Adult education, continuous learning Books

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Book SynopsisThis new 2023 edition includes an audio download link. Scottish Gaelic in Twelve Weeks has been written both as a self-tuition course for beginners and also for use within the classroom. You may want to learn Gaelic because of a general interest in Celtic or Scottish history and culture, or because it was the everyday language of your ancestors. The cynical observer may wonder if the exercise is worthwhile, when only 1.5 per cent of Scotland’s population speak the language. However, Gaelic is far from dead; in some parts of the Highlands and Western Isles it is the everyday language and it represents an important part of the United Kingdom’s cultural mix. There are Gaelic-learning classes in almost every area of Scotland. Each lesson in the book contains some essential points of grammar explained and illustrated, exercises, a list of new vocabulary (with a guide to pronunciation, using the International Phonetics Alphabet), and an item of conversation.

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Book SynopsisA fully updated comprehensive guide for improving and practicing your creative writing, including contributions from Ali Smith and Kit de Waal The Creative Writing Coursebook, edited by Julia Bell and Paul Magrs, takes aspiring writers through three stages of essential practice: Gathering – getting started, learning how to keep notes, making observations and using memory; Shaping – looking at structure, point of view, character and setting; and Finishing – being your own critic, joining workshops and finding publishers.Fully updated and including a foreword by Marina Warner and contributions from forty-four authors such as Kit de Waal and Amy Liptrot, this is the perfect book for people who are just starting to write as well as for those who want some help honing work already completed. Filled with a wealth of exercises and activities, it will inspire budding writers to develop and hone their skills. Whether writing for publication, in a group or just for pleasure this comprehensive guide is for anyone who is ready to put pen to paper.

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Book SynopsisAs a coach or practitioner, your focus is always on facilitating your clients to flourish, thrive and believe in their potential. But what happens when past traumas and emotional injuries prevent them from making progress in the here and now? How do you respond? In this indispensable and highly practical guide, master coach Joanna Harper shares her experience and expert knowledge to equip you with the crucial awareness and skills you need to competently manage even the most challenging of client situations and experiences. Through ten unique core competencies, five powerful and practical models, plus an illuminating and insightful range of case studies that bring everything to life, you’ll discover how to: Put trauma awareness at the core of your coaching practice. Feel confident that you’re dealing with trauma supportively. Handle the distressing emotions and painful memories that past traumas can surface. Know when to refer clients to other services or professionals. Focus and draw on your client’s existing resources and strengths. Whether you’re newly certified or already an experienced coach or practitioner, by being trauma-informed and in possession of these forward-thinking, empowering skills you’ll always know the most appropriate measures and suitable ways to advance when past experiences are preventing your client’s progress.Trade Review"Definitely a book for all coaches who want to deal with the truth of the unexpected." -- Sue Knight, NLP Master Trainer and Author"This important book is an invaluable roadmap for compassionately navigating a route to solutions when issues are driven by past traumas. Highly recommended!" -- Dr Phil Parker, Lead Lecturer in Coaching, London Metropolitan University"Addresses one of the biggest challenges of our time. A unique, whole-person approach for coaches who need inspiring guidance." -- Jean Bosco Niyonzima MD, Executive Director, Ubuntu Center for Peace, Rwanda"Dont miss this! Trauma is ubiquitous and these are the cardinal skills needed to best help those in need." -- Lloyd I. Sederer MD, Former New York City Mental Health Commissioner

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Book SynopsisDoes your handwriting reflect the image you want to project?The way you write mirrors your mood and character. It is one of the main ways in which you communicate with the world, and the clarity and technique of your writing will be interpreted by others in many ways.This practical and informative book will help you to improve your handwriting and find a mature, attractive and individual style. It is specifically written for adults and uses self-diagnosis to identify problems and provides exercises for improving your script. In a digital age where writing by hand remains a vital skill, this book covers everything from holding a pen and retraining bad habits, to the difficulties that left handers face and problems that may be caused by medical conditions. It shows how to write quickly and clearly when desired, and beautifully when desired.Experiment with the way you write and choose the style that suits you best, enabling you to write quickly andTrade Review"This book helped me to easily diagnose what went wrong and how to set about improving my writing" * Tanya - Amazon reviewer *Table of Contents : Part one: Handwriting problems : 1. Self-diagnosis : 2. More about self-diagnosis : 3. Practical matters : 4. Help for left-handers : 5. More serious problems : Part two: How to put things right : 6. Regaining control : 7. Rhythm and texture : 8. A training model : 9. Joining up : 10. Personal modifications : 11. Capital letters : Part three: Before and after : Part four: Finishing touches : 12. Layout : 13. A more formal model

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Book SynopsisFuture-proof your career and maximize your competitive advantage by learning the skill necessary to stay relevant, reinvent yourself, and adapt to whatever the workplace throws your way in this essential guide.Faced with tumultuous economic times and rapid technological change, staying ahead in your career depends on continual learninga lifelong mastery of new ideas, subjects, and skills. If you want to accomplish more and stand apart from everyone else, you need to become an ultralearner.Scott Young incorporates the latest research about the most effective learning methods and the stories of other ultralearners like himselfamong them Ben Franklin, Judit Polgar, and Richard Feynman, as well as a host of others, such as little-known modern polymaths like Nigel Richards who won the World Championship of French Scrabblewithout knowing French.Young documents the methods he and others have used and shows that, far from being an obscure skill limited to aggressive autodidacts, ultralearning is a powerful tool anyone can use to improve their career, studies, and life. Ultralearning explores this fascinating subculture, shares the nine principles behind every successful ultralearning project, and offers insights into how you can organize and execute a plan to learn anything deeply and quickly, without teachers or budget-busting tuition costs.Whether the goal is to be fluent in a language (or ten languages), earn the equivalent of a college degree in a fraction of the time, or master multiple skills to build a product or business from the ground up, the principles in Ultralearning will guide you to success.Trade Review‘Ultralearning is like a superpower in our competitive economy. Read this book! It will change your life.’ — Cal Newport, author of Digital Minimalism and Deep Work ‘How do you master a difficult subject more quickly than by sitting through years of classes? Read Ultralearning for specific directions on structuring and absorbing complex topics in record time. This short book provides you with a step-by-step guide to becoming an ultra fast learner.’ — Robert Pozen, author of Extreme Productivity and Senior Lecturer at MIT Sloan School of Management ‘Ultralearning is the best book on learning I’ve ever read. It’s a beautifully written, brilliantly researched, and immediately useful masterpiece. If you are looking for the magic match to help light your learning, Ultralearning is it. If you want to learn anything, do yourself a favor and read this book. Now.” — Barbara Oakley, author of A Mind for Numbers and co-author and co-instructor of Learning How to Learn ‘This book is an invaluable tool to help you master complicated skills in a short period of time. Read Ultralearning and level up your life!’ — Chris Guillebeau, bestselling author of The $100 Startup and The Happiness of Pursuit ‘A truly great book about learning. Riveting, useful, practical, and applicable to anyone ready to learn something at their own pace. Ultralearning shows you exactly how to learn better than you thought possible.’ — Derek Sivers, author of Anything You Want

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Book SynopsisWe probably went to school for what felt like a very long time. We probably took care with our homework. Along the way we surely learnt intriguing things about equations, the erosion of glaciers, the history of the Middle Ages, and the tenses of foreign languages. But why, despite all the lessons we sat through, were we never taught the really important things that dominate and trouble our lives: who to start a relationship with, how to trust people, how to understand one’s psyche, how to move on from sorrow or betrayal, and how to cope with anxiety and shame? The School of Life is an organisation dedicated to teaching a range of emotional lessons that we need in order to lead fulfilled and happy lives – and that schools routinely forget to teach us. This book is a collection of our most essential lessons, delivered with directness and humanity, covering topics from love to career, childhood trauma to loneliness. To read the book is to be invited to lead kinder, richer and more authentic lives – and to complete an education we began but still badly need to finish. This is homework to help us make the most of the rest of our lives.Trade Review'Brilliant book' * Ayesha Hazarika, Times Radio *'This is a subject I absolutely love' * Jo Good, BBC London *

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Book SynopsisNow in its fourth edition, this indispensable guide helps students to create their own personal development programme and build the skills and capabilities today's employers want. Step by step, it takes students from the initial stages of setting goals and defining success through to the application process for their dream job. Part 1 prompts students to think about what success' means to them and to think more deeply about what matters to them, what inspires them, and what will help them to achieve their long-term ambitions. This section also helps students to better manage their time, energies and resources so that they can achieve the kind of success they want. Part 2 shows students how to refine their people and task management skills, enabling them to become the effective communicators and problem-solvers that today''s employers want. Part 3 develops students'' creative and reflective thinking, thereby strengthening students' academic and professional abilities. Part 4 helps reTable of ContentsIntroduction: Taking Charge of your Life, Learning and Career PART 1: SELF-MANAGEMENT 1. Taking Charge of Your Future 2. The Vision: What does 'Success' Mean to You? 3. Know Yourself 4. Improving Your Personal Performance 5. Successful Self-Management PART 2: MANAGING PEOPLE AND TASKS 6. People Skills 7. Teamwork 8. Develop Your Leadership Capability 9. Managing Tasks and Projects PART 3: EXTEND YOUR THINKING 10. Thinking Creatively and Productively 11. Practical Problem Solving 12. The Art of Reflection PART 4: EMPLOYABILITY: ENHANCING YOUR CAREER PROSPECTS 13. What do Employers Really Want? 14. Getting the Job You Want 15. Building a Professional Identity Appendices References Index.

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Book SynopsisIan Greer has over 30 years' experience in vocational education and training. He has been a lecturer and senior manager in two of England's largest further education colleges, an external verifier and examiner for City & Guilds and a quality adviser for the Learning and Skills Council. He is based in Sheffield, UK.

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Book SynopsisUnlock the secrets to becoming a successful career development practitioner with this go-to introductory handbook.Many guides to career development practice focus narrowly on specific aspects of careers education, leaving new learners without a comprehensive overview. This brand-new handbook sets out to change that by combining practical insights, policy contexts and cutting-edge theory all within a single, all-encompassing volume.Written by a highly qualified team of experts with considerable experience in the field of careers development and excellent academic reputations, this definitive guide offers: Holistic approach:?explore practice settings, policy contexts and career development theory, all in one comprehensive volume. Real-world insights:?case studies, resource links and self-reflection prompts keep readers informed and engaged. Engaging content:?dive into career development act

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Book SynopsisDial back and make room for impactWith teacher and leader workloads and burnout at an all-time high, it's time forde-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.InMaking Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level It's time to get our lives backwithout harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters.Trade Review"Written by an unbeatable team of authors on how to improve outcomes by decluttering, this book is surely of interest to school leaders and teachers everywhere." -- Michael Barber"Two ideas came me as I was reading this book. The first was that these are such good ideas, I wonder why it has taken so long for them to reach print. The second one is that any book that promises me a means of ‘getting off the hamster wheel’ has to be taken seriously, so much so that I wish this movement to de-implementation had been more fully developed when I was working full-time directing a large-scale education reform project in 50 secondary schools: a recipe for needing de-implementation if ever there was one. I would have benefitted from the processes identified in this book immensely." -- Russell Bishop ONZM"I don’t think I have ever read an educational book quite like this, simply because the focus is not on the latest new thing you should be trying, but a compelling argument on how to become more effective through doing less. By suggesting a range of powerful practical processes through which you can remove, reduce, re-engineer or replace what you do, this book really empowers the reader to be bold. But this is not about taking risks; it is a powerful, evidence-informed guide on how to stop doing what you have always done (much of which we think is mandated from on high when it’s not) if there are better alternatives. As Michael Bungay-Stanier reminds us in his excellent book ‘The Coaching Habit’, one of the key questions we need to ask ourselves is, "if you are saying yes to this, what are you saying no to?" I cannot think of a better companion to have at your side than this unique and well-argued book which has the potential to transform workload, enhance staff well-being, and improve student outcomes. I absolutely loved it!" -- Andy Buck"Hamilton, Hattie, and Wiliam provide a comprehensive guide that will assist busy educators in determining what to stop, start, and continue in their efforts to improve schools. Their model is grounded in research and provides a practical and efficient methodology for de-implementation that is long overdue and needed in education." -- Jenni Donohoo"Educational improvement efforts are plagued by remnants of previous efforts that were also designed to change outcomes. These fragments, or perhaps even entire initiatives, prevent the knowledge we have now from taking hold. Implementation fails because there are too many other things that are not working but haven’t been abandoned. It’s as if we’re at a buffet, with a full plate, and instead of removing some items, we ask for another plate and pile it on. We need to learn how to stop doing things that no longer work and this guide provides a toolkit for accomplishing just that. Before trying to implement a new program or initiative, take stock and figure out what needs to go. Then follow the process outlined in this book to successfully de-implement and remove the clutter so that the good ideas take hold." -- Douglas Fisher"There′s no end to the list of tasks teachers and schools could take on. So where can teachers find the space and time needed to make improvements, adopt better programmes, or simply go home earlier? This admirable book offers the clearest answer I′ve yet seen. The authors offer valuable guidance in why making room for impact matters, how we can pursue it, and precisely what steps we might choose to take. Even more importantly, they offer schools license to work towards doing less and doing differently—not just more and more. The examples of how this can be done, practical and provocative alike, are also helpful. If you′ve ever wished you had more time, or didn′t have to do something, read this book." -- Harry Fletcher-Wood"Making Room for Impact is a magnificent and unique book. It addresses a crucial almost completely neglected topic—how to get rid of or re-constitute things that no longer work! I am sure the reader has heard the lament that the old ‘grammar of school’ continues to plague all efforts of reform. What reformers have traditionally done is to criticize the old way, try to implement the new only to find that they have failed time and again. How about: systematically getting rid of the old as you pave the way for the new. This book furnishes a roadmap to do just that. With fantastic graphics— a transformer′s dream tool box— Making Room for Impact systematically guides us through nine ways to identify, unravel, and rid the organization of distractors as you mobilize the forces for new action. The reader learns to Discover, Decide, De-Implement, and Re-Decide, ending up with less work in total, and more powerful impact. This is a gem of a book for the action-oriented who want to affect both the small and big picture for the better." -- Michael Fullan"Skilled mountaineers know that to reach the summit, you carry only what you need. Carrying more diminishes your chances of success and threatens your survival. In this book, Arran, John, and Dylan provide the practical guidance that school leaders so desperately need to lighten their packs, improve their efficiency of impact, and succeed in reaching the summit of helping all students learn." -- Thomas R. Guskey"Kurt Vonnegut′s immortal ′Cat′s Cradle′ featured the Bokonist mantra ′busy, busy, busy.′ I′ve often thought the phrase works all too well as a description of schooling, where the mandatory and routine squeeze out the good. In Making Room for Impact, instead of giving school leaders yet another to-do list, the authors instead offer much-needed but far-too-rare guidance on how to focus in on what matters most and carefully de-implement the rest." -- Frederick M. Hess"Unbearable workloads are a chief reason given for the teacher shortage experienced in many countries. Often teachers are exhorted to ‘work smarter, not harder’, but they rarely receive advice about how to do this. This new book, from a team of highly regarded educators and researchers, is unique in that it provides guidance on both the ‘what’ and the ‘how’. It offers a process, based on principles, for removing, reducing, re-engineering, or replacing existing practices in order to concentrate on those practices likely to have most positive impact in terms of learning outcomes. The authors draw on extensive research from the fields of education, medicine, business, and across the English-speaking world. However, the book wears its learning lightly: It is very readable, has a strong sense of an audience of educators, and is structured in such a way that the key themes are reprised for practitioners who are likely to dip into different chapters as the need arises. It should be read by teachers, school leaders, and teacher educators, but also by policymakers who often promote innovations with insufficient attention to value or consequences." -- Mary James"De-implementation, or the science and art of removing, reducing, re-engineering, or replacing existing practices, is a novel concept in education, but a very important one in a world in which the limits in constantly adding more to the workload of teachers and leaders are ever more apparent. In Making Room for Impact, an international dream-team of education researchers, Hamilton, Hattie, and William, have written a practical and user-friendly guide to exactly how we can go about de-implementing in our schools so we can make room not just for a better work-life balance, but also for better results for our students." -- Daniel Muijs"This is a fascinating and compelling read from some of our most influential education specialists. The central purpose is to provide an evaluative framework for educators to use in determining areas of professional workload that take up considerable time without directly improving student outcomes. The process of de-implementing is explored in detail, advice about areas that might be contributing to workload are suggested, but ultimately, we are offered a powerful manual for change. The idea that more is better is challenged. The notion that much of what goes on in schools may be led by busy-ness or even ′fake work′ is set against a review process that privileges effectiveness and impact on learning. These arguments need to be rehearsed both within and beyond schools, optimizing teachers′ time and core skills to achieve the greatest benefit for our students. Persuasively, global data shows that some systems appear to be doing less whilst achieving more—a lesson for us all." -- Alison Peacock"In this profoundly important book, Hamilton, Hattie, and Wiliam reveal why so many well-intentioned educational reforms fail and, more importantly, what we can do about it. Before you start your next initiative, take the authors’ words to heart and de-implement first. With practical step-by-step advice, the process guides educators and leaders through the essential steps to declutter their agendas and focus on the essentials. The impressive evidence in these pages makes clear that the fragmentation associated with an abundance of initiatives is the enemy of learning. Yet it is astonishingly difficult to avoid the sunk cost fallacy—fearing that we cannot de-implement projects in which we have invested time, money, and political capital. No matter how promising the new initiative, it will fail unless you either buy a 36-hour day or follow the advice in this book." -- Douglas Reeves"One of the secrets of the highest-performing education systems is that they pursue fewer things at greater depth and avoid the mile-wide-inch deep implementation culture that often prevails elsewhere. But taking things away tends to be much harder in education than adding new things. Making Room for Impact shows it can be done and provides the research, tools, and guidance to make it happen." -- Andreas Schleicher"Making Room for Impact is a refreshingly original, timely, and beautifully crafted book. I′m certain the brilliantly conceived toolkit will energize educators around the world, empowering them to make the changes they need in order to take their schools forward by breaking the cycle of forever doing more and more and more. The de-implementation model combines a rigorous and systematic conceptual framework, intellectually satisfying in its clarity and logic, with a grounded pragmatism rooted in the wisdom you only gain by spending a lot of time around busy teachers and leaders in the manic world of education. Having personally experienced the struggles of running a complex school with an overloaded agenda, the ideas set out here resonate completely. It goes far beyond a simplistic ′less is more′ mantra, providing an extremely thorough, practical guide that will help countless educators to regain balance, and get back on track, focusing their energies on the things that make the most difference." -- Tom Sherrington"I cannot praise Making Room for Impact too highly. It took me 18 years as a headteacher to realize that the fewer things I asked colleagues to do, the better our school became. If you read this book—the follow up to Building to Impact—you won’t have to spend 18 years learning how and why to de-implement. The thing is, we can only use each hour of our lives once. That is why opportunity cost is the most important concept in the wider lives of people working in schools. In Making Room for Impact you’ll find a step-by-step guide to creating the time and space for developing high quality teaching and learning by stopping doing things that don’t have enough impact on our pupils’ academic progress. This book will show you how to stop headteachers writing school improvement plans with 15 priorities, how to stop deputy headteachers discussing meaningless progress data which everyone knows is meaningless, and how to stop teachers doing marking which has no impact upon learning. We need to focus more intently upon improving the quality of teaching and learning if we are going to improve the quality of provision for our pupils. This book shows you how. What’s more, if we could persuade our CEOs, governing bodies, Trust boards, local authorities, and policymakers to heed the advice so clearly articulated by Hamilton, Hattie and Wiliam, we may just re-establish teaching as a joyous profession where colleagues are able to meet the challenges of the job and avoid burnout, and by doing so solve the teacher-recruitment crisis. Making Room for Impact is THE book for our times—everyone interested in the future of our schools should read it!" -- John Tomsett"This book is brilliant. Every educator recognizes that we sometimes try something new and it doesn′t work out...and every educator recognizes that stopping is not always easy! This book takes you, step by step, through the process of identifying a target for de-implementation, choosing a strategy, and implementing it. This book will be invaluable for administrators!" -- Daniel T. Willingham"Schools are crowded with many unnecessary and fruitless policies and practices. School leaders, teachers, and students are all overworked with futile reforms and innovations, mandatory requirements, and unproductive tasks. Schools must do less! In Making Room for Impact, Arran Hamilton, John Hattie, and Dylan Wiliam make compelling arguments for doing less and provide excellent guidance for schools to do less. This is a great read for educators!" -- Yong ZhaoTable of ContentsForeword by Dr. Lyn Sharatt Part 1: The Big Picture Chapter 1: Why We Need to De-Implement (and Why it’s Hard) Chapter 2: Room for Impact: The Helicopter Overview Part 2: Discover Stage Chapter 3: Permit Chapter 4: Prospect Chapter 5: Postulate Part 3: Decide Stage Chapter 6: Propose Chapter 7: Prepare Chapter 8: Picture Part 4: De-Implement Stage Chapter 9: Proceed Part 5: Re-Decide Stage Chapter 10: aPpraise Chapter 11: Propel Conclusion

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Book SynopsisThis highly accessible guide equips community work and related professionals and students to make the best use of theory in their work. Linking contemporary theory and practice, the book guides the reader through such diverse areas as young people, adult learning, health, social media and leadership in community work.Table of ContentsIntroduction – Karen McArdle, Sue Briggs, Ed Garrett and Kirsty Forrester 1. Professional Learning – Sue Briggs and Karen McArdle 2. Social Justice – Karen McArdle 3. Equality and Inclusion – Kirsty Forrester and Karen McArdle 4. Impact, Change and Making a Difference – Karen McArdle 5. Participation – Karen McArdle 6. Working With Communities – Karen McArdle 7. Community Engagement – Ed Garrett and Karen McArdle 8. Networking and Partnership – Kirsty Forrester 9. Health and Well-being – Ed Garrett and Karen McArdle 10. Youth Work – Kirsty Forrester and Karen McArdle 11. Adult Learning – Kirsty Forrester 12. Employability – Kirsty Forrester 13. The Environment – Ed Garrett and Karen McArdle 14. Community Arts – Sue Briggs and Karen McArdle 15. Digital Community Work – Kirsty Forester 16. Community Research – Karen McArdle 17. Leadership in Community Work – Kirsty Forrester and Sue Briggs Conclusion and Celebration – Karen McArdle, Sue Briggs, Ed Garrett and Kirsty Forrester

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Book Synopsis**The printing errors in Pasos 1 Fourth Edition have been corrected**Pasos 1: Spanish Beginner''s Course is a multi-format Spanish adult learning programme for classroom and home use. Fully revised and updated for this new edition, the course includes a coursebook, course pack, activity book and CD and DVD set plus online activities.What do I get?The Pasos 1 Activity Book has been revised to tie in with 4th edition of the course with updated prices and references. It contains extra activities to consolidate and expand the material in the Coursebook (9781473610682) and grammar sections practising specific language points. As with the Coursebook, two main revision units summarise what has been learned, providing reading texts with comprehension and writing tasks. Ideal for faster learners or for practice of a specific area, the Activity Book can be used alongside the Pasos 1 Coursebook or as self-access material f

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Book SynopsisAdvanced Instructional Design Techniques provides comprehensive coverage of advanced topics in instructional design and development. This ideal resource for upper-level graduate coursework presents a thorough overview of theoretical foundations that support learning design beyond basic information processing and behaviorist principles, along with innovative strategies and problem-solving techniques to support designing for complex situations. Twelve wide-ranging chapters cover challenging topics such as needs assessment, sustainability, ethics, cognitive load, and more. Emphasizing reflective practice and decision-making in design environments, the book attends to the models and constructs that support context-specific instructional design across learning and training, from higher education and K-12 schooling to business and industry training to health care and public-sector services.Table of Contents1. Toward the Development of Expertise in Instructional Design 2. Decision-Making Strategies to Support Managing the Design Space 3. Reconsidering Needs Assessment in Instructional Design 4. Leveraging Learner Analysis to Foster Critical Consciousness 5. Developing a Localization of Context to Support Transfer of Learning 6. Fostering Knowledge Acquisition Through Authentic Learning 7. Instructional Strategies that Promote Generative Learning 8. Scaffolding Instruction to Support Self-Regulation of Learners 9. Motivational Design Practices to Support Knowledge Acquisition 10. Attending to Infrastructure for Implementation 11. Assessing the Sustainability of Instruction 12. Ethical Considerations in Instructional Design

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Book SynopsisThis textbook is a guide to success during the PhD trajectory. The first part of this book takes the reader through all steps of the PhD trajectory, and the second part contains a unique glossary of terms and explanation relevant for PhD candidates. Written in the accessible language of the PhD Talk blogs, the book contains a great deal of practical advice for carrying out research, and presenting one’s work. It includes tips and advice from current and former PhD candidates, thus representing a broad range of opinions. The book includes exercises that help PhD candidates get their work kick-started. It covers all steps of a doctoral journey in STEM: getting started in a program, planning the work, the literature review, the research question, experimental work, writing, presenting, online tools, presenting at one’s first conference, writing the first journal paper, writing and defending the thesis, and the career after the PhD. Since a PhD trajectory is a deeply personal journey, this book suggests methods PhD candidates can try out, and teaches them how to figure out for themselves which proposed methods work for them, and how to find their own way of doing things.Table of Contents1. Introduction.- 2. Getting started with a PhD.- 3. Planning your time.- 4. Developing your literature review.- 5. Formulating your research question.- 6. Preparing and executing experiments.- 7. Honing your academic writing skills.- 8. Presenting your work.- 9. Communicating science in the 21st century.- 10. Preparing for your first conference.- 11. Writing your first journal article.- 12. Compiling your work into a dissertation.- 13. Navigating career options after your PhD.- 14. Epilogue.- Glossary.

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Book SynopsisA life-saving illustrated guide to making student life easier, more productive and more fun. With shortcuts to academic success, tips for making the most of the student experience and - most importantly - hangover hacks to make things better the next day.Welcome to the world of being a student! Where gaining knowledge is top priority and partying follows closely behind. The majority of your time in higher education will be spent moaning about lectures, then about exams and assignments, and then about how broke you are every month. Luckily this fully illustrated manual is here to solve your everyday dilemmas, with low-budget tips and tricks on all aspects of student living, including:- Ways to make your student loan stretch further - Tips to help you get out of bed in time for class - Study, exam and revision hacks, including how to listen to your lectures in half the time - How to open a bottle of wine without a corkscrew - and how to get wine stains out of the carpet - A trick for changing those pesky duvet covers - How to store your beer bottles in the fridge without them toppling over - Drawer and wardrobe space maximizers - Party hacks - Food and drink hacks to use up leftovers and make the most of whatever's hiding in your fridge Whether you're a fresh-faced fresher or a seasoned student searching for shortcuts, this trusty guide will be your go-to for all occasions, helping to make your student years gloriously hassle-free.

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Book SynopsisCo-published with Colleges and universities are increasingly becoming significant sites for adult education scholarshipâin large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract âœnon-traditionalâ (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe

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Book SynopsisNeeds Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.Table of Contents1. The Practitioner’s Role in Needs Assessment; 2. Needs Assessment Basics: Understanding the Process; 3. Needs Theory; 4. Understanding the System; 5. Contextual Analysis; 6. Needs Assessment Models and Processes; 7. Project Management as it Relates to Needs Assessment; 8. Data Collection Tools and Techniques; 9. Making Sense of Your Data; 10. Decision-Making During Needs Assessment ; 11. Prioritizing Needs; 12. Aligning Instructional and Non-instructional Solutions; 13. Enacting Change; 14. Embracing Design Thinking to Manage Project Constraints

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Book SynopsisStudy Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. Table of Contents1. Preparing for Foundation Degree Study 2. Learning as an Adult 3. Effective Reading and Note-taking Strategies 4. Developing your Oral Presentation Skills 5. Data Collection and Presentation 6. Effective Academic Writing Techniques - Essays 7. Effective Academic Writing Techniques – Other Types of Assignments 8. Referencing and Avoiding Plagiarism 9. Using Technology to Enhance your Learning 10. How to manage your time, handle stress and cope with exams 11. Reflective Practice and Continuing Professional Development 12. Progressing to an Honours Degree and Producing a Winning CV

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Book SynopsisDesigning Personalized Learning Experiences offers theoretically grounded and pragmatic approaches to designing personalized learning initiatives for higher education and organizational contexts. With current research concluding that a multitude of variables can enable learners to direct their own experiences and achieve their goals, new guidance is needed to hone the range of instructional approaches, activities, and interactions available to support adult learners. This book offers practical strategies on how to design and implement effective personalized learning interventions, advance learning and engagement, encourage ownership over the learning process, and decrease attrition.Professionals in instructional design, learning and development, organizational development, consultancies, and beyond will be emboldened by the work to leverage a mix of technology-enabled social and content interactions.Table of Contents1. The History of Personalized Learning 2. Approaches to Personalized Learning 3. Designing Personalized Learning Experiences Using the PL Interaction Framework (PLiF) 4. Designing for Learner–Content Interaction 5. Designing for Learner–Learner Interaction 6. Designing for Learner–Small Group Interaction 7. Designing for Learner–Mentor, Coach, or AI Interaction 8. Designing for Learner–Social Network Interaction 9. Evaluating Personalized Learning Designs 10. Empowering Learners to Engage in Personalized Learning Experiences

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Book SynopsisThe 60-Year Curriculum explores models and strategies for lifelong learning in an era of profound economic disruption and reinvention. Over the next half-century, globalization, regional threats to sustainability, climate change, and technologies such as artificial intelligence and data mining will transform our education and workforce sectors. In turn, higher education must shift to offer every student life-wide opportunities for the continuous upskilling they will need to achieve decades of worthwhile employability. This cutting-edge book describes the evolution of new modelscovering computer science, inclusive design, critical thinking, civics, and moreby which universities can increase learners' trajectories across multiple careers from mid-adolescence to retirement. Stakeholders in workforce development, curriculum and instructional design, lifelong learning, and higher and continuing education will find a unique synthesis offering valuable insights and actionable nextTrade Review"This book is a must read. It is our future."—Distance Education"We need to start thinking strategically about lifelong learning as a response to rapid change in the global economy and emerging demographic shifts. These changes are happening right in front of us, and our colleges and universities need to think about whether their current programs and modes of operation need to be re-imagined and redesigned. This book will help. With some case examples and insightful commentary, the collection of readings will inspire and encourage a healthy conversation about ‘what’s next?’."—TeachOnline.ca, "2020 Top Ten Books on Online Learning"Table of Contents1. Introduction: Reconceptualizing Higher Education and Lifelong Learning in the Era of the Synergistic Digital EconomyChris Dede2. Education, Age, and the MachineAndrew Scott3. Are We Ready for the Jobs That the Digital Economy Will Offer to Us?Michel Servoz4. Employing the 60-Year Curriculum as a Strategic ApproachAnn M. Brewer5. Creating the Next in Higher Education at Georgia TechStephen W. Harmon and Nelson C. Baker6. Known for Whom We Include: Designing Models for Lifelong Education at Arizona State UniversityPunya Mishra and Jacqueline Smith7. Market-Driven Education: The Imperative for Responsive Design and ApplicationJason Wingard and Christine Farrugia8. The Role and Potential of University-Based Executive Education and Professional Development Programs in the 60-Year Curriculum: A Case Example of an Intensive Residential Program for Higher Education LeadersJames P. Honan9. Implementing 60YC Learning at the Harvard Division of Continuing EducationHuntington D. Lambert and Henry H. Leitner10. Assessment of the Current State of the 60YC and Research Agenda for the FutureJohn Richards

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Book SynopsisIn this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about thTrade ReviewThis is a timely book of exploration that seeks illumination from experiences as well as theories. It moves forward studies of academic identities in a number of critically important ways. Taking as its point of departure the supercomplexity confronting and pervading contemporary higher education, it locates studies of identities firmly in the diversity of actors that shape and are shaped by it. A central feature is the exploration of voice in the "historical process of construction, deconstruction and reconstruction" that epitomises identity development for the editors. It succeeds in incorporating not only a variety of voices but also a dialogue between them characterised by an openness to the other as well as by individual integrity. Crucially, too, it gives due place to knowledge identities in giving first voice to a discipline-rooted critical exploration of the potential for interdisciplinarity to contribute alongside the disciplines in the construction of identities in higher education. Mary Henkel, Professor Associate, Brunel University, UKI was captivated by this book's vibrant expression of fragmented identities. It's wide variety of voices speak of the complexity of higher education with authenticity and candour and without easy simplifications. A good read that left me much to ponder over.Stephen Rowland, Professor of Higher Education, University College London, UKTable of ContentsIntroduction. Higher Education: Why Identities and Voices? Preamble: Knowledge Identities Part 1: Identities and Voices in Higher Education 1. Being an Academic Today 2. Have Students got a Voice? 3. Identities of Academic Developers: Critical Friends in the Academy? 4. The Changing Voices and Identities of Professional Administrators and Managers 5. Managers: Academics and/or Business People? Part 2: Perspectives 6. The Managers’ Perspectives 7. The Academics’ Perspectives 8. The Staff Developers’ Perspectives 9. The Students’ Perspectives. Conclusions. Changing voices and Identities in Higher Education?

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Book SynopsisBOOK 12 OF THE LADYBIRD EXPERT HISTORY OF THE SECOND WORLD WAR, FROM AWARD-WINNING HISTORIAN JAMES HOLLANDFeaturing stunning illustrations from Keith Burns, bringing the story to life in vivid detailWhy did Japan decide to attack at Pearl Harbour?What was the Japanese vision of a Greater Asian Co-Prosperity Sphere?How did the American strategy turn the tide against Japanese offensives?Uncover the complexities of the brutal war against Japan.From the surprise attack on Pearl Harbour, Oahu, to the Philippines Campaign, the Allies were finally able to turn the tide against the onslaught of Japanese forces.Ending in Japanese surrender after the devastating atomic bombings of Nagasaki and Hiroshima, the war in Japan was eventually won, but at the cost of civilian lives.THE WAR THAT LED TO TWO ATOMIC BOMBINGSWritten by historian, author and broadcaster James Holland, Victory

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Book SynopsisChloe Burroughs is a Graduate Ambassador for the Open University. Study coach, blogger, entrepreneur, and contributing writer for We Are The City; she specializes in using her own experience as a full-time professional and part-time distance learner, to help people overcome barriers to learning and achieve the grades they need to advance in their careers.Table of Contents Chapter - 00: Introduction; Section - ONE: Getting ready for further study; Chapter - 01: Independent learning; Chapter - 02: Embrace your non-traditionalism as a student; Chapter - 03: How to prepare for higher education; Chapter - 04: Goal setting; Section - TWO: Mindset and motivation; Chapter - 05: Mindset; Chapter - 06: Motivation; Section - THREE: Organization and productivity; Chapter - 07: Organization; Chapter - 08: Productivity; Chapter - 09: The dark side of productivity; Section - FOUR: Classes, note taking and assignment skills; Chapter - 10: Classes; Chapter - 11: Note taking; Chapter - 12: Essay writing; Section - FIVE: Exam preparation; Chapter - 13: Exam revision; Chapter - 14: Exam performance; Section - SIX: Personal development; Chapter - 15: Continuous improvement;

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Book Synopsis" Thicker'n fiddlers in hell. Independent as a hog on ice. If a bride makes her own clothes, it's bad luck. It'll snow in May if it thunders in February. How's a hen on a fence like a penny? Learn what folklore and folk culture are and enjoy a generous helping of sayings, rhymes, songs, tall tales, superstitions and riddles from Kentucky.

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Book SynopsisThis is a handbook for anyone considering a career in teaching adults. It offers an essential introduction to what it is like to teach in the sector. It considers the diversity of contexts, settings and students, covering all you need to know. It reviews the role of the teacher and offers advice on choosing what to teach and how to become qualified. Whether you are a skilled tradesperson, have specialist knowledge in a particular subject or are simply enthusiastic about working with adults in an education role, this is your essential guide. *An easy-to-read and accessible guide *Considers a diverse range of contexts, settings and students *Written for anyone considering, approaching or beginning teaching adults Please note: The qualifications and standards mentioned in the book have since been updated.Table of ContentsIntroduction Introduction The Purpose of the Book The Historical Perspective The Qualifications and Credit Framework The Lifelong Learning Sector The Lifelong Learning Sector The Role of External Bodies Becoming a Teacher in the Lifelong Learning Sector Choosing a Subject or Qualification to Teach Getting Qualified Obtaining a Teaching Position Teaching in the Lifelong Learning Sector Roles and Responsibilities Teaching, Learning and Assessing Challenges and Barriers Gaining your Licence to Practice The Institute for Learning The Minimum Core Associated and Qualified Teacher Status Maintaining your Licence to Practice Continuing Professional Development Reflection and Evaluation What next? Appendices Lifelong Learning Sector Abbreviations and Acronyms Frequently Asked Questions (FAQs) Index

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Book SynopsisThe number of students with Specific Learning Differences entering Higher Education has increased dramatically over the last decade, yet academic support for these students is often insufficient. This innovative book will equip teaching staff with the tools to support these students with learning and assessment, arming them with the skills they need to excel in Higher Education.Combining a scholarly rationale for inclusive pedagogies with practical strategies for busy practitioners the book uses accessible and meaningful inclusive techniques based on the principles of Universal Design for Learning (UDL), the theory of Complimentary Cognition, and the authorâs own principles of compositional pictography to show how educators can harness studentâs differing cognitive strengths and help them to use them to their own advantage. The book demonstrates how the challenges associated with learning differences are manifested in student writing and assessment, with chapters covering such topics as: How to scaffold support to develop the areas students find challenging. How to deploy metaphorical and visual pedagogies to develop approaches to studying and writing. How to make assessment design more inclusive. Presenting an inclusive, practical, and research-informed pedagogical approach to the teaching of academic writing, this practical guide is an essential read for anyone supporting Higher Education students with assessment, including tutors, lecturers, learning developers and disability advisors.

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Book SynopsisThis edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education and global migration. The book adopts a strengths-based and inclusive approach to understand what digital empowerment means and how it can be applied in a range of community and educational settings.The ten chapters bring attention to the need for innovative approaches and educational strategies that promote digital empowerment for people from refugee and migrant backgrounds, with application to finding employment, furthering education, building community, and accessing social support services. The text also considers what is necessary for effective digital empowerment, highlighting how existing personal resources can be utilised, in conjunction with technologies, to build capacity, enhance community networks and preserve cultural connections. By adopting a strengths-based perspective, the w

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisListeningthe most underrated skill in educationListeningthe process of actively receiving, constructing meaning from, and responding to spoken or non-verbal messagesis essential for teaching and learning. How can we check for understanding and ensure that students' contributions are heard and understood by peers and teachers?InLearning to Listen and Listening to Learn, bestselling authors and internationally respected educators John Hattie and Lyn Sharratt demonstrate how listening can foster positive relationships, trust, and understanding while enhancing student learning. With a wealth of research to guide educators through the process of infusing active, sensitive, and empathetic listening skills into the classroom and school culture, this important guide includes: The Visible CLARITY 5-Ear Listening Model Reflection prompts and mantras to help reinforce key learnings from each chapter Guidance on how to assess and enhance leaders', teachers', and students' listening skills When we value every student's voice, we create an inclusive environment that encourages diverse perspectives, fosters equity, and develops accurate listening, empowering students to articulate their thoughts and enhancing skills they will use for their lifetimes.

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Book SynopsisStrengthen your adult education program planning with this essential guide Planning Programs for Adult Learners: A Practical Guide, 4th Edition is an interactive, practical, and essential guide for anyone involved with planning programs for adult learners. Containing extensive updates, refinements, and revisions to this celebrated book, this edition prepares those charged with planning programs for adult learners across a wide variety of settings. Spanning a variety of crucial subjects, this book will teach readers how to: Plan, organize, and complete other administrative tasks with helpful templates and practical guides Focus on challenges of displacement, climate change, economic dislocation, and inequality Plan programs using current and emerging digital delivery tools and techniques including virtual and augmented reality Planning Table of ContentsFigures and Exhibits ix Preface xiii Acknowledgments xix Dedication xxi The Authors xxiii 1 Planning Programs for Adults: What It’s About Today, Tomorrow, and into the Future 1 2 Introducing the Interactive Model 29 3 Planning Programs in Difficult Times Using Technological Tools 55 4 Exploring the Foundations of Program Planning 91 5 Discerning the Context 115 6 Building Support and Identifying Needs 145 7 Developing Program Goals and Objectives 181 8 Designing Instruction 211 9 Transfer of Training: Adult Education and Workplace Learning 249 10 Formulating Program Evaluation Plans 283 11 Selecting Formats, Scheduling, and Staffing Programs 311 12 Preparing and Managing Budgets 343 13 Marketing Programs 379 14 It’s All in the Details 407 15 Using the Interactive Model and Looking to the Future 441 References 461 Index 511

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Book SynopsisBarbara Bassot is Senior Lecturer in the Centre for Career and Personal Development, Canterbury Christ Church University, UK.Table of ContentsIntroduction PART I Theme 1 Making the Most of Your Experience Theme 2 – Self-awareness Theme 3 – Career Development Theme 4 – Skills for Working Life Theme 5 – Effective Communication Theme 6 - Learning from Feedback Theme 7- Understanding Organisations Theme 8 -Values Theme 9 - Managing Stress and Change Theme 10 – Networking Theme 11 - Career Decision Making Theme 12 - Looking Forward PART II: MORE SPACE FOR REFLECTION PART III: CV BUILDING.

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Book SynopsisHaving published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development LTable of ContentsPart 1: Introduction Part 2: The Basis of The Understanding of Learning Part 3: The Processes and Dimensions of Learning Part 4: Different Types of Learning Part 5: The Content Dimension of Learning Part 6: The Incentive Dimension of Learning Part 7: The Interaction Dimensions of Learning Part 8: Learning As Whole Part 9: Barriers to Learning Part 10: Learning, Dispositions and Preconditions Part 11: Learning and Life Course Part 12: Learning In Different Learning Spaces Part 13: Learning, Education and Society Part 14: Overview

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Book Synopsisand information on over 6,000 awards provided by over 1,300 awarding bodies. Awarding bodies are arranged alphabetically with a full list of awards to allow for comprehensive reading.Table of ContentsPreface.- How to Use The Grants Register.- The Grants Register.- Subject and Eligibility Guide to Awards.- Index of Awards.- Index of Discounted Awards.- Index of Awarding Organizations.

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Book SynopsisInformed by new findings on the nature of the brain's seeking system, Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success.

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Book SynopsisAre you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life?Does the alumni strategy in your organization need inspiration?This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.Table of ContentsIntroduction: We are all alumni PART 1: Charting the course of the Alumni Way 1. Starting at the finish line 2. The compass: Introducing alumni capital 3. Summary: Stepping forward by stepping back on campus PART 2: The Alumni Way trait: Reflection 4. Reflecting on the ‘keep in touch’ call 5. Reflection signpost: Recognize the university is a city 6. Reflection signpost: Advance ourselves as alumni citizens 7. Reflection trait summary: Alum from Day One, revisited PART 3: The Alumni Way trait: Curiosity 8. Our career, our alumni capital, and our curiosity 9. Curiosity signpost: Build our alumni hypernetwork 10. Curiosity signpost: Leverage alumni capital for business 11. Curiosity trait summary: Shining a light PART 4: The Alumni Way trait: Passion 12. Immersing in our passions: The alumni dimension 13. Passion signpost: Nourish our wellness through our alumni capital 14. Passion signpost: Watch our alumni-self flourish 15. Passion trait summary: Our lives, our alma mater PART 5: The Alumni Way trait: Generosity 16. When giving back has new meaning 17. Generosity signpost: Recognize we are all philanthropists 18. Generosity signpost: Understand the power of giving 19. Generosity trait summary: Our generosity as service PART 6: Alumni: Bringing it into our lives 20. Our potential: Building our Alumni Way 21. Our alumni call to action

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Book SynopsisA college student writes: These words I write/ open their mouths wide/ screaming the most intimate secrets. An inmate in a maximum-security men's prison writes: Within my writing, I am able to break down my prison walls and escape, leave the gangster façade behind.The Forms of Things Unknown: Teaching Poetry Writing to Teens and Adults draws from Shelley Savren's forty years of teaching poetry writing to a diverse array of students, from teens with mental health issues to seniors to adults with developmental disabilities, and in a wide variety of settings, which include middle schools, high schools, colleges, juvenile halls, women's centers, and a men's prison. Each chapter includes an original poem from Savren, heartfelt stories, and lesson plans that introduce poetic concepts through model poems by professionals, open-ended writing assignments, methods for sharing and critiquing, and student poems. Designed for use in a classroom or community setting, this book features forty-one lesTrade ReviewAs a teacher of creative writing at the college and university level for over thirty years, I am always looking for new texts to engage my new generations of students. To find a text appropriate for the wide variety of talents one engages on the undergraduate level is not an easy task. Shelley Savren’s The Forms of Things Unknown: Teaching Poetry Writing to Teens and Adults has become the answer to this search. Relying upon her over twenty-five years of reading, studying, writing, publishing and teaching a wide variety of poetry, Ms. Savren has constructed the most practical, user friendly and insightful creative writing text that I’ve seen in a long time. I look forward to my students holding this book in their hands, and I look forward to sharing it with you, reader. -- Bruce Weigl, 2014 finalist for the Pulitzer Prize in PoetryInspired by the pleasures, the thrills and the curative powers of poetry – reading it, hearing it, writing it – Shelley Savren has devoted a lifetime teaching her passion. As a sometimes itinerant poet who leads writing workshops on high school and college campuses as well as in senior centers, prisons and juvenile “facilities,” I understand where she’s coming from – and going back to again and again. I salute the insights and techniques Shelley Savren shares in her mindful, heartfelt guide. The Forms of Things Unknown: Teaching PoetryWriting to Teens and Adults rocks. -- Al Young, California’s Former Poet LaureateAnyone who dedicates their life to reaching behind razor wire and bars and walls to reach the oppressed and work with them on expressing their emotions and thoughts and in doing so organizing their lives into a comprehensible contribution to society should be commended. Read this book and welcome back to humanity those we have exiled into oblivion. -- Jimmy Santiago Baca, Author of Spring Poems Along the Rio Grande (New Directions, 2007), Winner of the American Book AwardAs a school principal, I have witnessed firsthand the effectiveness and success of Shelley Savren's poetry in the classroom program. Her program has been instrumental in increasing the self-esteem of students and contributes to the enhancement of their reading and writing skills. The poetry program has had phenomenal results, particularly for students with emotional disturbances and incarcerated youth. Now, finally, this innovative program is available in print for everyone! -- Alan L. Murray, Former Principal, Ventura County Office of Education, Professor of Education, California State University, Channel IslandsThe Forms of Things Unknown is chock-full of ideas, inspiration, and down-to-earth advice for teaching poetry in a wide variety of settings. Shelley Savren offers such accessible, practical guidance that even if you’re not a poet and have never taught poetry, you could dive right in with confidence. And if you are an experienced teacher, this will add a multitude of strategies and suggestions to your toolbox. -- Ellen Bass, Author of Mules of Love (Copper Canyon Press, 2014), Winner of the Elliston Book Award for PoetryTable of ContentsTable of Contents Foreword Preface Acknowledgments Introduction Chapter 1: Getting Serious about Poems: Middle School and High School Chapter 2: Can Words Save Me? Teens with Mental Health Issues Chapter 3: Does Anybody Love Me? Juvenile Justice Part I: Girls’ Rehabilitation Facility Part II: Colston Youth Center Chapter 4: Poetry in Academia Chapter 5: I Remember: Cedar Community Center for Senior Citizens Chapter 6: Every Bird Can Sing: St. Madeline Sophie’s Training Center Chapter 7: The Feminist Poet: Women Take Back Words Chapter 8: Freedom Journey: R.J. Donovan Maximum Security Men’s Prison Appendix: Additional Exercise Ideas Resources About the Author

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Book SynopsisThis book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students’ skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.Table of ContentsForeword—Stephen Hundley Afterword—Natasha Jankowski Acknowledgments Preface Part One. Introduction to Learning Improvement at Scale 1. Laying Out the Problem 2. What Could Learning Improvement Look Like in Higher Education? 3. Dismantling Learning Improvement Part Two. A Step-By-Step Guide to Improving Learning at Scale 4. Testing the Collective Will to Improve 5. Vision 6. Where are We Now? 7. Developing Interventions 8. Intervention Implementation 9. Re-Assessment Part Three. Expanding Learning Improvement at Scale 10. Doing Higher Education as If Learning Improvement Matters Most 11. Join the Improvement Movement. What You Can Do Now Appendix A Appendix B Appendix C References About the Authors Index

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