New Guide for Occupational Exploration: Linking Interests, Learning and Careers

New Guide for Occupational Exploration: Linking Interests, Learning and Careers Review

The New Guide for Occupational Exploration is the most useful resource for matching interests to both job and learning options. As a major revision of the career resource previously titled the Guide for Occupational Exploration, this easy-to-use book is now based on the 16 U.S. Department of Education clusters that connect learning to careers. Readers can drill down to their most appealing job groups through questions that provide a feel for the work and whether it will interest them. The unique format of the New Guide for Occupational Exploration takes readers from broad interest areas to specific careers. More than 900 job descriptions from the U.S. Department of Labor’s O*NET (Occupational Information Network) database emphasize skills needed, related courses, education required, earnings, growth, and much more, all for helpful career-path planning. The New Guide for Occupational Exploration builds on solid research that supports exploring careers based on interests. For more than 25 years, the GOE has served as a key reference for helping people discover career and learning options.

Empowerment Through Experiential Learning: Explorations of Good Practice

Empowerment Through Experiential Learning: Explorations of Good Practice Review

This volume brings together papers from the 1991 Conference on Experiential Learning, and provides a broad illustration of best practice in this fast-developing field. The editors have highlighted the emerging ideas of empowerment, for example as a development of autonomy and control, public recognition of personal learning, a shift of emphasis from teaching to learning, the decoupling of learning and formal education, and the relocation of learning in the workplace, community and personal life. The contributions are provided by expert practitioners in the field from the UK, Australia, Italy, Hong Kong, Canada, South Africa and the USA. They have been grouped into five sections which examine theories in practice; assessment and accreditation; integrating experiential learning; learning to learn; and putting principles into practice. Themes covered in detail include learner experience - a rich resource; balancing facilitator authority and learner autonomy; adventure-based experiential learning; learning contracts - how they can be used; and developing a model to aid learners and facilitators.

History of Space Exploration Coloring Book (Dover History Coloring Book)

History of Space Exploration Coloring Book (Dover History Coloring Book) Review

Forty-four captioned illustrations accurately depict scenes of major milestones in space exploration — from launching of first liquid-fuel rocket in 1926 to Challenger tragedy in 1986. Other exciting drawings: launch of Sputnik (1957), first U.S. space walk (1965), first men on the moon (1969), more.

Presence: An Exploration of Profound Change in People, Organizations, and Society

Presence: An Exploration of Profound Change in People, Organizations, and Society Review

Presence: An Exploration of Profound Change in People, Organizations, and Society Feature

• People
• Society
• Organizations
• Peter Senge C. Otto Scharmer
• Joseph Jaworski Betty Sue Flowers

Presence can be read as a both a guide and a challenge to leaders in business, education, and government to transform their institutions into powerful agents of change in a world increasingly out of balance. Since business is the most powerful institution in the world today, the authors argue, it must play a key role in solving global societal problems. Yet so many institutions seem to run people rather than the other way around. In this illuminating book, the authors seek to understand why people don't change systems and institutions even when they pose a threat to society, and examine why institutional change is so difficult to attain.

The authors view large institutions such as global corporations as a new species that are affecting nearly all other life forms on the planet. Rather than look at these systems as merely the extension of a few hyper-powerful individuals, they see them as a dynamic organisms with the potential to learn, grow, and evolve--but only if people exert control over them and actively eliminate their destructive aspects. "But until that potential is activated," they write, "industrial age institutions will continue to expand blindly, unaware of their part in a larger whole or of the consequences of their growth." For global institutions to be recreated in positive ways, there must be individual and collective levels of awareness, followed by direct action. Raising this awareness is what Presence seeks to achieve. Drawing on the insights gleaned from interviews with over 150 leading scientists, social leaders, and entrepreneurs, the authors emphasize what they call the "courage to see freshly"--the ability to view familiar problems from a new perspective in order to better understand how parts and wholes are interrelated.

This is not a typical business book. Mainly theoretical, it does not offer specific tips that organizational managers or directors can apply immediately; rather, it offers powerful tools and ideas for changing the mindset of leaders and unlocking the latent potential to "develop awareness commensurate with our impact, wisdom in balance with our power." --Shawn Carkonen

Presence is an intimate look at the development of a new theory about change and learning. In wide-ranging conversations held over a year and a half, organizational learning pioneers Peter Senge, C. Otto Scharmer, Joseph Jaworski, and Betty Sue Flowers explored the nature of transformational change—how it arises, and the fresh possibilities it offers a world dangerously out of balance. The book introduces the idea of “presence”—a concept borrowed from the natural world that the whole is entirely present in any of its parts—to the worlds of business, education, government, and leadership. Too often, the authors found, we remain stuck in old patterns of seeing and acting. By encouraging deeper levels of learning, we create an awareness of the larger whole, leading to actions that can help to shape its evolution and our future.
 
Drawing on the wisdom and experience of 150 scientists, social leaders, and entrepreneurs, including Brian Arthur, Rupert Sheldrake, Buckminster Fuller, Lao Tzu, and Carl Jung, Presence is both revolutionary in its exploration and hopeful in its message. This astonishing and completely original work goes on to define the capabilities that underlie our ability to see, sense, and realize new possibilities—in ourselves, in our institutions and organizations, and in society itself.

Space Exploration: Primary Sources (U X L Space Exploration Reference Library)

Space Exploration: Primary Sources (U X L Space Exploration Reference Library) Review

New. Always send with delivery confirmation.

Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind

Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind Review

We live in an era when the unprecedented speed of change means: The only certainty is uncertainty; you can't predict what skills will be useful in ten years time; in most professions knowledge is doubling every two or three years; and no job is forever--so being employable means being flexible and retraining regularly.

Accelerated Learning into the 21st Century contains a simple but proven plan that delivers the one key skill that every working person, every parent and student must master, and every teacher should teach: it's learning how to learn. The theory of eight multiple intelligences (linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist) developed by Howard Gardner at Harvard University provides a foundation for the six-step MASTER-Mind system to facilitate learning (an acronym for Mind, Acquire, Search, Trigger, Exhibit, and Review), and is enhanced by the latest findings on the value of emotion and memory on the process of learning.

Combined with motivational stories of success applying these principles, and putting forth a clear vision of how the United States can dramatically improve the education system to remain competitive in the next century, Accelerated Learning into the 21st Century is a dynamic tool for self-improvement by individuals as diverse as schoolchildren and corporate executives.

Distance education, on-campus learning, and e-learning convergences: an Australian exploration.: An article from: International Journal on E-Learning

Distance education, on-campus learning, and e-learning convergences: an Australian exploration.: An article from: International Journal on E-Learning Review

This digital document is an article from International Journal on E-Learning, published by Association for the Advancement of Computing in Education (AACE) on July 1, 2002. The length of the article is 7676 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Distance education, on-campus learning, and e-learning convergences: an Australian exploration.
Author: Cameron Richards
Publication:International Journal on E-Learning (Refereed)
Date: July 1, 2002
Publisher: Association for the Advancement of Computing in Education (AACE)
Volume: 1 Issue: 3 Page: 30(10)

Distributed by Thomson Gale

Designing for Learning in an Open World (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies)

Designing for Learning in an Open World (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies) Review

The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don’t necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive ‘learning pathways’ to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.

Writing Instruction in Nineteenth-Century American Colleges (Philosophical Explorations)

Writing Instruction in Nineteenth-Century American Colleges (Philosophical Explorations) Review

Defining a rhetoric as a social invention arising out of a particular time, place, and set of circumstances, Berlin notes that “no rhetoric—not Plato’s or Aris­totle’s or Quintilian’s or Perelman’s—is permanent.” At any given time several rhetorics vie for supremacy, with each attracting adherents representing vari­ous views of reality expressed through a rhetoric.

 

Traditionally rhetoric has been seen as based on four interacting elements: “re­ality, writer or speaker, audience, and language.” As emphasis shifts from one element to another, or as the interaction between elements changes, or as the def­initions of the elements change, rhetoric changes. This alters prevailing views on such important questions as what is ap­pearance, what is reality.

 

In this interpretive study Berlin classi­fies the three 19th-century rhetorics as classical, psychological-epistemological, and romantic, a uniquely American development growing out of the transcen­dental movement. In each case studying the rhetoric provides insight into society and the beliefs of the people.

Learning performance and computer software: an exploration of knowledge transfer [An article from: Computers in Human Behavior]

Learning performance and computer software: an exploration of knowledge transfer [An article from: Computers in Human Behavior] Review

This digital document is a journal article from Computers in Human Behavior, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is likely to transfer from one software application to another. The purpose of the current study was to describe what kind of knowledge is used in learning new software, assess the relative effectiveness of this knowledge in aiding the learning process, and examine how the results could advance educational learning theory and practice. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). Previous understanding of terminology, software concepts and actions, and other software packages had the largest impact, both positive and negative, on learning. A basic understanding of the keyboard and common movement keys was also important, although higher level knowledge (e.g., terms, concepts, actions) is probably necessary for significant gains in learning performance. Computer ability had little impact on the type of transfer knowledge used, except with respect to the use of software concepts and, to a lesser extent, terminology. The interaction between problem type and effectiveness of a specific transfer area suggests that identifying specific common tasks among software packages is important in detecting useful transfer knowledge. It is equally important that computer users understand labeling idiosyncrasies of these common tasks.

Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science

Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science Review

The past decade has witnessed efforts on the part of research, education and policy communities to create a dialogue about the potential relationship between cognitive neuroscience and the science and practice of education. The upsurge of interest in neuroscience in general has given rise to increased attention to the role of the brain in learning. However, much of the debate has been dominated by extremes. Explorations in Learning and the Brain takes a different stance in the sense that developments within neuroscience are not the starting point but rather uses major questions dominant in educational research, notably instructional systems design and related fields within the educational sciences, as its basis. The book identifies interfaces between neuro-scientific and educational research, and informs on potentially interesting additions to educational research and viable interdisciplinary ventures.