education-economics

The Learn at Home series is pretty thorough but it requires a lot of effort and preparation on the teachers part. It is not an all-inclusive package but a good guideline. The thick books are difficult for the students to use when they do the worksheets in them and the pages are not designed to tear out and photocopy. This series is not for big families with 1 teacher because there is alot of time in gathering manipulatives and resources. I don't recommend it for the nervous beginner but my wife liked it's plans. I thought the vocabulary was too easy for the grades. It would be a great model for your school year planning and is inexpensive.

As a former educator I was very interested in the authors' choices for a 2nd grade scope and sequence (specific objectives to be taught). Although the objectives taught are excellent, it was difficult to determine what they were because nowhere in the book were yearly objectives listed. I had to dig them out of each daily lesson. That was frustrating. Almost as frustrating was digging out a list of literature needed for the year. Again, I had to search each lesson. All that aside, the lessons are excellent and provide numerous approaches to teaching concepts. This is not simply a workbook as many homeschool texts are. I recommend it to all homeschoolers who are willing to work a little harder to provide a quality education for their child. I plan to use this text to homeschool my child this year.

This is homeschooling simplified! All books, resources, and supplies are clearly identified. An added plus is that book titles are available at amazon.com, and the weekly lesson plans keep parents on the right track. With additional room to improvise, you can't go wrong with this one.

As far as I can see it is a book all about different perspectives, a book that adds on to the list of books that focus on the theoretical and/or philosophical sides of learning organizations. As such it is a good book, with contributions from 40 acknowledged authors/researchers.
The book is built up around four parts:
- Guiding ideas
- Theories/Methods/Processes
- Infrastructure
- Arenas of Practice
The book is packed with lots of good ideas that may form a base for further exploration in the field. Most of it is well edited, even though there is some extra "fluff" in some of the articles.
It is a good introduction to "learning organizations", but I will hesitate to call it a "how-to"-book . . . .

I've had to read a slew of leadership books for my doctorate -- as for a collection of thoughtful essays, this is one of the best. It's well organized, well laid out and has almost every major thinker represented. It's got theoretical parts, practical parts and questions for down the road. The essays span all types of learning organizations: schools, hospitals, companies, etc... It's a bit long, but if you take it piece by piece, this is a very enjoyable and informative collection. Highly recommended and well-conceived.

What is a learning organization? What are the principles upon which a learning organization is built? What is needed to develop a culture that embraces these principles? The concept of the learning organization began several decades ago, but only recently has it gained widespread recognition among business people and academics alike. This is in part due to the success of Peter Senge's 1990 book The Fifth Discipline and his pragmatic, step-by-step guide, The Fifth Discipline Fieldbook (1994).

Thirty-nine of the most respected scholars and practitioners come together to share a comprehensive explanation of the ideas, principles, attitudes, skills, systems, and infrastructure needed to create the ideal workplace of the future. Authors including MIT's Fred Kofman and Peter Senge, Harvard's Rosabeth Kanter, and London Business School's Charles Handy are recognized worldwide for their work in teaching organizations about change, systems thinking, organizational development, diversity, and total quality management.

The author's essays are categorized into five main parts. Part One: Guiding Ideas primes our intellect by posing questions and sharing ideas about what learning organizations represent. Part Two: Theories/Methods/Processes presents how stories, dialogue, coaching, systems thinking, and other learning tools facilitate the creation of learning organizations. Part Three: Infrastructure identifies some of the ways we must change what we do to achieve maximum learning potential. Part Four: Arenas of Practice identifies various workplaces and takes a look at how to build learning organizations within them. Case studies are used to describe how learning organizations are working in various organizational settings.

This book is written for practitioners, scholars, and active participants of adult learning environments. The principles and practices can apply to any organization that wishes to increase its learning potential, including businesses, schools, health care, and governmental organizations.

The rate at which organizations and individuals learn must keep up with the ever-changing environment that surrounds them. This is a global environment that requires us to communicate and learn from our co-workers, customers, clients, competitors, investors, friends, and family. Our world is becoming increasingly interconnected and it would be prudent to take advantage of that fact. We are not islands and as such, we cannot learn alone. The more skilled we become at applying the breadth of knowledge and skills that are presented in this book on becoming a learning organization, the more prepared we will be for competing in the Knowledge Era.

As a firm believer in educational reform, the need for standards, and the virtues of choice, I eagerly awaited this book. Unfortunately, it is a disappointment. While Kearns and Harvey cover the basic ground, their work lacks detail, rigor, and true insight. The book should have covered less and covered it better. The strength of the book is its diagnosis of the current situation.

If you're interested in a better education reform book, I would recommend Hirsch's "The Schools We Need and Why We Don't Have Them" or Harvey's "It Takes a City."

I'd like to be more positive, but the book is mediocre at best.

I'm the mother of 2 young children about to enter school age years and I am concerned about what's happening in our public schools today. Like more and more parents, I've begun saving money to pay for the inevitable, private schooling. So many of us today have become resigned about the difference we can make if we became committed to altering the public school system. After reading this book, I have a better understanding of the breakdown that's occuring right in my own neighborhood. The authors so clearly outlined what's happening, what's not, and what we can do about it. I'm hopeful again that there is something that can be done. The book is poignant yet heartfelt. If you or someone you know has children, you should read this book.

Most books about American education are either unreadable or fail to tell the truth. What a pleasure to read one that is clear, well-written, and above all, truthful. The authors pull no punches, insisting from the outset that "American urban education is a national disgrace." From there, the book is cogently argued, challenging the many shibboleths that distort the school reform debate and refusing to be boxed in by the conventional reform wisdom. See, for example the discussion on "hardwiring innovation" in Chapter 11. Best of all, the analysis carries the debate about public education in America to the next level, i.e., what we can actually change now to starting making things better. Overall, "Legacy" is both perceptive and engagingly written. This book, if widely enough read and heeded, can do what most books on education reform only dream about--make a difference.

This book was helpful, and the stories were relevant, but I have found personal experiences and those of others in the business to be much more practical in training sessions.

Storytelling is an ancient method of communicating vital information/knowledge from person to person, generation to generation. Tales for Trainers is an easily read book that invites the reader to reconsider stories as a tool to facilitate the learning process. Parkin provides an overview of storytelling and its purpose throughout the years in teaching, sharing and documenting knowledge/information with audiences/learners. In addition, the author provides an anthology of 50 tales with references for reflection and use. The book is a useful tool to generate ideas that will capture and engage learners.

Of most significance is the guidance that the author provides the reader in developing, analyzing, practicing and delivering the story towards an effective learning experience. The implications that it has for trainers and educators are significant. Learning styles are varied and developing learning experiences to meet the varied styles can be difficult and time consuming. Stories and storytelling demands activity from both sides of the brain and requires learners and storytellers to use the entire brain to process the story and associated lesson. Educators can also use stories to assist their learners in understanding abstract concepts by linking a story that is relevant to their own life experience. In addition, storytelling utilizes assimilation and structurizing to assist the learner in obtaining a more tangible grasp of abstract concepts.

Relating my reading to brain research, the author points out that listening to a story is a very natural method of reducing our brain activity and thus increasing the receptiveness to learning. This effect on the brain should guide educators to use storytelling as a tool that allows the brain to ready itself for new thoughts and ideas. As an educator, it allows me to "set the stage" for learning experiences and shape the learning environment into an inviting, non-threatening opportunity for learners.

"The power of storytelling lies in the fact that in listening to the content, our conscious mind is occupied, leaving our unconscious mind open to directly receive the underlying message or moral. As storytellers, we must be aware of this power, and ensure that the stories we tell have a positive effect on our listeners."(pg. 33)

I would recommend this book for trainers, secondary and post-secondary educators as a resource tool.

Margaret Parkin has provided the Training World a fabulous resource! This book is one of my most prized in my possession. Margaret has organized a matrix to locate relevant tales to topics in training (e.g. leadership). Buy this book!

Dave

It is tragic to find wonderful research compiled into a book wrought with spelling, grammatical, and sentence structure errors. Unnecessary comments by the author makes reading even more tedious. A new edition with a good editor would make this book priceless.

This is the most useful Training book I've come across in a long time. I find myself referring to it often. However, it is in desperate need of editing. It could easily be cut down by 1/3 - and that would make it much better.

"Ultimate" and "comprehensive" are the key words in the title that set this handbook apart from the others. They say it all - over 600 pages of checklists, diagrams, models, and examples covering every topic of the workshop business. And you are given permission to copy pages for personal workshop use! When paging through the book I began to play a game - he must have missed something! Well, whatever it is, I'm still looking...

This book should have been titled "You're Certifiable....Job Opportunities IF YOU LIVE IN CALIFORNIA". I thought it was a fabulous book, but truly, it's not much use if you don't live on the West Coast.

Ok, so this book wasn't a life changer; but it did in providing me with useful information. The book begins by warning you that it can be easily dated, because programs come and go. I think as long as you maintain that reference, a lot of information can be gathered.

I bought this book for the 21 year old daughter of a friend. She had dropped out of college, complaining that nothing there really interested her. I discovered this book while browsing amazon.com, ordered it, and decided it was perfect for her. After she looked through it, she decided to apply for a school that taught animal massage (she's been crazy about animals since she was a child). She completed the program and is now happily working at a local kennel offering massages to companion animals.

The book lists about 700 other alternative career programs, covering 10 other areas ranging from crafts, arts, outdoors interests, healing, etc. The programs are described succinctly and information is provided on how to follow up. In the beginning of the book, the authors provide a nice introduction to the whole concept of alternative careers (how to find what interests someone, etc.)

Really, it would be a worthwile gift for someone who is looking for a way to make a living that is a little "different", but personally gratifying.

In all my years in both academic and professional circles, it still surprises me that many people, from graduate students and professors to high-powered CEOs and executive directors of non-profit organizations, do not know how to prepare and present their sterling qualifications on paper. As such, this explains the vital importance of Anthony and Roe's Curriculum Vitae Handbook. By now, one might imagine that the content of this outstanding book to be de riguer among academics and professionals, and that at best, the book can only guide the reader in the preparation of a CV that does not stand out in a bad way. Nonetheless, given the considerable compositional and quantitative faux paus I have witnessed many individuals make in the preparation and presentation of their CVs, I sincerely believe that this text is a critical component of any aspiring and seasoned professional's arsenal.

After defining exactly what a CV is, the book offers a few terse paragraphs on a variety of topics that include, but are not limited to, things such as promoting and using the CV, CV format, length, and content, and the nuts of bolts of preparing the CV. The text really emphasizes revision in the CV writing process, and warns the reader against putting down on paper anything and everything one has done in the final CV document that is destined for distribution. The book tells the reader that apart from the three most critical elements of a CV and a standard resume (name, address and educational attainment), good judgment, common sense, and the position one seeks dictate what should be included in the final document. The authors note that what should and should not go into the final draft, as well as how the final draft of the CV appears from the presentation standpoint, will naturally change over time.

They also admonish against the use of standard, cookie-cutter formats when presenting the content of a CV, as this may place onerous constraints on someone whose achievements may not be adequately accommodated by the prevailing CV style in one's field. The authors emphasize the general, though very important rule of content first, style second. The book really pays for itself, however, with its extensive sample CVs, and manages to present one CV for just about every conceivable academic discipline. Along with each sample CV comes a few useful pointers, or strategic features, to help the reader optimally tailor the CV content for his or her particular discipline. Once the CV has been prepared, the authors show the reader how to go about turning the CV into a standard resume. A final section on the drafting of suitable cover letters rounds out the text, and the authors include two appendices covering contact information for professional societies and a brief resource list.

Aside from the overtly terse nature of the text and its simplistic economy of prose (which I find to be a good thing), the book has three minor disadvantages. Written before the entrenchment of the electronic resume, the book does not cover in any considerable detail how to prepare a scan-ready document. The authors should try to update their otherwise excellent text by including a list of keywords for the electronic version of the resume, and include a few sample resumes towards the end of the book. Second, some topics presented at the start of the book, such as the suggested CV Categories in the CV Content section of the text, could have used some expansion via explanation of the various headings and a few good examples of what to include underneath those headings. Finally, the use of standard chapters in future editions of the text would be a minor but nonetheless helpful organizational improvement.

I suggest that readers use Acy L. Jackson's Prepare Your Curriculum Vitae to assist in organizing and developing the content of the CV, and then pull out this book to format and put the finishing touches on the CV's style for subsequent distribution. Also, Jackson's Prepare Your Curriculum Vitae contains thoughtful, more developed chapters on electronic resume preparation and the drafting of noticeable and successful cover letters. Overall, I highly recommend this book to those individuals in need of a few pointers on presentation and style in CV and resume preparation.

For people who are in academia, you know you need to write a good CV to get a job. This book help you to create a good CV with useful information to your future employer. It also provide some useful information about CV Format, The Model CV, CV Length, CV Content and so on. If you are looking for a professor job, this is a must read.

If you are a college educated American and underemployed (i.e. working at a job that does not utilise your specific degree, or ANY degree) then you are far from alone. Over half of all college graduates are in the same boat. This figure is even higher for liberal arts and sciences graduates. You did nothing "wrong"- the economy just hasn't been able to generate enough good jobs since the '60's.

A big part of the problem was the high level decision to move manufacturing jobs out of the country. This meant the loss of tens of millions of mid-level management jobs that should have gone to college graduates. The plan in the 60's was for American industry to modernise and automate (and train workers) to overcome low-wage foriegn competition. However, instead of following this government endorsed long-range plan, most manufacturers simply moved their manufacturing off shore to utilise the cheaper labor. This was cheaper and easier than developing efficient high-tech facilities in the U.S.

Secondly, there was a complete disconnect between the needs of industry, and the numbers and type of training in the colleges and universities. For the most part business and higher education mistrusted each other and excluded each other from each other's decision making. This resulted in millions of college grads whose training bore no resemblance to the actual practical needs of industry. Nor were most graduates trained to think in terms of starting their own businesses- it was indoctrinated into them that they would naturally work for large corporations that would "look after" their career development.

So cheer up if you could never found a job that matched your training. It wasn't your fault. It was a failure of "economic democracy."

its a good book, opens yourself on the world that is declinning in most aspects, and awares us of solutions to solve unemployment by changing society as a whole. Interseting reading.

This tiny book is a study guide, in grouped/outline format. Students taking an introductory business law class, or those preparing for the CLEP Business Law I exam can use it.

It compresses the highpoints presented in a semester long college course into 234 half-sized pages. As a result, you won't get a great deal of in-depth material, but it might just be enough to cram before the CLEP examination.

However I enjoyed Mr. Keller's style of breaking the subject matter into groupings. That way I found out if I mastered said subject area, BEFORE I moved on. The price of the book, compared to the 3 college credits hours, is without comparision....Mr. Keller, when are you going to produce Business Law II?! Thank-you.

I am currently taking and Inro to Economics class. I read this book when ever I get the chance. I never really want to read books that have to do with my classed, but this book i don't mind reading. It's taking me a little while to get through it but I can pretty much understand everything that I am reading. The only thing I don't like about this book is that many of the definitions are worded in complicated ways. But if you read the book it explains in a different way that you can understand. This book also uses real like situations in order for you to understabd it too.

I recently took an Economics class and used this book for class. I found the book very easy to use along with the instructors notes. Key terms and definitions are provided alongside the text for easy referral later. The summary at the end of each chapter hits upon key points and helped with studying. The problems and exercises at the end of the chapters were helpful also, and the book provided the answers in the back, just in case.