On Life and Living

Elisabeth Kübler-Ross, M.D., is the woman who has transformed the way the world thinks about death and dying. Beginning with the groundbreaking publication of the classic psychological study On Death and Dying and continuing through her many books and her years working with terminally ill children, AIDS patients, and the elderly, Kübler-Ross has brought comfort and understanding to millions coping with their own deaths or the deaths of loved ones. Now, at age seventy-one facing her own death, this world-renowned healer tells the story of her extraordinary life. Having taught the world how to die well, she now offers a lesson on how to live well. Her story is an adventure of the heart -- powerful, controversial, inspirational -- a fitting legacy of a powerful life.

This book explores elements of team dynamics and interactions that block or enable effective ideation. The author investigates interpersonal dynamics, inhibitors of collaboration and boosters of ideation efficiency that govern the ability of a team to generate new and valuable ideas. Where it is widely accepted that teams are a necessity in the creative process, this book highlights the inconsistency in terms of quality and reliability of creative output when looking at teams. Why do some teams struggle, and others succeed in innovating? This book offers a valuable resource for those interested in the qualities and interventions that can impact the ideation potential of a team.

The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout.