#jossey bass

[dailyanarchistposts]

Footnotes, 51-100

[50] Martin Crutsinger, “United States Cites China and Other Nations in Report on Unfair Trade Practices,” Associated Press, March 31, 2006.

[51] Dale Maharidge, “Rust and Rage in the Heartland,” Nation, September 20, 2004, www.thenation.com.

[52] Pam Belluck, “To Avoid Divorce, Move to Massachusetts,” New York Times, November 14, 2004, as quoted in Michelle Goldberg, Kingdom Coming, 67.

[53] By 2010, according to the Center on Budget and Policy Priorities, if the proposed federal cuts remain in place, elementary and secondary education funding will be cut by $11.5 billion, or 12 percent; 670,000 fewer women and children will receive assistance through the Women, Infants and Children Supplemental Nutrition Program; 120,000 fewer children will be served through Head Start; and 370,000 fewer low-income families, elderly people and people with disabilities will receive rental assistance with rental vouchers. See Sharon Parrott, Jim Horney, Isaac Shapiro, Ruth Carlitz, Bradley Hardy, and David Kamin, “Where Would the Cuts Be Made under the President’s Budget?: An Analysis of Reductions in Education, Human Services, Environment, and Community Development Programs,” Center on Budget and Policy Priorities, February 28, 2005, www.cbpp.org.

[54] Dale Maharidge, “Rust and Rage.”

[55] Arlie Hochschild, “The Chauffeur’s Dilemma,” American Prospect 16: 7 (July 2005), 53.

[56] Ibid.

[57] Dietrich Bonhoeffer, Life Together: The Classic Exploration of Faith in Community (New York: HarperCollins, 1954), 330.

[58] D. James Kennedy, Evangelism Explosion, 4th ed. (Wheaton, IL: Tyndale House, 1996), 59.

[59] Ibid.

[60] Ibid., 60.

[61] Ibid., 137.

[62] Ibid., 2.

[63] Ibid., 139.

[64] Ibid., 103.

[65] Ibid., 22.

[66] Margaret Thaler Singer, Cults in Our Midst: The Continuing Fight Against Their Hidden Menace (San Francisco: Jossey-Bass, 2003), 114.

[67] Robert Jay Lifton, cited in Denise Winn, The Manipulated Mind (Cambridge, MA: Malor Books, 2000), 21.

[68] William James, The Varieties of Religious Experience (Mineola, NY: Dover, 2002), 187.

[69] “Staff Biography: ‘Dr. James Kennedy,’” Center for Reclaiming America for Christ, www.reclaimamerica Us.aspx?pg=djk.

[70] “Dr. Kennedy’s Profile,” The Kennedy Commentary, www.kennedycommentary.org; Truths That Transform, Coral Ridge Ministries, www.truthsthattransform. org/ITT.asp?page=about; “About the Coral Ridge Hour,” The Coral Ridge Hour, www.coralridgehour.org page=crh.

[71] Terry Gross, “Closing the Gap Between Church and State,” Fresh Air from WHYY, May 18, 2005.

[72] Ibid.

[73] Bob Moser, “The Crusaders,” Rolling Stone, April 7, 2005, www.rollingstone.com =1140382586732&has-player=false.

[74] Ibid.

[75] Ashley Fantz, “Cross Purposes: The Rev. D. James Kennedy Teaches That Homosexuality Is a Sin. Richard Murphy Loves Him Anyway,” Broward–Palm Beach New Times, May 2, 2002.

[76] Worthy Creations, www.worthycreations.org.

[77] Rob Boston, “D. James Kennedy: Who Is He and What Does He Want?” Americans United for Separation of Church and State, www.au.org.

[78] Kennedy, Evangelism Explosion, 72.

[79] Ibid.

[80] Ibid., 73.

[81] Ibid., 84.

[82] Ibid., 42.

[83] Ibid.

[84] Paul Tillich, “You Are Accepted,” in The Shaking of the Foundations (New York: Charles Scribner’s Sons, 1948), 155.

[85] Kennedy, Evangelism Explosion, 48.

[86] D. James Kennedy and Jerry Newcombe, The Gates of Hell Shall Not Prevail (Nashville, TN: Thomas Nelson, 1996), 135.

[87] “Aggregated Grants to Coral Ridge Ministries, Coral Ridge Presbyterian Church and Evangelism Explosion” (grants cover January 1998 to February 2004), Media Transparency, www.mediatransparency.org.

[88] Klaus Theweleit, Male Fantasies (Minneapolis, MN: University of Minnesota Press, 1987), 1:218.

[89] Francis FitzGerald, “A Disciplined, Charging Army,” New Yorker, May 18, 1981, 53, quoted in Robert Smart, “The Passion of the Christ: Reflections on Mel’s Monstrous Messiah Movie and the Culture Wars,” Jump Cut 47 (Winter 2005), www.ejumpcut.org.

[90] Karen McCarthy Brown, “Fundamentalism and the Control of Women,” in Fundamentalism and Gender, ed. John Stratton Hawley (New York: Oxford University Press, 1994), 176.

[91] Ibid., 182–183.

[92] “Dobson’s Choice: Religious Right Leader Becomes Political Power Broker,” People for the American Way Foundation, February 24, 2005, www.pfaw.

[93] James Dobson, Dare to Discipline (New York: Bantam, 1977), 23.

[94] “Dobson’s Choice.”

[95] “Right Wing Organizations: Focus on the Family,” People for the American Way Foundation, www.pfaw#.

[96] “Dobson’s Choice.”

[97] James Dobson, “The Gender Gap,” Focus on the Family, www.family.org.

[98] Mark Edmundson, “Freud and the Fundamentalist Urge,” New York Times, April 30, 2006.

[99] Ibid.

[100] Susan Friend Harding, The Book of Jerry Falwell: Fundamentalist Language and Politics (Princeton, NJ: Princeton University Press, 2000), 176.

[raffaellopalandri]

Book of the Day - The Five Dysfunctions of a Team

Today’s Book of the Day is The Five Dysfunctions of a Team, written by Patrick Lencioni in 2002 and published by Jossey-Bass. Patrick Lencioni is an author, speaker, consultant, and founder and president of The Table Group, a firm dedicated to helping organizations become healthy. He speaks and writes about business strategy, leadership, teamwork, and employee engagement. The Five Dysfunctions…

[nisecure]

Active Listening in communication

Niccoi Cornwall. 27 Feb. 2023

In order to effectively communicate, one must be able to listen to another person's words while also attempting to comprehend their meaning and purpose. This is known as active listening. Being an involved participant in the communication process is necessary.

Active listening techniques include:

Being fully present in the conversation Showing interest by practicing good eye contact Noticing (and using) non-verbal cues Asking open-ended questions to encourage further responses

Why Are Active Listening Skills Important?

Active listening is an important part of your communication skill set because it encourages openness, honesty, and success. When you pay attention to your conversation partner, you show that person they are being heard, thus building trust and making that person feel like their words matter to you. The benefits of active listening affect the speaker as well as you. Attentive listening makes for better living and working environments. It cuts down on miscommunication, facilitates conflict resolution and problem-solving, and generates a more positive atmosphere for sharing.

Problems in Active Listening

Active listening is not an easy skill to acquire. It demands practice. Perhaps more important, it may require changes in our own basic attitudes. These changes come slowly and sometimes with considerable difficulty. Let us look at some of the major problems in active listening and what can be done to overcome them.

To be effective at all in active listening, one must have a sincere interest in the speaker. We all live in glass houses as far as our attitudes are concerned. They always show through. And if we are only making a pretense of interest in the speaker. he will quickly pick this up, either consciously or unconsciously. And once he does, he will no longer express himself freely.

Reference

Markman, H. J., Stanley, S. M., & Blumberg, S. L. (2001). Fighting for your marriage: Positive steps for preventing divorce and preserving a lasting love. San Francisco, CA: Jossey-Bass.

Pasupathi, M., Carstensen, L. L., Levenson, R. W., & Gottman, J. M. (1999). Responsive listening in long-married couples: A psycholinguistic perspective. Journal of Nonverbal Behavior, 23, 173–193.

Stein, D. (2009). Reducing audience aggression by reflecting back. Public Management, 91, 34. Sunnafrank, M. J. (1986). Predicted outcome value during initial interactions: A reformulation of uncertainty reduction theory. Human Communication Research, 13, 3–33.

[ryanspidp3260]

Week 7 - The Skillful Teacher, Chapter 1

Brookfield (2015) gets me once again. Laughing at the way he see’s things and words his writing. One of his memorable quotes being “classrooms can be thought of as arenas of confusion where teachers are struggling gladiators of ambiguity” (Brookfield, 2015, p. 7).

This chapter connected with me in a lot of ways. Brookfield (2015) talks about the feelings of uncertainty as an instructor. He uses the term “muddling” when talking about teachers trying to navigate their way through the classroom and the “visceral joy” (p. 3) that sometimes accompanies it. He mentions how as an instructor you will have times of calm, turbulence, uncertainty and feelings of uncertainty and being an imposter. All of these being exactly how I have felt in my journey joining the profession. Reading this chapter gave me a sense of relief, knowing that I am not alone in these feelings and that there are ways to navigate this incredible journey.

“If you don’t already do so, then you should probably begin to trust your inner voice a little more and accept the possibility that your instincts, intuitions, and insights might possess as much validity as those of experts in the field” (Brookfield, 2015, p. 13)

References

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (3rd ed.). Jossey-Bass.

[pidp3100ds]

Diverse Classrooms (Week 4)

Teaching at Northern Lights College (NLC), has made me become more sensitive to diversity. This is surprising because as a person of diverse ethnic background I thought I was already very sensitive to diversity in the classroom. This is a topic that I find increasingly interesting as I speak with international students, and the skills that they come with. As most people know (or perhaps don't), writing in North America is formal. School essays and papers must be properly formatted and cited, and while the content is important, the format plays a large role.

Growing up in Greece, I was taught that writing is about the content, and about the substance. The formatting comes after the content has reached the finishing line. This is something that I had to adjust to when I reached North America. So, why did I find it challenging to have this aha moment with my students? While the answer is complex, I feel that it has taken a while to understand that others might have faced the same challenge as me. While I was going through the difficult period of adjustment, all I could think about was survival. When I came out of that period, all I could think about was the fact that I survived.

When I see learners struggling, I do understand that the struggle is real. By allowing them to express their need for help, I can simply understand how I can address their needs more effectively. How I can pair students in groups that can help out one another, and how I can adjust my teaching to share content that I normally would not. For example, I now spent time in teaching the APA style that I until recently assumed everyone had education on. Reaching out to several of the international students, they said that they had never seen it before. It is now part of my curriculum.

Brookfield identifies numerous methods to teach in diverse classrooms. As the teacher, I have responsibility to set the tone, however, I don't have to do all the teaching alone. I can rely on methods such as team teaching, and use the opportunity to learn to read what students are trying to tell me with their silence. By staying silent, I can perhaps more easily hear their struggles and challenges, and can come up with ways that will be helpful to them as they grow in a different country. Aha - this is what I needed when I first arrived and everything was new to me, and this is what my teachers did to build me to succeed.

References

Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (Third ed.). San Francisco, CA: Jossey-Bass.

[gravekilla69]

CTS A | Week 3 Emotional Intelligence

01. We talked about "Self-management", "Self-awareness". "Empathy" and "Relationship management". Which aspect do you think you are strongest at, and which is something you should try to improve? Discuss with reference to today's activities, and even your Studio collaborations.

My strongest aspect is self-awareness. I dive deeply into my thoughts and feelings, which gives me insights into why I behave a certain way. This has helped me in Craft Workshop, where I can reflect on my creative choices and make informed decisions about what principles to apply. However, self-awareness can lead to overthinking, which affects my time management in Studio. Self-management is where I need to improve, especially when balancing multiple projects across my modules. Procrastination affects my productivity, and today's activities emphasized how better self-management could enhance my efficiency, particularly for the CPJ, where managing time well is crucial for documenting experiments and progress (Boyatzis; Brackett et al.).

In empathy, I sometimes struggle to express emotions, which hinders my ability to connect with people, especially in Photography class, where collaborative critiques are important for growth. I also tend to retreat during overwhelming moments, especially in group Studio tasks, and I noticed this weakness during today's group work. Developing stronger relationship management would make collaboration smoother across all my modules, ensuring that I can keep up with intense discussions without pulling back (Cherniss).

Francis Bacon's art resonates with me in these areas. His portrayal of emotional turmoil mirrors the inner struggles I've faced when dealing with procrastination or relationship challenges. Seeing Bacon's approach to confronting difficulties head-on reminds me that tackling my issues with self-management and relationship skills could lead to growth, both in this module and across my other classes, from Digital Skills to Studio (Sylvester).

Total word count: 250 words

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Works Cited:

Boyatzis, Richard E. The Resonant Leader. Harvard Business Review Press, 2008.

Brackett, Marc, et al. Emotional Intelligence: Skills for Personal Growth. Cambridge University Press, 2018.

Cherniss, Cary. Emotional Intelligence in the Workplace: Building Better Leaders and Teams. Jossey-Bass, 2010.

Sylvester, David. Francis Bacon: The Logic of Sensation. Continuum International Publishing Group, 2012.

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Figure with Meat is a 1954 painting (Oil on canvas) - Francis Bacon. 

Three Studies of Lucian Freud, 1969 (Oil on canvas) - Francis Bacon

Painting, 1946 (Oil-on-linen) - Francis Bacon

Portrait of George Dyer in a Mirror, 1968 (Oil on canvas) - Francis Bacon

Self-Portrait, 1969 (Oil on canvas) - Francis Bacon

[timothygadson]

Breaking Barriers: Encouraging Diversity in STEM and STEAM Education

Diversity remains a pressing issue in the fields of science, technology, engineering, and mathematics (STEM) and their creative counterpart, STEAM (which includes the arts). Despite progress in recent years, there is still a significant underrepresentation of students of color and girls in STEM and STEAM education and careers. This blog post explores innovative approaches for teachers and school leaders to encourage more students of color and girls to participate in STEM and STEAM education, breaking down barriers and fostering inclusive learning environments. Culturally Relevant Curriculum Develop and implement a culturally relevant STEM and STEAM curriculum that reflects students' diverse backgrounds, experiences, and perspectives. Incorporate examples, case studies, and projects that resonate with students' cultural identities and interests, making the content more accessible and relatable. Connecting STEM and STEAM concepts to students' lived experiences can enhance engagement and foster a sense of belonging (Ladson-Billings, 1995). Role Models and Mentors Provide students with access to diverse role models and mentors who represent a range of backgrounds and identities in STEM and STEAM fields. Organize guest speaker sessions, career panels, and mentorship programs that feature professionals of color and women in STEM and STEAM careers. Seeing successful individuals who look like them can inspire students to pursue their interests and aspirations confidently (Cejda et al., 2019). Project-Based Learning Implement project-based learning (PBL) experiences that emphasize collaboration, creativity, and real-world problem-solving. Encourage students to work in teams to tackle authentic STEM and STEAM challenges, such as designing sustainable solutions, creating innovative technologies, or exploring artistic expressions of scientific concepts. PBL fosters hands-on learning experiences that engage diverse learners and promote interdisciplinary thinking (Boss, 2015). Community Partnerships Forge partnerships with community organizations, businesses, and STEM/STEAM-focused institutions to provide students with access to enriching experiences outside the classroom. Offer field trips, workshops, internships, and extracurricular programs that expose students to STEM and STEAM opportunities in their local community. Collaborating with external partners can broaden students' horizons and connect classroom learning to real-world contexts (National Research Council, 2011). Empowering Student Voice Provide opportunities for voice and choice to empower students to shape their STEM and STEAM learning experiences actively. Involve students in decision-making processes, such as selecting project topics, designing experiments, or organizing STEAM-themed events. By honoring students' perspectives and interests, you can foster a sense of ownership and agency that motivates them to engage more deeply in STEM and STEAM education (Cook-Sather et al., 2014). Encouraging diversity in STEM and STEAM education requires a concerted effort from teachers, school leaders, and the broader community. By implementing innovative approaches such as culturally relevant curriculum, role models and mentors, project-based learning, community partnerships, and empowering student voice, we can break down barriers and create inclusive learning environments where all students feel valued, supported, and empowered to pursue their passions in STEM and STEAM.

References: Boss, S. (2015). Project-Based Learning: What Works, Why, and How. Alexandria, VA: ASCD. Cejda, B. D., Raab, F. L., & Huang, L. (2019). Equity in Science Education: Perspectives from Teachers in Diverse Settings. Rotterdam: Sense Publishers. Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco, CA: Jossey-Bass. Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, 34(3), 159-165. National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press.

[etextbookpdf]

Fundamentals of Health Care Financial Management 4th Edition, ISBN-13: 978-1118801680

Fundamentals of Health Care Financial Management: A Practical Guide to Fiscal Issues and Activities 4th Edition, ISBN-13: 978-1118801680 [PDF eBook eTextbook]   Publisher: Jossey-Bass; 4th edition (July 28, 2014) Language: English 448 pages ISBN-10: 9781118801680 ISBN-13: 978-1118801680   Learn the essentials of finance theory and practice with the tools needed in day-to-day practice.In this…

[levantu]

ĐỌC SÁCH KINH ĐIỂNTS LÊ VĂN TƯ: BÍ MẬT CỦA MAY MẮN -GOOD LUCK

Tác giả: Alex Rovira và Fernando Trias de Bes

Dịch giả: First News

Nhà xuất bản: NXB Tổng hợp Tp.HCM

Bí Mật Của May Mắn -Good Luck, là cuốn sách nổi tiếng, độc đáo, trí tuệ đỉnh cao  nhất được Nhà xuất bản Jossey-Bass xuất bản ngày 1/9/2004.  Good Luck là cuốn sách đầu tiên trong lịch sử hiện đại bán được bản quyền dịch ra 15 ngôn ngữ trên thế giới trước khi được xuất bản ở bất kỳ quốc gia nào (chỉ được truyền miệng và qua Internet).

Xuất bản đầu tiên ở Tây Ban Nha vào tháng 2/2004. Chỉ trong vòng hai tuần, Good Luck đã vượt lên dẫn đầu danh sách những cuốn sách bán chạy nhất ở Tây Ban Nha, Nhật Bản, Brazil, Mỹ, Hàn Quốc, Đài Loan và đang lan tỏa nhanh chóng sang các quốc gia, châu lục khác những tháng đầu năm 2005

Câu chuyện trong Bí mật của May mắn hấp dẫn như câu chuyện thần thoại với những chân lý thực tế và vĩnh hằng của cuộc sống, mang lại cho người đọc, niềm tin, hy vọng, những trải nghiệm quý báu, đồng thời lý giải tại sao một số người luôn gặp được may mắn trong khi những người khác lại không gặp.

Nội dung quyển sách đã mang đến cho độc giả một cái nhìn thú vị, sâu sắc, tỉnh ngộ về may mắn: MAY MẮN-CƠ HỘI CHÚNG TA CÓ THỂ TẠO RA. Bạn  thay đổi những điều kiện cần thiết để tạo ra,và phát triển may mắn rẩt nhiều lần hay không  trong cuộc đời chúng ta là do bản thân bạn. Người ta đã  chuyền tay cho bè bạn và mỗi người đều mua nhiều bản để tặng cho gia đình, người thân, đồng nghiệp như những món quà đặc biệt của sự may mắn, cơ hội cuộc đời. Sự may mắn  xuất hiện ngẫu nhiên rất ít, trong cuộc sống chúng ta. Và mọi người hay nói: CƠ HỘI DUY NHẤT, CƠ HỘI NGÀN NĂM CÓ MỘT. Nhưng thực tế thì may mắn sẽ xuất hiện rất nhiều, nếu như bạn biết cách tạo ra nó.

Bạn phải tìm và tạo ra những điều kiện để may mắn tìm đến với mình.  Alex Rovira và Fernando Trías de Bes - hai nhà tư vấn tâm lý và tiếp thị hàng đầu thế giới đã có công trình nghiêm cứu về thái độ, hành vi con người cũng như ước mong, niềm tin của họ đối với sự may mắn, thành công trong cuộc sống, câu chuyện bình dị, đời thực này  được áp dụng  cho tất cả mọi người và có khả năng thực hiện hiệu quả.

Sách nói về  câu chuyện đầy cảm động về nhân quả giữa hai ông già, Max và Jim, khi họ tình cờ gặp nhau ở công viên  sau 50 năm xa cách. Trong khi Max đạt được những thành công và hạnh phúc tràn đầy trong cuộc đời từ sự khởi đầu vô cùng khó khăn, từ hai bàn tay trắng, thì Jim lại không thể làm được điều đó, lúc khởi đầu ông đã được cuộc sống ưu đãi rất nhiều, phải nói là “ngậm thìa vàng”, sinh ra trong nhung lụa..

 “Bí mật của may mắn” kể về hành trình  tìm  cây bốn lá thần kỳ của hiệp sĩ đen và hiệp sĩ trắng trong khu rừng Mê Hoặc. Hiệp sĩ đen cứ lang thang hết mảnh đất này đến mảnh đất khác, hỏi hết người này đến người khác và nghĩ rằng thật sự không hề có loại cây này. Hiệp sĩ trắng lại chọn cách bắt tay vào cải tạo đất, dẫn nước, phát quang cây xanh… cho vùng đất đã chọn. Anh vẫn không thể chắc liệu cỏ may mắn có mọc ở mảnh đất của anh hay không, nhưng anh vãn kiên nhẫn chờ đợi. Cuối cùng vào một ngày nọ, thần gió đã thổi những mầm hạt cỏ bốn lá phát tán khắp khu rừng và chỉ có mảnh đất mà chàng hiệp sĩ áo trắng vun xới mới đủ điều kiện để cỏ bốn lá mọc lên.

Bí quyết thành công và may mắn của Max nằm ở câu chuyện kỳ diệu mà người ông của ông đã kể lại cho Max từ nhiều năm trước. Câu chuyện đó thật kỳ bí và có sắc thái gợi nhớ đến những nhà giả kim, hiền triết xa xưa, chỉ ra bí mật, cách nắm bắt, gieo trôngd các cơ hội và gặt hái may mắn, thành công. Trong đoạn kết đầy bất ngờ, Good Luck tạo ra một những bí kíp đơn giản, những hướng dẫn cách thực hiện và chuyên tâm, kiên nhẫn.

Bí Mật Của May Mắn đã tạo nên một  tư duy mới trong việc tìm kiếm may mắn, hạnh phúc và thành công trong cuộc sống. Họ đã nhận hàng trăm ngàn thư của độc giả trên khắp thế giới gửi về hoan nghênh và cảm ơn ý tưởng độc đáo từ cuốn sách nhỏ này. Phải nói là Good Luck là cuốn sách độc đáo, sẽ còn được nhắc đến và lan truyền đi khắp thế giới.

Thông tin tác giả

Tác giả Alex Rovira và Fernando Trías de Bes là hai người bạn thân, với tính cách đặc biệt, tư duy sống sáng tạo, tích cực, luôn say mê thích thử thách với những ý tưởng mới. Họ cùng đồng sáng lập công ty Salvetti & Llombart, với 40 cộng sự hàng đầu ở Barcelona, Tây Ban Nha - chuyên nghiên cứu thị trường, tư vấn cho các tập đoàn đa quốc gia khổng lồ. Alex Rovira là tác giả cuốn The Inner Compass và Fernando Trías de Bes là đồng tác giả cuốn Lateral Marketing với chuyên gia tiếp thị hàng đầu thế giới - Tiến sĩ Philip Kotler.

Dù chỉ ít người nhưng công ty đã rất nổi tiếng với hàng trăm dự án nghiên cứu thị trường cho các tập đoàn lớn như The Orange Group, Jazztel, Vodafone, Nestlé, Dannon, Hewlett-Packard, Mercedes-Benz, Credit Suisse, Winterthur, Sony Corporation, Pepsi, Fritto-Lay, Moet Chandon, Bongrain, McKinsey&Co., AT Kearney…

Bố cục

02 PHẦN, 13 CHƯƠNG, 12 BÍ MẬT

Phần 1: Cuộc gặp gỡ kỳ lạ sau bao năm tháng Phần 2: Huyền thoại Cây Bốn Lá thần kỳ Bí mật đầu tiên: Hãy tạo ra những may mắn cho mình Bí mật thứ hai: Biết theo đuổi may mắn Bí mật thứ ba: Dám thay đổi để tạo điều kiện tốt hơn Bí mật thứ tư: Biết chia sẽ, giúp đỡ người khác Bí mật thứ năm: Đừng trì hoãn-Hãy hành động ngay Bí mật thứ sáu: Biết tìm kiếm, để ý những điều nhỏ nhưng cần thiết Bí mật thứ bảy: Hãy dám tin vào điều bạn đã tạo ra Bí mật thứ tám: May mắn không thể mau bán được Bí mật thứ chín: Hãy giữ niềm tin Bí mật thứ mười: Ai cũng có thể gặp may mắn Bí mật thứ mười một: Cội nguồn của sự may mắn Bí mật thứ mười hai: Không bao giờ là quá trễ

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Ý NGHĨA

"Chỉ có một cái cửa mà may mắn đi qua, và bạn là người nắm giữ chiếc chìa khóa đó"-Thành Ngữ Nhật Bản "May mắn được tìm thấy không phải ở những điều kiện bên ngoài mà chính ở trong chính bản thân ta và ý chí của chúng ta"-Julius  "May mắn theo sau sự can đảm và lòng tốt"-Ennio "May mắn sẽ đến và giúp những ai có lòng dũng cảm và sống chân thành"-Publio terencio

(Tổng hợp)

Trước thềm năm mới, Xuân GIÁP THÌN, kính chúc CÁC BẠN xem video này đặc  biệt đạt nhiều thành quả vượt trội,  từ những kiến thức may mắn mà tôi giới thiệu với CÁC BẠN.

Chúc may mắn-good luck GIÁP THÌN 2024

ĐỌC SÁCH KINH ĐIỂNTS LÊ VĂN TƯ: Bí Mật Của May Mắn -Good Luck

#docsachkinhdien#kenhyoutubetslevantu#bimatmayman#choditruockhikinhdoanh

Hãy Cho Đi Trước Khi Kinh Doanh (Tiến Sĩ Lê Văn Tư), 8ph https://www.youtube.com/watch?v=YfGNw83KYRA&ab_channel=Ti%E1%BA%BFnS%C4%A9L%C3%AAV%C4%83nT%C6%B0

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Health Behavior: Theory, Research, and Practice (Jossey-Bass Public Health) 5th Edition, ISBN-13: 978-1118628980 [PDF eBook eTextbook] Series: Jossey-Bass Public Health 512 pages Publisher: Jossey-Bass; 5 edition (July 27, 2015) Language: English ISBN-10: 1118628985 ISBN-13: 978-1118628980 The essential health behavior text, updated with the latest theories, research, and issues Health Behavior: Theory, Research and Practice provides a thorough introduction to understanding and changing health behavior, core tenets of the public health role. Covering theory, applications, and research, this comprehensive book has become the gold standard of health behavior texts. This new fifth edition has been updated to reflect the most recent changes in the public health field with a focus on health behavior, including coverage of the intersection of health and community, culture, and communication, with detailed explanations of both established and emerging theories. Offering perspective applicable at the individual, interpersonal, group, and community levels, this essential guide provides the most complete coverage of the field to give public health students and practitioners an authoritative reference for both the theoretical and practical aspects of health behavior. A deep understanding of human behaviors is essential for effective public health and health care management. This guide provides the most complete, up-to-date information in the field, to give you a real-world understanding and the background knowledge to apply it successfully. – Learn how e-health and social media factor into health communication – Explore the link between culture and health, and the importance of community – Get up to date on emerging theories of health behavior and their applications – Examine the push toward evidence-based interventions, and global applications Written and edited by the leading health and social behavior theorists and researchers, Health Behavior: Theory, Research and Practice provides the information and real-world perspective that builds a solid understanding of how to analyze and improve health behaviors and health. About the Author KAREN GLANZ, PhD, MPH, is George A. Weiss University Professor, professor of epidemiology and nursing, and director of the Prevention Research Center and the Center for Health Behavior Research at the University of Pennsylvania. BARBARA K. RIMER, DrPH, is dean and Alumni Distinguished Professor in the Department of Health Behavior in the Gillings School of Global Public Health at the the University of North Carolina at Chapel Hill. Kasisomayajula “Vish” Viswanath, PhD, is the Lee Kum Kee Professor of Health Communication in the Department of Social and Behavioral Science at the Harvard T. H. Chan School of Public Health (HSPH), a faculty member in the Center for Population Sciences at the Dana-Farber Cancer Institute (DFCI). He is also the Co-Director of Lee Kum Sheung Center for Health and Happiness at HPSH, Director of India Research Center at Harvard Chan and the Director of Translation Health Communication Science at Harvard Chan and Dana-Farber. What makes us different? • Instant Download • Always Competitive Pricing • 100% Privacy • FREE Sample Available • 24-7 LIVE Customer Support

[butwhatdoiknownobodyaskedme]

Trends in Adult Education

Adult education is in the midst of a transformation, with exciting trends shaping the learning landscape. Online learning leads the way, providing education at your fingertips. Personalized learning tailors courses to individual preferences, while a practical skills focus meets the demands of today's workforce.

Blended learning combines traditional and online methods for flexibility and face-to-face interaction. Microlearning offers quick, focused lessons for those with busy schedules, and now, gamified learning brings an element of fun and engagement to education.

Lifelong learning is the new norm, recognizing the need for continuous skill development. Technology, including AI and EdTech, enhances learning experiences globally. Virtual reality (VR) and augmented reality (AR) add immersive dimensions to education, making learning more engaging.

Soft skills step into the limelight as crucial for professional success. Digital badges and micro-credentials provide alternative ways to showcase skills.

In a nutshell, adult education is evolving with online dominance, personalization, practicality, global tech-infused learning, gamification, and immersive technologies. It's an exciting shift, catering to the needs of adult learners in the 21st century.

references:

Adult Learning: Linking Theory and Practice

Sharan B. Merriam, Laura L. Bierema

ISBN: 978-1-118-13057-5 October 2013 Jossey-Bass 320 Pages

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How to Teach English Language Learners Grades K-6 1st Edition by Diane Haager, ISBN-13: 978-0470390054 [PDF eBook eTextbook] Publisher: ‎ Jossey-Bass; 1st edition (December 2, 2009) Language: ‎ English ‎208 pages ISBN-10: ‎ 0470390050 ISBN-13: ‎ 978-0470390054 This hands-on book offers teachers a much-needed resource that will help maximize learning for English Language Learners (ELLs). How to Teach English Language Learners draws on two wide-ranging teacher quality studies and profiles eight educators who have achieved exceptional results with their ELL students. Through highly readable portraits, the authors take readers into these teachers’ classrooms, illustrating richly what it is they do differently that yields such great results from English learners. Because most teachers profiled work within a three-tiered Response-to-Intervention framework, the book shows how to implement RTI effectively with ELLs—from providing general reading instruction for the entire classroom to targeted interventions with struggling students. Written by noted ELL educators Diane Haager, Janette K. Klingner, and Terese Aceves, How to Teach English Language Learners is filled with inspiring success stories, teaching tips, activities, discussion questions, and reflections from these outstanding teachers. Table of Contents: About This Book v The Authors vii Acknowledgments ix Introduction: Getting Started with This Book 1 Part One: Core Instruction in the General Education Classroom (Tier 1) 1 Effective Classroom Practice in a General Education Setting 13 2 Bilingual Kindergarten Instruction in a Dual Immersion Program 35 3 Bilingual First-Grade Instruction 53Michael Orosco and Janette K. Klinger Part Two: Supplemental Intervention for Struggling Readers (Tier 2) 4 Supporting Struggling ELL Readers 81 Part Three: Intensive Instruction for Students with Significant Learning Needs (Tier 3) 5 Special Education in a Pull-Out Setting 115 6 Special Education in an Inclusive Setting 135 Conclusion: Putting It All Together 153 Appendix A: Suggested Web Resources 167 Appendix B: Suggested Print Resources 177 References 179 Index 181 What makes us different? • Instant Download • Always Competitive Pricing • 100% Privacy • FREE Sample Available • 24-7 LIVE Customer Support

[ryanspidp3260]

Week 5 - The Skillful Teacher, Chapter 17

I really enjoyed this chapter. I’m currently taking two courses simultaneously and have realized how much I like Brookfield’s writing style. I burst out laughing when Brookfield (2015) wrote about handling resistant students by saying, “this happens when I group all the hardcore resisters into one team and set them a project to work on outside of the classroom. They can then go off, vent together, and eventually implode into a black hole of negativity while the rest of us can get on with some work” (p. 238). I even read the quote aloud to my wife while laughing.

Resistance in the classroom, especially among trades students, is common. So far, I haven’t had a student outright refuse to do the work, which might be due to the nature of our program. Students pay to be here, the syllabus is set and mandatory for passing, and there’s a standardized exam at the end over which instructors have no control. Extrinsic motivators, such as a pay raise, also help reduce resistance. That said, there’s still some pushback, usually on the same modules across different classes.

This chapter gave me ideas for future classes, one of which is creating situations where students can succeed. I plan to use Brookfield’s (2015) example of asking each student to describe the worst teacher or classroom they’ve ever experienced (p. 235). Not only does this create an opportunity for success, but it also provides useful feedback about what students don’t value.

References

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (3rd ed.). Jossey-Bass.

[pidp3100ds]

The Skillful Teacher (Week 3)

Chapter 2 discussed the four characteristics of a skillful teacher. According to Brookfield (2015), the characteristics are:

A teacher must do what the student needs to learn;

A teacher must always reflect upon their own practice;

A teacher must always be aware of students' learning outcomes and perceptions of the teacher;

College age students are adults.

While all the characteristics are insightful, the last one is the most interesting, focusing on treating college students as adults. As a college student, I lived at home with my mother. We had developed this roommate relationship, and I could come and go as I pleased. While Mom was discreet in her fears, I knew that every morning, she looked in the driveway to see if my car was parked there, and that made her worry less.

Treating people as adults allows them to rise to the task of adulthood. This is not desirable or sustainable. It is undesirable because the young adult will experience significant delays in growing up, burdening them and their parents. It is unsustainable because when people are all grown up, they care for themselves financially. If they are unable to reach that goal because they have never grown up, then they will develop dependancies.

The student-teacher relationship in the classroom is both different and similar. It is different setting, and because of the t is similar because teachers must also let students grow up. For example, students often "test" their teachers when asking for exceptions to deadlines or assignment requirements. Depending on the school's policy, if the teacher allows them to avoid following the syllabus, the student will never understand that doing timely work is part of growing up. This will ensure that they grow up to be responsible adults.

In closing, students must be treated as adults and expected to act as adults, whether at home, school, or the workplace. While they may not receive this message positively at first, it will pave the way for their life success.

References

Brookfield, S.D. (2015). The Skillful Teacher:  On Technique, Trust, and Responsiveness in the Classroom (3rd ed.).  San Francisco:  Jossey-Bass.

[wangruoshi]

Compulsory Question 1

A manifesto on critical thinking skills emphasizes several key principles that guide individuals in their pursuit of knowledge, understanding, and problem-solving. My group's manifesto, as outlined, focuses on various aspects that are essential in cultivating and applying critical thinking skills effectively. Below is an exploration of these principles, along with a personal perspective on their significance and potential modifications.

Trust the Process: Critical thinking is a journey, not a destination. Trusting the process means accepting that some questions will lead to more questions, and understanding often comes from the journey itself rather than just the end result. It's about being patient and persistent in the quest for knowledge and understanding.

Embrace Infinite Possibilities: A critical thinker should approach problems with an open mind, recognizing that there are often multiple perspectives and solutions. This principle encourages thinking outside of traditional frameworks and considering a wide range of possibilities.

Be Inspired: Inspiration fuels creativity and innovation. Critical thinking should not just be a mechanical process; it should be driven by a passion for discovery and a desire to explore new ideas and perspectives.

Attention to Little Details: Critical thinkers know that details matter. Paying attention to the nuances and subtle aspects of a problem or situation can often lead to more accurate and comprehensive understanding.

Time Management: Effective critical thinking also involves managing one's time efficiently. It's about balancing the need for thorough analysis with the practical constraints of deadlines and other commitments.

Identify Trends, Apply Appropriately: This involves recognizing patterns and trends in information and using this insight to make informed decisions or predictions. It's about connecting the dots in a meaningful way.

Experimentation: Experimentation is at the heart of learning and problem-solving. It involves trying new approaches, testing hypotheses, and being open to failure as a path to understanding.

Revisiting Intentions: Regularly reflecting on one's intentions ensures that the critical thinking process remains aligned with one's goals and values. It's about being mindful of why you're engaging in the thinking process and what you hope to achieve.

Personal Alternative Manifesto: While my group's manifesto is comprehensive, I would propose a few modifications:

Integrate Diverse Perspectives: Actively seek out and integrate diverse viewpoints. This broadens understanding and prevents echo chambers. Emphasize Collaboration: While individual thinking is vital, collaboration can enhance the critical thinking process by pooling different skills and perspectives.

Critical Thinking Skills in module- STUDIO In designing a poster that reflects this manifesto, the aspects of embracing infinite possibilities, paying attention to little details, and experimentation were particularly significant. The design process required thinking creatively, focusing on how each element contributes to the overall message, and experimenting with different layouts and visual elements to effectively communicate the manifesto's principles.

(Total Word Count: 449 Words)

References Paul, Richard, and Linda Elder. Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson, 2012. Brookfield, Stephen D. Becoming a Critically Reflective Teacher. Jossey-Bass, 2017. Fisher, Alec. Critical Thinking: An Introduction. Cambridge University Press, 2011.

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Rising Above: A Story of Positive School Conflict Resolution, Jossey-Bass Inc. U.S 1st edition (12 September 2023) DM for Order sarasbooksonline.com Contact : +91-9958491228