The purpose of this book is to convince administrators and providers of health care that scientific research has produced numerous tools, techniques, and approaches for managing health services that are most effective and most efficient.

Proven Solutions for Improving Health and Lowering Health Care Costs (Hc) (Proven Solutions Series)

Pegels, C. Carl

Business & Money

Emerald Publishing Ltd (Iap)

"Schooled for the future?" offers an ethnographically rich account about squatter families in Kathmandu and their struggles to improve their living conditions and create a better future through education. Examining how people - children and adults - experience and respond to policy initiatives aimed at improving their life the book discusses the paradoxes inherent in modern schooling. Firstly, schooling promises social justice and equal opportunities, yet it also contributes to the reproduction of social inequalities by strengthening existing class divisions and by producing a new category of unschooled people. Secondly, within the context of the family, schooling is attributed an economic and symbolic value, but it is also considered a potential threat to family values based on generational hierarchy and caste identity. Through detailed ethnographic accounts the author demonstrates how urban poor families experience the schooling process ambivalently, both as a source of alienation and inferiority as well as a source of self-esteem and sense of progress. Acknowledging the interconnectedness between global, national and local forces framing and informing processes of education the book, thus, sheds light on the complex relationship between educational policy and everyday life experiences of the urban poor in Kathmandu, a hitherto understudied segment of the Nepalese society.

Schooled for the Future? Educational Policy and Everyday Life Among Urban Squatters in Nepal (Hc) (Education Policy in Practice)

Education & Teaching

Valentin, Karen

Schools & Teaching

What kind of character strengths must leaders develop in themselves and others to create and sustain extraordinary organizational growth and performance? The author, John J. Sosik, answers this question by reviewing what is known about the connection between authentic transformational leadership and positive psychology. He summarizes a wealth of leadership knowledge in a unique collection of captivating stories about 25 famous leaders from business, history and pop culture: Condoleezza Rice, John F. Kennedy, Maya Angelou, Bill Gates, Brian Wilson, Rosa Parks, Martin Luther King, Jr., Joe Namath, Pat Tillman, Mother Teresa, Lady Diana, Pope John Paul II, Shirley Chisholm, Governor James Hunt, Andy Griffith, Margaret Thatcher, Oprah Winfrey, Nelson Mandela, Warren Buffet, Andy Grove, Eleanor Roosevelt, Herb Kelleher, Anita Roddick, Johnny Cash, and Fred Rogers. What do these leaders have in common? Each possesses virtues of wisdom, courage, humanity, justice, temperance, and transcendence and their associated character strengths that form the foundation of their outstanding leadership. Besides generating astonishing results for their organizations, these leaders reaped numerous physical, mental, social and spiritual benefits from their strong character. Their stories teach readers leadership principles that they too can apply to achieve sustainable growth and excellence. The author includes dozens of interesting examples, vivid anecdotes, and clear guidelines to offer readers an in-depth look at how character and virtue forms the moral fiber of authentic transformational leadership. Individuals currently in leadership positions as well as aspiring leaders will find the book's conversational style, fascinating stories, and practical guidelines both useful and inspiring.

Leading with Character: Stories of Valor and Virtue and the Principles They Teach (Hc)

Biographies & Memoirs

Sosik, John J.

Professionals & Academics

The topic of "dispositions" is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

Dispositions in Teacher Education (Hc) (Advances in Teacher Education)

This research anthology is the fourth volume in a series sponsored by the Special Interest Group Research on the Education of Asian and Pacific Americans (SIGREAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and explains the lived experiences of Asian and Americans as they acculturate to American schools, develop literacy, and claim their place in U.S. society, and blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in Asian American education and socialization. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource.

Asian American Education: Acculturation, Literacy Development, and Learning (Hc) (Research on the Education of Asian and Pacific Americans)

Reference

Words, Language & Grammar

The past decade saw heightened policy activism in the field of reading at both the federal level and across virtually all 50 states. Initially sparked by disagreements about methods for teaching children to read, the so-called "reading wars" stirred heated debates on a variety of issues: levels and trends of reading achievement, pedagogy, standards and assessment, and education equity, among others. Embedded within these debates were the political agendas of state executives and legislatures, the interests of advocacy groups, and the ideologies of reading professionals, which were collectively shaping state reading policy development. Drawing primarily on interviews with 366 policy actors from nine states, this book presents a comprehensive investigation of the state reading policy domain employing multiple theoretical frameworks and research methods. Using social network analysis, the authors examined the interplay among a plethora of policy actors embedded in reading policy networks. They explored in depth policy actors' divergent beliefs on key reading-related issues, the causal stories told, and the policy solutions proposed. In addition, they examined the variety of lobbying tactics that interest groups utilized to gain influence over the policymaking process and to advance their policy agenda. As the most significant research endeavor in the area of state reading policy to date, this cross-state comparative study sheds light on the multifaceted nature and the intricacies of the policy processes in reading, and in education in general. The findings of this study bear important implications for both policy actors and education professionals. This study also makes a substantial contribution to policy research in education by demonstrating how theoretical frameworks and analytic methods that have not been fully utilized in education could serve as powerful tools for exploring educational policy processes.

Reading: Policy, Politics, and Processes (Hc)

Song, Mengli

Young, Tamara V.

In this book we have introduced the basics of the federal budget process, provided an historical background on the foundation and development of the budget process, indicated how defense spending may be measured and how it impacts the economy, described and analyzed how Planning, Programming, Budgeting and Execution System (PPBES) operates and should function to produce the annual defense budget proposal to Congress, analyzed the role of Congress in debating and deciding on defense appropriations and the politics of the budgetary process including the use of supplemental appropriations to fund national defense, analyzed budget execution dynamics, identified the principal participants in the defense budget process in the Pentagon and military commands, assessed federal and Department of Defense (DoD) financial management and business process challenges and issues, and described the processes used to resource acquisition of defense war fighting assets, including reforms in acquisition and linkages between PPBES and the defense acquisition process.

Budgeting, Financial Management, and Acquisition Reform in the U.S. Department of Defense (Hc) (Research in Public Management)

McCaffery, Jerry L.

Jones, Lawrence R.

Jones, L. R.

Management & Leadership

This book will be a practical guide to developing and implementing online courses. It is based on a model now in use at Paris Junior College in Paris, TX which has often resulted in retention rates of over 90%. It will be a comprehensive practitioner's guide including information on retention and multimedia support. This book will be a guide to anyone who may wish to teach online in any subject area at any level. The book provides actual examples of problems and solutions concerning online courses and also includes examples of supporting documents. Through a supporting Web site, the book will include actual examples of multimedia support now in use The book might also be used in graduate classes as a curriculum development guide. Readers would use the book as a guide as they actually create online courses. This would take most of the guess work out of course creation and provide a solid foundation for distance learning programs. The book provides a simple yet effective approach to online learning. It uses a model that has been proven to be effective with retention rates to support the contention. It provides information on a retention study and multimedia support as well, two areas that have not been addressed very often to this point.

Building the Successful Online Course (Hc)

Computers & Technology

Heise, Karen

Haley, Ken

Haley, Kenneth L.

Software

This book provides a detailed account of an educational experiment in a middle school in Shanghai, China. The school, called Zhabei No. 8 Middle School (hereafter No. 8 School), is located in a run-down, lower working class district. Since the mid-1980s the school has experimented on an educational reform program called success education, aiming to help those at-risk students to be successful in school. This book illustrates how this educational experiment has been carried out and identified experiences that could be learned by the international educational community. The book analyzes the critical role played by Principal Liu Jinghai, and particular attention is paid to the strategies adopted by the school to help enhance students’ self-esteem through integrating love and care throughout the school’s curriculum and activities. The pivotal roles played by teachers called “class directors” are meticulously studied, and efforts the school has made to collaborate with parents and the local community are examined. An ethnographic approach was used to gather data in this study. A combination of interviews, participant-observation, and document analysis was applied to arrive at a systematic and complex understanding of this educational endeavor in China.

Success for All: A Comprehensive Educational Reform for Improving At-Risk Students in an Urban School in China (Hc)

Zhou, Yanyu

Higher & Continuing Education

A volume in International Perspectives on Educational Policy, Research, and Practice Series Editor: Kathryn M. Borman, University of South Florida The book has two parts. Through a series of four interconnected studies, the first focuses on the youths’ perceptions. We, meaning the reader and I, accompany them on their way into the new school, in chapter 1, and listen to evaluations of their academic and social experiences. In chapter 2, we learn about their informal social adaptation in various life settings, emphasizing gender differences in coping mechanisms. From here, we proceed to public opinion formation in the course of preparation for first-time voting in a new political culture (chapter 3). Perceptions of the military, in chapter 4, as the last stage of compulsory postsecondary civic engagement for Israeli youngsters, close this section. The second part places in the limelight the reactions of the educational system to catering to the needs of these immigrants who excel. Chapter 5 dwells on teachers’ perspectives on the challenge they present, exploring differences in these perspectives according to their years of experience and subject matter area. Chapter 6 examines the organizational modus operandi of several schools, eliciting field-based models for handling immigrant students. Evolving from the latter, chapter 7 offers an anthropological approach for training teachers to work optimally with immigrant and culturally diverse students. The programmatic epilogue offers an operational model for materializing the potential to enhance global participation for immigrants as well as locals, ensuing from the inter-cultural encounter. Research procedures that are common to a number of studies are explained upon first mention. To aid in the visualization of adaptive patterns emerging from this large body of data―on both immigrant youth and educators in the receiving society―tables summarizing findings are provided for all but chapter 7. In addition to the comparative component, each chapter also includes an assessment of globalization proneness in light of its specific topic.

Immigrant Youth Who Excel: Globalization 's Uncelebrated Heroes (Hc) (International Perspectives on Educational Policy, Research,)

Eisikovitis, Rivka A

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