GLOBAL HIT-Finally, a book that shows you how to replace career uncertainty with career confidence, step-by-step Before they make important decisions, entrepreneurs, scientists, and other professionals maximize results and minimize risk by testing future scenarios using models. Now you, too, can use models to test career decisions: with the single-page visual method that's already helping hundreds of thousands of professionals worldwide. Careers were complicated enough before explosive changes swept the world, igniting even greater complexity and triggering uncertainty--along with hidden opportunities. All of this compels professionals to reinvent how they work. But how? The key is to draw a visual "picture" of your work--a model--that quickly gives you an entirely new understanding of what your work means to employers, customers, colleagues--and you. This model instantly triggers new insights and identifies next career moves you can make with confidence. Readers of the first edition of Business Model You will find this all-new, full-color book deepens their understanding of the method with new tools and techniques including the Work Model Canvas, Outward Focus, Third Objects, The Three Questions, the "Passion" Myth, the Valuable Work Detector, and Reasons to Choose You. Examples covering 50 occupations in both commercial and not-for-profit sectors are features, all alphabetically indexed at the front of the book. A global hit available in 20 languages, Business Model You pioneered the model-based approach to work reinvention that's been adopted for use by thousands of corporations, universities, and not-for-proit organizations worldwide. Want to replace career uncertainty with career confidence? Reinvent the most important model of all: Business Model You.

This influential text was fully revised and updated for the second edition with the addition of substantial new material, and takes the reader, in a logical sequence, through the main areas of ergonomics relevant to design, in a way that allows ergonomics to be integrated with all aspects of the design process.

eBook available with sample pages: 0203482611

This book focuses on queering texts with lesbian, gay, bisexual, and/or transgender (LGBT) themes in collaboration with students - young to young adult - and their teachers - both pre- and in- service. It strives to generate knowledge and deeper understandings of the pedagogical implications for working with LGBT-themed texts in classrooms across grade levels. The contributions in this book offer explicit implications for pedagogical practice, considering literature for children and young adults, and work in elementary school, high school, and university classrooms and schools. They give insights on exploring how queer and trans theories might inform the teaching and learning of English language arts with great respect to people who live their lives beyond hegemonic heternormativity and cisnormativity. They provide wisdom on how to provoke, foster, and navigate complicated conversations about sexuality, queer desire, gender creativity, gender independence, and trans inclusivity. In addition, they show how all of these are informed by an epistemological and ontological understanding of gender embodiment as a process of becoming. They offer insights into how queer and trans theories, as informed and driven by trans, non-binary and gender diverse scholars themselves, can move all of us beyond LGBTQ-inclusivity and inform reading, discussing, teaching, and learning in all of the classrooms and school contexts where we live and work. This volume was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

This influential text was fully revised and updated for the second edition with the addition of substantial new material, and takes the reader, in a logical sequence, through the main areas of ergonomics relevant to design, in a way that allows ergonomics to be integrated with all aspects of the design process.

This book focuses on queering texts with lesbian, gay, bisexual, and/or transgender (LGBT) themes in collaboration with students - young to young adult - and their teachers - both pre- and in- service. It strives to generate knowledge and deeper understandings of the pedagogical implications for working with LGBT-themed texts in classrooms across grade levels. The contributions in this book offer explicit implications for pedagogical practice, considering literature for children and young adults, and work in elementary school, high school, and university classrooms and schools. They give insights on exploring how queer and trans theories might inform the teaching and learning of English language arts with great respect to people who live their lives beyond hegemonic heternormativity and cisnormativity. They provide wisdom on how to provoke, foster, and navigate complicated conversations about sexuality, queer desire, gender creativity, gender independence, and trans inclusivity. In addition, they show how all of these are informed by an epistemological and ontological understanding of gender embodiment as a process of becoming. They offer insights into how queer and trans theories, as informed and driven by trans, non-binary and gender diverse scholars themselves, can move all of us beyond LGBTQ-inclusivity and inform reading, discussing, teaching, and learning in all of the classrooms and school contexts where we live and work. This volume was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Stepping Up! offers inspiring suggestions for ways teachers and teacher educators can stand up and speak out for students to create welcoming classroom climates for LGBTQ and gender diverse youth. Building from ten years of collaborative longitudinal inquiry, including interviews with parents, students, teachers, and administrators, the authors share stories from different perspectives to support teachers with concrete examples of advocacy. The authors show teachers how to 'step up' by working with students, through and beyond curriculum, and by working with families and administrators to improve school culture for LGBTQ and gender diverse students. Additionally, they explore the potential constraints involved in such social justice work, and share strategies and resources for transforming schools to be more queer-friendly.

This timely volume provides innovative perspectives on the management advice industry from leading contributors in critical theory, organizational behaviour, sociology, psychology, actor-network theory and narrative analysis. It addresses such fundamental questions as:
What is management knowledge?
How is it created and sold?
What is the role of consultants, gurus, academics in this process?
Does the management advice industry add value?
What is the nature of the client-consultant relationship?

The development of interest in the management advice industry, both within the business press and the social sciences, reflects the need to answer these questions. The critical analysis presented here evaluates what management consultants offer as well as investigating the emergence of their industry as a contemporary social phenomenon.

This volume provides the first critical evaluation of the different actors and activities that comprise the management advice sector, and will be invaluable both to those teaching courses in consultancy and to analysts who are trying to make sense of the explosion in the management knowledge industry.

Stepping Up! offers inspiring suggestions for ways teachers and teacher educators can stand up and speak out for students to create welcoming classroom climates for LGBTQ and gender diverse youth. Building from ten years of collaborative longitudinal inquiry, including interviews with parents, students, teachers, and administrators, the authors share stories from different perspectives to support teachers with concrete examples of advocacy. The authors show teachers how to 'step up' by working with students, through and beyond curriculum, and by working with families and administrators to improve school culture for LGBTQ and gender diverse students. Additionally, they explore the potential constraints involved in such social justice work, and share strategies and resources for transforming schools to be more queer-friendly.

In the decades before the U.S. Civil War, the city of Boston evolved from a dilapidated, haphazardly planned, and architecturally stagnant provincial town into a booming and visually impressive metropolis. In an effort to remake Boston into the ""Athens of America,"" neighborhoods were leveled, streets straightened, and an ambitious set of architectural ordinances enacted. However, even as residents reveled in a vibrant new landscape of landmark buildings, art galleries, parks, and bustling streets, the social and sensory upheaval of city life also gave rise to a widespread fascination with the unseen. Focusing his analysis between 1820 and 1860, Justin T. Clark traces how the effort to impose moral and social order on the city also inspired many-from Transcendentalists to clairvoyants and amateur artists-to seek out more ethereal visions of the infinite and ideal beyond the gilded paintings and glimmering storefronts. By elucidating the reciprocal influence of two of the most important developments in nineteenth-century American culture-the spectacular city and visionary culture-Clark demonstrates how the nineteenth-century city is not only the birthplace of modern spectacle, but also a battleground for the freedom and autonomy of the spectator.

In the decades before the U.S. Civil War, the city of Boston evolved from a dilapidated, haphazardly planned, and architecturally stagnant provincial town into a booming and visually impressive metropolis. In an effort to remake Boston into the ""Athens of America,"" neighborhoods were leveled, streets straightened, and an ambitious set of architectural ordinances enacted. However, even as residents reveled in a vibrant new landscape of landmark buildings, art galleries, parks, and bustling streets, the social and sensory upheaval of city life also gave rise to a widespread fascination with the unseen. Focusing his analysis between 1820 and 1860, Justin T. Clark traces how the effort to impose moral and social order on the city also inspired many-from Transcendentalists to clairvoyants and amateur artists-to seek out more ethereal visions of the infinite and ideal beyond the gilded paintings and glimmering storefronts. By elucidating the reciprocal influence of two of the most important developments in nineteenth-century American culture-the spectacular city and visionary culture-Clark demonstrates how the nineteenth-century city is not only the birthplace of modern spectacle, but also a battleground for the freedom and autonomy of the spectator.

This new edition of An Aquinas Reader contains in one closely knit volume representative selections that reflect every aspect of Aquinas's philosophy. Divided into three section - Reality, God, and Man - this anthology offers an unrivaled perspective of the full scope and rich variety of Aquinas's thought. It provides the general reader with an overall survey of one of the most outstanding thinks or all time and reveals the major influence he has had on many of the world's greatest thinkers. This revised third edition of Clark's perennial still has all of the exceptional qualities that made An Aquinas Reader a classic, but contains a new introduction, improved format, and an updated bibliography.

This book makes available, for interested scientists to procure, absorb, and evaluate, the vast body of information on the research and results of the work on the chemistry of penicillin done in England and the United States during the war. The National Academy of Sciences arranged for the preparation of this summary, Dr. H. T. Clarke and Dr. J. R. Johnson representing the United States on the editorial board, and Sir Robert Robinson representing Britain. The body of the work was prepared by more than 60 outstanding biochemists and biophysicists, who describe the phases of research to which they contributed the most. The work of 23 academic, medical, industrial, and government laboratories is reported. Originally published in 1949. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

A principal forbids same-sex prom dates. A community group tries to prohibit gender-neutral bathrooms. Despite growing acceptance of 2SLGBTQ+ rights, schools still regularly become battlegrounds in clashes between the expression of gender or sexual identity and a perceived threat to religious identity or values. Making the Case explains the position of Canadian law. It demonstrates that Canadians have rights to both religion and rights to gender expression or sexual orientation. It then provides evidence from case law to show that sexual minority rights do not undermine rights to religious freedom. This book is an important tool for anyone working to create an inclusive school environment or respond to rights-based conflicts within the school system.