This book was originally published in 1922. It was written for those who wish to know how to make, use or adjust wireless telephone instruments. The information presented in this book will appeal to those with an interest in the history of radio making. Many of the earliest books, particularly those dating back to 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original artwork and text.

The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students' levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura's Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures-to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students' level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a "math person." As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.

This exciting addition to scholarly practice showcases a range of invited national and international authors who bring together their expertise, knowledge and previous studies to this edition. It is the fourth book in the series "Global Education in the 21st Century" and focuses upon mentoring in education. What is evident within each of the chapters and is a theme throughout this book is the constant search to articulate the mentoring relationship and to explore within each diverse context the effect of this relationship upon those involved. This thread of intentional discovery is both exciting and exhaustive. What is clear when the totality of chapters are now examined and the key lessons to be learnt are derived, is that the adoption of any one approach and theoretical framework for mentoring in educational contexts is likely to be fraught. That is, the authors have expertly explored both the challenges and advantages of their specific context and the powerful lessons within each context, clearly illustrating the relevance and interrelationship of the context to the mentoring approach. This prevailing message presents significant challenges for educators, setting up a tension between the various aspects of mentoring such as nurturing, imitation, reflective practice and disruptive challenging. When overlaid with the possibility of a shifting transformational role between the mentor and the mentee, the challenges appear vast. But the passion and spirit of the search is also evident in each of the chapters presented here and the overall conclusion of the combined chapters making up the authority of the book is the ardour and voice of educational contexts and diversity, framed in the professional development and learning scaffolds supplied by each of the authors. It is this commitment that will sustain education and mentoring well into the future. Contributors are: Veysel Akcakin, Anastasios (Tasos) Barkatsas, Tania Broadley, Andrea Chester, Anthony Clarke, Angela Clarke, Yuksel Dede, Kathy Jordan, Gurcan Kaya, Huk-Yuen Law, Kathy Littlewood, Darren Lingley, Tricia McLaughlin, Juanjo Mena, Peter Saunders, Naomi Wilks-Smith, Dallas Wingrove, and Sophia Xenos.