Leadership is an activity that not only manifests itself in formal positions, but also bubbles up in various places within an organization. Perhaps given the importance of leadership to any endeavor, the literature on this topic has burgeoned. Yet among these titles, Learning to Lead stands out as one of the best texts available on leadership for college and university administrators. Critical skills such as managing people, resolving conflict, and making rational (and legal) decisions are explored within the context of the campus. The book also addresses the needs of those who facilitate leadership workshops, serve as mentors to potential leaders, and teach courses on higher education leadership and administration. While presenting all sides of key issues, the author calls for the reader to define his or her own position through a series of provocative reflection questions in each chapter. Thus the book invites interaction and teaches administrators not what to think about leadership, but how to think about it.

For teachers in higher education who haven't been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focusses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher's facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioural Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the "seven ways" to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centres for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.

For teachers in higher education who haven't been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focusses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher's facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioural Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the "seven ways" to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centres for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.

For motorcyclists who have already learned how to operate their bikes with competence. Volume 2 provides detailed explanations of such subjects as weight management and traction during braking and acceleration, slip angles, accident avoidance maneuvers, and much more. Group riding is covered, including authoritative suggestions for pre-ride briefings, lane changes and other normal riding maneuvers, and unusual formations involving trikes and sidecar rigs, as well as how to deal with an impaired rider. Riders who wish to carry a passenger, tow a trailer, go camping, or tour on their motorcycles will find information here on how to plan such trips. Jim and Cash have distilled these lessons from over a half million miles of combined experience, and Jim's spreadsheets and models give readers the ability to analyze complicated issues of physics and motorcycle handling. You'll discover more interesting material than you can imagine when you study the contents of Volume 2. Letter paperback. Color. 176 pages.

This is not just another "How to Ride a Motorcycle" book. It is a definitive book on how to survive the early stages of the motorcycling experience. It provides insights that will be valuable throughout your riding career. It covers virtually every aspect of your early riding career from your days as a wannabe through being a newbie at the sport, with lessons on the specific skills required to be a truly competent rider and explains why. Jim and Cash have distilled the results of over a half million miles of combined experience plus Jim's detailed analysis of the physics of motorcycling. You'll ride smarter after reading and studying this. Paperback, black-and-white, 178 pages.

This is not just another "How to Ride a Motorcycle" book. It is a definitive book on how to survive the early stages of the motorcycling experience. It provides insights that will be valuable throughout your riding career. It covers virtually every aspect of your early riding career from your days as a wannabe through being a newbie at the sport, with lessons on the specific skills required to be a truly competent rider, and it explains why. Jim and Cash have distilled the results of over a half million miles of combined experience and have added Jim's detailed analysis of the physics of motorcycling. You'll ride smarter after reading and studying this.

Aligning Standards and Curriculum for Classroom Success provides teachers with the tools and information they need to plan for instruction that meets state and national standards. The authors discuss the importance of standards in curriculum and lesson planning, and introduce a dialogue process to help stakeholders come to consensus about what students should know and be able to do. In addition, this resource offers: o Step-by-step directions for developing standards o Guidelines for designing teaching plans based on standards o Strategies for using standards to integrate the curriculum Also included are examples of actual standards-based teaching plans for different content areas, courses, and levels. The revised edition includes the latest research about standards and curriculum design, expanded coverage of the development of criterion standards, increased attention to assessment, and new sample teaching plans.