Your essential guide to working from home and staying connected In today's networked global economy, working from home is no longer a novelty. In light of the COVID-19 pandemic, companies and organizations everywhere are embracing the game-changing benefits of allowing employees to work outside the office, and the results are profound: managers benefit by saving money and resources and by having access to talent outside their zip codes, while employees enjoy greater job opportunities, productivity, independence, and satisfaction--in part from the time saved not commuting. According to one source, 85% of businesses say that productivity increased along with greater flexibility--and 90% of employees say that flexibility boosted their morale. Working From Home For Dummies, gathers the expertise of multiple industry experts, featuring best of the best content from Virtual Teams For Dummies, Managing For Dummies, 3E, Company Culture For Dummies, Zoom For Dummies, Microsoft Teams For Dummies, Slack For Dummies, Mindfulness For Dummies, 3E, and Stretching For Dummies, as well as new material from award-winning author Tara Powers on setting expectations and boundaries, and more. Set up your workspace Stay connected to your team Run productive online meetings Get in the right headspace This book is the full guide on how to successfully work with virtual teams, whether you are a team member or a manager.

This book encourages the commitment of teachers and parents, in order to develop responsible, self reliant and knowledgeable young people with great leadership skills. Although the books main focus is on the development of the child and their leadership skills, it also has a subtle approach to the development of the teacher and parent.

The book aims to:

• examine the principles of leadership from the teachers perspective
• look in to what leadership means to children and how they can be educated to be better leaders
• explore and strengthen existing good practice in schools, developing what teachers do in the classroom and its impact on leadership.

In this book Hilarie Owen shares her extensive knowledge and experience with teachers and parents alike, enabling them to develop leadership talent and pass these skills on to children of all ages.

There is a myth that lingers around legal education in many democracies. That myth would have us believe that law students are admitted and then succeed based on raw merit, and that law schools are neutral settings in which professors (also selected and promoted based on merit) use their expertise to train those students to become lawyers. Based on original, empirical research, this book investigates this myth from myriad perspectives, diverse settings, and in different nations, revealing that hierarchies of power and cultural norms shape and maintain inequities in legal education. Embedded within law school cultures are assumptions that also stymie efforts at reform. The book examines hidden pedagogical messages, showing how presumptions about theory's relation to practice are refracted through the obfuscating lens of curricula. The contributors also tackle questions of class and market as they affect law training. Finally, this collection examines how structural barriers replicate injustice even within institutions representing themselves as democratic and open, revealing common dynamics across cultural and institutional forms. The chapters speak to similar issues and to one another about the influence of context, images of law and lawyers, the political economy of legal education, and the agency of students and faculty.

* This book functions as a response to the overwhelming need that counselors and students confront in the fast changing global world economy * It takes a comprehensive, developmental approach, focusing on 9th-12th grade students, rather than solely on those in 11th and 12th grade. * Important steps covered in this curriculum include: o Making the transition to ninth grade successful o Using technology in the advising process, such as online resources for college and career research, assessing interests, and structuring advising sessions o Preparing for standardized testing and using it to motivate students about the college application process o Assisting students in researching careers and colleges, making the most of college visits, applying for college, and writing the application essay

This book explores California's prison system in the context of vocational education reform. For prisons in the early twenty-first century, ideologies of evidence-based management meant that reform efforts to change the purpose of prisons from punishment to rehabilitation through vocational education required "evidence" to justify policy prescriptions. Yet who determines what constitutes evidence? In political environments, solutions are typically pre-conceived, which means that the nature of the evidence collected is also preconceived. As a result, key assumptions about outcomes are often wished away to show improvement and be accountable. Through a detailed analysis interspersed with stories from the authors' experiences "behind the wall" among California's prison population, the authors challenge the nature of evidence-based research as used in the prison environment. In the process they describe the thorny problems facing reformers.

Frequent market shifts...The rapid pace of technological change...We're all familiar with the old saying, "the only constant is change," but this has never been as true for business as it is today--nor have the penalties for companies who fail to learn and adapt been as high. Learning to Succeed insists that an integrated model for corporate education--one that links development programs with strategic goals--is critical to building agile and resilient learning organizations that will survive in our fast-evolving business landscape. Companies need to continually assess where they need to go in relation to where they are now--and use training to bridge the gap. As these new education initiatives are designed to advance concrete corporate goals, participants become active learners. Instead of merely listening to lectures--they work on strategic plans and action projects tied to key objectives. Learning is reinforced and ROI is optimized. For companies ready to embrace what it means to be a learning organization, to welcome the CLO to the C-Suite, to tightly and continuously weave strategy and learning into the fabric of their businesses, the opportunities are limitless. Complete with practical guidelines and illuminating case studies, this pioneering book puts them on the path to long-term success.

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.

* Explores the many roles women play in the criminal justice system, including victims, justice-involved individuals, and professionals. * Designed to appeal to a generation standing on the threshold of change they believe in and helped to initiate, within the context of contemporary social movements such as the #MeToo movement and Black Lives Matter. * Features an empowerment approach that focuses on the intersection of gender, race, and class.

The field of information technology continues to advance at a brisk pace, including the use of Remote Laboratory (RL) systems in education and research. To address the needs of remote laboratory development for such purposes, the authors present a new state-of-the-art unified framework for RL system development. Included are solutions to commonly encountered RL implementation issues such as third-party plugin, traversing firewalls, cross platform running, and scalability, etc. Additionally, the book introduces a new application architecture of remote lab for mobile-optimized RL application development for Mobile Learning (M-Learning). It also shows how to design and organize the remote experiments at different universities and make available a framework source code. The book is intended to serve as a complete guide for remote lab system design and implementation for an audience comprised of researchers, practitioners and students to enable them to rapidly and flexibly implement RL systems for a range of fields.

Advances in Accounting Education: Teaching and Curriculum Innovations 18 publishes both non-empirical and empirical articles dealing with accounting pedagogy. All articles explain how teaching methods or curricula/programs can be improved. Non-empirical papers are academically rigorous, and specifically discuss the institutional context of a course or program, as well as any relevant tradeoffs or policy issues. Empirical reports exhibit sound research design and execution, and develop a thorough motivation and literature review, including references from outside the accounting field, where appropriate.

This book is a philosophical analysis of knowledge in practices, focused on knowing how, tacit knowledge and expert knowledge. Knowing in action is the key concept. It covers understanding, well-functioning routines as well as successful learning processes. It is argued that knowledge-in-action is more basic than propositional or theoretical knowledge. Key notions are knowing as a kind of attentiveness or a way of being in the world, knowing as continued learning, and knowledge as what leads people in the best way. The book is a contribution to the contemporary philosophical discussions about knowing how, tacit knowledge and expert knowledge. At the same time, it is written as an interdisciplinary and case-based introduction to the epistemology of knowing and learning.

Due to changes in retirement and employment policies the participation of older workers in the German labour force has been increasing in the recent decade. Using data from the German Socio-Economic Panel (SOEP), the book examines developments in the training participation patterns of older workers. The author gives special attention to the relations between the rate of training participation and the level of job satisfaction. The findings indicate an increase in training participation, particularly of workers aged 55-59, and imply a positive correlation between the rate of training and job satisfaction.

Teachers commonly talk about loving their students, yet no effort has been made to explore the powerful educational potential inherent in these loving feelings. Teaching with Love breaks new ground by paying careful, scholarly attention to the nature, the scope, the dimensions, and the variety of teacherly love. In a highly readable narrative that builds on the feminist notion of an ethic of care and draws from the fields of psychology and women's studies, this book examines and analyzes the experiences of two primary grade teachers as they set about trying to create and enact a vision of early childhood education centered around loving relationships.

Whether you're 20, 40, 60 or older, many of us are still looking for an answer to that perennial question, `What do I want to be when I grow up?' In Designing Your Life, Silicon Valley design innovators Bill Burnett and Dave Evans use their expertise to help you work out what you want -- and how to get it. Their phenomenally successful Life Design course has been tried and tested by thousands of people, from students to mid-career professionals to retirees contemplating a whole new future. Now in book form for the first time, their simple method will teach you how to use basic design tools to create a life that will work for you. Using lots of real-life stories and proven techniques like reframing, prototyping and mind-mapping you will learn how to build your way forwards, step-by-positive-step, to a life that's better by a design of your own making. Because a well-designed life means a life well-lived.

Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.

These two volumes bring together theoretical and empirical papers on the economics of training. The first volume comprises of papers that discuss the economic theory underlying firms' and individuals' decisions to provide or acquire training. In particular, they offer differing perspectives on human capital theory. This volume also includes papers examining the design of both experimental and nonexperimental strategies for estimating the effects of training. The second volume consists of studies that estimate the impact of both public and private provided training on earnings. Most of the volume is devoted to studies that illustrate nonexperimental evaluations of training. However, because experiments have become an important part of this literature, the volume includes papers that provide a detailed evaluation of one well-known social experiment, and that use experiments to evaluate the non-experimental evaluations of training.

The discussion around whether entrepreneurship can be taught is becoming obsolete as the number of entrepreneurship courses, specializations and degrees is rising at an unprecedented rate all over the world and the demand for entrepreneurial education teachers or instructors is constantly growing. The global community of entrepreneurial education proponents is enthusiastic about the possibility of spreading the idea of entrepreneurship, as it is believed to benefit societies and economies in addition to influencing human development on an individual level. The fervour is nurtured by public policies and the development of an enterprising culture in the public discourse. In this discourse, entrepreneurship is treated as a panacea for numerous social and economic problems. This book is a solid reference point for all who are interested in conducting research on entrepreneurial education or engaged in teaching entrepreneurship. It is a compendium of knowledge about entrepreneurial education as a research field, seen from the perspective of the last four decades, its complete contemporary history. It reviews the progress of the field from the outset to the present in terms of its socio-economic context, changes in the academic community, but also its research focus and methodological development. This uniquely comprehensive book is a resource of both knowledge on entrepreneurial education research and inspiration for future studies within the field. This timely and relevant book provides practical insights for educators when developing their teaching practice and will be of interest to entrepreneurship educators and entrepreneurship education researchers.

A Practical Guide to Career Learning and Development is an essential guide for all those involved in careers education, either with sole responsibility or as part of a team. With a focus on career happiness, resilience and growth, this exciting book offers effective pedagogical strategies, techniques and activities to make career learning and development accessible and enjoyable, contributing to positive outcomes for all young people in the 11-19 phase of their education. With a wealth of support material such as teaching ideas, lesson plans, case studies and an illustrative student commentary, key topics covered include: Career Learning and Development needs of young people Career Learning and Development in the curriculum Practical activities for 11-14, 14-16 and 16-19 year olds Creating a positive environment for learning Teaching approaches Leadership and management Facilitating professional learning. A Practical Guide to Career Learning and Development is an invaluable resource for careers advisers and staff in schools with responsibility for leading and providing careers education as well as work-related learning, PSHE, citizenship, and pastoral programmes. It enables and supports all practitioners as they develop careers provision that better prepares young people for their future well-being and an ever-changing and unpredictable world of work.

University student-run communications agencies allow students to work with real clients and get real world experience before they graduate from college and enter the workforce. Student-run agencies are increasing in popularity, but building a successful agency is challenging. With more than ten years of experience supervising a student-run agency, Swanson examines the three critical roles a student agency must fulfill in order to be successful. First, the agency must be an exceptional environment for learning. Second, it must be a successful business-without satisfied clients, the agency will not survive. Third, it must be a supportive partner in both on- and off-campus communities. As the first book to address student-run agencies, Real World Career Preparation offers extensive 'how to' guidance, and is supported by 22 Agency Spotlight best practice examples from student-run agencies across the U.S. The book ends with a comprehensive directory of 158 university student-run agencies in operation all over the world. Real World Career Preparation is essential reading for any faculty member or administrator who is involved with an agency, or who plans to launch one in the future. This book is also valuable for college students working in an agency who seek 'the big picture' view of how their work for clients has long-lasting impact on the campus and the community.

Teachers may retire from their schools, but they never retire from teaching. Teaching, Making a Difference includes two goals. The first is to give guidance to teachers contemplating retirement while helping them to maintain realistic standards for their students. The second goal is to present a multitude of options for just-retired teachers to enjoy their well-earned retirement while still using their knowledge and experience to benefit their communities. Teachers will learn techniques that they can incorporate into their lesson plans as they continue to teach, and upon retiring, they will learn how to develop their own "lesson plan" to take care of themselves and to participate in their communities.

Teachers may retire from their schools, but they never retire from teaching. Teaching, Making a Difference includes two goals. The first is to give guidance to teachers contemplating retirement while helping them to maintain realistic standards for their students. The second goal is to present a multitude of options for just-retired teachers to enjoy their well-earned retirement while still using their knowledge and experience to benefit their communities. Teachers will learn techniques that they can incorporate into their lesson plans as they continue to teach, and upon retiring, they will learn how to develop their own "lesson plan" to take care of themselves and to participate in their communities.

The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience. This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.

There is a gap in knowledge about artistic careers--few people fully understand the economics and sociology of the visual and performing arts. The public impression of the lives of artists are distorted because typically only the very successful get attention. Society generalizes based on those people who are statistical exceptions, not by looking at average careers, let alone those who discontinue their pursuit of arts professions. For emerging young artists, it is essential to know the histories of the different performing and visual arts, and their training and craft traditions. Additionally, understanding the role of informal learning, differences in types of institutions, approaches to teaching-learning, and the subsequent likely career impact is important. While some have hailed the advances in the arts as a result of new technology, changes in the finances of performers are greatly impacted by the digital world. Many have commented on the greying audiences for classical music and opera, but the characteristics of the younger generations who appear to want to view, listen, and interact with visual and performance art differently may be even more impactful.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists' experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.