Industrial or vocational training Books

Book SynopsisBuild teams that move mountains! Activity participants enjoy a simulated mountain adventure. In thisimaginary setting, they must arrive at consensus in order tosucceed, and they experience the magic of group power: synergy.Participants face fatigue, dehydration, an avalanche, and more.First, they make decisions on their own. Then, joining the group,they compare answers and attempt to agree on the best course ofaction. Participants will: * Listen closely to coworkers * Recognize the benefits of soliciting opinions * Understand the power of synergy . . . and much more! The leader and participants will have a perfect opportunity toexamine the impact of their interpersonal behaviors on one another,on the group''s effectiveness, and on the outcome of theiradventure. Every step in preparation, facilitation, and follow-upis carefully detailed in the Leader''s Manual. The Activity containsthe engaging simulation--every participant will need a copy. Table of ContentsStranded in the Himalayas 1 The Situtation 1 Your Task 2 Guideliness for Reaching Consensus 7 Group’s Task 8 Answers and Rationale 9

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Book SynopsisIn this exciting activity, participants face a simulated jungle survival. They must reach agreement in this imaginary setting in order to succeed, and they learn why consensus produces the best decisions. You are a volunteer on an expedition to South America to study the tropical flora. Your base camp is a small village near the river city of Manaus, Brazil. Today is a free day and you and a few other expedition members have decided to visit, unannounced, a mutual friend who is working as a medical assistant in a remote village in the Amazon. Because there is no road, you hire a small plane to fly you over the rain forest jungle to reach your destination and return. Before you left the airport in Manaus, the pilot filed details of your flight plan with local authorities, as required. The plane took off as soon as the rain had stopped early this morning....excerpted from Adventure in the Amazon When the plane makes an emergency landing in the jungle, participants need to decTable of ContentsAdventure in the Amazon. The Situation. Your Task. Guidelines for Reaching Consensus. Group's Task. Answers and Rationale.

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Book SynopsisPractical Exercises + Active Theory = TEAM SUCCESS!Some books showyou how to structure experiential learning. Other books give you ashowcase of experiential initiatives. Few books have effectivelycombined experiential theory and practice. Until now! Ed Roseassembles a framework for learning-by-doing; then he gives youactive, practical exercises you''ll use right away.In the past,you''ve had to struggle to encourage active participation. First,you stumbled through developing your own training design. Then youwaded through game books to find one with suitably dynamic,practical exercises. Now everything you need is in a single source.An active framework complemented by active initiatives -- 50 Waysto Teach Your Learner has everything you need!Rose enables youto: * Evaluate team-development needs * Build an environment of trust and recognition * Encourage adaptability and readiness for change * Use simple and inexpensive props with maximum effect * Conduct successful poTrade Review"Get off your seat and get active! Use these low-risk, low-costactivities to energize, excite, and build your team." --Sivasailam"Thiagi" Thiagarajan, editor, Thiagi GameLetter; president,Workshops by Thiagi "Battling for the attention of the adult learner is a war that[Rose] knows how to win. Between the covers of this book there aremore than fifty things to be learned and experienced. Read, share,and celebrate." --Ray Green, CEO, Paradigm Learning "I was simply blown away by the usefulness of this book inproviding a pathway to building effective teams. 50 Ways To TeachYour Learner is an absolute must-buy for anyone dealing with theissues of teams." --Harvey Robbins, coauthor, Why Teams Don'tWork "Another home run for Ed Rose. This book is a fresh presentation ofgenuinely useful team development activities." --Tim Rumsey,president, Dynamic Learning; author, Not Just Games: UsingExperiential Learning to Drive Business ResultsTable of ContentsForewordPrefaceAcknowledgmentsAbout the Authors Part One: How to Use the Initiatives Chapter One: Introduction to Experiential Learning Chapter Two: Techniques for Facilitating ExperientialLearning Chapter Three: How to Use Initiatives Part Two: The Initiatives Adaptable: Initiatives that highlight communication, planning, andgroup dynamics Trustworthy: Initiatives that highlight trust and mutualrespect Resourceful: Initiatives that highlight creativity, innovation,paradigms, breakthrough thinking, and problem solving Optimistic: Initiatives that highlight moving beyond perceivedlimits, challenging biases, managing conflict, andbenchmarking Considerate: Initiatives that highlight creativity, valuingdiversity, cooperation, and collaboration Debrief and Warm Up: Initiatives that prepare participants forupcoming events AppAndix

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Book SynopsisTable of Contents12 experiential learning activities. 3-4 instruments. 10-12 papers (per volume).

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Book SynopsisTwo training legends offer you a definitive team sourcebook! The world''s two best-known team-building facilitators bring youover thirty-five cutting-edge activities. You''ll turn to thistreasury of hassle-free, sure-fire games, exercises, andsimulations time and time again. In keeping with the tradition of continuous learning aboutteamwork, Thiagi and Parker have hit a home run. Teamwork andTeamplay is a must-have for every training bookshelf. --Harvey A. Robbins, co-author, Why Teams Don''t Work I can think of forty reasons to buy this book: thirty-eight gamesand activities, each a gem--plus two of the best writers in thetraining business. I am truly impressed at how well each activityis designed and how easy the rules are to understand. --Steve Sugar, author, Games That Teach; president, The GameGroup The game formats are varied: some short, some long; someicebreakers, some closers; and much more! A game selection matrixenables you to findTrade Review"In keeping with the tradition of continuous learning aboutteamwork, Thiagi and Parker have hit a home run. Teamwork andTeamplay is a must-have for every training bookshelf." --Harvey A.Robbins, co-author, Why Teams Don't Work "I can think of forty reasons to buy this book: thirty-eight gamesand activities, each a gem -- plus two of the best writers in thetraining business. I am truly impressed at how well each activityis designed and how easy the rules are to understand." --SteveSugar, author, Games That Teach; president, The Game Group "This book performs the real service of helping neophytes andexperts alike to explore the factors that influence teameffectiveness. Practitioners will use these games and activities topropel teams to peak performance." --Danny Langdon, president,Performance International; co-editor, Intervention Resource GuideTable of ContentsIntroduction. About the Authors. Balloonatics: A Not-So-Serious Assessment Activity. Boxed In: An Opening Activity. Building Bridges: Creating Effective StakeholderRelationships. Censorship: Exploring Cooperation and Competition. Controversy: Discussing Sensitive Topics. Defining Moment: An Ethical Decision-Making Activity. Escape from Gilligan's Island: A Conensus-Building Exercise. ET: Exploring Characteristics of Effective Teams. Free Cash: A Cash Game to Explore Trust. Help!: A Quick Simulation Activity. How Do You Like Your Recognition? A Self-Assessment. Metcalfe: A Large Group Team-Building Activity. Our Team: Learning the Stages of Team Development. Quotes from Experts: An Inter-Team Contest. Real Virtual: A Simulation Game. SDLT: A Self-Directed Learning Team Activity. Situation Analysis: A Problem-Solving Activity. Sleepless in Seattle: An Inter-Goup Team Game. Slogans: An Intact Team Icebreaker. Stages: Reviewing the Team-Development Process. Team Bingo: An Educational Activity. Team Contest: An Idea-Generation Challenge. Team Game Show: A Competitive Activity. Team Hats: A Closing Activity. Team Leader: Identifying Desirable Characteristics ofLeaders. Team Norms: Exploring Relationships Among Groud Rules. Team Quotes: An Introductory Activity. Team Rewards: A Consesus Activity. Team Values: Clarifying Application Opportunities. The Values Continuum: A Team-Assessment Tool. Two-Hour Team Building: A Quick and Effective Intervention. What's My Line?: A Role-Clarification Activity. The Wine List: An Introductory Activity. Words to Team By: A Different Kind of Assessment Tool. Your Blank Team: An Assessment Activity. Your Tarot Team: A Quick Team Assessment. Zero Sum?: A Cross-Team Collaboration Game. Topical Index of Games and Activities. Activities and Games: Primary Use. Activities and Games: Time and Participants.

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Book SynopsisHow do you openly work with a poor team player? Positively handle a negative attitude? Objectively deal with a bad judgment? Sensitively criticize your boss (and keep your job)? And, how do you praise others to capitalize on your team''s strengths? The Feedback Planner--a powerful and professional coaching tool shared in this guidebook--shows you how. Now you can offer ideas for improvement and build your working relationships through successful communication!Table of ContentsIntroduction. Needing A Feedback Planner. Stage 1: Describe Current Behaviors. Stage 2: Identify Situations. Stage 3: Describe Impacts and Consequences. Stage 4: Identify Alternative Behaviors. Understanding The Feedback Planner. Using The Feedback Planner. Refining The Feedback Planner With Style. Summary. Appendix A. Feedback Planner Templates. Appendix B. Reproducible Forms.

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Book SynopsisGet new employees up to speed quickly.

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Book SynopsisManagers and supervisors need to sharpen their coaching skills if they want their employees to achieve high performance. This guidebook details what those in charge can do to develop their staff and help them meet, and even exceed, organizational expectations.Table of ContentsIntroduction. The Big Picture. Monitor Employee Performance. Diagnose Performance Improvement Requirements. Determine Ways To Improve The Situation. Share Constructive Feedback. Create The Right Environment. Summary. Appendix: Reproducible Forms and Worksheets.

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Book SynopsisTrade Review"With his signature candor and penetrating analysis, Anthony C. Thompson contemplates a sea change in legal education. Thompson rightly demands that law school must prepare lawyers to lead. And his book goes one step further, offering a clear and compelling roadmap for reimagining the training of lawyers as leaders, and for the development of lawyer leaders who are accountable not only to their clients, but to their communities." -- Sherrilyn Ifill * President and Director-Counsel of the NAACP Legal Defense Fund *"In this very important and original book, Anthony C. Thompson offers specific lessons focusing on what should be done differently so that law schools can effectively teach leadership skills. Beautifully written and comprehensively researched, Dangerous Leaders provides readers with excellent case studies as effective teaching and learning tools. This original book should be required reading for lawyers, law students, and legal educators." -- Erwin Chemerinsky, Dean, University of California * Berkeley School of Law *"The legal profession is a noble one with the ability to positively or adversely impact our society. This important book thoroughly dissects the implications of that power and enlightens us about the importance of training lawyers to be honorable public citizens. Professor Thompson's work is a compelling exploration of the role that training lawyers as civic-minded custodians of the rule of law can play in impacting the public good." * Congressman Hakeem Jeffries *Table of ContentsContents and AbstractsIntroduction: A New Vision of Leadership for Lawyers chapter abstractAn increasingly uncertain and globalized world demands that lawyers be leaders, yet legal education has failed to prepare lawyers for that responsibility. Consequently, lawyers have made decisions that corrupt organizations and structures, ultimately making them "dangerous leaders." The chapter introduces a new framework called intersectional leadership that will allow leaders to navigate the current complex and unpredictable society. This model has five key components: (1) develop and rely on a team that brings dissimilar experiences to the leader; (2) learn from unlikely sources; (3) collaborate for the greater good, not the leader's incentives; (4) be suspicious of consensus; and (5) have moral courage. 1Piloting the Boat by Looking at the Wake: Leadership Challenges for the Legal Profession chapter abstractThe chapter explores how existing theories of leadership overlap and differ from an intersectional leadership model. The intersectional model is distinct in that it does not assume leadership as hierarchical; rather, it recognizes that leaders should be collaborative and situated at nodes of various networks. This chapter details how each of the five dimensions of intersectional leadership enables the lawyer-leader to assume a broader enterprise function and to expand beyond technical skills taught in law school. It posits that in order for a lawyer to advise his or her client effectively, he or she must rely on truly diverse, and at times competing, perspectives not limited to his or her technical expertise. The chapter concludes by examining how the 2008 financial crisis necessitates a more creative and proactive model of leadership to deal with the demands of a volatile, uncertain, complex, and ambiguous global climate. 2Is There an Echo in Here? Diversity, Tension, and Accountability in the Leadership Team chapter abstractThis chapter uses two case studies to illustrate how failure to construct diverse leadership teams creates blind spots in judgment that can lead to corrupt practices. The first details how Governor Chris Christie created a culture of insularity within his administration and enabled his officials to retaliate against a town that refused to support Christie's bid for reelection. The second case explains how Assistant U.S. Attorney Jim Letten turned a blind eye to his top trusted officials' misconduct and compromised his investigation and ultimately the administration of justice. The chapter identifies takeaways regarding the risks of insularity and outlines concrete steps that law schools and educators can take to foster more diverse and critical lawyer-leadership teams. 3"A Fish Rots from the Head Down": Leadership Failures Behind Closed Doors chapter abstractThis chapter argues that lawyer-leaders must develop practices to ensure integrity in conduct carried out behind closed doors, showing the risks through two examples from the criminal justice system. In each example, prosecutors, although mandated to serve as ministers of justice, permitted their own biases to pollute the environment in which they led—and their behavior cast a wide shadow. Others within an organization look to the leader for guidance on behavior and values; if ugly behavior occurs at the top, it will likely spread across the ranks. When the lawyer-leader sinks to base behavior, this not only drags others down to that level but actually threatens the integrity of the legal system at large. The chapter details several cases in which evidence of racial motivations for striking jurors was used to successfully challenge capital punishment, highlighting the importance of continual integrity and transparency. 4Getting the Balance Right: Personal Ambition vs. the Greater Good chapter abstractThis chapter calls for a framework to help lawyer-leaders make decisions when personal interests and greater goals are in tension. It argues that ethics are foundational to a good legal education, particularly given how many lawyers seek elected office. The chapter outlines two instances where public decisions collided with personal ambition. First, Justice French of the Ohio Supreme Court was running for reelection when she ruled in favor of imposing the death sentence without acknowledging her political ambitions of maintaining a conservative court. Second, when then-governor Bill Clinton was running for president and was criticized for being soft on crime, he refused to grant clemency to a man on death row with a severe mental disability. The chapter concludes that lawyer-leaders must not only be transparent when the greater good conflicts with their personal interests but also must subordinate personal goals in service of the public good. 5If You See Something, Say Something: Leadership Responsibility and Systemic Failures chapter abstractThis chapter explores the role of lawyer-leaders who may not have an explicit role to monitor breaches of public trust but witness ethically ambiguous conduct. By way of example, the chapter details how Enron's outside counsel failed to take their concerns to Enron's executives about the shell companies that ultimately concealed Enron's fraud. The chapter also details how the obvious judicial misconduct of Judge Ciavarella in juvenile court went unreported for six years, despite many prosecutors, public defenders, court officers, and police witnessing his tactics to send kids to his private detention center. The chapter concludes by arguing that lawyer-leaders must be morally attuned to the entire ecosystem within which they operate and sustain difficult conversations to ensure the integrity of the enterprise. 6"Keeping Your Head on a Swivel": Maintaining Multiple Vantage Points chapter abstractThis chapter explores the challenges that emerge when conflicts are essentially baked into the lawyer's role, and the dangers that result when lawyer-leaders fail to balance their competing demands. Focusing on the role of general counsel, this chapter examines how lawyers have historically served two principal functions: guiding the business through its strategic priorities and ensuring compliance with the law at all times. As the general counsel role has evolved, the obligations have become increasingly multifaceted and involve greater complexity and tension than previously. The author uses the examples of two specific general counsels, from Hewlett-Packard and Wells Fargo, whose choices to favor one role over competing roles and to ignore the position's broad mandate damaged the interests they were assigned to protect. The chapter concludes by arguing that lawyers must hold multiple perspectives simultaneously or risk threatening the integrity of the system that they safeguard. 7What Got You Here Won't Get You There: Pulling Together the Leadership Lessons for Lawyers chapter abstractThis chapter debunks the view that lawyers need only rely on their technical expertise to lead. Instead, the chapter argues that lawyer-leaders will need to operate as intersectional leaders embracing the five key leadership attributes that are foundational to the intersectional lawyer-leader. This chapter pulls together the leadership lessons gleaned from the examples in the previous chapters to argue that more is required of today's lawyer-leader than business as usual. The author argues that the intersectional leader must be able to connect people and networks in the service of a common good and shared goal. The chapter also explains that effective lawyer-leaders will need to tap into and hone a set of key skills and attributes that enable them to be emotionally intelligent, cognitively competent, culturally competent, and broadly connected. 8Reducing the Danger Ahead: Teaching Lawyers Leadership chapter abstractThis chapter argues that exposing law students to intersectional leadership education is an important first step toward reducing the danger posed by ill-prepared lawyer-leaders. The chapter contends that if law schools seriously intend to prepare the next generation of leaders, they must recognize and embrace the duty to start this process of learning by exposing law students to leadership concepts and lessons through their pedagogy and substantive discussions. Similarly, practicing lawyers who currently function as leaders or have ambitions to such roles will also need to train for this new form of leadership. The chapter urges law schools to provide leadership learning opportunities for students in dedicated courses as well as traditional courses. The chapter suggests that intersectional leadership is a place to start. Conclusion chapter abstractConsidering the 2016 U.S. presidential election and the Brexit movement in the United Kingdom, and the particular populist leaders they have ushered in, this chapter challenges the notion that appeals to nativism, xenophobia, and division are examples of genuine leadership. The author insists that there are three fundamental components to effective leadership. First, the leader must unite people who may have previously disagreed with the leader. Second, a leader must inspire those whom he or she leads, meaning the entire enterprise, its stakeholders, and its clients. Finally, once the leader has united the organization, enterprise, or country, he or she must move it toward a shared vision of a greater good. Given the decentralized nature of governing and complexity of issues the next generation of lawyer-leaders will face, law schools must teach them intersectional leadership to prepare them for the world that is unfolding.

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Book SynopsisRice University, one of America’s preeminent institutions of higher education, grew out of the vision, direction, and leadership of one man: Edgar Odell Lovett (1871-1957). University Builder is the fascinating story of this extraordinary educator and the unique school he created.

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Book SynopsisThousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs.

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Book SynopsisThousands of teachers have entered prisons, many teaching writing or relying on writing practices when teaching other subjects. Yet these teachers have few pedagogical resources. This groundbreaking collection of essays provides such a resource and establishes a framework upon which to develop prison writing programs.

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Book SynopsisThis review of the furious debate in America over school choice examines the benefits of choice for children, families, and schools - and shows how properly designed choice programs can prevent the harmful outcomes opponents fear.

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Book SynopsisThis activity poses twelve situations that someone lost in a wilderness might encounter----snakes, bears, an early snow, and other potentially life--threatening scenarios. Your team members make individual, then group decisions about how to survive each situation. These decisions are then compared with those provided by expert naturalists.Table of ContentsWhen to Use Wilderness Survival. Administration of Wilderness Survival. Answers and Rationale. Material for Discussion.

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Book SynopsisDevelop standard-setting customer service! Based on the best-selling book Fabled Service by BetsySanders! This program will help you develop exceptional customer servicethat puts your organization above your competition. InspiringFabled Service helps you assess your needs and select activities toimprove weak areas in your current customer service. Teach others vital customer service skills, such as how to: * Positively represent the organization * Satisfy customers so they will buy the product or service * Encourage customers to return * Understand what motivates people and initiates action * Solve problems immediately and effectively... and more! Simply written, this program includes all necessary materials tocreate results-oriented, customized customer service training. ATrainer''s Guide includes specific direction for administering theCustomer Service Survey, which assesses individual strengths andweaknesses in three learning aTable of ContentsA Message to the ParticipantCustomer Service SurveyParticipantMaterials for Activities Commitment: To Make Service Everything Your Company Is andDoes Commitment: To Be of Service in All That You Do Commitment: To Act on the Belief That You Are in Business to ServeCustomers Commitment: To Serve Those Who Serve the Customer Commitment: To Design Every Part of Your Business With Service Asthe Desired Outcome Commitment: To Be in Business to Serve Society Commitment: To Create and Sustain the Vision

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Book Synopsis

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Book SynopsisThis second and final volume of the US Study of Education in Japan provides ten articles on a wide variety of topics.

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Book SynopsisNHS support workers, such as nursing Healthcare Assistants, Maternity Support Workers, and Therapy Assistants, often provide the majority of face-to-face care to patients, clients and their families. This accessible guide explores the issues underpinning their recruitment, training, management, development and progression.NHS support workers comprise four out of ten of the clinical workforce, yet despite their importance they have long faced barriers that mean they are not able to fully realise their potential. This is the first book to take a comprehensive look at this workforce, its history, the policy that shapes its recruitment, management and deployment, and explains clearly how their capacity and capability can be safely and effectively enhanced. Structured around the employment cycle, this text covers the introduction of Technical Levels, career changes, apprenticeships, recruitment and selection, informal learning, learning cultures, widening participation, supervision and functional skills. Providing practical, evidence-based guidance and including illustrative case studies, it suggests a range of interventions to overcome the long-standing barriers to the effective development and deployment of healthcare support workers.Drawing on the latest research, and practice, including the authorâs own experience, this book is an important resource for all those educating, managing or recruiting unregistered healthcare practitioners. It will also provide invaluable guidance to healthcare support workers interested in progressing their careers.Table of ContentsIntroduction, The basics: Understanding education levels and credits, 1. Setting the scene, 2. Missed opportunities? The current position of NHS support workers, Part I: Get ready, 3. Engaging with local employment and skills systems, Part II: Get in, 4. On-boarding: Recruitment, selection, induction and initial training of support workers, Part III: Get on, 5. The best you can be: Unleashing potential through in-work development and good people management, 6. Regulation, delegation and supervision, Part IV: Go further, 7. Widening participation into healthcare degrees and degree apprenticeships, 8. What next for NHS support workers?

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Book SynopsisWith contributions from some of the leading thinkers in business school education, this book explores the impact and purpose of the business school, and addresses some of the most important questions facing management education today.The diverse perspectives brought together by the EFMD in this volume examine a number of common questions, themes and challenges. These include: whether business schools should be viewed as schools of management, given the complexity of the business environment; what is the positive impact of business school research, and the balance of relevant, practical impact and academic rigour; the strategic evolution of business schools and how they may evolve in a more purposeful direction; and why business school leaders compete strongly but are reluctant to collaborate, and how collaboration may encourage greater positive societal impact. With insightful commentary and illustrative case studies, this book serves as a landmark publication on the value anTable of Contents1. Perspectives on the Impact, Mission and Purpose of the Business School 2. Positive Impact: An Important Role for Business School Leadership in a Changing, Precarious World 3. Business Schools should be Schools of Management: An Evolutionary Perspective 4. The Search for Meaning: BSIS and its Role in Promoting Business Schools’ Societal Impact 5. What Topics Should Business School Research Focus On? Insights from 123 Award-winning Responsible Research Projects 6. How Management Academics Have Locked Themselves in an Iron Cage 7. Open up the Business School! From Rigour and Relevance to Purpose, Responsibility and Quality 8. Building Back Better: Purpose-Driven Business Schools 9. Gross National Wellbeing: The Future of Work 10. Co-Creating Relevant Knowledge through Regional Virtual Collaboration: The Latin America Scholars Community Case 11. The Competition Fetish in Business Schools: Challenges and Responses 12. Contextualising Change with Social Network Analysis 13. Singapore Management University (SMU): Tracking the Strategy Evolution of a Start-up University 14. Striving for Meaningful Impact in and through Management Education: The IMD Perspective

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Book SynopsisIn this pioneering text, a constructivist approach guides users in learning how to teach in a constructivist manner. The book is based on the belief that it's more important for children to learn how to do science than it is for them to learn about science, and that teachers of elementary science do not need to know a great deal of science to teach it effectively, but rather need to be co-inquirers with their students. More than 170 process-oriented activities, organized by grade level, help practicing teachers encourage children to develop and perform their own investigations.Table of ContentsPart I: CONSTRUCTING THE ELEMENTARY SCIENCE PROGRAM. 1. The Science Education Imperative. 2. Science Education Today. 3. The Process of Science. 4. Constructivism in Elementary Science Education. 5. Inquiry. 6: Science Education for Students with Diverse Perspectives. 7: Science Education for Students with Learning Differences. 8. Assessment. 9. The Elementary Science Classroom. Part II: BEYOND THE SCIENCE CLASSROOM. 10. Reading, Writing, and Interdisciplinary Approaches. 11. Technology in Elementary Science Education. 12. Concept Mapping in Elementary Science. 13. The Elementary Science Education Professional.

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Book SynopsisScenario-Based e-Learning Scenario-Based e-Learning offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and how of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to: Identify the benefits of a SBeL design for learners and learning outcomes Determine when SBeL might be appropriate for your needs Identify specific outcomes of SBeL relevant to common organizational goals Classify specific instructional goals into one or more learning Table of ContentsForeword xiii Acknowledgments xvii Chapter 1: What is Scenario-based e-learning 1 Scenario-Based e-Learning: A First Look 2 What Do You think? 4 Scenario-Based e-Learning Defined 5 Scenario-Based vs. Directive Training Environments 7 What Scenario-Based e-Learning Is Not 10 Six Reasons to Consider Scenario-Based e-Learning Now 12 What Do You Think? Revisited 14 Coming Next 15 Additional Resources 15 Scenario-Based e-Learning and You: Why Now? 16 Chapter 2: When to Use Scenario-based e-learning 17 Consider Scenario-Based e-Learning for Strategic Tasks 18 What Do You Think? 18 Situations That Call for Scenario-Based e-Learning 19 Eight Scenario-Based Learning Domains 22 Scenario-Based Multimedia Interfaces 26 Meet the Scenario-Based e-Learning Samples 31 Coming Next 31 Additional Resources 31 Scenario-Based e-Learning and You: Your Scenario-Based e-Learning Opportunities 32 Chapter 3: Design of Scenario-based e-learning 35 Overview of a Scenario-Based e-Learning Design Model 35 Modes and Media in Scenario-Based e-Learning 42 Coming Next 44 Additional Resources 44 Scenario-Based e-Learning and You: Your Draft Design Model 45 Chapter 4: Defining Scenario Outcomes 47 Outcome Deliverables for Learning Domains 48 Assess the Complexity of your Outcome Responses 48 What Do You Think? 52 Translate Your Learning Objectives 53 Scenario Outcomes and Multimedia Interfaces 56 What Do You Think? Revisited 58 Coming Next 59 Additional Resource 59 Scenario-Based e-Learning and You: Translating Your Objectives 60 Chapter 5: Designing the Trigger Event and Case Data 63 What Do You Think? 64 Planning the Trigger Event 64 Defining Case Data 66 What Do You Think? Revisited 69 Coming Next 70 Scenario-Based e-Learning and You: Defining Your Trigger Event and Case Data 71 Chapter 6: Building Guidance in Scenario-based e-learning 73 What Do You Think 73 What Is Guidance? 75 Option 1: Fade Support from High to Low 77 Option 2: Move from Simple to Complex 79 Option 3: Consider Open vs. Closed Response Options 79 Option 4: Consider Interface/Navigation Design 80 Option 5: Add Training Wheels 81 Option 6: Incorporate Coaching and Advisors 82 Option 7: Embed Worksheets 83 Option 8: Adjust Feedback 84 Option 9: Make Learning Collaborative 85 What Do You Think? Revisited 85 Coming Next 86 Additional Resources 86 Scenario-Based e-Learning and You: Defining Guidance 87 Chapter 7: Putting the “L” in Scenario-based e-learning 89 What Do You Think? 89 Integrating Knowledge and Skill Resources 90 Tutorials 93 Reference 94 Examples 96 Instructors 97 What Do You Think? Revisited 98 Coming Next 99 Additional Resources 99 Scenario-Based e-Learning and You: Defining Instructional Resources 100 Chapter 8: Designing Feedback and Reflection 103 The Power of Feedback 103 Learning from Mistakes 104 Instructional vs. Intrinsic Feedback 104 What Do You Think? 105 Feedback in a Nutshell 106 Feedback and Reflection in Learning Domains 109 What Do You Think? Revisited 115 Coming Next 116 Additional Resources 116 Scenario-Based e-Learning and You: Defining Feedback 117 Chapter 9: Evaluation of Scenario-based e-Learning 119 What Do You Think? 122 Focusing Your Evaluation 122 Back to the Basics: Test Reliability and Validity 126 Test Items for Scenario-Based e-Learning 126 Did I Pass the Test? 128 Testing with Online Scenarios 131 What Do You Think? Revisited 132 Coming Next 133 Additional Resources 133 Scenario-Based e-Learning and You: Planning Your Evaluation 134 Chapter 10: Does Scenario-based e-learning Work? 137 Does It Work? 137 Is It Efficient? 138 Does It Motivate? 138 What Features Make a Difference? 138 What Do You Think? 139 Limits of Research 139 Discovery Learning Does Not Work 140 Guided Discovery Can Have Learning Advantages over “Traditional” Instruction 141 Learner Scaffolding Is Essential for Success 143 Guided Discovery Can Be More Motivating Than “Traditional” Instruction 149 Feedback and Reflection Promote Learning 149 Visual Representations Should Be Congruent with Your Learning Goals 150 Can Scenario-Based e-Learning Accelerate Expertise? 151 Research on Scenario-Based e-Learning—The Bottom Line 153 What Do You Think? Revisited 154 Coming Next 155 Additional Resources 155 Scenario-Based e-Learning and You: Evidence-Based Decisions 156 Chapter 11: Eliciting Critical Thinking Skills for Scenario-based e-learning 157 What Is Knowledge Elicitation? 158 What Do You Think? 158 Three Approaches to Knowledge Elicitation 158 Which Elicitation Method Should You Use? 162 Types of Knowledge and Skill to Elicit 164 Incorporating Critical Thinking Skills into Your Lessons 168 Guidelines for Success 171 What Do You Think? Revisited 172 Coming Next 172 Additional Resources 173 Scenario-Based e-Learning and You: Eliciting Tacit Knowledge 174 Chapter 12: Implementing Scenario-based e-learning 177 What Do you Think? 178 Four Steps to Project Success 178 Step One: Present a Strong Business Case 178 Step Two: Plan Your Project 184 Step Three: Design Your Approach 187 Step Four: Develop Your First Scenario 188 What Do You Think? Revisited 190 Coming Next: Your Scenario-Based e-Learning Project 191 Additional Resources 191 Scenario-Based e-Learning and You: Planning Your Implementation 192 Appendix A: An Introduction to the Scenario-Based e-Learning Examples 197 Appendix B: Repeated Figures 207 Appendix C: Reliability and Validity for Learning Measures for Scenario-Based e-Learning 215 List of Figures and Tables 221 Glossary 225 References 229 About the Author 233 Index 235

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Book SynopsisLois Zachary and Lory Fischler created these five toolkits on crucial aspects of mentoring as quick references that mentors and mentees can use to refresh their understanding, prepare for mentoring sessions, grasp key concepts of the process, and improve their overall experiences and strengthen their mentoring relationships.

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Book SynopsisFresh, creative strategies guaranteed to enliven online training 101 Ways to Make Learning Active Beyond the Classroom provides proven, practical strategies, activities, and tips for those tasked with facilitating training in any subject area among alternative settings.Table of ContentsAcknowledgments ix Introduction: Getting the Most from This Resource xi 200 Tips to Make Training Active and Learning Successful 1 Top 10 Lists 2 1. 10 Tips for Successfully Implementing a Virtual Learning Platform 3 2. 10 Ideas to Create a Prewebinar Checklist 5 3. 10 Slides to Organize Your Virtual Learning 7 4. 10 Tips for Opening an Interactive Online Training Session 8 5. 10 Webinar Warm-Ups 9 6. 10 Ways to Engage Virtual Learners 10 7. 10 Tips for Using Annotation Tools 14 8. 10 Tips for Using Breakout Rooms in a Virtual Classroom 17 9. 10 Tips for Using QR Codes in Learning 18 10. 10 Polling Tips for Virtual Classrooms 20 11. 10 Phrases to Regain Virtual Participants’ Attention 22 12. 10 Tips for Using Twitter for Ongoing Learning 23 13. 10 Tips to Get Started with Games and Gamification 25 14. 10 Ways to Use Social Media Tools to Support Learning 27 15. 10 Tips to Be Successful with m-Learning 29 16. 10 Tips for Shooting a Video 31 17. 10 Tips for Virtual Coaching 35 18. 10 Tips for Virtual Teamwork 37 19. 10 Tips for Leaders as Teachers 39 20. 10 Tips and Options for Training in Virtual Reality Environments 40 ONLINE LEARNING 43 Online Openings 45 1. Picture Me 46 2. You Intro Me; I Intro You 48 3. Quote Me 50 4. Using Prezi to Build Community in the Virtual Classroom 53 5. Instagram Intros 55 Online Closings 57 6. Review, Remember, Relate, Recall 58 7. Make Them Stick 60 8. Choose and Choose Again 62 9. Concept Challenge 65 Online Learning Activities 66 10. Using Analogies 67 11. Virtual Learning by Quadrants 69 12. Incorporate MOOC (massive open online course) Design Concepts into Your Online Design 71 13. Small-Group Data Analysis 73 14. Social Media Sharing about Implicit Bias 75 15. Think-Pair-Share for Webinars 77 Online Asynchronous Learning 79 16. Creating a Culture Dream Team 80 17. Point-Counterpoint 83 18. Onboarding New Employees 86 Unique Online Situations 88 19. Corporate Global Survey 89 20. Find It 91 21. Facilitating from Afar 93 TECHNOLOGY TACTICS 97 Blended Solutions 99 22. Move to the Goal 100 23. Do-It-Yourself (DIY) Job Aid 103 24. The 411 104 25. Gear Up Your Brain 106 e-Learning Tools 108 26. Increase Interaction Using a Whiteboard 109 27. Meter Poll 113 28. Engaging Course Map for an e-Learning Course 118 29. Google Hangout Collaborations 120 30. Pinboard Key Learning 122 31. Poll for Impact! 125 32. Show Me 126 m-Learning 128 33. Mobile Debates 129 34. Survey in Hand 131 35. Picture This 133 36. Take My Speech Home 135 37. Tweet a Learning Needs Assessment 137 38. Just-in-Time Reminder 139 Social Learning 141 39. Social Learning Gone Wild Participating in a LinkedIn Group 142 40. Digital Round Robin 144 41. Blog-Based Skills Inventory 146 42. Social Media Opinion Polling 148 43. The #1 Thing 150 44. Office Hours 152 45. Quiz Challenge 154 Technology in the Classroom 156 46. Twitter Engagement 157 47. QR Code Search 159 48. Pause and Discover 161 LEARNING FROM MANY 165 Learning on a Team 167 49. I Felt Valued 168 50. Teamwork in History 170 51. Build a Trusting Team 172 52. Feedback for the Team 174 53. MVP Award 176 My Mentor and Me 178 54. Discussion Starters 179 55. Take Me with You 181 56. Mentor Meet and Greet 182 57. The Magic of Mentoring 185 58. Find the Perfect Mentor 188 59. First-Time Mentor 191 Put Me in Coach 194 60. Ask Powerful Questions 195 61. Feedback Formula 197 62. Showing Appreciation 199 63. Coaching Meeting Template 202 Peer-to-Peer Learning 204 64. Peer Coaching Circle 205 65. I’ll Coach You; You Coach Me 208 66. Peer Advisory Group 210 LEARNING ON THE JOB 213 Help Yourself 215 67. Every Day Counts 216 68. Your Leadership Brand 218 69. Set Goals for Success 220 70. A Wiser Me 223 71. Volunteer for a Special Assignment 225 72. Notable Quotables 227 73. Goals for Life 229 74. Test Yourself 231 Informal Learning 232 75. First Things First 233 76. A Virtual Book Club 235 77. Brown Bags and Books 236 78. “Bugs Me” List 238 79. Give ’em a “10” 240 80. What Got You Here 242 81. Plan for Informal Learning 244 Learn from Experience 246 82. Experiential Learning in the Classroom 247 83. Experiential Learning on the Job 251 84. Experiential Blended Learning for High Potentials 253 On-the-Job Assignments 255 85. Assessing Learners for a Rotational Assignment 256 86. Department Rotation Agreements 259 87. Evaluating Rotational Assignments 261 88. Stretch Assignment: Yes or No? 264 LEARNING BEYOND THE WORKPLACE 269 Learning Outside the Organization 271 89. Teach a Class 272 90. Do You Belong? 274 91. The Envelope, Please 275 92. Google Your Company 277 93. Visit the City Council 279 94. Read a Biography 281 95. Visit Your Supplier 283 96. Office Hours II 285 Do Well by Doing Good 286 97. Volunteer Team Needs a Leader 287 98. Professional Association Involvement 289 99. Find a Match 291 100. Adopt a Group 293 101. Internal Fund-Raising 295 A Bonus “10 Tips” List 297 10 Ways to Think about Learning in the Future 297 Additional Reading 299 About the Author 301

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Book SynopsisThe all-time bestselling training handbook, updated for new technologies and roles Active Training turns instructional design on its head by shifting the emphasis away from the instructor, and on to the learner. Comprehensively updated to reflect the many developments in the field, this new fourth edition covers the latest technologies and applications, the evolving role of the trainer, and how new business realities impact training, advancing new evidence-based best practices for new trainer tasks, skills, and knowledge. Up to date theory and research inform the practical tips and techniques that fully engage learners and help them get the most out of sessions, while updated workplace examples and revised templates and worksheets help bring these techniques into the classroom quickly. You''ll gain insight into improving training evaluation by using Return on Expectations (ROE), learn how to extend the value of training programs through transfer of learning, and develTable of ContentsAcknowledgments xi Preface xiii The Goals of This Book xiv How This Book Is Organized xv Part One Introducing Active Training 1 The Nature of Adult Learning 2 The Social Side of Learning 6 Concerns About Active Training 7 The Delivery of Active Training 10 Part Two Designing an Active Training Program 13 Steps for Designing Active Training 15 What’s in the Part Two Chapters? 17 Chapter One Assessing Training Needs 19 Why Do Assessment? 20 What Information Should Be Collected? 23 How Can Information Be Collected? 29 What If There Is No Time to Do a Proper Assessment? 38 Chapter Two Developing Active Training Objectives 41 Setting Learning Goals 42 Selecting Objectives 44 Specifying Objectives 47 Expressing Objectives 48 Communicating Training Objectives to Others 49 Chapter Three Creating Opening Exercises 53 What Opening Exercises Accomplish 53 What to Keep in Mind When Creating Opening Exercises 67 Ten Ways to Open an Active Online Virtual Training Session 68 Ten Ways to Obtain Participation 69 Chapter Four Preparing Brain-Friendly Presentations 75 Five Ways to Gain Your Audience’s Interest 75 Five Ways to Maximize Understanding and Retention 82 Five Ways to Involve Participants During a Presentation 88 Five Ways to Reinforce Presentations 94 An Example of a Well-Designed Presentation 99 Chapter Five Finding Alternative Methods to Presenting 103 Demonstration 103 Case Study 105 Guided Teaching 109 Group Inquiry 110 Information Search 113 Study Group 115 Jigsaw Learning 118 Learning Tournament 121 Applying the Alternatives to a Common Topic 123 Chapter Six Using Experiential Learning Approaches 129 Role Playing 130 Games and Simulations 139 Observation 144 Mental Imagery 148 Writing Tasks 152 Action Learning 155 Chapter Seven Designing Active Training Activities 165 The Three Major Ingredients of Any Design 165 Basic Questions About Any Design 169 The Remaining Details 170 Three Tips for Creative Designs 172 Chapter Eight Sequencing Active Training Activities 177 Basic Sequencing Guidelines 178 Applying Sequencing Guidelines 181 The Finer Side of Sequencing 188 Experiential Learning Sequences 193 Chapter Nine Planning Active Training Programs 199 The Macrodesign of an Active Training Program 199 Chapter Ten Incorporating Active Learning in All Training 207 Asynchronous E-Learning 208 Group-Based E-Learning 212 Virtual Classrooms 216 Blended Learning 218 Social Media Expands Active Training and Development 220 M-Learning Offers Instant Options 223 Part Three Conducting an Active Training Program 229 Chapter Eleven Beginning an Active Training Program 233 Preparing Yourself Mentally 233 Arranging the Physical Environment 236 Greeting Participants and Establishing Rapport 242 Getting the Best from the First Thirty Minutes of Training 245 Reviewing the Agenda 246 Inviting Feedback to the Agenda 248 Chapter Twelve Gaining Leadership of the Group 253 Setting Group Norms 253 Controlling Timing and Pacing 255 Increasing Receptivity to Your Leadership 257 Handling Problem Situations 258 Chapter Thirteen Giving Presentations and Leading Discussions 267 Knowing Your Group 267 Organizing Your Presentation 271 Watching Your Body Language 273 Adding Visuals 275 Making Smooth Transitions 277 Facilitating a Lively Discussion 279 Chapter Fourteen Facilitating Structured Activities and Promoting Team Learning 287 Structured Activities 287 Team Learning 298 Chapter Fifteen Concluding an Active Training Program 307 Reviewing Program Content 307 Obtaining Final Questions and Concerns 309 Promoting Self-Assessment 312 Focusing on Back-on-the-Job Application 315 Expressing Final Sentiments 316 Part Four Extending The Value of an Active Training Program 319 Chapter Sixteen Providing for Back-on-the-Job Application 321 Prior to the Training Program 321 During the Training Program 323 At the End of the Training Program 324 Obstacle Assessment 328 Peer Consultation 329 Self-Monitoring 330 Follow-Up Coaching and Support 340 Chapter Seventeen Evaluating an Active Training Program 343 Expanding the Four Evaluation Levels 344 Designing Evaluations 354 Obtain Feedback Along the Way 355 Part Five The Evolving Role of Trainers 359 Chapter Eighteen Expanded Roles for Trainers 361 Onboarding 362 Leading Change 364 Coaching Managers 367 Mentoring Programs 368 Internal Consulting 371 Building Teams 373 Chapter Nineteen New Business Realities for Trainers 379 Doing More with Less 380 Globalization 382 Working with Multigenerational Workforces 384 Working with the C-Suite 386 Vendor Management 388 Working with Subject Matter Experts 390 We’ve Reached the End—Or Is It the Beginning? 391 References 395 About the Authors 399 Index 401

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Book SynopsisThe best standalone resource for the Army Combat Fitness Test As the Army prepares to shift to the new Army Combat Fitness Test (ACFT) from the Army Physical Fitness Test, hundreds of thousands of new and current servicemembers will have to pass a more rigorous and demanding set of physical events to prove they have what it takes to meet the physical demands of an army job. Utilizing the accessible and simple approach that has made the For Dummies series famous the world over, ACFT For Dummies is packed with everything you need to train for and ultimately crush the ACFT. Topics include: An overview of the test, including how it fits into your army role How the test is administered (location, equipment, etc.) Instructions on how to perform each of the six events How the ACFT is scored Training for the ACFT on your own time The importance of recovery, including essential stretches HowTable of ContentsIntroduction 1 About This Book 1 Foolish Assumptions 2 Icons Used in This Book 2 Beyond the Book 3 Where to Go from Here 3 Part 1: Getting to Know the ACFT 5 Chapter 1: Army Physical Fitness: The Cornerstone of Combat Readiness 7 Saying Goodbye to the Old APFT 8 Sculpting a Fit and Lethal Force 8 Picking Up Performance Basics 10 Range of motion and flexibility 11 Balance 11 Agility 12 Explosive power 12 Muscular strength and endurance 12 Aerobic exercise for cardiovascular endurance 13 Anaerobic exercise for short-term muscle strength 14 PRT: Love it or Hate it, It’s Here to Stay 14 Understanding How the ACFT Fits into Your Army Role 15 Making the grade 15 Training on your own time — and helping your team 16 The Army Performance Triad 16 Chapter 2: Getting an Overview of the ACFT 17 Reading Up on the Army’s Resources and Requirements for the ACFT 18 Checking out Army regs and training resources 18 Surveying site and equipment requirements 18 Getting used to gender- and age-neutral scoring requirements 19 Diagnostic ACFTs versus record ACFTs: Pinning down test frequency 19 Breaking Down the Six Events and Their Scoring 20 The Preparation Drill 22 3 Repetition Maximum Deadlift 23 Standing Power Throw 25 Hand Release Push-Up – Arm Extension 28 Sprint-Drag-Carry 30 Leg Tuck 33 Two-Mile Run 36 The Recovery Drill 37 Biking, Rowing, or Swimming Your Way through the Alternate Events 37 Bike 38 Row 38 Swim 39 Chapter 3: Understanding How the Army Administers the ACFT 41 Counting Down the Minutes 42 Doing Your Homework before the Test 43 Having the Right Tools for the Job: Required Equipment 43 Looking at Helpful Test-Day Details 46 Equipment on the lanes 47 Soldier testing order 47 Card-carrying ACFT-takers: Scorecards 47 Stylin’ and profilin’: What you can’t use during the ACFT 48 Making the Grade to Score the ACFT 48 Level I ACFT graders 48 Level II ACFT graders 49 Level III ACFT grader-instructors 49 Chapter 4: Breaking Down ACFT Instructions and Scoring 51 Following the Rules: The Official ACFT Instructions 52 Lifting with your legs: 3 Repetition Maximum Deadlift instructions 52 Trying MDL tips and techniques 53 Watching for trouble spots on the MDL 53 Exercising explosive power: Standing Power Throw instructions 55 Surveying SPT tips and techniques 55 Watching for trouble spots on the SPT 56 Letting it go: Hand Release Push-up – Arm Extension instructions 56 Harping on HRP tips and techniques 57 Watching for trouble spots on the HRP 59 Showing your combat moves: Sprint-Drag-Carry instructions 59 Sorting out SDC tips and techniques 60 Watching for trouble spots on the SDC 61 Considering core strength: Leg Tuck instructions 62 Looking for LTK tips and techniques 63 Watching for trouble spots on the LTK 64 Welcoming an old friend: Two-Mile Run instructions 65 Marking 2MR tips and techniques 65 Watching for trouble spots on the 2MR 66 Addressing the ACFT’s Scoring Scale 66 Perusing Physical Demand Categories 66 Weighing your score on the scale 74 Tallying up your score on the new ACFT scorecard 75 Accounting for the ACFT MOD 77 Sailing through the 5,000-Meter Row 77 Braking for the 15,000-Meter Bike 77 Soaking up the 1,000-Meter Swim 78 Taking Another Shot: Army Policy on ACFT Failures 78 Part 2: Training for the ACFT on Your Own Time 81 Chapter 5: Putting the (Mandatory) “Fun” in Functional Fitness 83 Mastering the Science of Movement Training 83 Distinguishing muscle training from movement training 84 Playing with planar movement 85 Sectioning off the 4Q model 86 Finding Functional Fitness Basics 88 Core strength 91 Leg strength 91 Back strength 94 Chest strength 95 Bicep, tricep, forearm, and shoulder strength 95 Chapter 6: Stacking Up the Army’s Physical Fitness Components 99 Tracing the Origins of PRT and the ACFT 100 Counting on the Army’s Ten Fitness Components 101 Muscular strength 101 Muscular endurance 102 Power 102 Speed 102 Agility 103 Aerobic endurance 103 Balance 103 Flexibility 104 Coordination 104 Reaction time 104 Getting Heart Smart for Aerobic Exercise 105 Calculating your resting heart rate 105 Finding your target heart rate for aerobic exercise 106 Fitting FITT Principles into Your Workout 108 Frequency 108 Intensity 108 Type 110 Time 110 Powering Your Way through Life with Anaerobic Exercise 110 Chapter 7: Examining P3, PRT, H2F, and the ACFT 113 Cornering the Army’s Performance Triad 113 Sleep 114 Activity 114 Nutrition 115 Reading Up on PRT Documentation 115 Matching PRT Drills and ACFT Events 116 Maximizing PRT for the 3 Repetition Maximum Deadlift 118 The sumo squat 118 Alternate staggered squat jump 119 Forward lunge 120 Stepping up PRT for the Standing Power Throw 122 Power jump 122 Overhead push-press 123 Tuck jump 125 Practicing PRT for the Hand Release Push-Up – Arm Extension 126 Supine chest press 127 8-count T push-up 128 Incline bench 130 Surveying PRT for the Sprint-Drag-Carry 132 Straight-leg deadlift 132 Bent over row 133 300-meter shuttle run 135 Looking at PRT for the Leg Tuck 135 Bent-leg raise 136 Leg tuck and twist 137 Alternating grip pull-up 139 Tackling PRT for the Two-Mile Run 141 Sprint intervals (30:60s and 60:120s) 141 Release run 141 Hill repeats 142 Taking a Closer Look at PRT and Its Drills 143 Preparation Drill 144 4 for the Core 145 Conditioning Drills 1, 2, and 3 145 Climbing Drills 1 and 2 147 The Guerilla Drill 147 The Hip Stability Drill 147 The Push-Up and Sit-Up Drill 147 The Shoulder Stability Drill 147 Running, Endurance and Mobility Activities: Military Movement Drills 1 and 2 148 The Strength Training Circuit 148 Recovery Drill 149 Using PRT to Train for the ACFT 150 Chapter 8: Training to Standard on the ACFT 151 Getting the Basics Down Before You Exercise 152 Back and Legs: Maxing the 3 Repetition Maximum Deadlift Score 154 Sumo squats 155 Staggered squats 156 Lunges 157 Conventional deadlifts 157 Bent over rows 160 Grip work 162 Explosive Power: Training for the Standing Power Throw 162 Power jumps 162 Overhead push presses 163 Tuck jumps 166 Romanian deadlifts 167 Kettlebell swings 168 Medicine ball power jumps 169 Standing front shoulder raises with bands 170 Practice Makes Perfect: Doing More Hand Release Arm-Extension Push-Ups 171 Supine chest presses 171 Incline bench presses 172 Chest flys 174 Renegade row push-ups 175 Medicine Ball push-ups 177 Training for the Sprint-Drag-Carry to Boost Your Battlefield Skills 178 Shuttle runs 178 Straight-leg deadlifts 179 Zercher carries 180 Planks 181 Glute-hamstring raises 182 Grip, Hips, Shoulders, and Elbows: Training for the Leg Tuck 184 Bent-leg raises 184 The leg tuck and twist 184 Mixed-grip pull-ups 186 Rope climbs 187 Isometric hangs 189 Side pillar holds 190 The contralateral dead bug 190 Is, Ys, and Ts 192 Kettlebell pull-throughs 193 Internal, external, and elevated shoulder rotations 194 When My Granny Was 91: How to Improve Your Two-Mile Run Time 197 Sprint interval training 198 Hill repeats 198 Walking lunge 199 Barbell squats 200 Calf raises 202 Glute bridges 203 Chapter 9: Stretching for Recovery and Peak Performance 205 Bouncing Back Stronger through Recovery 206 Getting back on your feet after training with active recovery 206 Discovering delayed-onset muscle soreness 207 Building in recovery days and taking care of injuries 208 Avoiding overtraining syndrome 209 Stretching Out Your Workout Recovery 209 Attending to Army Stretches 211 Overhead arm pull 211 Rear lunge 212 Extend and flex 213 Thigh stretch 213 Single-leg over 215 Loosening up Your Legs and Hips 216 Standing hamstring stretch 216 Piriformis stretch 217 Frog stretch 217 Butterfly stretch 219 Lunging hip flexor stretch 220 Lying quad stretch 221 Calf stretch 221 Examining Essential Arm Stretches 222 Triceps stretch 222 Standing bicep stretch 224 Seated bicep stretch 224 Wrist extension and flexion 225 Forearm flexor stretch 226 Beefing up Your Neck, Shoulder, and Back Stretches 227 Seated shoulder squeeze 227 Upper back stretch 228 Knee to chest stretch 229 Seated back rotation 230 Side-lying thoracic rotation 231 Upper trap stretch 232 Cross-body shoulder stretch 233 Priming the Pecs: Chest Stretches 234 Lying chest stretch 234 Elbow-to-elbow grip 235 Bent-arm wall stretch 236 Stretching out Your Six-Pack 237 Sphinx 237 Child’s pose against a wall 238 Doing Dynamic Stretches for Multiple Muscles 239 Lunge with spinal twist 239 90/90s 240 Side bends 241 Extended child’s pose with sphinx stretch 242 Standing figure 4 244 Quadruped rotation 245 Dynamic shoulder stretch from child’s pose 246 Cat/cow 247 Chapter 10: Focusing on the ACFT for Females 249 Factoring Female Physiology into Common ACFT Challenges 250 Cycling your way through workouts 251 Introducing the female athlete triad 252 Balancing Pregnancy and Physical Training 253 Profiling pregnant soldiers 253 Perusing the P3T program 255 Your (Kid’s) Mom Wears Combat Boots: Working Out Postpartum 256 Chapter 11: Surveying ACFT Training for Seasoned Soldiers 259 Safety First: Taking Workout Precautions 260 Kicking around Exercises for Knee Issues 260 Straight leg raises 261 Hamstring curls with dumbbells 262 Wall squats 262 Step-ups 263 Side leg raises 264 Avoiding Certain Exercises for Back Issues 265 Chapter 12: Dealing with Injuries 269 An Ounce of Prevention: Avoiding Injury with P3 269 Sleep and injury prevention 270 Actively preventing injury 271 Fueling up for injury prevention 272 Covering Common Injuries across the Army 273 Rub Some Dirt on It? Knowing When to Go to Sick Call 275 When RICE Isn’t a Carb: Treating Injuries at Home 276 Rest as a home remedy 277 Putting an injury on ice 277 Keeping your injury under (compression) wraps 277 Elevating an injured extremity 278 Part 3: Structure, Form, and Functional Fitness 279 Chapter 13: Wising Up to Workout Wisdom 281 Following Eight Habits of Highly Successful Exercisers 282 Make health a lifestyle 282 Have fun with it 282 Look at what you’re doing as training, not exercising 282 Get back on track as soon as you can 283 Ask for help when you need it 283 Keep it simple 283 Don’t use weight loss as an indicator of your workout’s effectiveness 283 Mix endurance and strength training 284 Optimizing Your Breathing for Your Activity 284 Breathing while running 285 Breathing during strength training 285 Breathing to relax 285 Resting between Workouts 286 Chapter 14: Understanding Your Body’s Muscular Structure 287 Putting Your Skeletal Muscles on the Map 288 Getting to know your skeletal muscles 288 Adding up antagonistic pairs 289 Zeroing in on the Cardiovascular System 290 Chapter 15: Strength Training to Get Army Strong 293 Bulking up Your Weight-Training Vocab 293 Following Safety Principles 296 Testing Your Strength 298 Checking out upper-body strength with push-ups 298 Crunching the numbers on abdominal strength 299 Muscling your way through a leg strength test 300 Switching It up with Periodization 301 Appreciating the Real Worth of Free Weights and Weight Machines 302 Looking at Group Strength Training 303 Chapter 16: Pumping Some Heart-Smart Aerobic Exercise 305 Understanding the Cardiovascular System’s Role in Exercise 305 Starting with resting heart rate 307 Linking heart efficiency and exercise 308 Identifying why the Army measures cardiorespiratory fitness 308 Finding Your VO2 Max 309 Astrand Treadmill Test 309 2.4-km Cooper Run Test 312 Multistage Beep Test 312 Queuing up the Cardio 312 Hitting your target and max heart rates 313 Going beyond minimum cardio recommendations 314 Chapter 17: Trying Functional Fitness Concepts for Your Core 315 Introducing Your Core Muscles 315 Strengthening Your Core with Beginner Core Exercises 318 Hip lifts 318 Crunches 320 Bicycle kicks 321 The Superman 322 Pulling Your Own Weight During Core Training 323 V-ups 323 Scissor kicks 324 Side planks 325 Trying Out the Army (Core) Ball — No ASUs Necessary 326 Ab rolls 326 Stability ball knee raises 327 Stability ball hip thrusts 328 Perusing Core Exercises for Pregnancy Profiles 329 Cat/cow 330 Modified side plank 330 Side lunges 331 Pregnancy core stretch 332 Stretching and Toning Your Core with Pilates and Yoga 333 Pilates 333 Yoga 334 Chapter 18: Personalizing Your Workout Routine 335 Building Your Own Workout Routine 335 Identifying your personal goals and resources 336 Weight a minute: Figuring out your reps and intensity 337 Supersetting 338 Making time to stretch 338 Marking training days on your calendar 338 Scheduling recovery days into your routine 339 Charting your progress 340 Sneaking in Daytime Workouts You Can Do Anywhere 340 Chair dips 341 Calf raises 342 Single-leg squats 343 Bicep presses 344 Seated hip thrusts 344 Part 4: Nutrition and the “Whole Soldier” Concept 347 Chapter 19: Surveying Army Standards for Height and Weight 349 Taking Stock of Army Height and Weight Requirements 350 Going into the Army Body Composition Program 353 Distinguishing BMI from Body Fat Measurements 354 Chapter 20: Becoming a Lean, Green, Fighting Machine: Principles of Nutrition 357 Dishing on Hunger and Appetite 358 Distinguishing hunger from appetite 358 Hobnobbing with hunger hormones 359 Eating Pre- and Post-Workout 360 Fueling up before working out 360 Getting the right foods after your workout 362 Making ACFT-Smart Dietary Changes 363 Promoting fitness by avoiding diets 363 Incorporating healthier eating habits (without dieting) 363 Chapter 21: Identifying the Building Blocks of Nutrition 365 Choosing the Right Food Groups 365 Setting the table with MyPlate 366 Keeping less healthy options in check 366 Taking Vitamins for a Spin 367 Getting vitamins the old-fashioned way 368 Gauging DRIs and ULs for vitamins 369 Considering special conditions for vitamins 371 Minerals: Mining for Your Body’s Essentials 371 Eating your major minerals 372 Moderating minerals: DRIs and ULs 374 Recognizing who needs more minerals 374 Chewing on Carbs 374 Breaking down simple and complex carbs and dietary fiber 375 Putting your carbs to work for you 375 Addressing Amino Acids and Antioxidants 376 Chapter 22: Drink Water: It’s More Than a Basic Training Chant 379 Understanding How Your Body Uses Water 379 Water is a Necessity, Not a Crutch: Avoiding Dehydration 380 Recognizing the warning signs of dehydration 381 Looking at the effects of dehydration 382 Eyeing Electrolytes 383 Chapter 23: Making Sure Everything You Take In Counts 385 Understanding Metabolic Equivalents 386 Examining How Dietary Changes Can and Can’t Help You Drop Weight 387 Safely slashing calories to lose weight 389 Ignoring the crowd following popular diets 390 Getting the Skinny on Cholesterol and Unhealthy Fats 391 Cholesterol 391 Are you a good fat or a bad fat? 392 Taking a Drive through Fast Food 393 Nutritional composition of fast foods 393 Eating smart while dining out 395 Considering Coffee, Energy Drinks, and Alcohol 396 The best part of waking up (and the rest of the day): Savoring coffee’s benefits 396 Loading up on caffeine through energy drinks 397 Thinking before you drink: Alcohol’s effects on your system 397 Cracking Down on Supplements 399 Protein pow(d)er: Scrutinizing protein supplements 399 Shunning pre-workout supplements 400 Chapter 24: Eating Right 403 Dishing up Basic Dietary Guidelines for Soldiers 404 Helping Yourself to Healthy Eating Patterns 405 Putting the brakes on sodium, saturated and trans fats, and added sugars 406 Playing with portion control 407 Treat yo’ self: Giving yourself a pass to indulge sometimes 408 Part 5: The Part of Tens 409 Chapter 25: Ten Surefire Ways to Fail the ACFT 411 Choosing Not to Work Out 411 Failing to Know How to Do Each Event 412 Falling off the Fitness Wagon before the Test 412 Practicing for the Wrong Events 412 Drinking Alcohol the Night before the Test 413 Forgetting to Hydrate 413 Forgetting to Fuel Up 413 Missing the Mark on Height and Weight 414 Taking Pre-Workout or Other Potentially Unsafe Supplements Before the Test 414 Committing Safety Violations or Faults 414 Chapter 26: Ten Tips for Maxing Out Your Score on the ACFT 415 Putting in Extra Effort and Committing to Getting a 600 415 Training As You Test 416 Doing Cardio and Strength Training Leading Up to the Test 416 Getting Hard-Core with Your Core 416 Practicing at Least One Event Every Day 417 Tracking Your Progress 417 Using High-Quality Fuel 417 Hydrating before and during the ACFT 417 Getting Enough Sleep before the Test 418 Using All the Info You Have to Your Advantage 418 Chapter 27: Ten Ways to Change up Your Exercise Routine 419 Using (Or Ditching) the Buddy System 419 Mixing up Your Personal Speed 420 Getting Creative with Exercises 420 Playing Mood Music 420 Going Backward Once in a While 420 Switching Locations 421 Dialing up the Intensity 421 Trying Group Fitness 421 Downloading an App 421 Playing Games 422 Chapter 28: Ten Ways to Cut Calories without Starving 423 Don’t Drink Your Calories 423 Fill Your Water Reserves Before You Eat 424 Switch to Lowfat Versions of Your Favorite Foods 424 Don’t Buy Junk Food 424 Cook at Home 424 Lighten up on the Condiments 425 Set the Table with Smaller Plates 425 Try Low-Cal Appetizers at Home 425 Never Eat out of the Container 425 Don’t Force Yourself to Clean Your Plate 426 Appendix: Fill-In-The-Blanks Workout Calendar 427 Index 429

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Book SynopsisMany recent high-profile reports have emphasised the need for improvements and innovations in practice-based education for nursing and midwifery students in the UK to ensure safe care delivery.Addressing the new NMC standards of proficiency for pre-registration nursing, this book presents five significant areas of practice learning for student nurses and midwives in their pre-registration education and provides a guiding resource for practitioners at a time of significant change in the ethos and structure of practice learning. Each chapter provides a short case study and helpful learning points to assist readers in the application of the themes to their own practice. This concise and accessible book will act as a key stimulus for reflection on the changes in practice learning environments and will provide invaluable guidance on the new roles of Practice Supervisor, Practice Assessor and Academic Assessor. It will be essential reading for all academics andTable of Contents1. Introduction Kathy Wilson, Natalie Holbery and Dawn Morley 2. Socialisation and comprehensive orientation Lynn Quinlivan, Shoba Sookraj, Julie Moody, Anne Levington and Colin Taylor 3. ‘Helpful Others’: recognising informal support networks for students in the clinical setting Alison Dexter, Pam Hodge and Helen O’Toole 4. Student peer support and learning Kathy Wilson, Nora Cooper and Maurina Baron 5. Academic-practice partnerships Sinead Mehigan, Laura Pisaneschi and Justin Mc Dermott 6. Expansive Learning Natalie Holbery, Dawn Morley and Joady Mitchell 7. Recommendations for future practice education: Next Steps Kathy Wilson, Natalie Holbery and Dawn Morley

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Book SynopsisThe Routledge Handbook of International Planning Education is the first comprehensive handbook with a unique focus on planning education. Comparing approaches to the delivery of planning education by three major planning education accreditation bodies in the United States, Australia, and the United Kingdom, and reflecting concerns from other national planning systems, this handbook will help to meet the strong interest and need for understanding how planning education is developed and delivered in different international contexts.The handbook is divided into five major sections, including coverage of general planning knowledge, planning skills, traditional and emerging planning specializations, and pedagogy. An international cohort of contributors covers each subject's role in educating planners, its theory and methods, key literature contributions, and course design.Higher education's response to globalization has included growth in planning eduTrade Review"After the start of planning education at Liverpool University (1907), the planning teaching exploded in post-war societies and recently in the awaking of new economies in the south. This first international handbook offers a unique insight in the common grounds, enabling a cross fertilization of experiences over the world."Willem Salet, University of Amsterdam"This insightful book is timely at the start of modern urban planning’s second century. I predict that reviewers of the 50-year anniversary edition, writing in 2070, will find that planning education is even more highly valued by society and that the emerging normative themes reviewed in the current edition dominate the curriculum."Chris Webster, Dean of the Faculty of Architecture, The University of Hong Kong"I appreciate the authors for this wonderful and unique compilation on pedagogy of Planning Education and highly recommend it to educators as this book bridges the gap between various schools of planning from different parts of the world. This book paves the way for a global discussion on this very important subject concerning planning education. Hopefully additional pedagogical approaches will be added to this book over a period time."Utpal Sharma, Director, Institute of Architecture & Planning, Nirma University, Ahmedabad"Bringing together informative chapters on the essence of planning and its pedagogy, on core components, specialisation subjects and emerging topics in planning education, and on approaches to professional competency assessment, The Routledge Handbook of International Planning Education is a must-read for those who teach planning and research in planning. I found it an enjoyable and informative read, as well as a valuable sourcebook on how planning education is evolving and being delivered in different international contexts." Prof.Dr. Ela Babalık, METU, Ankara “The Routledge Handbook of International Planning Education promises to be the most influential and widely used guide to the how, what and why of planning education. The perspectives and advice tendered by this distinguished and diverse assemblage of planning educators will ensure that all of us do what we do more effectively. It has no equal.”Christopher Silver, PhD, FAICP, Department of Urban and Regional Planning, University of Florida“The ongoing conversation on how planning training travels across international borders is more relevant than ever. This volume provides a conceptually astute and carefully curated range of papers that considers the geographic and sectoral dimensions of this. It is a rich resource for planning educators as well as those in related disciplines.”Nancy Odendaal, University of Cape Town; Chair: Association of African Planning Schools"This handbook is a great compendium of theories and practices that celebrate planning education. At the same time, it catapults planning as a dynamic contemporary disciplinary field taught in universities. A must read reference for planning educators throughout the world."Juan Ángel Demerutis Arenas, Professor/ researcher at the University of Guadalajara and President of the Association of Latin American Schools of Planning and Urbanism (ALEUP- Asociación Latinoamericana de Escuelas de Urbanismo y Planificación)"Providing broad and diverse contributions to planning education coming from English-language scholarship, from methodologies to emerging and traditional areas of analyses and practice, this handbook provides a powerful opportunity to share common knowledges, creative experiences and practices related to planning in different contexts, emphasizing solidarity and empowerment of social groups over competition."Heloisa Costa, Federal University of Minas Gerais and ANPURTable of ContentsPART 1Introduction 1 1 IntroductionNancey Green Leigh and Bruce Stiftel 2 Education and Demonstration of Professional CompetenceAndrea I. FrankPART 2Pillars of Planning Education3 Planning HistoryRobert Freestone 4 Teaching Planning Theory in ChinaKang Cao, Qinshi Li, Xiaolan Li, and Li Zheng 5 Planning LawRichard K. NortonPART 3Pedagogy 6 Designing Core CurriculaJessica L. H. Doyle and Bruce Stiftel7 Planning TechnologyJennifer Minner, Jennifer Evans-Cowley, and Nader Afzalan 8 Role of Studios and WorkshopsJudith Grant Long 9 GenderDory ReevesPART 4Planning Skills10 Written, Oral, and Graphic CommunicationHemalata C. Dandekar11 Research Design and PracticeDavid Hsu12 Quantitative MethodsWilliam J. Drummond13 Qualitative MethodsSai Balakrishnan and Ann Forsyth14 Spatial AnalysisSubhrajit Guhathakurta15 LeadershipMichael NeumanPART 5ATraditional Subjects of Specialization16 Local Economic Development PlanningNancey Green Leigh and Lynn M. Patterson17 Regional Economic Development PlanningEdward M. Bergman and Edward Feser18 Planning at the National LevelDaniel Galland and Frank Othengrafen19 International Comparative PlanningFrank Othengrafen and Daniel Galland20 Land Use PlanningNicole Gurran21 Environmental PlanningChristian Zuidema and Gert de Roo22 Transportation PlanningAndrea Broaddus and Robert Cervero23 Housing and Real Estate PlanningKatrin B. Anacker24 Urban DesignBarbara FagaPART 5BEssential Subjects of Planning Sustainable Places25 Climate ChangeWard Lyles and Mark Stevens26 Water Resources PlanningCaitlin Dyckman27 Planning the Just CityRachel Garshick Kleit and Rebecca F. Kemper28 Food SystemsAlfonso Morales and Rosalind Greenstein

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Book SynopsisTable of Contents Overview Sorts for Early Syllables and Affixes Unit I: Inflected Endings (-ing, -ed, -s, -es) Unit II: Compound Words Sorts for Middle Syllables and Affixes Unit III: Syllable Juncture Unit IV: Long-Vowel Patterns in Accented Syllables Unit V: Other Vowel Patterns in Accented Syllables Unit VI: Unaccented Syllables Unit VII: Exploring Consonants Sorts for Late Syllables and Affixes Unit VIII: Affixes Unit IX: Miscellaneous Sorts Appendix

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Book SynopsisTable of ContentsBRIEF TABLE OF CONTENTS1. Assessments for the Emergent Stage 2. Concept Sorts3. Phonological Awareness Picture Sorts4. Alphabet Knowledge5. Word Study for Initial Letter Sounds6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and Tracking Alphabet Recognition Alphabet ProductionPhonological Assessments Syllables Rhyme Alliteration PhonemesPhonics and Spelling Assessments Beginning Consonant Sounds and Letters Qualitative Spelling Checklist Kindergarten Spelling Inventory Concepts About Print Assessments Name Writing Writing During Reading Concepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of Print Word Recognition in Context Word List Reading or Recognition in Isolation Teaching Notes Sort 1a Sort 1b Sort 1c Sort 1d Sort 2a Sort 2b Sort 2c Sort 2d Sort 3a Sort 3b Sort 3c Sort 3dEmergent Assessment Summary SheetAlphabet Recognition: Capitals Alphabet Recognition: LowercaseSyllable Sort with PicturesRhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued)Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic StagesEmergent Class Record Kindergarten Spelling InventoryConcepts about Print AssessmentConcepts about Print Sort: “Picture, Letter, Word, or Sentence”Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template2. Concept SortsNotes for the TeacherStandard Routines for Concept SortsSort 4A: Food and Not Food Sort 4B: Australian Notes and CoinsSort 5: Fruits and VegetablesSort 6: Food SortSort 7A: Shapes: Circles, Triangles, and Squares Sort 7B: Shapes: Rectangles, Diamonds and StarsSort 8A: Animals and Plants Sort 8B: Australian Native Animals/PetsSort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture SortsNotes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming PairsSort 11B: Rhyming Words Sort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry Caterpillar Sort 16C: How Many Syllables Can You Hear?Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes4. Alphabet KnowledgeNotes for the Teacher Letters I Read Standard Routines for Learning the Alphabet Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font SortsSort 20 A: Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, TSort 20 C: Fonts For H, M, N, USo

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Book SynopsisThinking about entering the field of teaching? When you enter a teacher education program, be sure to read THOSE WHO CAN, TEACH, 14th Edition. This book's state-of-the-art and reader-friendly approach will help you make an informed decision about becoming a teacher while inspiring and welcoming them to a rewarding, high-impact career. Using multiple sources, including biographies, narratives, profiles, and interviews with top educators and scholars, the text shows you the realities of teaching. Written by an acclaimed author team, the book's direct, conversational tone invites you to reflect on the satisfactions and problems of teaching in the United States, and casts a teaching career as a positive challenge.Table of ContentsPreface. So Let's Get Started. Part I: SCHOOL AND STUDENTS. 1. Why Teach? 2. What Is a School and What Is It For? 3. Who Are Today's Students in a Diverse Society? 4. What Social Problems Affect Today's Students? 5. What Is Taught? Part II: TEACHERS. 6. What Makes a Teacher Effective? 7. What Should Teachers Know about Technology and Its Impact on Schools? 8. What Are the Ethical and Legal Issues Facing Teachers? Part III: FOUNDATIONS AND THE FUTURE. 9. What Are the Philosophical Foundations of American Education? 10. What Is the History of America's Struggle for Educational Opportunity? 11. How Are Schools Governed, Influenced, and Financed? 12. How Should Education Be Reformed? Part IV: THE TEACHING PROFESSION. 13. What Are Your Job Options in Education? 14. What Can the New Teacher Expect? 15. What Does It Mean to Be a Professional? Before You Close the Book. Appendix. Endnotes. Glossary. Index.

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Book SynopsisTEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today's classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers you a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today's diverseTable of ContentsPart I: FOUNDATIONS FOR EDUCATING ALL LEARNERS. ��� 1. Teaching in Today's Inclusive Classrooms: Your Journey Begins.��� 2. Introducing Universal Design for Learning. 3. Policies, Practices, and Processes for Special Education and Inclusive Education. 4. Diversity in the Classroom: Learners with High-Incidence Disabilities. 5. Diversity in the Classroom: Learners with Low-Incidence Disabilities. 6. Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk. Part II: PLANNING INSTRUCTION FOR ALL LEARNERS. 7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners. 8. Designing Learning That Works for All Students. 9. Assessing and Evaluating Learner Progress. 10. Selecting Instructional Strategies for Teaching All Learners. 11. Selecting Behavioral Supports for All Learners. Part III: IMPLEMENTING EFFECTIVE INSTRUCTIONAL PRACTICES FOR ALL LEARNERS. 12. Assistive Technologies and Innovative Learning Tools.��� 13. Creating Literacy-Rich Environments for All Learners.��� 14. Developing an Understanding of Mathematics in All Learners.��� 15. Teaching Critical Content in Science and Social Studies to All Learners.��� Appendix A: InTASC Model Core Teaching Standards.��� Appendix B: Council for Exceptional Children (CEC) Initial Level Special Educator. Preparation Standards.

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Book SynopsisLITERATURE AND THE CHILD, 9th Edition, offers thorough, concise coverage of the formats and genres of children's literature and principles for the use of children's literature in the classroom. Beautifully written and illustrated discussions illuminate specific aspects of each format or genre, supported by information on the latest quality works appropriate for children in nursery school through middle school. A stunning design includes interior illustrations by Lauren Stringer, an award-winning children's book author and illustrator. Each genre chapter contains criteria for evaluating literary quality, equipping you with a resource to guide text selection in the classroom. Practical, research-based information about teaching appears throughout, including ideas you can apply to your own classroom and an emphasis on the importance of selecting complex texts. This book will help you better understand how to select texts that best serve your curriculum goals and the needs and interests ofTable of Contents1. Children���s and Adolescent Literature. 2. Literature in the Lives of Young Readers. 3. Picturebooks as Visual Art. 4. Picturebooks Across Genres. 5. Nonfiction. 6. Folklore. 7. Fantastic Literature: Fantasy and Science Fiction. 8. Contemporary Realistic Fiction. 9. Historical Fiction. 10. Biography and Memoir. 11. Poetry and Verse. 12. Children���s Literature in the Classroom. Appendix A: Selected Children���s and Adolescent Book Awards. Appendix B: Resources. Professional References. Children���s Literature References. Author and Title Index. Subject Index.

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Book SynopsisSCIENCE STORIES helps you get in touch with your "scientific self" and become empowered to teach science in your own classrooms. This book's unique approach uses stories of science in real-world classrooms to demonstrate important science content and strategies in action. Following each story, you'll have the opportunity to reflect on the connections to the Next Generation Science Standards (NGSS) and to the teaching and disciplinary ideas behind the story. This approach makes the stories' instructional value explicit. Author Janice Koch helps you feel comfortable with the prospect of teaching science and encourages you in the discovery and exploration of life, physical, and earth and space sciences. Through a warm and inviting narrative style, the author also fosters an appreciation for engineering design and for science and engineering practices.Table of Contents1. Science Teaching and You: Locating Your Scientific Self. 2. Teachers and Students as Science Learners. 3. Engaging Students in Scientific and Engineering Practices. 4. Scientific Explorations Inside and Outside the Classroom. 5. Exploring Matter: Scientific Observations of Everyday Materials. 6. Plants and Animals and Extended Investigations. 7. Physical Science Explorations: Density and Its Implications. 8. Using Models and Engineering Design for Teaching and Learning Science. 9. Beyond the Science Kit". 10. Content and Curriculum: Science Concepts and Your Scientific Self. 11. Surrounded by Science: Science Connections Across Disciplines. 12. Creating the Science Experience in Your Classroom: Planning and Letting Go. 13. What's the Big Idea? Matching Assessment to Instruction. 14. Pulling It All Together."

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Book SynopsisTEACHING STRATEGIES: A GUIDE TO EFFECTIVE INSTRUCTION, now in its eleventh edition, gives you practical, applied help with commonly used classroom teaching strategies and tactics. Ideal if you are studying education or involved in a site-based teacher education program, the book focuses on topics such as lesson planning, questioning, and small-group and cooperative-learning strategies. The new edition maintains the book's solid coverage, while incorporating new and expanded material on technology integration planning, English Language Learner instruction, and proactive classroom management, as well as an up-to-date discussion of teaching students with disabilities and differentiated instruction. The text is available with the digital learning solution MindTap, which features an integrated e-portfolio, videos of classroom teaching situations, quizzes, professional resources, scenario activities, and other tools to help you succeed in the course and beyond.Table of ContentsPart I: FOUNDATIONS OF INSTRUCTIONAL DESIGN. 1. Frames of Reference for Teaching. 2. The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope. 3. Teaching Diverse Learners in Inclusive Classrooms. Part II: FUNDAMENTAL TOOLS FOR INSTRUCTIONAL PLANNING. 4. Objectives, Taxonomies, and Standards for Instruction. 5. Mastering Instructional Planning. 6. Sequencing and Organizing Instruction. Part III: INSTRUCTION AS A DYNAMIC PROCESS IN CLASSROOMS. 7. Classroom Assessment. 8. The Process of Classroom Questioning. 9. Small-Group Discussions and Cooperative Learning. 10. Inquiry Teaching and Higher-Level Learning. 11. Managing the Classroom. Glossary. Index.

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Book SynopsisPreface.- 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 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 SynopsisPreface.- 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 SynopsisGerry Stahl Drexel University, Philadelphia, USA The theme of engaged learning with emerging technology is a timely and important one. Engagement with the world - To be human is to be engaged with other people in the world.Table of ContentsForeword by Gerry Stahl Preface About the Contributors Chapter 1-Modeling for meaningful learning; David H. Jonassen and Johannes Strobel.- Chapter 2-Engaged learning: Making learning an authentic experience; David Hung, Tan Seng Chee and Koh Thiam Seng.- Chapter 3-The contributing student: Learners as co-developers of learning resources for reuse in web environments; Betty Collis and Jef Moonen.- Chapter 4-Situated learning in the process of work; Reinhard Oppermann and Marcus Specht.- Chapter 5-Education in the knowledge age – Engaging learners through knowledge building; Seng Chee Tan, David Hung and Marlene Scardamalia.- Chapter 6-Engaging learners through intuitive interfaces; John G Hedberg and Susan Metros.- Chapter 7-Learning science through online threaded discourse;Allan H.K. Yuen.- Chapter 8-Engage, empower, enable: Developing a shared vision for technology in education; Geoff Romeo.- Chapter 9-Engagement with ideas and understanding: An essential for effective learning in the electronic age; Alan Pritchard.- Chapter 10-Creating ICT-enriched learner-centred environments: Myths, gaps and challenges; Kar Tin Lee.- Chapter 11-Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology; Minjuan Wang and Myunghee Kang.- Chapter 12-Engaging learners through continuous online assessment; Cathy Gunn.- Index

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Book SynopsisExplores the small yet high-impact changes that teachers can make to transform students' school experience every day. Drawing from positive psychology research, Joan Young explains how fostering humour, mindfulness, resilience, curiosity, and gratitude empowers students to learn from their mistakes, celebrate successes, and engage in learning.

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