Reflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. This new edition, in addition to a revised introduction and a newly added conclusion, consists of four thematic sections, each reflecting a key theme in the educational life of the Central Asian states. These thematic sections, introduction and conclusion collectively update our understanding of the recent developments and challenges in education of the five Central Asian states. They, however, go beyond mere information update, so as to complicate, re-engage, re-form and re-define the margins, taking up 'margins' a conceptual, geographic, cultural, and geo-political construct. Notwithstanding the diversity of local and international authors, variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays reveal the complexity and uncertainty of the post-socialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia.

Give your LinkedIn profile the makeover it deserves--and get the attention you deserve Look at your profile: you know it could be a little better. Too many LinkedIn users are just posting a basic resume and hoping for the offers to come flooding in, missing out on the incredible opportunity the platform offers to properly showcase their talents, products, and services to 610 million professionals in over 200 countries. LinkedIn is way more than a resume tool--to display your professional past and present--it's also your career future and personal brand. Used to its fullest extent, it helps you demonstrate the unique value and culture you provide, the skills and aspirations that make you different, to get the outcomes you truly want. But how's it done? Profile branding expert Donna Serdula pioneered the concept of LinkedIn Profile Optimization and through her Website, LinkedIn-Makever.com, has helped over 5000 professionals use LinkedIn to achieve increased success. In this guide she applies that experience to help you use all of LinkedIn's capabilities to meet your goals, whether they be job search, reputation management, or sales--including how to: Create a memorable, successful profile Optimize personal keywords Showcase your experience, accomplishments, and unique value Use LinkedIn features to grow your network and more You never get a second chance to make a first impression--and people are Googling you right now: Get a fresh online look and get results!

This book explains and demonstrates how creative writing can be used successfully in the context of professional education where traditionally a more distanced approach to reporting on professional experience has been favoured. It is based on many practical examples, drawn from several years' experience of running courses for social workers, nurses, teachers, managers and higher education staff, in which participants explore their professional practice through imaginative forms of writing. The participants experience of the work is presented through a discussion of interviews and evaluative documents. The book includes a set of distance-learning materials for those wishing to undertake such work for themselves or to establish similar courses, as well as a full analysis of the link between professional reflection and the artistic imagination. The book makes available a new and more broadly-based approach to the process of professional reflection, and the concept of the patchwork text has general relevance for debates about increasing access to higher education qualifications.

Advances in simulation technology have enabled an interesting amount of training and instruction to be conducted on training simulators instead of on real systems. However, experiences with the procurement and use of training simulators has not always been as successful, often owing to a lack of knowledge of didactics and of training programme development, and also to inadequate simulator specifications. The Handbook of Simulator-based Training represents the first comprehensive overview of the European state of the art in simulator-based training. It also comprises a well-founded and systematic approach to simulator-based training and the specification of simulator requirements. The multi-disciplinary research project described in this book combines the expertise of specialists in human factors, information systems, system design and engineering from 23 research and industrial organizations from five countries - France, Germany, the Netherlands, Spain, the UK. The authors have synthesized and documented the project results to ensure that this handbook provides not only many valuable guidelines, but more importantly a common frame of reference. It will be a key resource for the many specialists who are concerned with simulator-based training: researchers, engineers, and users; military training institutes and training system development departments; military staff responsible for the procurement of training devices and simulators; the simulator industry; the training research community; and the human factors and ergonomics community.

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.

Selling is a skill that should not be limited to sales staff. Customer service, or other support staff, could all benefit from developing an awareness of and an ability to sell to customers. Also, the opportunity for developing those skills should not be limited to sales training workshops. Here, at last, is a mix of over 80 games, exercises and ideas that can be used to develop sales, customer service and other staff. They range from simple 'skill boosters' for coaching sessions or team meetings, through icebreakers, energizers and selling quizzes to full blown role plays and case studies. The principle at the heart of all the material is that games and exercises should be generic - transferable across different organizations and sales situations - and that they should use an 'open content' approach. This means that participants must supply their own examples and experiences, to make the material immediately and completely relevant. This collection of games and exercises will enable sales managers or trainers to: c develop their people with confidence, secure in the knowledge that all of the material has been thoroughly road-tested on courses and seminars; c ensure a flexible approach, varying their pace or style in response to the subject matter and their audience; c reinforce the learning, using different formats of exercise to cover the same learning points; c train (rather than talk), using the material to encourage people to start using what they already know.

Now in its 50th edition, British Qualifications 2020 is the definitive one-volume guide to every recognized qualification on offer in the United Kingdom. With an equal focus on both academic and professional vocational studies, this indispensable guide has full details of all institutions and organizations involved in the provision of further and higher education, making it the essential reference source for careers advisers, students, and employers. It also contains a comprehensive and up-to-date description of the structure of further and higher education in the UK, including an explanation of the most recent education reforms, providing essential context for the qualifications listed. British Qualifications 2020 is compiled and checked annually to ensure the highest currency and accuracy of this valuable information. Containing details on the professional vocational qualifications available from over 350 professional institutions and accrediting bodies, informative entries for all UK academic universities and colleges, and a full description of the current structural and legislative framework of academic and vocational education, it is the complete reference for lifelong learning and continuing professional development in the UK.

Series Information:
Garland Studies in Entrepreneurship

This book is for users of comparisons in health care and for researchers. More clinicians managers and patient groups are using research to make comparisons. Information technology and new databases make comparisons easier but not necessarily better. Comparisons can help us discover the causes of disease whether a treatment is effective if it is worth the cost whether a service is performing badly and the value of a health reform or policy. Comparisons can help us learn from other cultures and understand the implications for our own health services. Yet it is all too easy to misinterpret or uncritically accept a study and reach invalid conclusions. This book encourages decision-makers to make more use of comparative research but with an awareness of the limitations of comparisons. Its practical approach enables researchers to plan and carry out better comparative research and to develop new methodologies for this fast growing field of research.

Assessment and Development Centres offer a detailed and objective way of assessing your people's potential, whether you are trying to: c establish training and development needs c identify potential for promotion c assess and select new recruits to your organization or using the centre in some other way. To make this assessment possible involves a huge investment in time, money and effort to plan, design, administer and run each centre and to effectively analyse and use all of the data it will generate. These three volumes are designed to help you set up and run your own assessment and development centres within your organization. Alternatively, if you already run centres, the manuals will allow you to evaluate and improve your administration, planning and assessment as well as to introduce new exercises. Volume 1: Planning and Administration contains important programme information such as: c a range of reproducible assessment documentation c sample programmes for an assessment and a development centre c guidance on how to introduce and publicize your centres c 'lecture notes' for briefing participants and assessors c an administrative blueprint, including flowcharts, to help you run your centres c ideas for evaluating the success of your centres. Other Volumes: Volume 2 Assessment Activities Volume 3 In-Tray Simulations Each volume is available separately or as a three volume set.

Assessment and Development Centres offer a detailed and objective way of assessing your people's potential, whether you are trying to: c establish training and development needs c identify potential for promotion c assess and select new recruits to your organization or using the centre in some other way. To make this assessment possible involves a huge investment in time, money and effort to plan, design, administer and run each centre and to effectively analyse and use all of the data it will generate. These three volumes are designed to help you set up and run your own assessment and development centres within your organization. Alternatively, if you already run centres, the manuals will allow you to evaluate and improve your administration, planning and assessment as well as to introduce new exercises. Volume 2: Assessment Activities contains full documentation for the participants, the assessors and the programme manager for running a range of assessment simulations of: c meetings where co-operation is called for c meetings where participants have conflicting aims c activities where participants must plan for contingencies and handle interruptions c presentations and talks c one-to-one interviews c report and proposal writing exercises. Other volumes: Volume 1 Planning and Administration Volume 3 In-Tray Simulations Each volume is available separately or as a three volume set.

Assessment and Development Centres offer a detailed and objective way of assessing your people's potential, whether you are trying to: c establish training and development needs c identify potential for promotion c assess and select new recruits to your organization or using the centre in some other way. To make this assessment possible involves a huge investment in time, money and effort to plan, design, administer and run each centre and to effectively analyse and use all of the data it will generate. These three volumes are designed to help you set up and run your own assessment and development centres within your organization. Alternatively, if you already run centres, the manuals will allow you to evaluate and improve your administration, planning and assessment as well as to introduce new exercises. Volume 3: In-Tray Simulations contains full documentation for the participants, the assessors and the programme manager for running in-tray simulations of varying levels of complexity. Each exercise contains: c briefing papers to explain the exercise to participants c background information c items of correspondence, reports, messages and so on for participants to deal with c guidelines to help assessors evaluate the actions taken and relate these to assessment criteria. Other volumes: Volume 1 Planning and Administration Volume 2 Assessment Activities Each volume is available separately or as a three volume set.

Most of the activities in Martin Orridge's book require little in the way of either expertise or equipment. Yet they provide a powerful way of stimulating creativity, helping people to enjoy learning, or simply injecting new momentum into the training process. Each activity is presented under a standard set of headings, including a brief description, a statement of purpose, likely duration, a note of any materials required and detailed instructions for running the event. In addition there are suggestions for debriefing and possible variations. To help users to select the most appropriate activities they are arranged in the book by type or process. There are exercises for individuals, pairs and large groups and they range from icebreakers to closing events. Trainers, managers, team leaders and anyone responsible for developing people will find this volume a rich store-house of ideas.

If you find traditional lectures and course material ineffective for teaching students how to develop a sensitivity to cultural differences and apply "home grown" technologies to foreign situations, Business Simulations, Games and Experiential Learning in International Business Education is the guide to help you remedy this predicament! Helpful and easy-to-use, this text teaches you how to use computer-based games and experiential learning exercises to teach international business. You'll learn how to place students in realistic situations where they can experiment with new behaviors and receive immediate, constructive feedback and then take what they have learned beyond the classroom.Business Simulations, Games and Experiential Learning in International Business Education helps you introduce students to global competition and business cultures as you explore important ethical, political, and social issues with them. You can better prepare your students for the challenges of international business if you pay particular attention to the book's discussions of: different levels of power-sharing alternatives to traditional international business course materials and methods changing the norms and behaviors of organizations and institutions the role gender plays in effective gaming environments simulating a European Works Council within a classroom environment promoting decisionmaking and flexibility in management style understanding business rules and regulations of different countriesAcademics teaching and researching in international business will find Business Simulations, Games and Experiential Learning in International Business Education an immensely useful tool as you struggle with the challenges of readying students for the international work environment. As you know, it is not enough that students be schooled in the latest developments and technologies. Use this book's games and learning techniques to emphasize to your students that international businessmen and women must not only know their field, but also be respectful of others'cultures and values, be linguistically flexible, and be aware of foreign business rules and regulations.

Contents:
Part 1 The academic environment: the offer; the contract; lawsuits; leaving; training. Part 2 Subjective evaluation of the academic environment: US medical schools; alternatives. Part 3 Objective evaluation of the academic environment: productivity; productivity versus atmosphere; quality.

Teachers and student teachers in social work will gain valuable insight into the artistry that makes truly great teaching from the accounts found in this new book. Master teachers examine the processes they use in the classroom and present them in a format that facilitates the practical application of their ideas. The teaching methods recounted here emphasize the learners as the most important component of the teaching/learning experience and demonstrate techniques to enliven and enhance the reader's own teaching methods. This vital book focuses on teaching "technologies," defined as bodies of knowledge or skills ordered for use, that are comprised of techniques or systematic procedures that bring the technologies to life. By utilizing the techniques and technologies portrayed in this volume, social work educators at the graduate and undergraduate levels will become more effective at reaching their students and helping them grow into professional social workers.Teaching Secrets helps teachers increase the effectiveness of their teaching by demonstrating how to pay attention to acts and nuances that stimulate and assist students in their learning. Individual chapters focus on specific classroom environments, providing practical advice to improve learning in each situation. Social work teachers will discover more effective teaching through the use of student journals, the use of self in teaching doctoral research, the use of authority, and the benefits of student-student learning in work groups. Other chapters offer practical advice on reaching different groups of students such as black teachers leading white students, white teachers leading black students, and special efforts forreaching female students. This exciting book reveals that great teachers are not born but made, and shares the secrets that will help all social work educators to develop greatness in their own classrooms.

This work provides a guide to GNVQ assessor units that teachers must work towards, and is directly linked to the teacher's role in the planning and implementation of GNVQs. It provides examples and case studies across a number of different occupational areas.

Most professional trainers nowadays have some understanding of Neuro Linguistic Programming. They probably know that people take in information about the world through a 'preferred representational channel' and that we communicate better with people if we use their preferred channel - visual, auditory or kinaesthetic. Sally Dimmick's book goes further. It shows how NLP principles can be applied to every aspect of training and which particular aids and methods are the most suitable for each channel. The first part of the text outlines the main concepts of NLP and explains how to identify a person's preferred channel. It also looks briefly at the significance of learning styles. Part II examines each representational channel in turn and relates it to the corresponding training methods and materials. The final chapter provides ways of combining the channels so as to maximize the transfer of learning. The text is enlivened throughout by anecdotes, examples and illustrations. For teachers, trainers, managers and indeed anyone faced with the need to communicate in a professional way, Sally Dimmick's guide will prove invaluable. It will be particularly welcomed by trainers looking for practical advice on how to use NLP.

If you have questions about how to meet the demands of the new economy, corporate and organizational agendas, and the changing workplace you will find the answers in this well-written and concise book. Reengineering the Training Function provides a plan of action rich in strategies and tactics, full of specific guidelines and tools that can be put to use immediately.
Learn how successful business reengineering and training practices parallel the reengineering of business processes. Any business that wants to remain competitive in a global marketplace will find this book relevant. Put these guidelines to work immediately to conduct a strategic training audit prior to initiating any reengineering process. You can change the process of training and control the new continuous learning organization with Reengineering the Training Function.

This book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts.
The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following (a) the historical development of learning theories, (b) the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and (c) sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfer in different domains of vocational and professional education. Part III presents three studies that describe and analyze learning in workplaces. The chapters of these three parts report on a range of empirical and developmental studies which have developed new 'tools for learning and transfer' in vocational education. The book ends with an epilogue consisting of a critical reflection on the earlier chapters in relation to how they approach two key transfer issues - the relationship between school knowledge and the knowledge acquired in working life, and the relationship between transfer and boundary crossing at the individual and collective levels.
The chapters of this book are basedon original research undertaken by members and invited experts of a European COST Action A 11 Working Group 2 which includes researchers from twelve different countries.