Study and learning skills: general Books

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Book SynopsisLUCINDA BECKER is an Associate Professor at the University of Reading within Arts and Humanities. She is also a professional trainer, developing and delivering courses in communication, presentation, management techniques and job-searching skills. She is the author of The Mature Student's Handbook, 14 Days to Exam Success and co-author of Writing for Engineers and Presentation Skills for Students (with Joan van Emden).

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

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

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

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

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

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

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Book SynopsisIn Critical Thinking: An Appeal to Reason, Peg Tittle empowers students with a solid grounding in the lifelong skills of considered analysis and argumentation that should underpin every studentâs education. Starting with the building blocks of a good argument, this comprehensive new textbook offers a full course in critical thinking. It includes chapters on the nature and structure of argument, the role of relevance, truth and generalizations, and the subtleties of verbal and visual language.Special features include:â an emphasis on the constructive aspect of critical thinkingâstrengthening the arguments of others and constructing sound arguments of your ownârather than an exclusive focus on spotting faulty argumentsâ actual questions from standardized reasoning tests like the LSAT, GMAT, MCAT, and GREâ graduated end-of-chapter exercises, asking students to think critically about what they see, hear, read, write, and discussâ numerous sample arguments from books, magazines, television, and the Internet for students to analyzeâ many images for critical analysisâ analyzed arguments that help students to read critically and activelyâ an extensive companion website for instructors and studentsA companion website features:â for instructors: an extensive instructorâs manual; a test bank; and PowerPoint slidesâ for students: extended answers, explanations, and analyses for the exercises and arguments in the book; supplementary chapters on logic and ethics; downloadable MP3 study guides; interactive flash cards; and thinking critically audio exercises.www.routledge.com/textbooks/tittleTrade Review"Peg Tittle’s Critical Thinking: An Appeal to Reason is the ideal book for any class, philosophy and otherwise, in which evaluating arguments is central. Few texts are as thorough, and none are as accessible, clear, and pleasurable. Critical Thinking is chock-full of examples of arguments and fallacies from Tittle’s fecund imagination, as well as an astonishing breadth of sources from classic to contemporary—enough to capture any student’s attention. Add to this some wonderfully lucid diagrams, and you have a book that is unmatched by any in its field."–Ron Cooper, Professor of Philosophy, College of Central Florida“Critical Thinking is appealing because it is carefully and clearly written, presents concrete and contemporary examples, and is well-organized to capture the heuristic that guides students in learning to think critically. In addition, the template for the critical analysis of arguments (introduced in Chapter 1 and helpfully repeated in each chapter) is clear and effective.” –Lauren Weis, Assistant Professor of Philosophy and Religion, American University"Peg Tittle’s Critical Thinking: An Appeal to Reason is the ideal book for any class, philosophy and otherwise, in which evaluating arguments is central. Few texts are as thorough, and none are as accessible, clear, and pleasurable. Critical Thinking is chock-full of examples of arguments and fallacies from Tittle’s fecund imagination, as well as an astonishing breadth of sources from classic to contemporary—enough to capture any student’s attention. Add to this some wonderfully lucid diagrams, and you have a book that is unmatched by any in its field."-Ron Cooper, Professor of Philosophy, College of Central Florida“Critical Thinking is appealing because it is carefully and clearly written, presents concrete and contemporary examples, and is well organized to capture the heuristic that guides students in learning to think critically. In addition, the template for the critical analysis of arguments (introduced in Chapter 1 and helpfully repeated in each chapter) is clear and effective.” -Lauren Weis, Assistant Professor of Philosophy and Religion, American University"Peg Tittle's Critical Thinking is a welcome addition to a crowded field. Her presentations of the material are engaging, often presented in a conversational discussion with the reader or student. The text's coverage of the material is wide-ranging. Newspaper items, snippets from The Far Side, personal anecdotes, emerging social and political debates, as well as LSAT sample questions are among the many tools Tittle employs to educate students on the elemental aspects of logic and critical thinking."-Alexander E. Hooke, Professor of Philosophy, Stevenson University Table of ContentsChapter 1: Critical Thinking 1.1 What is critical thinking? 1.2 What is critical thinking not? Chapter 2: The Nature of Argument 2.1 Recognizing an Argument 2.2 Circular Arguments 2.3 Counterarguments 2.4 The Burden of Proof 2.5 Facts and Opinions 2.6 Deductive and Inductive Argument Chapter 3: The Structure of Argument 3.1 Convergent, Single 3.2 Convergent, Multiple 3.3 Divergent Chapter 4: Relevance 4.1 Relevance 4.2 Errors of Relevance Chapter 5: Language 5.1 Clarity 5.2 Neutrality 5.3 Definition Chapter 6: Truth and Acceptability 6.1 How do we define truth? 6.2 How do we discover truth? 6.3 How do we evaluate claims of truth? Chapter 7: Generalizations, Analogies, and General Principles 7.1 Sufficiency 7.2 Generalizations 7.3 Analogies 7.4 General Principles Chapter 8: Inductive Argument – Causal Reasoning 8.1 Causation 8.2 Explanations 8.3 Predictions, Plans, and Policies 8.4 Errors in Causal Reasoning Supplemental Chapters on the Companion Website: 1. Categorical Logic 2. Propositional Logic 3. Thinking Critically About Ethical Issues

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Book SynopsisA guide for learners of all ages. Now, in its third edition, this practical book covers getting your thinking right, organising yourself properly, finding and processing the information you need, reading effectively, developing good writing skills, thinking creatively, motivating yourself and more.

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Book SynopsisLudmilla Jordanova is Emeritus Professor of History and Visual Culture, Durham University, where she was Director of the Centre for Visual Arts and Culture 2015-19. She was previously Professor of Modern History, King's College, London and Director of the Centre for Research in the Arts, Social Sciences and Humanities at the University of Cambridge. Her most recent books are The Look of the Past: Visual and Material Evidence in Historical Practice (2012) and Physicians and their Images (2018).Trade ReviewOne of the last half-century's most insightful, level-headed, and humane reflections on the practice of history and its cultural significance. * History Journal *A major, deeply reflective work upon the nature of studying and writing history. No other author has treated the subject in the same way. She writes with equal facility about the history of society, high-politics, economics and science and displays a genuine understanding of the differing spirits and methods of sociology, anthropology and philosophy and the ways in which these have made an impact upon history. * Ronald Hutton, Professor of History, University of Bristol, UK *Now thoroughly revised and updated, Jordanova's book offers a distinctive and insightful perspective on the historical enterprise. Wise, witty and gracious, it is highly recommended. * Patrick Finney, UK Editor, Rethinking History *Ludmilla Jordanova’s History in Practice remains an essential guide to what History is, how it has and can be done, and how it might be done better. Subtle, yet refreshingly forthright, and above all humane, it offers a thought-provoking discussion of History as a methodologically diverse ‘craft’. Wide-ranging and erudite in her range of reference, Jordanova sets History in the context of other academic disciplines, including philosophy, anthropology, psychology and literature, and explores its interrelation with these disciplines. She provides an authoritative map of the variant forms of historical practice, examines the kinds of knowledge produced by historians, surveys trends and fashions, and considers the opportunities and challenges posed by the twenty first-century ‘digital age’. Reading (and re-reading) History in Practice reminds me why I became an historian; but it also reminds me why History matters. It is an inspirational book. * Paul Readman, Professor of History, King’s College, London, UK and author of Storied Ground: Landscape and the Shaping of English National Identity *History is the most slippery of disciplines, hard to grasp and harder still to pin down. Ludmilla Jordanova makes it look easy. With deft precision she lays out the tools that furnish History’s workshop, sharpening their functionality while explaining their use, with the occasional cautionary note. Neither a how-to manual nor a philosophical treatise, History in Practice has long been a vital resource for every student of History. This new edition hones its relevance for a new generation of historians. * Penny Russell, Bicentennial Professor of Australian History, University of Sydney, Australia *There is no better introduction to what historians do and how they do it. Concise, elegant and informative, this book will enable anyone interested in history to find their way in a discipline that offers virtually unlimited opportunities for exploration. * Lynn Hunt, Distinguished Research Professor of History, University of California LA, USA *Table of ContentsList of Illustrations Acknowledgements Note to Readers Introduction 1. History in General 2. Mapping the Discipline of History 3. History in the Humanities 4. History in the Social Sciences 5. The Status of Historical Knowledge 6. Periodisation 7. Public History 8. Historians’ Skills 9. History in a Digital Age 10. Trends Endnotes Bibliography Index

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Book SynopsisJean Brick has been involved in the field of academic literacy for over 20 years. She has worked with undergraduates and postgraduate students from both English speaking and non-English speaking backgrounds, and was formerly a Lecturer in the Department of Linguistics at Macquarie University, Australia.Maria Herke is Senior Lecturer in the Department of Linguistics at Macquarie University, Australia.Deanna Wong was formerly Lecturer in the Department of Linguistics at Macquarie University, Australia.Trade ReviewAcademic Culture is comprehensive yet accessible. Lucid and engaging examples encourage the reader to reflect on their own learning, and each chapter contains writing tasks that require careful thought and consideration. I would thoroughly recommend this book for students of all disciplines looking to navigate the intricacies of university life, excel at academic writing and develop a critical academic voice. * Paul Atkinson, Monash University, Australia *Table of ContentsPART I: Introduction 1. What is Academic Culture? 2. Faculties, Departments and Disciplines 3. Communicating with Your Lecturer 4. Independent Learning PART II: Taking Part in University Learning 5. Academic Listening 6.Academic Reading 7. Taking Part in Tutorials and Seminars 8. Doing Group Assignments PART III: Becoming Critical 9. Opinions, Position and Bias 10. Critical Thinking, Problem-Solving and Description 11. Sources of Academic Knowledge PART IV: Expressing your voice and referring to the voices of others 12. Voices in Academic Texts 13. Expressing Your Own Voice 14. What is Plagiarism? 15. Voices in Different Types of Text 16. Creating an Identity in Different Types of Text: Pronouns, Hedges, Boosters and Commands PART IV: Writing Academic Texts 17. Writing at University 18. Making Your Argument Flow 19. Writing Essays 20. Writing Reports 21. Writing Research Reports 22. Writing Reflective Texts 23. Writing Blogs and Discussion Forum Posts 24. Writing Lab Reports 25. Writing in Exams.

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Book SynopsisEdited by:Ruth Helyer was Professor of Work-Based Learning at Leeds Trinity University, UK, and a National Teaching Fellow of the Higher Education Academy. Actively developing the work-based learning agenda since the early 2000s, she became an internationally acknowledged expert in this area, involved in the development of numerous working students and their companies. Ruth was the editor of Facilitating Work-Based Learning: A Handbook for Tutors (Red Globe Press, 2015) and Editor-in-Chief of the Emerald peer-reviewed journals Higher Education Skills and Work-Based Learning and Journal of Work-Applied Management. Ruth sadly passed away in 2019; the current editorial panel completed the publication of this third edition as a tribute to Ruth's life and work.Tony Wall is Founder and Head of the International Centre for Thriving at the University of Chester, UK, a global collaboration between business, arts, health, and education to deliver sustainable transformation for the common good. He is passionate about thriving and has published 200+ works, including articles in quartile 1 journals such as The International Journal of Human Resource Management and Vocations & Learning, as well as global policy reports for the European Mentoring & Coaching Council. His leadership and international impact in these areas have attracted numerous accolades including the prestigious Advance-HE National Teaching Fellowship and three Santander International Research Excellence Awards. Ann Minton is the University of Derby's Academic Lead for Apprenticeships. For the last ten years, Ann has been involved in developing bespoke and innovative education solutions for a range of businesses and organisations to meet their higher educational needs, including the university's award-winning approach to the accreditation of in-company training. Ann is an editor for the Making Employer and University Partnerships Work, an original publication sharing national best and innovative practice across the UK.Amy Lund is a Senior Teaching Fellow, the Head of Work-based Learning and Journalism Programme Leader at Leeds Trinity University, UK. Amy lived and worked as a Journalist in New York, Sydney and London before returning to Yorkshire. Combining her Postgraduate research with working as a magazine editor and a university lecturer, while raising a young family, Amy is an experienced work-based learner. She is passionate about expanding and promoting work-based learning. Amy also champions embedding work-integrated learning into university programmes and has developed specific learning spaces to facilitate this process.With contributions from:Anna Sung is a Senior Lecturer in Accounting and Finance at the University of Chester, UK. She has cross-disciplinary background in Finance, Technology, Business, Biotechnology and Higher Education. Anna is a pioneer in FinTech education. Before joining the University of Chester, she was Programme Leader of the UK's first undergraduate degree dedicated to FinTech and was the Founding Centre Lead of the FinTech Innovation Centre at Glyndwr University. She has worked for Universities in both Hong Kong and the UK. Her current research interests include Financial Technology (FinTech), innovation management, data mining and behavioural data analytics.David Perrin is Head of the Centre for Work Related Studies and Associate Professor at the University of Chester, UK. Over two decades he has developed and run one of Europe's largest work-based learning frameworks for undergraduate and postgraduate students. He has published widely in the field, with particular specialism in the accreditation of prior learning.Debbie Simpson is Director of Executive Education at Lancaster University Management School, UK. She leads development, delivery and quality assurance of work-based professional development for individuals and organisations; including Master's level Apprenticeships. Debbie has a background in education in schools and Higher Education, and has served as external examiner for several HEI work-based learning programmes. She is a Senior Fellow of the Higher Education Academy (SFHEA).Denise Meakin is Co-Deputy Head of the Centre for Work Related Studies at the University of Chester, UK, where she helps run the work-based learning framework. She is the Centre's lead academic in converting organisations' training materials and approaches into quality-assured, accredited HE courses of study and has several publications in this field and more generally in work-based learning.John Henry is a Lecturer in Games at Manchester Metropolitan University, UK. He received his PhD in Computer Science from Liverpool John Moores University in 2018, investigating the combination of Serious Games and the Internet of Things (IoT). After his PhD and a short period as an Associate Lecturer in Web Development at Edge Hill University, he entered the world of industry as a Software Engineer, programming a self-service kiosk with remote analytics and maintenance for a car hire company. He is actively researching utilising machine-learning with the Internet of Things and Games for mental and physical rehabilitation.Jonathan Garnett is Director and owner of Garnett Professional Development (GPD) Ltd. Through GPD Jonathan undertakes consultancy in the development and implementation of work-based learning at higher education level in the UK and internationally. Since 2014 Jonathan has worked with a range of English universities to develop their Degree Apprenticeship capability through work-based learning. Prior to 2014 Jonathan was the Director of the Institute for Work-Based Learning at Middlesex University, UK. Jonathan has over twenty-eight years' experience of the development and operation of work-based learning partnerships in the public, private and voluntary sectors at higher education level.Lisa Rowe is Co-Deputy Head of the Centre for Work Related Studies at the University of Chester, UK, where she led the design and launch of the Chartered Manager and Senior Leaders Master's Degree Apprenticeships, working collaboratively with a range of employers and professional bodies. She supervises apprentices in a wide variety of projects and her research interests include lifelong and work-based learning, social mobility, future-proofing the workforce and resilience.Kelvin Leong is a Professor in Financial Technology and Data Analytics at the University of Chester, UK. His current research interests include Financial Technology, Data Mining, Behavioural Data Analytics, and Big Data. He started his academic career at The Hong Kong Polytechnic University as a lecturer in Accounting and Finance in 2007. In 2013, he joined Wrexham Glyndwr University, UK, as a Senior Lecturer, and was promoted to Principal Lecturer and Professional Lead in Finance in 2016. He has a weekly column on Hong Kong Commercial Daily (HKCD). The paper had a circulation of around 300,000 per day.Kevin Ions is a Senior Lecturer in Work-Based Studies at Teesside University, UK. He has considerable experience of involvement in higher education workforce development initiatives including the development of bespoke programmes for industry. His research interests include organisational learning, reflective practice and work-based learning pedagogy.Kirsty Beckett is a Work-Based Learning Tutor and Programme Coordinator at Leeds Trinity University, UK. She delivers work-based learning modules on a variety of degree apprenticeship programmes at the university. She has a background of teaching in the further and higher education sector, delivering a range of subject disciplines and work-based learning modules. In addition to this, she has led a project with the British Council in China to develop vocational and work-based learning programmes in the hospitality and travel industries.Nadira Mirza is an Educational Consultant. Formerly the Dean of the School of Lifelong Education and Development and Director of Student Experience and Success at the University of Bradford, UK, she was instrumental in developing widening access programmes for first generation scholars and mature learners, particularly those entering higher education from vocational routes. She is a Work Based-Learning Tutor at the Centre for Apprenticeships, Work-Based learning and Skills at Leeds Trinity University, UK, where she managed the HEFCE funded, Driving Social Mobility through Degree Apprenticeships in West Yorkshire Project. She is a Principal Fellow of the Higher Education Academy and has published in the field of lifelong learning and inclusion.Norma Sutcliffe is an External Examiner for the Faculty of Business Management, University of Chester, UK, and External Reviewer of work-based programme for University Centre Quayside. Her research interests include investigating links between preferred learning styles, reflective practice and tacit knowledge to provide innovative approaches in the articulation of prior experiential learning for accreditation purposes.Pam Hadfield is an Associate Lecturer at the University of Derby, UK, and also runs her own Work-Based Learning Consultancy. For over twenty years Pam has been successfully involved in developing workplace mentoring and learning facilitation programmes for a range of businesses and organisations, particularly in the engineering, leisure and public sectors. These innovative workplace mentoring programmes have been designed and implemented to support in-company change initiatives particularly in the context of leadership and management. Pam has also been heavily involved at the University of Derby in the development of both the Chartered Manager and Senior Leader degree apprenticeships.Trade ReviewThis new edition offers some excellent updates on an already seminal text for students engaging in work-based learning. I particularly welcome the focus on personal and professional development, and opportunities for quality self-reflection. * Suzanne Albary, University of Suffolk, UK *This is key reading for students and practitioners in the field of work-based learning. Two valuable aspects of this book are the regular exercises and case studies which are informative and interesting. * Pat Lang, Glasgow Caledonian University, UK *This book provides vital insights into the latest areas of thinking around work-based learning. Building on the strong platform that the authors established in its former edition, this new edition contains valuable updates, including coverage of the role of apprenticeships as a form of work-applied learning, and provides a renewed frame of reference in light of the changing context that students are facing today. * Scott Andrews, University of Worcester, UK *Table of ContentsIntroduction 1. Adapting to Higher Education: Academic Skills (Ruth Helyer, Ann Minton, Tony Wall) 2. Where and How You Will Learn (David Perrin and Debbie Simpson) 3. Planning and Negotiating Your Learning (David Perrin, Denise Meakin and Lisa Rowe) 4. Making the Most of Your Learning Opportunities at University (Nadira Mirza, Kirsty Beckett and Sarah Scowcroft) 5. Making the Most of Your Learning Opportunities at Work (Pam Hadfield and Ann Minton) 6. How Your Work-Based Learning Will Be Assessed (Sue Graham and Ann Minton) 7. Developing Yourself and Your Organisation (Kevin Ions, Norma Sutcliffe and Tony Wall) 8. Moving from Individual Learning to Organisational Impact (Jonathan Garrett, Param Abraham and Selva Abraham) 9. Planning Practitioner Projects (Stavroula Bibila and Paula Nottingham) 10. Implementing Practitioner Research Projects (Paula Nottingham and Stavroula Bibila) 11. Technologies to Support Work-Based Learners (Kelvin Leong, Anna Sung, Stuart Cunningham and John Henry) 12. The Student Becomes the Master (Amy Lund) Index.

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Book SynopsisGEOFFREY FINCH has taught English at universities in New Zealand and Nigeria and is Senior Lecturer in English at Anglia Polytechnic University, where he lectures and writes on both language and literature. He is the author of Linguistic Terms and Concepts and Word of Mouth.

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Book SynopsisDAVID SANDS is a Senior Lecturer in the Physics Department at the University of Hull, where he teaches transferable skills and other specialist physics modules.

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Book SynopsisLUCINDA BECKER is an Associate Professor at the University of Reading within Arts and Humanities. She is also a professional trainer, developing and delivering courses in communication, presentation, management techniques and job-searching skills. She is the author of The Mature Student's Handbook, 14 Days to Exam Success and co-author of Writing for Engineers and Presentation Skills for Students (with Joan van Emden).DAVID PRICE is a member of the Royal Society of Chemistry, a Chartered Chemist and a Visiting Research Fellow at Reading University. He is an L.E.A. school governor and gives lectures to sixth formers, tutors, undergraduates and postgraduates and presents his research at international conferences.

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Book SynopsisThis book is designed to help readers to make the transition from a first degree or from the workplace to a postgraduate course.

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Book SynopsisExam board: Cambridge Assessment International EducationLevel: A-levelSubject: Thinking SkillsFirst teaching: September 2018First exams: Summer 2020Endorsed by Cambridge Assessment International Education to provide full support of the syllabus for examination from 2020. Improve problem solving and critical thinking skills for studies and life beyond the classroom, while ensuring full coverage of the Cambridge International AS & A Level Thinking Skills syllabus (9694). - Focus on creative problem-solving with a clear model demonstrating how to assess the problem, choose and implement the appropriate strategy and give the answer. - Improve your critical thinking skills through a meticulous and rigorous approach to analysing, evaluating and constructing arguments and forming well-reasoned judgments- Prepare for further study and life beyond the classroom with advice and guidance from experienced authors.- Consolidate learning with a range of problems, exercises and examination-style questions.

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Book SynopsisExam board: SQALevel: HigherSubject: Modern StudiesFirst teaching: September 2018 First exams: Summer 2019 What do you really need to know for the SQA Higher Modern Studies exam?This revision guide covers the essentials in just 112 pages, so it's perfect for early exam preparation or last-minute revision.- Find key content at your fingertips with quick summaries of the issues, processes and terminology that you need to understand- Get a better grade in your exam with tips on exam technique, mistakes to avoid and important things to remember- Revise and practise using end-of-topic questions and synoptic questions at the end of each section - with answers provided online- Benefit from the knowledge of experienced teacher Paul CreaneyThis book covers the following content:- Democracy in Scotland and the UK: All topics- Social Issues in the UK: Social Inequality and Crime and the Law- International Issues: Terrorism (World Powers) and The Development of Africa (World Issues)

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Book SynopsisYOU WANT TO DO WELL AT UNI - NOW THERE'S A BOOK TO SUPPORT YOU. 'Everything you need to know to succeed in Higher Education' Gaye Conroy, University of Sussex'Great advice, strategies and models. I'd recommend it to our students' Sarah Speight, University of NottinghamTHE STUDY BOOK is a practical guide to developing the academic skills you need to succeed at university, college or any higher level study. Learn how to think, research, debate, write about, and apply information - and do all the things that will directly impact on your academic success from the moment you start.It guides you through activities and processes to help you examine your learning abilities and experiences so far. It will help you to understand your particular preferences and styles, your natural advantages as well as any specific weaknesses, and then guide you to build an effective personal approach to studying. You will learn what you need to do to do well in your course, like completing high quality assignments, writing essays, and showing off your full understanding in exams. Along the way you'll find emergency tips to inject into realistic situations like when struggling with the dynamics in a group-working situation, lost in planning a complex assignment, or getting stressed in the days before an exam. It contains specific reminders about academic conventions, definitions of terminology, useful checklists to support tasks, and simplified processes to keep you on track. There are insights from other students, example scenarios, and short case-studies, all designed to root the advice in real academic context, and keep you focused on what you need to do to keep improving.'A book that will help all students' Jeremy Dudman-JonesTHIS IS THE ESSENTIAL GUIDE TO TAKING ON THE CHALLENGE OF STUDYING - AND COMING OUT ON TOP.

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Book SynopsisFOR STUDENTS GOING ABROAD, THE EXCHANGE STUDENT SURVIVAL KIT IS THE FIRST THING TO PACK!Study abroad has never been so popular. Students embarking on life-changing adventures need tried-and-true advice. Since 1993, THE EXCHANGE STUDENT SURVIVAL KIT has been the essential guide for young people traveling abroad, helping them better understand the unique experience of international exchange programs. More importantly, it shows students how to avoid many common misunderstandings and problems that can occur in the course of their adjustment to a new culture, a new family, a new school and a new community. Based on her years of research and professional involvement with AFS Intercultural Programs, Dr. Hansel has filled the book with examples taken from the experiences of dozens of exchange students from a broad spectrum of cultures. This much-awaited new edition includes* New communications technology as it affects the experience: e-mail, instant messaging, cell phones, online games and blogs and information searches.* Important advice on personal safety and pressing concerns for parents and students in light of war, terrorism and crime.* Changes in society and family life that affect travelers: fast food replacing family meals, a new emphasis on religious beliefs, consumerism and globalism.Now fully updated for the 21st Century THE EXCHANGE STUDENT SURVIVAL KIT supports young people who plan to become exchange students or who are already on such a program, showing how to manage the unexpected "culture shock" and deal with the specific issues that emerge when immersing yourself in an unfamiliar culture.Trade ReviewStudying abroad is an opportunity for discovering yourself, and for finding your place in the world community as never before. In my work with students, I have heard thousands of dreams and fears about what the overseas experience might bring. But inevitably, it was the unimagined dream, the adventure that money could not buy, that proved to be the most fascinating aspect of the sojourn. The Exchange Student Survival Kit has been written with you, and that adventure, in mind. Sometimes people feel that too much reading will spoil the novelty of the experience, as if the new culture we will live in has such limited things to offer that we can master all of it by reading a few books. We might rather think of the old saying "Luck prefers the prepared mind." As you ready yourself to make the most of your time abroad, remember that part of the investment in your own adventure is to be ready to fully experience it. And the collection of ideas in this fully updated and revised book is designed to facilitate that luck! -- Janet M. Bennett The Intercultural Communication Institute Portland, Oregon December 2020I first read a borrowed copy of The Exchange Student Survival Kit in May 1994, just a few months before going on a high school exchange with AFS. As the year abroad progressed, I kept rereading the book, exploring the stories and lessons learned while connecting with my own experiences. I could not ask for a better guide to help me make sense of what I was going through and better understand the international experience's challenges and opportunities. The third edition has just caught up with technology and new developments, but Betsy's practical and valuable insights remain timeless. -- Lucas Welter, former AFS student and Chief Organizational Development and Strategy Officer for AFS Intercultural ProgramsDr. Betsy Hansel's extraordinary book, The Exchange Student Survival Kit (second edition), is a must-read for anyone going overseas through a high school exchange program. Her advice and down-to-earth examples give the prospective exchangee an excellent foundation for developing deeper intercultural insights and skills. From pre-departure to return, this book will greatly help a young person to navigate the often ambiguous waters of cultural differences. -- Mitchell R. Hammer, PhD, President, Hammer Consulting, LLCThe Exchange Student Survival Kit is a wise and exceptionally practical guide that belongs in the hands of every study abroad student contemplating a home stay. When it comes to understanding both the pitfalls and pleasures of an international home stay, there is no better source of advice for both the students and their hosts. -- Bruce La Brack, professor of Anthropology and International Studies, University of the PacificI will never forget my first hot August day in Kansas City! My American family greeted me, their just arrived Italian AFS exchange student, at the bus stop with a loaf of 'Italian garlic bread': I had never seen one before! In this book, Dr. Betsy Hansel goes straight to the essence of culture shock-different views, different values, different perceptions, differentworlds to compare as a student abroad. She shows us the wonderful and painful process to become an open-mindedcitizen of the world. The Exchange Student Survival Kit will be of tremendous help for everyone involved in the exchange student field and, by extension, everybody who deals with cross-cultural differences. -- Dr. Mietta Rodeschini Denti, President, Rotary Club Bergamo, Ovest, Italy

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Book SynopsisThis remarkable book explores the essential steps for planning lessons that grab the attention of students and make them care about their learning. The steps address the key areas that are most important for meaningful learning: content, pedagogy, and building rapport with students. This practical book shows you how to make every lesson engaging, impactful, and even fun!

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Book SynopsisWriting good essays is a vital study skill for all stages of education, from GCSE to degree level. This highly successful and thoroughly practical guide leads you step-by-step through the whole process, including: - How to put your ideas into shape - Making your essay coherent and giving it conviction - How to think straight and argue well - How to write a good introduction and conclusion - Improving your style - Editing and rewriting Now in its 6th edition this book has been thoroughly revised and updated to take account of feedback from teachers and students, including the requirements of online research. Use the techniques and exercises in this book to develop the originality and good writing that examiners look for - and write essays of distinction every time.Contents: Preface and Acknowledgements; Introduction and preparing for exams; 1. The purpose of your essay; 2. Choosing your topic; 3. Collecting the information you need; 4. Putting your ideas into shape; 5. Making your essay coherent; 6. Giving your work conviction; 7. How to think straight and argue well; 8. Writing introductions and conclusions; 9. Improving your style; 10. Editing and rewriting; 11. How to pass your exam essay; Appendices.Trade Review'If you're a student, buy it.' Writer's MonthlyTable of ContentsPreface and Acknowledgements; Introduction and preparing for exams; 1. The purpose of your essay; 2. Choosing your topic; 3. Collecting the information you need; 4. Putting your ideas into shape; 5. Making your essay coherent; 6. Giving your work conviction; 7. How to think straight and argue well; 8. Writing introductions and conclusions; 9. Improving your style; 10. Editing and rewriting; 11. How to pass your exam essay; Appendices.

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