Education / Educational sciences / Pedagogy Books

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Book SynopsisInterviewing is one of the most important skills that you'll use in your career. This proven text gives you the tools you need to conduct successful interviews with diverse clients in a variety of professional settings, including social work, counseling, nursing, personnel work, and human services. With an emphasis on the three major stages of interviewing: exploration, clarification, and action, ESSENTIAL INTERVIEWING offers the same programmed-learning model of interviewing that has successfully trained countless members of the helping professions for nearly 30 years. The text makes interview skills clear and specific -- and exposes you to a variety of client situations and cultures. Each chapter highlights an ethical situation you may confront in your future career, further grounding you in current standards of professional practice.Table of Contents1. Programming a Foundation for Learning. Stage I: LISTENING AND EXPLORATION: HELPING CLIENTS IDENTIFY THEIR EXPERIENCES, ISSUES, AND PROBLEMS 2. Attending Behavior. 3. Questioning. 4. Reflecting Content. 5. Reflecting Feeling. 6. Integrating Your Listening and Exploration Skills. Stage II: CLARIFICATION: HELPING CLIENTS TO CLARIFY THEIR EXPERIENCES AND DEVELOP GOALS. 7. Confronting. 8. Communicating Feeling and Immediacy. 9. Self-Disclosure. 10. Interpreting. Stage III: ACTION: HELPING CLIENTS TO TAKE ACTION. 11. Information Giving. 12. Structuring for Exploration, Clarification, and Action. 13. Enlisting Cooperation. Stage IV: EFFECTIVE COMMUNICATION: FACILITATING CLARIFICATION, EXPLORATION, AND ACTION. 14. Putting It All Together. Additional Resources. Index.

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Book SynopsisPacked with engrossing examples and the most cutting-edge coverage available, best-selling TERRORISM AND HOMELAND SECURITY provides a theoretical and conceptual framework that enables you to understand how terrorism arises and how it functions. Acclaimed national terrorism expert Jonathan R. White discusses the theories of the world's best terrorist analysts, while focusing on the domestic and international threat of terrorism and basic security issues. You'll learn about the essential historical background on the phenomenon of terrorism and the roots of contemporary conflicts, current conflicts shaping the world stage, emerging groups (i.e., Boko Haram, Ansaru, and ISIS), and theoretical and concrete information about Homeland Security organizations. Each chapter also contains a new analysis of probable future trends in terrorism and security. The analysis of homeland security also discusses controversies surrounding human rights and protecting civil liberties. What's more, the MindTaTable of ContentsTERRORISM IN HISTORICAL AND SOCIAL CONTEXTS. 1. The Shifting Definition of Terrorism. 2. Practical Criminology, Radicalization, and Types of Terrorism. 3. Terrorist Financing and Money Laundering. 4. Terrorism and the Media. 5. Force Multipliers, Gender Roles, and Tactics. INTERNATIONAL TERRORISM: NATIONAL AND ETHNIC MOVEMENTS. 6. Long-Term Separatist Terrorism. 7. Nationalistic and Endemic Terrorisms. 8. Background to the Middle East. 9. Terrorism in Israel and Palestine. INTERNATIONAL TERRORISM: IDEOLOGICAL AND RELIGIOUS MOVEMENTS. 10. Revolutionary and Counterrevolutionary Terrorism. 11. Jihadist Networks. DOMESTIC TERRORISM AND HOMELAND SECURITY. 12. Domestic Terrorism. 13. An Introduction to Homeland Security. 14. Organizing Homeland Security. 15. Homeland Security and Constitutional Issues. 16. Law Enforcement, Homeland Security, and the Future Word Cited.

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Book SynopsisThis book examines the evolving relationship between the nation-state, citizenship and the education of citizens, exploring the impact European integration had on national policies towards educating its citizens and citizenship.Trade Review“Aril Keating’s Education for Citizenship in Europe is a very well-organised book, concisely written yet with detailed analysis. While on one level a specialist read, it is sufficiently rooted in contemporary debates about citizenship to appeal to a wider audience. The book is primarily focused on European policies to promote citizenship education but as becomes clear these are at times difficult to disentangle from national contexts.” (Chris Gifford, Citizenship Studies, December, 2015)"A close reading of Keating's text provides more detailed discussion than space affords in this review, but for all educators with an interest in CE in Europe, this scholarly work will be an important resource." - Research in International & Comparative EducationTable of Contents1. Introduction 2. Governing Education Policy in Europe 3. Theorising and Measuring Citizenship at Multiple Levels 4. Promoting Education For, and About, Europe: The European Dimension 5. The European Dimension to National Curricula 6. European Citizenship and Youth Attitudes 7. Schools, Socialisation, and European Citizenship 8. Conclusions

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Book SynopsisDrawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chaptersis co-authored by two or three researchers, each based in a different country, theTrade ReviewI welcome this ambitious book which represents a genuinely original approach to comparative analysis. I was particularly impressed with its attempt to grasp the complexity of what is happening to young people in eight European countries with strikingly different histories. The finding which stood out for me is the enormous pressure that an increasingly instrumental approach to policy puts on young people, especially those from disadvantaged backgrounds. The book’s attempt to relate changes in governance to the educational decision-making of young people is well captured in the three case studies and their analysis. Life histories have much to offer in fleshing out abstract policy ideas such as lifelong learning. * Michael Young, Emeritus Professor of Education, Institute of Education, University College London, UK *This is a thoughtful and thought-provoking collection of papers that sets out to trouble common-sense assumptions underpinning much of the master discourse around competitivity, lifelong learning, and the learning society. It does so in ways that are theoretically informed, with a firm grounding in empirical data from eight European countries. By giving importance to the specificity of the local, while carefully reflecting on the way this interacts in complex and multifarious ways with the transnational, this volume generates an impressive range of insights that help us better understand how the trajectories of young people from disadvantaged backgrounds are the result of complex interactions between societal structures and individual subjective action. Such engagement with both lifecourse and governance perspectives help bring back the political, contesting the insidious processes of responsibilisation that the hegemonic discourses around ‘employability’ promote. With its rigorous approach to generating rich data and nuanced interpretation of the challenges young people face in navigating life, this is an example of collaborative European research at its very best. * Ronald G. Sultana, Director, Euro-Mediterranean Centre for Educational Research, University of Malta, Malta *Table of ContentsList of figures List of Tables Notes on Contributors Introduction: The Reshaping of Educational Trajectories in European Knowledge Societies, Morena Cuconato (University of Bologna, Italy), Roger Dale (University of Bristol, UK), Marcelo do Parreira do Amaral (University of Münster, Germany) and Andreas Walther (University of Frankfurt, Germany) 1. Comparative Perspective on the Governance of Education in the Life Course, Andreas Walther (University of Frankfurt, Germany), Marcelo Parreira do Amaral (University of Münster, Germany), Morena Cuconato (University of Bologna, Italy) and Roger Dale (University of Bristol, UK) 2. The Diversity of Education and Welfare Systems in Europe, Jenni Tikkanen (University of Turku, Finland), Andy Biggart (Queens University Belfast, UK) and Alex Pohl (IRIS e.V., Germany) Part I: Governance of Education 3. Scales, Discourses and Institutions in the Governance of Educational Trajectories in Europe, Roger Dale (University of Bristol, UK), Yuri Kazepov (University of Urbino, Italy), Risto Rinne (University of Turku, Finland) and Susan Robertson (University of Bristol, England) 4. Translation of Policy Instruments and Negotiation of Actors in Local School Spaces, Karin Amos (University of Tübingen, Germany), Patricia Loncle (High school of public health, Rennes, France), Alessandro Martelli (University of Bologna, Italy), Eduardo Barberis (University of Urbino, Italy), Valérie Becquet (University of Cergy-Pontoise, France) and Ulrich Theobald (University of Tübingen, Germany) Part II: Access to Education 5. Understanding the Interactive Emergence of Educational Inequalities through Access and Accessibility of Education, Barbara Stauber (University of Tübingen, Germany), Marcelo Parreira do Amaral (University of Münster, Germany) and Isabelle Danic (University of Rennes, France) 6. Producing Accessibility through Discretionary Practices of Educational Professionals, Eduardo Barberis (University of Urbino, Italy), Izabela Buchowicz (Warsaw School of Economics, Poland) and Nicola De Luigi (University of Bologna, Italy) Part III: Coping with Educational Demands 7. Educational and Vocational Guidance as Support Mechanisms in Schools, Joanna Felczak (Warsaw School of Economics, Poland) and Ilse Julkunnen (University of Helsinki, Finland) 8. Cooperation and Problems of Recognition between Schools and Parents in Supporting Young Peoples’ Educational Trajectories, Hulya Kosar Altinyelken (University of Amsterdam, The Netherlands), Silvia Demozzi (University of Bologna, Italy), Felicitas Boron (University of Tübingen, Germany) and Federica Taddia (University of Bologna, Italy) Part IV: Relevance of Education 9. Comparing the Views of Students, Parents, and Teachers on the Emerging Notions of Relevance of Education, Joanne McDowell (University of Hertfordshire, UK), Andreja Živoder (University of Ljubljana, Slovenia) and Alessandro Tolomelli ( University of Bologna, Italy) 10. The Relevance of Informal Learning and Out-of-school Contexts for Formal Educational Transitions, Veronica Salovaara (University of Helsinki, Finland) and John Litau (University of Frankfurt, Germany) Part V: Educational Transitions in the Life Course 11. Students' Decision-Making Strategies at Transitions in Education, Morena Cuconato (University of Bologna, Italy), Karolina Majdzinska (Warsaw School of Economics, Poland), Andreas Walther (University of Frankfurt, Germany) and Annegret Warth (University of Frankfurt, Germany) 12. Teachers and Parents as Actors in the Students’ Educational Transitions, Mirjana Ule (University of Ljubljana, Slovenia), Andreja Zivoder (University of Ljubljana, Slovenia), Harry Lunabba (University of Helsinki, Finland) and Manuela du Bois-Reymond (University of Amsterdam, The Netherlands) Conclusion: Comparative Multilevel Analysis of Educational Trajectories, Andreas Walther (University of Frankfurt, Germany) and Marcelo Parreira do Amaral (University of Münster, Germany) Notes References Index

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Book SynopsisDrawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.Trade Review[T]his is an important and timely book for researchers, teacher educators, policymakers, and practitioners. The book reminds us to share ‘respect for knowledge’ in teacher education. ... The book makes a noteworthy contribution to understanding innovation in teacher education. * European Journal of Teacher Education *This is a powerful book addressing the complexity of powerful teacher knowledge highly relevant to policy makers, researchers/teacher educators, and teachers. * Kari Smith, Professor, Teacher Education Department, Norwegian University of Science and Technology (NTNU), Norway *A book which, with its rich perspectives on a range of subjects and cross-curricular contexts, is sure to be of help to active and future teachers, teachers of teachers and others interested parties. Knowledge and quality of teaching are the key words to meet the challenges of the time. * Pavel Zgaga, Professor of Philosophy of Education, University of Ljubljana, Slovenia *Table of ContentsList of Illustrations List of Contributors Preface Series Editors' Foreword Foreword, Sirpa Tani (University of Helsinki, Finland) Acknowledgements 1. Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) 2. Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway, Lise Iversen Kulbrandstad and Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences, Norway, and Karlstad University, Sweden) 3. Teacher Education and History Teachers’ Powerful Professional Knowledge, Mikko Puustinen (University of Helsinki, Finland) 4. Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers, Alex Standish and David Mitchell (UCL Institute of Education, University College London, UK) 5. Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education, Alexis Stones and Jo Fraser-Pearce (UCL Institute of Education, University College London, UK) 6. Investigating Literature as Knowledge in School English, Larissa McLean Davies, Lyn Yates (University of Melbourne, Australia) and Wayne Sawyer (Western Sydney University, Australia) 7. Transforming Circular Economy Principles into Teachers’ Powerful Professional Knowledge, Kalle Juuti (University of Helsinki, Finland) and Niklas Gericke (Karlstad University, Sweden) 8. Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) 9. Establishing Links to Specialised Knowledge in Social Studies Teaching, Ann-Christin Randahl and Martin Kristiansson (Karlstad University, Sweden) 10. Supporting Teachers’ Professional Development in Social Studies Education, Martin Stolare, Gabriel Bladh and Martin Kristiansson (Karlstad University, Sweden) 11. From a Personal to a Pedagogically Powerful Understanding of School Mathematics, Cosette Crisan, (UCL Institute of Education, University College London, UK) 12. Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) References Index

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Book SynopsisHow was the crisis of teacher supply, teaching quality, and the crisis of confidence in initial teacher education (ITE) policy formation in England constructed? In this open access book, leading teacher educators and researchers provide unique insights into the great experiment' in ITE in England, including insights from people who were in the room' at critical junctures in the process. International researchers also contribute chapters that highlight the distinctive approach England has taken and why it is now an outlier in terms of ITE policy. The chapters show how it is the relationship between the state and the market the state rejecting the market when it doesn't deliver the required ideological solution that makes ITE reform in England so interesting and why it is important it is brought to international attention.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Monash UTrade ReviewAn excellent analysis of the policy construction and rhetorical ‘crisis’ which has been used to justify the government’s ‘Market Review’ and subsequent re-accreditation process. It shows how evidence of the high quality of English ITE was ignored, so that an ideological, un-tested experiment could be imposed, complete with new ‘world-leading’ providers who have never trained a teacher, and a narrow technicist franchised curriculum. Most alarming is the outline of the limited and interconnected group of influential policy entrepreneurs who suggest, are consulted on, and then benefit from these policy changes. -- Edward Podesta, Associate Professor of Professional Practice, Leeds Trinity University, UKA hard hitting and honest account of the impact of policy change in teacher education told through the voices of teacher educators who have had to navigate the crisis! -- Karan Vickers-Hulse, Associate Head of Department for ITE, University of the West of England Bristol, UKThis book lifts the lid on the recent reforms of teacher education. Although it lambasts the myopic and ideological power grab by recent governments over the education of teachers, it also provides an outstanding synthesis of the causes and effects of this disaster and some small hope for the future. -- David Leat, Professor of Curriculum Innovation, Newcastle University, UKThis authoritative collection of accounts written by a range of key stakeholders helpfully illuminates, with a depressing degree of accuracy, the havoc wreaked by successive policy makers over the past decade on the once successful system for providing pre-service teacher education in England. -- Janet Orchard, Associate Professor in Philosophy and Religion in Teacher Education, University of Bristol, UKTable of Contents1. Introduction: Constructing the Teacher Education Crisis in England, Viv Ellis (Monash University, Australia) and Ann Childs (Oxford University, UK) Part I: The Initial Teacher Education Reforms in Context 2. Education Reform in England: The Rise of the New Educational Establishment, Melissa Benn (writer, researcher and activist, UK) 3. The State of Exception: Initial Teacher Education as the Battleground for Control of Universities in England, David Spendlove (University of Manchester, UK) 4. Out of the Shadows and into the Dark: The Inside Story of Negotiating with England’s Government over their Initial Teacher Education Reforms, Jo-Anne Baird (University of Oxford, UK) 5. Same Game, Same Players, Different Field: Social Work Education in Crisis, Christian Kerr (Leeds Beckett University, UK) and Joe Hanley (Open University, UK) Part II: As It Happened: Process And Consequences 6. The ‘Golden Thread’ and the ‘ITT Market Review’ in England as Coercive Control: A Personal Perspective, Jan Rowe (Liverpool John Moores University (LJMU), UK) 7. Out of Sight, Out of Mind: The Framing of ‘Evidence’ in What Student Teachers are Expected to Know in England, Keith Turvey (University of Brighton, UK) 8. Charting New Territories in Teacher Education, Rachel Lofthouse (Leeds Beckett University, UK) 9. The National Institute of Teaching and the Claim for Programme Legitimacy, Caroline Daly (University College London, UK) 10. Who Is It That Can Tell Me Who I Am? What the ITE reforms in England Mean for Teacher Identity (and Why it Matters), Sarah Steadman (King’s College London, UK) 11. Language Policing, Raciolinguistic Ideologies and Colonial Logics in the ITE Policy Assemblage in England, Ian Cushing (Edge Hill University, UK) Part III: International Perspectives 12. A View from Australia, Martin Mills (Queensland University of Technology, Australia) 13. A View from the United States, Lauren Gatti (University of Nebraska, Lincoln, USA) 14. A View from Europe, Maria Campbell (St. Angela’s College, Sligo Ireland) and Fiona Crowe (St. Angela’s College, Sligo Ireland)

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Book SynopsisYour all-in-one guide to preparing for the CompTIA DataSys+ exam In CompTIA DataSys+ Study Guide: Exam DS0-001, a team of accomplished IT experts delivers a practical and hands-on roadmap to succeeding on the challenging DS0-001 exam and in a new or existing career as a data systems professional. In the book, you'll explore the essentials of databases, their deployment, management, maintenance, security, and more. Whether you're preparing for your first attempt at the CompTIA DataSys+ exam or for your first day on the job at a new database-related IT position, this book walks you through the foundational and intermediate skills you need to have to succeed. It covers every objective tested by the DS0-001 and skills commonly required in the real-world. You''ll also find: Practice test questions that measure your readiness for the real exam and your ability to handle the challenges of a new data systems position Examples and scenTable of ContentsIntroduction xxi Assessment Test xxviii Chapter 1 Today's Data Systems Professional 1 Data Drives the Modern Business 2 Data 3 Storage 3 Computing Power 5 Data Systems 5 Database Fundamentals 6 Database Deployment 7 Database Management and Maintenance 8 Data and Database Security 8 Business Continuity 9 Careers in Data Systems 10 Summary 11 Chapter 2 Database Fundamentals 13 Types of Databases 14 The Relational Model 14 Relational Databases 18 Nonrelational Databases 22 Linear vs. Nonlinear Format 27 NoSQL Database Tools 28 Programming and Database Operations 29 Object- Relational Mapping 30 Process to Gauge Impact 31 Summary 33 Exam Essentials 34 Review Questions 36 Chapter 3 SQL and Scripting 41 Flavors of SQL 42 Data Definition Language 43 Data Manipulation Language 46 Set- Based Logic 50 Transaction Control Languages 54 ACID Principles 58 SQL 58 Programmatic SQL 59 SQL and Set-Based Logic 68 Automating Operations 72 Script Purpose and Runtime Location 74 Languages 75 Command- Line Scripting 76 Summary 77 Exam Essentials 79 Review Questions 81 Chapter 4 Database Deployment 87 Planning and Design 88 Requirements Gathering 88 Database Architecture 99 Schema Design 106 Design Documentation 116 Implementation, Testing, and Deployment 121 Acquisition of Assets 121 Phases of Deployment 122 Database Connectivity 122 Testing 127 Database Validation 135 Summary 139 Exam Essentials 140 Review Questions 142 Chapter 5 Database Management and Maintenance 147 Monitoring and Reporting 148 System Alerts and Notifications 149 Log Files 157 Deadlock Monitoring 158 Connections and Sessions 159 Maintenance 160 Database Stability 160 Database Performance 163 Database Reliability 168 Facilitating Operations 172 Data Management Tasks 180 Data Management 181 Summary 189 Exam Essentials 191 Review Questions 193 Chapter 6 Governance, Security, and Compliance 199 Data Governance 200 Data Governance Roles 200 Access Requirements 201 Data Retention 206 Identity and Access Management 207 Identification, Authentication, and Authorization 207 Authentication Techniques 208 Password Policies 209 Account Types 211 Data Security 212 Protecting Data at Rest 213 Protecting Data in Transit 213 Data Loss Prevention 216 Data Classification 217 Personally Identifiable Information 217 Protected Health Information 218 Payment Card Information 220 Regional Requirements 221 Breach Reporting Requirements 222 Routine Auditing 223 Expired Accounts 223 Connection Requests 223 SQL Code 224 Credential Storage Checks 224 Summary 225 Exam Essentials 225 Review Questions 227 Chapter 7 Database Security 231 Database Infrastructure Security 232 Physical Security 232 Logical Security 237 Database Attacks 242 SQL Injection 242 Denial of Service 248 On- Path Attacks 249 Malware 250 Phishing 253 Password Attacks 255 Summary 255 Exam Essentials 256 Review Questions 258 Chapter 8 Business Continuity 265 The Nature of Disaster 266 Natural Disasters 266 Human-Made Disasters 272 Disaster Recovery Planning 275 Prioritizing Disaster Recovery Efforts 275 Disaster Recovery Documentation 277 Disaster Recovery Technology 280 Disaster Recovery Plan Testing 285 Lessons Learned 287 Plan Maintenance 288 Backup and Restore 288 Summary 292 Exam Essentials 293 Review Questions 294 Appendix Answers to Review Questions 299 Chapter 2: Database Fundamentals 300 Chapter 3: SQL and Scripting 301 Chapter 4: Database Deployment 304 Chapter 5: Database Management and Maintenance 309 Chapter 6: Governance, Security, and Compliance 312 Chapter 7: Database Security 314 Chapter 8: Business Continuity 316 Index 319

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Book SynopsisGet ready to close on your new career as a real estate agent Real Estate License Exams For Dummies is packed with all the information you need to know to get your license and begin your lucrative and rewarding real estate career. With four practice tests and 525 flashcards online, you'll be well on your way to launching the real estate career of your dreams. Plus, there are more practice questions throughout each of the subject review sections in the book, so you can work through all the topics covered on the test. With real estate laws for all 50 states, this is your perfect study guide, no matter where you're planning to work. Learn the latest on real estate taxes, contracts, mortgage types, and beyond. Then, get test-day tips that will help you succeed. Real estate, here you come. Review everything you need to know to pass your real estate licensing examGet proven study techniques and testing strategies to help you earn a high scoreUse flash cards, a glossary of terms, and online prTable of ContentsIntroduction 1 Part 1: Putting Real Estate License Exams into Perspective 7 Chapter 1: Sold! Taking a Glance at Real Estate License Exams 9 Chapter 2: Using Successful Study and Test-Taking Techniques 17 Part 2: So You Want to Sell Real Estate: The Job and Basic Laws 25 Chapter 3: The Job: It Isn’t Just Driving People Around 27 Chapter 4: Understanding Agency Law 47 Chapter 5: Knowing the Fair Housing Laws for Selling Real Estate 67 Part 3: It’s All Mine: Owning and Transferring Real Estate 81 Chapter 6: Owning It: Estates and Interests 83 Chapter 7: Understanding Forms of Real Estate Ownership 95 Chapter 8: Knowing the Limitations on Real Estate Ownership 107 Chapter 9: Transferring Ownership: Deeds and Title Closing 129 Chapter 10: Giving Up or Losing Property 155 Part 4: A House Is Made of Lots of Paper: Legal and Physical Issues 165 Chapter 11: Contracts 101 167 Chapter 12: Leasing Property 181 Chapter 13: Dealing with Environmental Government Regulations and Issues 193 Part 5: You Want How Much? Valuation and Financing of Real Estate 207 Chapter 14: Appraising Property 209 Chapter 15: Finding the Money: Mortgages 235 Chapter 16: It’s So Taxing: Real Estate Assessment and Taxes 263 Chapter 17: Investing in Real Estate 279 Chapter 18: All in the Numbers: Real Estate Mathematics 299 Part 6: You’re Ready: Taking Practice Exams 323 Chapter 19: Practice Exam One 325 Chapter 20: Answers and Explanations to Practice Exam One 337 Chapter 21: Practice Exam Two 349 Chapter 22: Answers and Explanations to Practice Exam Two 361 Chapter 23: Practice Exam Three 373 Chapter 24: Answers and Explanations to Practice Exam Three 385 Chapter 25: Practice Exam Four 399 Chapter 26: Answers and Explanations to Practice Exam Four 411 Part 7: The Part of Tens 425 Chapter 27: Ten Things to Find Out from Your State’s Real Estate Law 427 Chapter 28: Ten Tips to Help You Succeed on the Exam 433 Appendix: Glossary 439 Index 459

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Book SynopsisDesign and build online courses that you will deploy with joy Need to create a course for your learners and don't know where to begin? Creating eCourses For Dummies will guide you through the process of creating engaging content around objectives and a solid instructional plan. In this book, you'll find a feasible plan for designing and creating a course in a short time period, while leveraging technology, community building (if desired), accessibility, and engagement. Creating eCourses For Dummies encourages you to follow along chapter by chapter, creating a course as you go. Make the transition to online teaching and create a course quickly, step by stepChoose the technology platforms that work best for you, or make the most of the ones you're required to useLeverage existing content and content from other resources to build your courseTailor your content to your audience and cater to different learning preferences and stylesThis is an excellent Dummies guide for new and veteran teac

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Book SynopsisSmall on-the-job changes you can make to identify your strengths, prevent burnout, and maintain your passion for being an educator Small Habits Create Big Change is a valuable collection of micro-habitssmall, science-backed adjustmentsthat educators can use to reclaim their mental health and their love for their jobs. This book helps you identify your unique personality type, so you can find the hacks and tweaks that will actually work as you strive to manage stress and reignite your passion for working with students. Many educators feel overwhelmed, frustrated, and on the verge of burnout, but it''s never too late to turn things around. Best of all, psychologist Rebecca Branstetter gives you solutions that you can use while you work, so you don''t have to sacrifice your already-scarce downtime. Large-scale approaches to preventing educator burnout often fail to consider an important facteducators are individuals, and no one-size-fits-all solution will really fit

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Book SynopsisDemonstrate your Data Science skills by earning the brand-new CompTIA DataX credential In CompTIA DataX Study Guide: Exam DY0-001, data scientist and analytics professor, Fred Nwanganga, delivers a practical, hands-on guide to establishing your credentials as a data science practitioner and succeeding on the CompTIA DataX certification exam. In this book, you''ll explore all the domains covered by the new credential, which include key concepts in mathematics and statistics; techniques for modeling, analysis and evaluating outcomes; foundations of machine learning; data science operations and processes; and specialized applications of data science. This up-to-date Study Guide walks you through the new, advanced-level data science certification offered by CompTIA and includes hundreds of practice questions and electronic flashcards that help you to retain and remember the knowledge you need to succeed on the exam and at your next (or current) professional da

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Book SynopsisIn Overcoming Religious Illiteracy, Harvard professor and Phillips Academy teacher Diane L. Moore argues that though the United States is one of the most religiously diverse nations in the world, the vast majority of citizens are woefully ignorant about religion itself and the basic tenets of the world's major religious traditions.Trade Review'Moore's new book is a vitally important contribution to the growing international literature on educating the public especially the young about religions. At a time when learning about religion is being debated in Asian, African and Middle Eastern countries and when international bodies such as UNESCO, the Council of Europe and the Office for Security and Cooperation in Europe are giving close attention to teaching and learning about religions, Moore's important book will attract much attention internationally.' - Robert Jackson, DLitt Director, Warwick Religions and Education Research Unit, Institute of Education, University of Warwick and Editor of the British Journal of Religious Education Moore has brought insight, clarity, common sense, and long experience to one of the most important and contentious issues of our day-the question of religion in the public schools. Religious literacy goes to the heart of the purpose of education in a democracy that can no longer afford to remain uneducated about the world's religions. This book is a must-read for teachers, school administrators, parents, and every citizen concerned with the quality of American education.' - Diana L. Eck, Professor of Comparative Religion and Indian Studies and Director of The Pluralism Project, Harvard University 'Moore's lucid, thoughtful book wrestles with a fundamental educational question-what should we teach our children? She argues persuasively the critical importance of religious literacy for survival in the 21st century and goes deeply into the contentious debates around the teaching of religion in public schools. Moore convinces that we keep the teaching of world religions out of our schools at our own peril. Read it, debate it, act on it.' Steve Seidel, Bauman and Bryant Chair in Arts and Education, Graduate School of Education, and Director of Project Zero, Harvard University 'In a world fraught with religious and cultural conflicts, Moore models how to teach about religion respectfully as part of the goal of educating for democratic citizenship. What is unique about this book is that the author explores both the philosophy as well as the pedagogical challenges of using a cultural studies approach to teach about religion. This important book will be of interest to educators and any citizen concerned about our country's religious illiteracy.' - Marya R. Levenson, Professor of the Practice in Education and the Harry S. Levitan Director of the Education Program, Brandeis University "Overcoming Religious Illiteracy is unique. Moore not only persuades us about why we ought to teach about religion in our public schools, but she also tells us how to do it-practically, sensitively, and effectively." - James W. Fraser, Professor, Steinhardt School of Culture, Education, and Human Development, New York University 'Religious illiteracy in our country and in the world is rampant. Ignorance of the faith and cultural practices of others is the source of great misunderstanding and suffering. Moore's book proposes an inquiry-based approach for American public schools that opens the door to religious discussion and reflection in an atmosphere of respect and cultural awareness. This book is pioneering. It offers a strong base of theory and concrete foundations for practice to bring a new dimension to teaching about diversity.' - Renee Cherow-O'Leary, Assistant Professor of English Education, Teachers College, Columbia University "In recent years religion has become a dominant feature of global politics and American public life. Today active participation as informed citizens in our multicultural society demands knowledge of the world's religious traditions. Moore's Overcoming Religious Illiteracy offers a template for achieving that goal. It should be required reading for all secondary school educators.' - Donald K. Swearer, Director of the Center for the Study of World Religions and Distinguished Visiting Professor of Buddhist Studies, Harvard Divinity School 'Moore convincingly argues that religion should be taught in public schools by giving both solid theoretical reasons and productive examples of how to do so practically. I am sure this fascinating study will enrich the debate not only in academic circles but in public discourse as well. This is a remarkable and innovative book that should be widely read by Americans and Europeans alike.' - Wolfram Weisse, Professor of Religious Education, University of Hamburg and Director of the Centre for World Religions in Dialogue "In a world marked by the inability of societies to engage with religious difference, the need to combat religious and cultural illiteracy has become urgent. Diane Moore presents a strong and convincing case for the inclusion of the study of religion as a cultural phenomenon in the curricula of schools and, indeed, for a liberal arts college education. She persuasively demonstrates the destabilizing consequences of religious illiteracy for the proper functioning of democratic societies. A must read for anyone concerned with the crucial role of education in fostering healthy multiracial, multicultural and multireligious societies." - Ali S. Asani, Professor of the Practice of Indo-Muslim Languages and Cultures, Harvard University "Overcoming Religious Illiteracy is a must read for those concerned with the future of public education in a multi-religious society. Moore offers thoughtful suggestions for educators preparing to tackle this difficult subject.' - Adam Strom, Director of Research and Development, Facing History and Ourselves 'Teachers everywhere should welcome Overcoming Religious Illiteracy. Finally here is a text that gives instructors the perspective and tools they need to teach about religion in a way that avoids the shrill stereotypes, over simplistic assumptions, and unexamined sectarianism that too often beleaguers this topic. Moore links theory with practice, offering educators both methodologies and resources to teach responsibly and creatively about religion.' - Susan McCaslin, Instructor in Philosophy and Religious Studies and Associate Dean of Faculty, Phillips Academy 'Moore's well-written and very readable book, Overcoming Religious Illiteracy, is important for two reasons. It is a cogent guide for any district, school or teacher looking to integrate the study or discussion of religion into the curriculum and it outlines clear steps for making any class a learning-centered, inquiry based experience where students participate fully in the teaching and learning process.' - Charles Skidmore, Principal, Arlington High School 'Concerned by the detrimental consequences of religious illiteracy and the divisive nature of the culture wars, Moore appeals to teachers in particular for change. She argues that teachers should be 'treated as professionals, supported as scholars, recognized as moral agents, and given voice as public intellectuals.' An award winning educator, Moore offers teaching models for constructing learning communities to stimulate student-centered inquiry about religions while remaining respectful of religious beliefs. How refreshing! This is a book of fundamental importance to those interested in educational reform.' Heidi Roupp, World History teacher and founding member of the World History Association "Moore takes her readers seriously, as she does her students, and challenges us to debate the purpose of education, especially vis-à-vis democracy and the possibilities inherent in talking to each other across differences. Her contributions to this conversation are based on years of classroom teaching as well as scholarship, but she ultimately defies stale scholarly logic: she deftly bridges the chasm between theory and practice, and she dares express an optimism so profound that it is a form of resistance in itself." -Shipley Robertson Salewski, Teacher, 8th Grade English, KIPP Summit Academy 'Moore's in-depth case studies provide teachers with what is often the missing element in substantial theoretical work-how to transfer the intellectual concepts they find compelling into the classroom. Moore does so in a way that will have impact for both teachers and students.' - Clare R. Sisisky, Director and Teacher, Center for the Humanities, Henrico County Public Schools

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Book SynopsisA delicious and nutritious alphabet soup for brain aficionados. How to Explain a Brain serves a generous portion of savory topics for the hearty neural appetite. From amygdala to emotion, from hippocampus to memory, from neurotransmitter to serotonin, the brain is explained as skillfully as one simmers a sumptuous stock.Robin Fogarty, President Robin Fogarty & Associates Unlock the mysteries of the brain with the help of this jargon-free guide! Noted author Robert Sylwester offers educators and general readers his own definitions for terms used in the cognitive neurosciences. This unique look into the marvelous brain uses language and descriptions that are accessible to readers, even those with just a limited understanding of biology. Discover how our brain is organized and develops, and how educators can use this emerging understanding of cognition to enhance student learning and the school enviTrade Review"A delicious and nutritious alphabet soup for brain aficionados. How to Explain a Brain serves a generous portion of savory topics for the hearty neural appetite. From amygdala to emotion, from hippocampus to memory, from neurotransmitter to serotonin, the brain is explained as skillfully as one simmers a sumptuous stock." -- Robin Fogarty, President"Robert Sylwester does a masterful job presenting a simple but elegant picture of the landscape of the brain and related cognitive processes in clear and direct prose." -- PsycCRITIQUES, November 2005Table of ContentsList of Entries Preface About the Author Standard Hierarchy of Brain Areas Schematic Illustrations Alphabetized Entries Bibliography and Resources Index

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Book SynopsisThe content is crucial for classroom teachers who want to help children learn to their maximum potential.Deborah Alexander-Davis, Educational ConsultantTeachers will benefit greatly from Jensen's knowledge and understanding of many complex topics.Beverly Ginther, Staff Development CoordinatorMinnetonka Public Schools, MNEmpower students' learning with core teaching principles and brain-friendly strategies!New educational ideas, theories, and trends materialize every year, but what core principles actually dictate student success, and which strategies reliably create lasting learning? In this invaluable resource, noted brain expert Eric Jensen shows educators how they can achieve consistent, positive learning outcomes using powerful brain-compatible teaching methods. Based on exacting criteria, these methods comprise the physical, social, environmental, and neurological factors that influence learning. This readerTrade Review“The content is crucial for classroom teachers who want to help children learn to their maximum potential.” -- Deborah Alexander-Davis, Educational Consultant“Teachers will benefit greatly from Jensen′s knowledge and understanding of many complex topics.” -- Beverly Ginther, Staff Development Coordinator“This book deals with a stimulating topic for educators and is simple to understand.” -- Lori Grossman, Instructional CoordinatorTable of ContentsPreface About the Author Introduction Strategy Number 1. Body and Emotional Connections Made Body-Mind Emotional Engagement Five Key Emotional States Safety Vesting Connection Alertness Hope Strategy Number 2. Feedback and Error Correction The Importance of Feedback A Case for Feedback Styles Using Feedback Types What Makes Feedback Work So Well? Feedback Should Be Reliable Strategy Number 3. Input-to-Output Ratio Who′s Doing the Learning? The Truth About Time in Learning Mastery of Material Through Time The Brain′s Perspective on Learning Working Memory Consolidating the Learning Hippocampus Overload Cortical Limitations How Does the Need for Time Translate Into the School Day? The Importance of Rest Time Strategy Number 4. Elaboration for Depth What Is Elaboration? Preparation for Elaborative Learning Elaboration Categories The "How-to" of Elaboration Five Elaboration Strategies Elaboration Alternatives Strategy Number 5. Recall and Memory Management What Makes Purposeful Memory Encoding So Good? Seven Approaches for Repetition to Get Memories Encoded Pre-exposure Priming Prior Knowledge Activation Post-viewing Guided Practice Revision With Links Strategy Number 6. Content Coherence What Is Coherence? Texts With Coherence Teaching for Coherence Increasing Key Structural Knowledge Experiential Learning Semantic Support The Use of Models S-U-P-E-D Up Learning Sleeping on It Strategy Number 7. Environmental Management The Four Environmental Domains Physical Environments How Do Environments Affect Us? Indoor Air Quality Acoustic Quality Classroon Lighting Classroom Temperature The Social Environment Social Influences on Our Brains, Bodies, and Lives Positive Social Structures Work Miracles Independent Learners Classroom Dialogues to Build Social Structures Social Status Strategies in Motion Academic Climate Management The Five Success Factors Celebrate and Affirm the Learning Life-Path Guidance The Use of Traditions Instructional Variety Student Asset Building Managing the Cultural Environment The Culture of "Success" Is All About Achievement The Counterculture of Success Is That of Disengagement From the System The School Culture of Character Values Such as Responsibility, Honesty, and Fairness The Counterculture to Character Is Rebellion The Culture of Being Respected and Being Somebody The Counterculture Exists Where Students Disrespect Others Building Positive Cultures Epilogue Bibliography Index

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Book SynopsisRobyn Jackson has helped thousands of administrators stop wasting time and energy on flawed leadership approaches that succeed only with the right staff, students, parents, budget, and boss. As they have discovered, it's possible to transform your school with the people and resources you already have. The secret? Stop leading and start building!

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Book Synopsis

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Book Synopsis

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

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