education-economics

This book really helped me to explore my own ideas concerning leadership! It provided wonderful exercises at the end of each chapter that solidified the material for me. It helped me to realize that we are all leaders and we can all develop our own philosiphies about leadership.

This is an extremely well written explanation of one of the latest and best management theories. One of the things I liked best about this book is the explanation of the major management trends of the past and how they brought business to the point it is today. Most management books simply tell one what to do, but this book tells the background of the problems we face, then goes on to explain very clearly how they can be solved.

Leading With Knowledge is a thought-provoking read!

It is not too often that I come across books on learning that has such a practical focus. It may be used for personal learning but also for faclitating learning at work. It starts where all learning usually starts, with a look at the brain and how memories are stored before it turns to various percepectives on learning styles (begins with Kolb, but also quickly presents other works as well), learning IQ (the 7 intelligences), organizational learning, learning enablers and disablers, accellerated learning, mindmapping, and so forth. What I really liked about it is the way Malone brings in different perspectives on the various issues and tries to engage the reader in pulling out the extract before the author suggests practical applications of the various theories and models.
It sure is a "highly readable, entertaining and practical mix of tools, techniques, models, learning maps and mnemonics" that may be of great value to anyone who's interested in improving their own learning, but also for the ones who are in charge of other peoples learning.

TWO BOOKS IN THIS SERIES-As a great believer in the idea that the best trainers are also the best learners I was both reassured and amazed that one of the authors, Jeff Kinder, has the unique distinction of World Record Holder for ice skating on stilts! I guess that makes writing a couple of excellent training books seem like a stroll in the park. These books are extremely well set out with the activities categorised and detailed for maximum ease of use. There is a useful variety of "meatiness" and meanings in the activities along with some very imaginatively presented and practical theoretical background and facilitator support information. The second publication even has a support CD with ready-to-use activity handouts. A key feature of these books is that Elyssebeth Leigh & Jeff Kinder have ensured the freshness of the activities by drawing contributions from several professional facilitators from a range of industry cultures. This ensures that there is something for everyone, no matter what the industry or content area. So for any trainer or facilitator who believes in the power of participant-centred learning through involvement, active discovery and reflection, I highly recommend these two fresh publications. They are handsomely published in a practical A4 format by McGraw-Hill. Add them to your learning professionals' toolbox and maybe one day you will achieve the trainer's equivalent of skating on stilts!

This book by Miller-Tiedeman is a fascinating 'read' from both the academic and everyman perspective. The broad range of attributions from many different disciplines is both impressive and generous spirited while the down-to-earth examples are pr actical, focused and grounding.

Jungians could read this book for its empowering and containing principles (pages 61-80) of living life-as-career. Miller-Tiedeman's principles bring Jung's theoretical constructs into everyday, concrete and therefore,workable guidelines.

Teachers and students could read this book for its clarity of layout, suggestions for deepening the teachings as well as broadening the awareness.

Last, but far from least, Oprah Winfrey and her legions could read this as a primer for embracing the spirit. Thank you, Anna Miller-Tiedeman.

This is an excellent resource for law students, paralegals, legal secretaries and law clerks. Each chapter shows the words in use and gives real-world explanations of the terms. At the end of each chapter there are true/false, matching, fill-in-the-blank, and crossword puzzle exercises to test your knowledge. This book covers just about all the major areas of law: criminal, civil, torts, bankruptcy, property, wills/estate... you name it. I swear by this book - it really helped me in pre-law. At many colleges, this book is standard.

As the preface says, "this book speaks to you, not at you". Driving is a challenge and this text simplifies the learning to a level that does not intimidate the beginner driver. Whether you're a teen or an adult needing "brush up tips", this book is an excellent investment. Each chapter has a separate "Objectives" page, a "Key Terms" page, self tests, chapter reviews-great for the classroom!
As a new California Driving Instructor, I'm seeking resources to make the classroom sessions more interesting and this book is IT!
Also included are chapters on preventative maintenance, purchasing or leasing a car and lots more! I'm happy to give this book a five star rating!

I want to know if this book is published in spanish. please help me

In this work, Holt makes a strong case for women's agency in the domestic economy movement. Focusing on the rural midwest, Holt looks at how women accepted and participated in educational programs run through the Children's Bureau and the Department of Agriculture, which served to make rural farm life more attractive to women. Her examples provide insight into early twentieth century life for rural women and the challenges they faced.

A visit to www.georgewbush.com in January of 2001 indicated that the newly elected President believes that the reform of K-12 public education is the number one issue that confronts the United States as it enters the 21st Century. As noted at his web site, the reforms that the President intends to pursue will be designed to: (1) achieve equality in performance of disadvantaged students, (2) promote excellence through the pursuit of measurable goals, (3) stop funding failures, (4) restore local control, (5) provide parents with greater information and options, and (6) ensure that every child can read. Readers of this journal, as well as most of the public, would not quibble with these desired goals. The difficulty, of course, is in choosing the appropriate public policy path to achieve them. Well, Mr. President (as well as state-based policymakers interested in public school reform), in your quest to find this path, I have just the book for you.

As part of Goals 2000, passed in 1994, the U.S. Congress declared that "all students can learn and achieve to high standards and must realize their full potential if the United States is to prosper." As a follow up to this declaration, a later appropriations bill called for a study of K-12 public school finance by the National Academy of Sciences. A committee on education finance was established (which consisted of the top education and economic researchers in the field) and the key question posed to them was "How can education finance systems be designed to ensure that all students achieve high levels of learning and that education funds are raised and used in the most efficient and effective manner possible?" The not so simple answers are in the committee's report.

Since the 1966 publication of the Coleman Report, researchers have continually reexamined the report's controversial finding that after controlling for socioeconomic factors, variation in school resources does little to explain differences in student achievement. After examining the over 30 years of research that has followed this report, the committee on education finance that authored this study argues that money can and must be made to matter if the United States is to improve achievement in public schools for all students. A theme that emerges early in this work, and continues throughout, is the concept of funding adequacy. Adequacy in public school finance focuses not on the equality of per-capita expenditure, but on the sufficiency of funding for desired outcomes. Though the committee admits that applying an adequacy standard to school finance is an art, they argue forcefully throughout their report that it is part of the policy path that will yield the public education outcomes desired by the U.S. Congress in 1994 and by the President in 2001.

But, also in tune with popular perceptions, much of the book is devoted to documenting that making money matter requires more than just adequate funding. Explored are the often-suggested reforms of investing in the capacity of the education system, altering incentives, and empowering parents and schools to ensure that performance matters when officials make decisions about the use of adequate public school funds. Unfortunately, like many observers, the committee concludes that the challenges facing schools with a large percentage of disadvantages are particularly troubling and research offers few answers about how to improve educational opportunities for these youngsters.

Making Money Matter is written in a manner that makes it accessible and interesting to both policymakers and seasoned researchers. In Part I, the book begins with a brief overview of the charge to the committee, the shifting expectations placed upon public schools in the last half-century, and the real diversity that characterizes the existing system of governance and finance for public education in the United States. Given this backdrop, the committee lists the three goals they settled upon as a basis for their study: (1) a higher level of achievement in a cost-efficient manner, (2) breaking the nexus between student background and achievement, (3) raising revenue fairly and efficiently.

To better craft policy strategies to reach these goals, Part II of the book looks at fairness and productivity in school finance. Equity is first examined in terms of the struggle to reduce per-pupil-spending disparities through the courts. Next, they devote a chapter to examining the recent shift toward adequacy as the more desired goal of school finance reform, the technical challenges of implementing it, and the lukewarm response that state finance systems have given it. This study then examines the body of evidence on what improves the academic achievement of students. Concise, but thorough literature reviews are offered on the findings of regression based input-output studies, effective educational practice studies, and the institutional perspective.

In Part III, the committee assembled by the National Academy of Sciences offers specific strategies to achieve each of the three goals identified earlier. Better than just proposing a grand vision of overall reform, the committee chooses to summarize many feasible strategies, sites the relevant academic evidence on their viability, and then offers consensus opinions on the "best" strategies to pursue. Researchers should be interested in these consensus opinions because of the insight they offer regarding what a renowned group of economists, education specialists, psychologists, lawyers, and administrators jointly evaluate as the policy relevant implications that flow from the extensive body of research on this topic. Policymakers should pay particular attention to the suggested strategies because the consensus that formed them would also assist in building the political coalitions necessary to implement them.

Examples of a few of the suggested strategies to emerge from this book are that investing in the capacity of teachers is necessary and will be more effective if it is combined with a change in incentives that make performance count; charter schools and vouchers, rather than interdistrict or intradistrict choice programs, are the options most worthy of exploring for poor-performing city schools; and increasing adequacy and fairness in public school finance will require a greater revenue raising role for states and the federal government. On an optimistic note, the book concludes that most of the current challenges in public education can be met if the wealth of knowledge produced in this area is drawn upon. My hope is the appropriate people know of this valuable book and do exactly that.