standards of the early twentieth century, a feminist. Hughes argues that although Wilcox's education and prominent social standing contributed to making her an "old maid," they also enabled her to serve as Kauai's commissioner for education for twelve years until her election to the territorial Senate in 1932 and 1936. There she established herself as the Senate's conscience on women's and children's issues and played a key role in creating Hawaii's social security laws. Women and Children First not only details the life of one of Hawaii's most dedicated social reformers but also provides insights into the historical development of Kauai and Hawaii in general from 1910 to 1940.
People who run cities like to play Simcity to find out how impossible their jobs are. Hughes gives everyone a chance to play a kind of Simplanet, with outcomes far more complex and uncertain. In the process, the book and the computer program provide a coherent path to understanding an anarchic world." --Ronald A. Francisco, University of Kansas "What will be the future of human demographic, economic, environmental, and political-social systems throughout the 21st century? Where do current changes appear to be taking us? What kind of future would we prefer? How much leverage do we have to bring about the future we prefer? Do YOU share these interests of the book? If yes, you should study the book and learn how to cope with the future with the International Futures approach (IFs) developed by the authors. This large-scale integrated global simulation modeling system is a user-friendly, professional tool for long-term policy analysis and an educational tool in universities. I had a pleasure to learn it personally by cooperating with Barry Hughes." --Pentti Malaska, Professor of MS, DrTech, futurist Honorary member of the Club of Rome What will be the long-term impact of AIDS in Africa or concentration of global oil production in the Middle East? Exploring and Shaping International Futures helps readers understand such global trends in demographic, economic, energy, food, environmental, and socio-political systems. It allows businesspeople, government officials, and others to think concretely about global futures in each of these areas. It is the only book on the market that allows readers to use a computer simulation to track global trends and to develop alternative scenarios around those trends. It is one of relatively few books that really brings computer technology into the classroom, boardroom, or policy planning commission. The International Futures (IFs) computer simulation, around which the book is built, is now widely used in policy analysis as well as education. It has been instrumental in projects undertaken by such groups as the European Commission, the U.S. National Intelligence Council, and the United Nations. After three decades of development and refinement, the computer model is now easy to access and use. Readers can access the website with the IFs computer model at www.ifs.du.edu
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.