Building strong, muscular arms takes more than hard work and dedication. It also takes a plan-one rooted in science, based on the latest research, and proven to deliver results. Massive, Muscular Arms: Scientifically Proven Strategies for Bigger Biceps, Triceps, and Forearms is that plan and so much more. Massive, Muscular Arms takes an in-depth look at the underlying principles of biomechanics and anatomy to provide you with a better understanding of why your results may have stagnated and how small adjustments to the most common arm exercises can make them more effective. You will learn about the importance of training for strength and why low-rep strength work is a necessary component to building more aesthetically impressive arms. Packed with over 65 exercises designed to work deep into the muscles, you will be able to substitute selected exercises into your existing program or follow one of the six featured training programs (for novices and experienced lifters alike) that are designed to blast through plateaus and take your arm development up a notch. Author David Barr, a certified strength and conditioning coach who has over two decades of experience in strength and conditioning, also provides you with sidebars that debunk the popular myths that are associated with arm training. Safety considerations for more advanced exercises and advice on how to perform exercises correctly and reduce risk of injury are also included. Let Massive, Muscular Arms help you take your training to the next level! CE exam available! For certified professionals, a companion continuing education exam can be completed after reading this book. Massive, Muscular Arms CE Exam may be purchased separately or as part of the Massive, Muscular Arms With CE Exam package that includes both the book and the exam.

Dave Barr knew from 12 years old he wanted to be a Marine. Following a series of menial jobs - including working at a shoe shiner in a barber's shop and in service stations - at 17 he joined the Marines before shipping out to Vietnam. This was his dream come true - flying as a helicopter gunner - and he ended the war with an impressive 57 Air Medals, one Air Medal for every 20 combat missions. After leaving the Marines, like many veterans, Dave found it hard to hold down a good job and stay out of trouble. It was then that he read about Israel. Always looking for a rush, Dave learnt to skydive before deciding to take his chances - emigrating illegally to Israel. He was inducted into the Israeli Army and then the Paratroopers, where the training was difficult - involving long tough marches, as well as learning Hebrew. After serving his time, he left Israel - and back in the USA, Dave was stuck in a rut and ready for his next adventure. This is the second volume of Dave's memoirs. Just as rich and colourful an account as the first instalment, the book portrays a professional soldier's view of the 'sharp end' of war. Following on from his time in the Israeli Army paratroopers, Dave travelled to Rhodesia and fought alongside the Rhodesian Light Infantry. His next assignment was with the South African Defence Force in operations in South West Africa and Angola. Then came the fateful day and near fatal injuries as a result of a land mine explosion. Almost a year later following 20 operations and Dave was finally allowed back onto active duty and doing what he did best, being a soldier.

For years, language teachers have increasingly been using technologies of all kinds, from computers to smartphones, to help their students learn. Current trends in TELTL (technology-enhanced language teaching and learning), such as artificial intelligence, virtual reality, augmented reality, gamification, and social networking, appear to represent major shifts in the digital language learning landscape. However, various applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. Emerging Concepts in Technology-Enhanced Language Teaching and Learning explores the recent development of the new technologies for language teaching and learning to gain insights into and synergy of the theories, pedagogies, technological design, and evaluation of TELTL environments for comprehending the trends and strategies of the new digital era as well as investigate the possibility of future TELTL research direction. The book includes trends shaped by contemporary issues such as the COVID-19 pandemic. Covering topics such as digital education tools, L2 learnings, and sentiment analysis, this book serves as an essential resource for researchers, language teachers, educational software developers, administrators, IT consultants, technologists, professors, pre-service teachers, academicians, and students.

This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted language leaning) (5) innovation (trends, research) The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Francoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.

Les Forces d'operations speciales (SOF) n'ont jamais fait partie integrante des capacites militaires du Canada. Des unites speciales ont certes existe a certaines periodes de notre histoire, mais elles ont toujours oeuvre dans l'ombre, a la limite de la reconnaissance. Elles ont presque toujours ete marginalisees. Cependant, la tragique attaque lancee par des terroristes sur les tours jumelles du "World Trade Center" a New York, le 11 septembre 2001, a considerablement modifie leur image. Les SOF sont devenues depuis des forces de premier plan. Les essais qui forment cet ouvrage concernant les SOF ont ete rediges par des experts en la matiere. Pris collectivement, ils constituent un recueil exhaustif d'informations et de connaissances sur les SOF canadiennes et sur des questions et sujets qui s'y rapportent. En somme, l'ouvrage permet au lecteur d'acquerir une solide base sur la theorie, le contexte historique et l'evolution des SOF, y compris les evenements qui favorisent leur expansion."

For years, language teachers have increasingly been using technologies of all kinds, from computers to smartphones, to help their students learn. Current trends in TELTL (technology-enhanced language teaching and learning), such as artificial intelligence, virtual reality, augmented reality, gamification, and social networking, appear to represent major shifts in the digital language learning landscape. However, various applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. Emerging Concepts in Technology-Enhanced Language Teaching and Learning explores the recent development of the new technologies for language teaching and learning to gain insights into and synergy of the theories, pedagogies, technological design, and evaluation of TELTL environments for comprehending the trends and strategies of the new digital era as well as investigate the possibility of future TELTL research direction. The book includes trends shaped by contemporary issues such as the COVID-19 pandemic. Covering topics such as digital education tools, L2 learnings, and sentiment analysis, this book serves as an essential resource for researchers, language teachers, educational software developers, administrators, IT consultants, technologists, professors, pre-service teachers, academicians, and students.

This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted language leaning) (5) innovation (trends, research) The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Francoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.

This book examines the role of computers in language learning and teaching in higher education. In particular, it considers the pedagogical and practical value of designing a language-learning environment around computer technology. Whereas considerable research has already been undertaken in analysing the value of individual computer tools and packages (such as e-mail), the study gives a broad appraisal of their individual and collective value, without being too exhaustive. Using quantitative and qualitative data, based on research visits to three universities, Ulster, Cambridge and Toronto, this study provides examples of effective practice in the area of the exploitation of Information and Communication Technology for language learning and teaching. It draws on the experience of these three institutions, as well as the findings of current literature in this area, in order to establish a set of essential criteria that institutions need to meet when creating a computer-based environment. Although these criteria are based on experience with language-learning environments, they are essentially generic in nature and may be applied to other computer-based learning environments.