Packed with clear guidance on the nuts and bolts of grammar and plenty of examples, this text will help students master the fundamentals of English grammar and tackle written assignments with confidence. 60+ bite-sized units help students overcome common areas of difficulty, such as forming different tenses, using connectives to link ideas and build an argument, punctuating sentences and choosing the right words. Each unit is presented on a double-page spread, making it easy for students to flick through the book and quickly find the unit they need. Short, focused exercises at the end of each unit - with answers provided at the back of the book - make this text ideal for both self-study and classroom use. This third edition contains four new units on hedging, being critical and collocation. Improve Your Grammar is an essential resource for students of all disciplines and levels wanting to excel at writing, and can be used as a self-study workbook or on tutor-led grammar modules.

This revised and updated second edition is an accessible companion designed to help science and technology students develop the knowledge, skills and strategies needed to produce clear and coherent academic writing in their university assignments. Using authentic texts to explore the nature of scientific writing, the book covers key areas such as scientific style, effective sentence and paragraph structure, and coherence in texts and arguments. Throughout the book, a range of tasks offers the opportunity to put theory into practice. The explorative tasks allow you to see how language works in a real scientific context, practice and review tasks consolidate learning and help you to develop your own writing skills, and reflective tasks encourage you to think about your own knowledge and experience, and bring this to bear on your own writing journey at university. Key features of the new edition include: * Updated content and additional tasks throughout * New chapters, covering writing in the sciences and writing at university * The introduction of reflective tasks * Up-to-date examples of authentic scientific writing Clear, engaging and easy-to-use, this is an invaluable tool for the busy science or technology student looking to improve their writing and reach their full academic potential.

This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students' mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students' mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students' potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristics of challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.

This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.

The book is a collective investigation of the structuring of theses in education, the social sciences and other disciplines that commonly do not follow the standard procedures of the scientific method. To help research students design a structure for their own thesis and liberate their investigations from the constraints associated with the use of the conventional structure, it explains how the structures adopted were designed to suit the topic, methodology and paradigm. It also provides a wide range of examples to draw upon, which suit a broad spectrum of theory, methodological approaches, research methods and paradigms. Additionally, by analyzing the methodologies and paradigms, and reviewing the methodological and paradigmatic spectrum, it offers a significant contribution to the way research is conceptualized. The book addresses a number of key questions faced by students, supervisors and examiners: *Why do examiners often find it difficult to read work in non-scientific disciplines when theses are structured in accordance with the conventional scientific method? *Why do students in non-scientific disciplines struggle to write up the outcomes of their research in the conventional structure? *What alternative thesis structures can be devised to better suit the wide range of methods? *Which theories and paradigms are commonly followed in education and the social sciences and how do these perspectives influence the research process? *What methods, theories and paradigms are commonly adopted by education and social science students and what problems do these pose when students write their theses?

Study Simpler contains fifty-two study skills interventions that students, parents, and educators can rely on to lay a solid foundation of holistic study skills proficiency within the lives of students, especially at the university level. The acronym SIMPLER outlines seven of the most influential factors related to student well-being: Space, Intervals, Method, People, Loyalty, Energy, and Resources. These seven categories make up the Who, What, When, Where, Why, and How of student success. Learn more at www.studysimpler.com

The best standalone resource for the Army Combat Fitness Test As the Army prepares to shift to the new Army Combat Fitness Test (ACFT) from the Army Physical Fitness Test, hundreds of thousands of new and current servicemembers will have to pass a more rigorous and demanding set of physical events to prove they have what it takes to meet the physical demands of an army job. Utilizing the accessible and simple approach that has made the For Dummies series famous the world over, ACFT For Dummies is packed with everything you need to train for and ultimately crush the ACFT. Topics include: An overview of the test, including how it fits into your army role How the test is administered (location, equipment, etc.) Instructions on how to perform each of the six events How the ACFT is scored Training for the ACFT on your own time The importance of recovery, including essential stretches How to build your own workout routine Videos for each of the six events with tips for how to train for them The ACFT For Dummies prepares readers to tackle the new, tougher Army fitness test with practical examples and concrete strategies that will push each servicemember to new heights.

With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students' drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.

This textbook guides the reader on how to undertake high-quality literature reviews, from traditional narrative to protocol-driven reviews. The guidance covers a broad range of purposes, disciplines and research paradigms. Whether the literature review is part of a research project, doctoral study, dissertation or a stand-alone study, the book offers approaches, methods, tools, tips and guidelines to produce more effective literature reviews in an efficient manner. The numerous examples are drawn from an array of subject areas, such as economics, healthcare, education, medicine, psychology, software engineering amongst others. This makes it worthwhile for a wide range of studies and for reviews into evidence-based interventions, policies, practices and treatments. There is attention given to presenting, reporting and publishing literature reviews. With the additional clarity brought about by explanatory tables and graphs, this textbook is a 'must-have' for all students, researchers, academics and practitioners at any stage of their project or career when engaging with literature. In addition, citizens, policymakers and practitioners will benefit from the guidance with better insight into how literature reviews could and should have been conducted.

The workplace is a crucially important site for learning in today's learning society. In this authoritative book, the authors look at the changing nature of the work and the effects that this has on the skill and knowledge requirements of individuals, its implications for the workplace and employment, and ways in which these changing requirements can be met. The editors are founder members of the Working to Learn group, and are internationally recognised as leading experts in vocational education and training. International in scope and based on their wide-ranging experiences and research, this book brings together the implications of workplace changes for educators, managers and society. In an age where jobs and work - and the success of organisations - are increasingly dependent on developing skills and knowledge, this will be important reading for educators, trainers, human resource managers and policy makers alike.

Studying for major medical exams can be a confusing and stressful task. In "HOW TO PREPARE FOR THE MEDICAL BOARDS," third-year medical students Adeleke T. Adesina and Farook W. Taha present a useful guide for medical students studying for both the United States Medical Licensing Exam (USMLE) Step 1 and the Comprehensive Osteopathic Medical Licensing Exam (COMLEX) Level I.

Using a system-based learning method, "HOW TO PREPARE FOR THE MEDICAL BOARDS" provides a plan to study for the major topics tested on the board exams and suggests a unique approach to reading and keeping mental notes. It discusses the use of First Aid for the USMLE Step 1 and question banks in the preparation process. A bonus chapter addresses how to survive medical school's rigorous education requirements and the most e cient ways to maximize education while still enjoying life.

Based on personal experience, Adesina and Taha help medical students discover the secrets, learn the rules, and avoid common costly mistakes when preparing for and taking important national medical board examinations. These students have developed a unique stepwise approach to help students score above 95 on their medical boards.

This edited volume discusses major issues in present-day science and technology education (STE). It is divided into three thematic sections: philosophical foundations and curriculum development; sustainable development, technology and society; and the learning sciences and 21st century skills. Section I examines the history and future of STE curriculum development, along with specific issues within this dynamic area. Section II explores sustainable development in three important aspects: economic development, social development, and environmental protection. Section III covers the 21st century skills that are of overarching importance to the success of learners in school and the world of work. Anchoring each chapter is an assemblage of veteran science and technology education specialists selected from across the world. The book's target is a worldwide audience of undergraduate / post-graduate students and their teachers, as well as researchers. This book's exploration of the ever-increasing advances in STE and its narrative writing style will be of interest to a broad range of readers.

Contents:
1. Introduction: Political Research Methods - what does this mean? Part 1: Quantitative Research 2. Introducing Quantitative Research - how to interpret data sources 3. Using Surveys in Research 4. Analysing Official Data Part 2: Qualitative Research 5. Introducing Qualitative Research - why and when numerical analysis is not enough 6. Using Interviews in Research - accessibility and interpretation 7. Evaluating Existing Research 8. Content Analysis Part 3: Doing Your Own Research 9. A Guide to Writing a Dissertation in Politics 10. Information Sources

Get the essential skills you need to succeed on the GED! Pre-GED gives you a solid foundation in the basic skills you need to succeed on each of the four subjects of the GED test: Reasoning Through Language Arts (RLA), Social Studies, Science, and Mathematical Reasoning. This new edition features micro-lessons on test-taking strategies, review questions involving critical thinking, and a brand-new app featuring hundreds of practice questions. Features: New: Micro-lessons section provides unique test-taking strategies New: Review questions on critical thinking and reasoning match latest test New: App featuring hundreds of practice questions New: Appendix covers the most important vocabulary for each section of the test More than 1,000 practice questions with explanations Easy-to-follow lessons specifically written for Pre-GED students and covering all 4 subject areas: Reasoning Through Language Arts, Mathematical Reasoning, Science, and Social Studies Top 25 lists that cover the most important concepts you need to know for each test section Flashcard App includes 100 flashcards to help you review all four test sections

The main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses. Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here. The relationships between note taking activity and students' characteristics, the possibility of predicting the final learning performance using metrics of students' note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.