Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Conrad's new book, "Beyond Real Estate Licensing: Case Study Analysis of Behavioral Assessment Relationship Applied to Human Performance" is an outgrowth of his doctoral studies. The specific problem this research addresses pertains to whether behavioral readiness has an impact upon real estate brokerage sales performance. Although real estate students may score high on the real estate licensing examinations, it may not prove the student's ability to perform in a real estate brokerage performance sales environment. The most important performance criteria in real estate sales could be conceived as a developed personality capacity and alignment of motivational values. It is also noted that learning sales facilitators can not guarantee the knowledge transfer to performance unless, behavioral readiness is presented. Therefore behavioral assessment analysis can be considered as an integral aide to performance improvement. The purpose of this study was to establish the organizational responsibility towards behavioral assessment analysis during the pre-employment phase. The results of this study indicate that behavioral assessments may improve the overall recruitment and selection capability and to identify the necessary behavioral readiness that is necessary for knowledge transfer into sales performance.

Governments have at their disposal a broad range of policy instruments that they may use to influence behaviour and pursue environmental policy goals. This volume of the Elgar Encyclopedia of Environmental Law is a comprehensive guide to these environmental policy instruments, examining their characteristics, applications, strengths and limitations, as well as giving an overview of the most significant issues related to their adoption and effectiveness. With entries written by leading international scholars, this incisive volume provides insight into the cross-cutting issues that are common to discussions of such policy instruments, including the legal bases for their use, how instruments can be compared for costs, distributional questions, and monitoring and enforcement. Contributions also explore hybrids and blends of policy instruments and explain the relationships between them, using case studies and examples from around the world, as well as providing succinct summaries of the substantial literature in the field. Students and scholars in environmental law will find this volume to be an invaluable resource, for both its solid theoretical foundations and its analysis of undertreated issues in the field. Its discussion of how and why each policy tool might be used is particularly relevant for policymakers and practitioners. Contributors include: A.D.K. Abelkop, C. Coglianese, M.A. Cohen, D.H. Cole, C.M. Correa, N. de Sadeleer, R.C. Feiock, P.Z. Grossman, N. Gunningham, S. Hayes Richards, M. Howlett, S.-L. Hsu, B. Huber, O. Karassin, B.C. Karkkainen, S.E. Light, L.M.J. McCann, J.E. Milne, I. Mukherjee, E.W. Orts, O. Perez, K.R. Richards, T.M. Roberts, A. Rowell, S. Roy, J.P. Shimshack, H. Sigman, D. Sinclair, S. Starobin, S.E. Weishaar, E. Woerdman, H. Yi, J. van Zeben

This book is a friendly and complete introduction to one of the most comprehensive contemporary theories of mathematics teaching and learning. By focusing on mathematical work performed by students and teachers during mathematics session, the theory of Mathematical Workings Spaces (MWS) has opened up new perspectives and avenues on mathematics education and mathematical thinking. In particular, it enables the identification of students' knowledge production processes and helps teachers to shape them. The first part of the book explores the heart of the theory and aims to further describe and understand epistemological and cognitive aspects of mathematical work. The second part develops the different MWS dedicated to observing how this work depends on the expectations of educational systems, how it is formed and taught, and how individuals appropriate it. In the last part, some applications and perspectives are discussed regarding topics of major importance today in mathematics education which relate to technological and digital tools, teacher training and modeling activities. In line with the spirit of the theory, the book was written to reflect the conceptual unity at the heart of the theory of MWS and, at the same time, to show the freedom and diversity of approaches given space therein. Written for researchers and professionals in mathematics education, it offers plenty of concrete examples from different educational systems around the world to illustrate the theoretical concepts and show the applicability of the theory to practice and research.

This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry. Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers' decision making.

This book explores communication as a key influence on the trajectory of conflicts and crises in the specific context of academia. From the ideological responsibilities of academia to the profit-seeking motives of institutions, the authors explore challenges facing faculty across multiple disciplines. Critique of the higher education industry is more necessary than ever in the context of academic corporatization and marketization. Academia in Conflict reveals how institutional discourses can contribute to or mitigate conflict and crisis, offering communication practices that prioritize stakeholder experiences and needs. Enduring academic crises are addressed, including declines in public funding, mental health emergencies, and threats to job stability. Academia in Conflict provides crucial insights for navigating the challenges of higher education today.