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The Brave Learner

Author : Julie Bogart
ISBN : 9780525505006
Genre : Education
File Size : 81. 31 MB
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Publishers Weekly bestseller · A joyful and accessible homeschool guide to making learning a part of everyday life Parents who are deeply invested in their children's education can be hard on themselves and their kids. When exhausted parents are living the day-to-day grind, it can seem impossible to muster enough energy to make learning fun or interesting. How do parents nurture a love of learning amid childhood chaos, parental self-doubt, the flu, and state academic standards? In this book, Julie Bogart distills decades of experience--homeschooling her five now grown children, developing curricula, and training homeschooling families around the world--to show parents how to make education an exciting, even enchanting, experience for their kids, whether they're in elementary or high school. Enchantment is about ease, not striving. Bogart shows parents how to make room for surprise, mystery, risk, and adventure in their family's routine, so they can create an environment that naturally moves learning forward. If a child wants to pick up a new hobby or explore a subject area that the parent knows little about, it's easy to simply say "no" to end the discussion and the parental discomfort, while dousing their child's curious spark. Bogart gently invites parents to model brave learning for their kids so they, too, can approach life with curiosity, joy, and the courage to take learning risks.

The Brave New World Of Ehr

Author : Hal Gueutal
ISBN : 0787978574
Genre : Business & Economics
File Size : 53. 6 MB
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The Brave New World of eHR is an important resource, filledwith the most current information and practical advice on eHR forhuman resource professionals and industrial and organizationalpsychologists. Written by an expert group of scholars,practitioners, and subject matter experts, this book offers anoverview of the major technological trends in eHR, and shows how touse technology to enhance organizational effectiveness. Comprehensive in scope, the book includes information on a widevariety of topics and Reviews the transformation of human resources from manualprocesses to sophisticated CRM and ERP systems Examines the effectiveness of online strategies for attractingtalent Offers valuable guidelines that can help organizations design,deliver, implement, and sustain e-selection systems Includes a review of the recent research on the effectivenessof distance learning in educational and organizationalsettings Analyzes the potential advantages and disadvantages of usingeHR to manage employee performance Shows how technology supports the administration ofcompensation systems Outlines recent trends in delivering HR products andservices Considers the functional and dysfunctional consequences ofusing eHR to attract, select, and manage the performance ofemployees in organizations Presents a fascinating and futuristic look at HR and technologyfor decades to come

The Brave New World Of Ehrm 2 0

Author : James H. Dulebohn
ISBN : 9781641131575
Genre : Business & Economics
File Size : 83. 30 MB
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Information technology has had a profound effect on almost every aspect of our lives including the way we purchase products, communicate with others, receive health care services, and deliver education and training. It has also had a major impact on human resource management (HR) processes, and it has transformed the way that we recruit, select, motivate, and retain employees (Gueutal & Stone, 2005; Kavanagh, Thite, & Johnson, 2015). For example, some estimates indicated that 100 % of large organizations now use web-based recruiting (Sierra-Cedar, 2016-2017), and over half of the training conducted in America is delivered using technology-based methods (American Society for Training and Development, 2015). Results of a survey by the Society for Human Resource Management (SHRM) (2002) revealed that technology is one of the major drivers of change in today’s HR departments. In spite of the increased use of technology in the field of HR, relatively little research has examined the acceptance and effectiveness of electronic human resource management (eHRM) methods. As a consequence, practitioners are implementing these new systems without the benefit of research. Thus, the primary purpose of this issue is to review the results of research on a number of important eHRM practices including e-recruitment, e-selection, gamification, e- socialization, e-learning, and e-performance management. It also considers how technology can be used to manage task-based contingent workers, and examines the problems associated with cyberdeviance in organizations. The chapters in this series should be extremely beneficial for HR researchers and practitioners who are employing these new systems.

Merriam Webster S Advanced Learner S English Dictionary Stephen J Perrault 2008

Author : Merriam-Webster, Inc
ISBN :
Genre : Reference
File Size : 82. 43 MB
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Preface Merriam-Webster[1]s Advanced Learner[1]s English Dictionary is not only an entirely new dictionary created by the editorial staff of America[1]s oldest dictionary publisher it also marks the beginning of a new kind of publishing for this company. Over the past 160 years, Merriam-Webster has produced hundreds of dictionaries and other reference books, and many of those books have been useful to learners of English as a second or foreign language, but this dictionary is the first one that we have produced specifically to meet the needs of those learners. The creation of this dictionary reflects the reality that English has become an international language, and that American English, in particular, is now being used and studied every day by millions of people around the world. We believe that we have a unique opportunity to help students of English in the U.S. and elsewhere to understand our language and to use it more clearly and effectively. This dictionary provides coverage of both American and British English. Its coverage of British English is current and comprehensive. Its coverage of American English is, we believe, unparalleled. The thousands of entries, senses, phrases, forms, and examples that are labeled US in this dictionary will provide learners with a clearer and more precise description of idiomatic American usage than has ever before been available in a dictionary of this kind. The approximately 100,000 entries in this dictionary include a broad selection of words from all major areas of interest, including popular culture, business, sports, science, and technology, among others. Our main focus in choosing entries has been to include the language that people are most likely to need and encounter in their daily lives. The evidence used to make decisions about which words and senses to include was drawn, first of all, from our continually growing database of citation text, now numbering more than 100 million words. That evidence was augmented in essential ways by the resources that are available to us over the Internet, and in particular by the enormous databases of Lexis-Nexis, which provided editors with ready access to vast amounts of material from both American and British sources. Not so long ago dictionary editors had to rely entirely on evidence that had been painstakingly collected over a period of years by a program of reading. That program continues at Merriam-Webster, providing the basis of our citation database, and we continue to find great value in the traditional methods of evidence-gathering, but we also have fully embraced the power of the electronic tools that have become available in recent decades. The use of computers now makes it possible for dictionary editors to examine and describe language at a level of detail that was never before imaginable. The definitions in this dictionary are written in simple language. In many cases, a single use of a word will be given more than one definition. Very often a word will be defined by a quite simple definition, followed by a definition that is perhaps somewhat less simple or that shows how the defined word is related to another word. For example, the verb pioneer is defined both as to help create or develop new ideas, methods, etc. and as to be a pioneer in the development of something . The first definition can certainly stand alone, but the second definition enhances it by underscoring the close connection between the verb pioneer and the noun pioneer a connection that native speakers are unconsciously aware of, but that learners may not sense so strongly. The inclusion of multiple definitions thus helps learners both to expand their vocabularies and to gain a fuller picture of a word[1]s meaning by approaching it from a slightly different direction. Notes of various kinds are also used abundantly throughout the dictionary to clarify and emphasize aspects of usage that cannot be easily captured or expressed in a definition. True fluency in any language, of course, is not acquired by memorizing dictionary definitions, but by hearing and seeing how words are used in combination with each other to express meaning. In writing this book we have devoted a great deal of care and attention to creating simple and accurate definitions, but our feeling throughout has been that the real heart of the dictionary is its examples. We know from experience that dictionary users, whether native speakers or learners, want more examples. They want examples for common words, and they want examples for difficult words. Although not every entry in this dictionary includes an example there is usually very little value in providing an example for, say, a noun like microchip or monoplane the great majority of the entries do, and a large percentage of them include more than one. There are more than 160,000 usage examples in this dictionary. A few of them are quotations taken from well-known works of American and British literature, but most are made-up examples, based on evidence of real English, that have been carefully written to show words being used in appropriate contexts which accurately reflect their uses in actual speech and writing. A large number of the examples in this dictio- 7a JOBNAME: Webster’s Learners D PAGE: 2 SESS: 12 OUTPUT: Mon Jul 14 12:25:33 2008 /data31/webster/dict/mw−learners−dictionary/003−fm−preface nary do not simply illustrate usage, they also explain it and expand upon it in other ways. Many examples include synonymous words or phrases shown within brackets, thus allowing the reader either to learn a new word or to have the connection between the meanings of words reinforced. Examples also often include glosses, so that phrases and compound terms whose meanings are not obvious can be explained clearly and simply. And we have very frequently explained the meaning of entire phrases and sentences by restating them with other, simpler words. Many examples also show how the same word can be used in slightly different ways[1]or how related words can be used in different ways[1]to say the same thing. We believe that such examples are of great value to the learner they are the next best thing to having a native speaker available by your side to help clarify what you are seeing and hearing. Any comprehensive dictionary contains an enormous amount of information, and dictionary editors have typically been required to use a variety of abbreviations and other shortcuts to fit all that information into the limited space available between the covers of a book. Two of our main goals in creating the entries for this dictionary were to keep the use of such shortcuts to a minimum and to employ conventions that are readily understandable. We set out to create a dictionary that could be easily used without frequent reference to explanatory materials. To achieve that, we have minimized the use of abbreviations and symbols although we were not able to eliminate them entirely and we have tried to use labels and notes whose meanings are immediately clear. We have also made every effort to organize entries in a way that allows users to find the information they want quickly. The most obvious convention we have adopted for this purpose is the use of blue text for examples. The blue text not only highlights the examples, it also makes it much easier to identify the other elements of an entry[1]the definitions, usages notes, and so on[1]and to navigate through long entries to find the particular information that you need. It can sometimes be easy to forget that a large dictionary like this one has to be written word by word and line by line. Each definition, each example, each note that appears in this dictionary is the product of careful and strenuous thought by at least one person, and often by many people, since the nature of the writing and editing process is such that multiple stages of review are required before the work is truly finished. The names of the many people who worked on this book are listed in the following paragraphs. The length of this project has meant that some of the people who were with us when it began had moved on to other parts of their lives by the time it ended. The Merriam-Webster editors credited here include both current and former staff members. Former Director of Defining E. Ward Gilman and former Editor in Chief Frederick C. Mish, both now retired, provided helpful suggestions when the project was in its initial planning stages, as did consultant Robert Ilson. President and Publisher John M. Morse was also involved in the initial planning of the project and provided support and encouragement throughout it. The editors who had the first crack at creating entries included, in no particular order, Karen L. Wilkinson, Susan L. Brady, Thomas F. Pitoniak, Kathleen M. Doherty, Emily A. Brewster, G. James Kossuth, Emily B. Arsenault, Penny L. Couillard-Dix, Emily A. Vezina, Benjamin T. Korzec, Ilya A. Davidovich, Judy Yeh, Rose Martino Bigelow, Kory L. Stamper, Peter A. Sokolowski, Neil S. Serven, Deanna Stathis, Anne Eason, Joanne M. Despres, Rebecca Bryer-Charette, and myself. Dr. Ilson undertook a complete review of the work that was done at that early stage, and he made many valuable corrections and additions. He was particularly helpful in providing good examples and in augmenting our coverage of British English by identifying distinctions often very subtle ones between American and British usage. The pronunciations throughout the dictionary were provided by Joshua S. Guenter. The essential task of checking and re-checking cross-references was handled by Maria Sansalone, Donna L. Rickerby, and Adrienne M. Scholz. The work of copyediting the entries that had been created by the definers was done by editors Wilkinson, Brady, Brewster, Couillard-Dix, Korzec, Yeh, Stamper, Sokolowski, Serven, Eason, Despres, Bryer- Charette, and me. The complexity of this project was such that an additional reviewing stage was added following copyediting. That work was done by editors Bryer-Charette, Korzec, Brewster, Stamper, Brady, Couillard-Dix, Wilkinson, and Madeline L. Novak. The responsibility for final review of the manuscript fell to me. The proofreading of the galleys and page proofs was done by many of the editors mentioned above and by Anne P. Bello and Paul S. Wood. The primary proofreader for the in-house keying of revisions was Kathleen M. Doherty. Specialized editing assistance was provided by editors Wood and Doherty. Most of the illustrations that appear throughout were newly created for this book. The new black-and-white illustrations were drawn by Tim Phelps of Johns Hopkins Univ., and the color illustrations were researched and drawn by Merriam-Webster editor Diane Caswell Christian. Mark A. Stevens oversaw the creation of the new illustrations and planned the black-and-white illustrations along with Lynn Stowe Tomb, who also coordinated work with Mr. Phelps and converted the drawings to electronic form for typesetting. Freelancer Loree Hany and editors Jennifer N. Cislo and Joan I. Narmontas assisted in art research. The selection of the 3,000 entry words that are highlighted as being most important for learners to know was based in large part on initial recommendations provided by James G. Lowe and Madeline L. Novak. Additional research was carried out and final selections were made by John M. Morse. The Geographical Names section was prepared by Daniel J. Hopkins. The other back matter sections were prepared by Mark A. Stevens, C. Roger Davis, and outside contributor Orin Hargraves. Robert D. Copeland arranged for 8a Preface JOBNAME: Webster’s Learners D PAGE: 3 SESS: 12 OUTPUT: Mon Jul 14 12:25:33 2008 /data31/webster/dict/mw−learners−dictionary/003−fm−preface Content Data Solutions, Inc., to convert the dictionary data files to a suitable format before typesetting them. The converted files were checked by Donna L. Rickerby. Daniel B. Brandon keyed revisions into the converted data files and contributed other technical help. Thomas F. Pitoniak directed the book through its typesetting stages. Project coordination and scheduling were handled by Madeline L. Novak, who was also chiefly responsible for the book[1]s typography and page design. Our notions about what this book could and should be continued to develop as we progressed through the different stages of editing, and many of the people named above made useful suggestions that led to changes, both minor and major, in the book[1]s style and content. Further changes were implemented thanks to comments and suggestions from a group of consultants who reviewed a selection of entries at a fairly late stage in the project. We gratefully acknowledge the important contributions of those consultants, whose names are listed below. We want first of all to express our thanks to Jerome C. Su, President of the Taiwan Association of Translation and Interpretation and Chair of Bookman Books, Taipei, Taiwan, for all of his advice and good suggestions at the reviewing stage and throughout the project. Our other consultants, all of whom provided us with carefully considered and valuable feedback, were Virginia G. Allen, author and educator, Ohio State Univ. James H. Miller, ESL teacher Elizabeth Niergarth, ESL instructor consultant, Harvard Univ. Susan Despres Prior, ESL teacher Caroline Wilcox Reul, lexicographer and ESL teacher Maggie Sokolik, Director, Technical Communication Program, College of Engineering, Univ. of California, Berkeley Yukio Takahashi, English teacher, Sendai Shirayuri Gakuen High School, Sendai, Japan Gregory Trzebiatowski, Headmaster, Thomas Jefferson School, Concepción, Chile and his students Felipe Opazo, Paula Reyes, and Carolina Sanhueza and Rob Waring, author and educator, Notre Dame Seishin Univ., Okayama, Japan. All of the editors who worked on this book have of course had the experience of studying a foreign language, with varying degrees of success. This project has given us renewed opportunities to understand what it is like to approach Englishwith all its complexities, subtleties, and apparent inconsistenciesas a learner rather than as a native speaker, and that experience has reminded us again of just how challenging the task of learning a new language truly is. We hope and believe that Merriam-Webster[1]s Advanced Learner[1]s English Dictionary is a resource that will make that task easier for students of English. Stephen J. Perrault Editor

Inside The Primary Black Box

Author : Christine Harrison
ISBN : 0708717683
Genre : Education, Elementary
File Size : 28. 72 MB
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Bringing Learning To Life

Author : David C A Bradshaw
ISBN : 9781136670459
Genre : Education
File Size : 76. 97 MB
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In an age of intense economic competition and continual change, the ability to learn is a key factor in survival and prosperity. This book examines the changing interaction of the world economy, Britain’s prospects for prosperity, the connections between different kinds of work and the learning that support them. Focusing on specific areas where changed attitudes and ways of working are long overdue, the authors show the need for a better balance between formal provision in schools, colleges and within employment, and less tangible informal learning at home and in the workplace. These, in turn, open up issues of the curriculum (especially in the formative later years in schools and colleges), guidance for education and work and the qualifications structure.

Brave New Digital Classroom

Author : Robert J. Blake
ISBN : 9781589019775
Genre : Language Arts & Disciplines
File Size : 44. 63 MB
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Brave New Digital Classroom examines the most effective ways to utilize technology in language learning. The author deftly interweaves the latest results of pedagogical research with descriptions of the most successful computer-assisted language learning (CALL) projects to show how to implement technology in the foreign language curriculum to assist the second language acquisition process. This fully updated second edition includes new chapters on the latest electronic resources, including gaming and social media, and discusses the realities and potential of distance learning for second language acquisition. The author examines the web, CALL applications, and computer-mediated communication (CMC), and suggests how the new technologically assisted curriculum will work for the foreign-language curriculum. Rather than advocating new technologies as a replacement for activities that can be done equally well with traditional processes, the author envisions a radical change as teachers rethink their strategies and develop their competence in the effective use of technology in language teaching and learning. Directed at all language teachers, from the elementary school to postsecondary levels, the book is ideal for graduate-level courses on second language pedagogy. It also serves as an invaluable reference for experienced researchers, CALL developers, department chairs, and administrators.

Children S Literature And Learner Empowerment

Author : Janice Bland
ISBN : 9781441165992
Genre : Education
File Size : 35. 45 MB
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Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.

On Tesol 84 A Brave New World For Tesol

Author : Teachers of English to Speakers of Other Languages. Convention
ISBN : STANFORD:36105032883303
Genre : English language
File Size : 72. 23 MB
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Longarm 383

Author : Tabor Evans
ISBN : 1101443561
Genre : Fiction
File Size : 85. 18 MB
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Longarm has to deal with a royal pain in the neck… U.S. Deputy Marshal Custis Long’s latest assignment is to escort Countess Lilliana Miranov and her Cossack party into the Rocky Mountains to hunt game. Spoiled and prone to irrational rages, the Russian beauty sees the lawman as nothing more than a peasant—before deeming him worthy enough for some special royal treatment. Longarm is just beginning to enjoy his duty when the countess sets her sights on a lone Ute brave—and kills him with one shot. Now, with a vengeful war party tracking them across the frozen frontier, Longarm has to find a way to keep the Cossacks corralled if he’s going to keep them alive…

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