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The story of The Boy in the Striped Pyjamas is very difficult to describe. Usually we give some clues about the book on the cover, but in this case we think that would spoil the reading of the book. We think it is important that you start to read without knowing what it is about.
If you do start to read this book, you will go on a journey with a nine-year-old boy called Bruno. And sooner or later you will arrive with Bruno at a fence.
We hope you never have to cross such a fence.
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Mathematics for Dyslexics: Including Dyscalculia, 3rd Edition discusses the factors that contribute to the potential difficulties many dyslexic learners may have with mathematics, and suggests ways of addressing these difficulties. The first chapters consider the theoretical background. The later chapters look at practical methods, which may help dyslexic learners. The book is designed to be comprehensive and to help teachers, support assistants, and parents understand the learner and to learn a range of skills and thus develop confidence and competence in working with dyslexic pupils.
NOVEL LEARNING SERIES(TM)THE NOTEBOOK by Nicholas SparksSTUDENT EDITIONEvery so often a love story so captures our hearts that it becomes more than a story-it becomes an experience to remember forever. The Notebook is such a book. It is a celebration of how passion can be ageless and timeless, a tale that moves us to laughter and tears and makes us believe in true love all over again . . . At thirty-one, Noah Calhoun, back in coastal North Carolina after World War II, is haunted by images of the girl he lost more than a decade earlier. At twenty-nine, socialite Allie Nelson is about to marry a wealthy lawyer, but she cannot stop thinking about the boy who long ago stole her heart. Thus begins the story of a love so enduring and deep it can turn tragedy into triumph, and may even have the power to create a miracle . . . With a NOVEL LEARNING SERIES(TM) Student Guide -Questions about the text after every few chapters check your comprehension -Quizzes throughout help you prepare for standardized tests with SAT- and ACT-style questions using vocabulary and grammar from the book-Sample writing prompts and essays at the end guide you through the elements of an above-average, average, and below-average essay-and explain why!
The BRMP® Guide to the BRM Body of Knowledge is designed to assist the Business Relationship Management Professional (BRMP®) training course attendees and certification exam candidates, but it will also be of great value to anyone looking for a comprehensive foundation-level overview of the art and practice of Business Relationship Management. The book covers the entire BRMP® course syllabus and contains all the information covered in the training and referenced in the exam.
What is BRMP®?
Business Relationship Management Professional (BRMP®) training is a world-class professional development program designed to provide a solid foundation-level knowledge of Business Relationship Management. The BRMP® exam is designed to test an individual’s learning through rigorous examination providing a leading verifiable benchmark of BRM professional acumen and achievement. To learn more about BRMP® training and certification, please visit http://brminstitute.org/.
Who Is It For?
BRMP® training and certification program is intended as a comprehensive foundation for Business Relationship Managers at every experience level, with the training and certification designed to provide a solid baseline level of knowledge. BRMP® professional development program provides an excellent Return on Investment (ROI) and is ideally suited for project managers, business analysts, architects, external service providers; representatives of shared services organizations including IT, HR, Finance, Sales, Strategy Planning, etc.; business partners and anyone else interested in business value maximization.
Benefits for Individuals and Organizations
Holders of BRMP® credentials will be able to demonstrate their understanding of:
• The characteristics of the BRM role.
• What it means to perform as a strategic partner, contributing to business strategy formulation and shaping business demand for the service provider’s services.
• The use of Portfolio Management disciplines and techniques to maximize realized business value.
• The BRM role in Service Management and alignment of services and service levels with business needs.
• The principles of effective and persuasive communication.
BRMI Professional Development Portfolio
BRMP® is a world-class professional development program designed to provide a solid baseline level of BRM knowledge. The BRMP® certification exam is designed to test an individual’s learning through rigorous examination providing a leading verifiable benchmark of BRM professional acumen and achievement. It is also a prerequisite of the Certified Business Relationship Manager (CBRM®) course and certification exam. For more information on BRMI professional development portfolio, please visit Professional Development section of BRMI website, http://brminstitute.org/.
Business Relationship Management Institute (BRMI)
BRMI is a leading professional development and certification organization that serves the global Business Relationship Management (BRM) community by providing world-class professional development programs and advancing the art and discipline of BRM to help maximize Business Relationship Management capability in organizations. BRMI was incorporated as a nonprofit corporation in March, 2013.
BRMI has partnered with APMG-International, a global leader in accreditation and certification services, to promote wider adoption of world-class Business Relationship Management training and facilitate widespread availability of BRMI professional certifications. APMG-International, which is responsible for facilitating the delivery of BRMP® training and certification, works in partnership with over 250 training companies worldwide. Its Accredited Training Organizations have undergone the most rigorous...
Master the knowledge and skills you need to obtain the new work-based CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) qualification.Written by bestselling author and early years expert Penny Tassoni, this is the only textbook for work-based learners endorsed by CACHE. Tassoni makes learning the key concepts on the job both easy and enjoyable. This book will support you through your assessment and the start of your career.- Understand all the requirements of the new qualification fully with clearly stated learning outcomes and key terms- See how concepts are applied to a range of settings with numerous case studies- Learn to reflect on your own skills and experiences with numerous 'Reflection' boxes - Practise what you've learned with 'In practice' and 'In your setting' activity boxes- Prepare for examinations and assessment with confidence via activities linked to assessment criteria
If institutions are to create campus environments that provide welcoming and engaging contexts for personal and professional development of students, faculty, administrators, and staff, all members of campus communities must be willing to look closely not just at what they do (or do not do) on a daily basis, but also why. This book offers an analysis of how faculty perceive intersections between spirituality and higher education, and what implications their spiritual inclinations have, not only for undergraduate education, but also for faculty life within academic workplaces. The Quest for Meaning and Wholeness draws on the 2012 Faculty Beliefs and Values Survey of just over 8,500 faculty employed at a range of institutions, and features faculty voices to answer the “So what?” question about why administration, faculty developers, and researchers should care about the spiritual and religious lives of faculty.
Seminar paper from the year 2004 in the subject Pedagogy - School System, Educational and School Politics, grade: A, LMU Munich (Psychology of Excellence), course: Conceptions of Excellence, 10 entries in the bibliography, language: English, abstract: 'Excellence' covers a wide range of meanings, the term includes intelligence, creativity, expertise, giftedness and, according to the field of study or language, it can say much more. A definition of each item varies like the high number of researchers that tried to define them. What excellence means is as interesting as the question of 'how we can indicate it' and 'from where it appears'. The following essay tries to find an answer for 'how' and 'where' by quoting models of Heller and Csikszentmihalyi, and their adjustment to the German education system. Through my work as a social worker at a high-school in Germany (Albrecht-Altdorfer- Gymnasium, Regensburg), I experienced a highly heterogeneous group of young students. The children I worked with, were between 10 and 16 years old, attended different primary schools and reached unequal levels of knowledge. Due to the fact that my function at this school was counseling and offering recreational activities, I received the chance to see the teacher's situation as well. They were as heterogeneous as the students, some were interested in the learner's situation, some were not. An adequate promotion - and I do not even talk about excellence - seemed to be impossible. This is the reason why I am interested in improving this situation and this essay gives me the opportunity to accomplish my thoughts. I decided to introduce the Munich Model of Giftedness by Heller et al. and the Systems Model of Creativity by Csikszentmihalyi et al. since these models go with Germans view of education. Not only school as an institution but also family (-background) plays an important role, last but not least because children are part-time students in Germany and people have antithetic expectances to governmental responsibilities. On the one hand parents claim for full-time schools, on the other hand they to want to get their children raised (often seen as 'brainwashed') by the ideologies of the state. After giving an overview of the two named models in this essay, I will express my personal idea of promoting excellence in education by accepting German culture. It might be a personcentered or family-oriented perspective but works in respect to societal orientation. Concluding, this research paper is based on recent cross-cultural but primarily German literature, as well as own ideas and experiences. My personal view dominates this essay in respect to scientific models....
Seminar paper from the year 2004 in the subject Pedagogy - School System, Educational and School Politics, grade: A+, LMU Munich (Psychology of Excellence), course: Research Design and Program Evaluation, 18 entries in the bibliography, language: English, abstract: This research proposal wants to pay attention to excellence in two broad areas of a human's life: apprenticeship and profession. While the profession of a person is not directly with his/her abilities connected, education is (see Figure 1). Apprenticeship has in Germany the meaning of a double-edged sword because it combines vocation and education (Manstetten 1994, p. 4) while both have a different connection to excellence. Therefore, apprenticeship in Germany has long been neglected and even cross-cultural literature review provides only little and hardly proven data about giftedness in adulthood. On the one hand it is a reasonable approach to focus on children in promoting gifted students because humans of a very young age are very impatient and curious - best prerequisites for nurturance and learning. On the other hand is Germany an aging country, people older than 40 years dominate our country and this group will still increase in the next centuries. A focus on the minority can not be a sustainable approach; adults have needs as well as the possibility to create the future of the country. This is the reason why I suggest research in the field of adult education in a future oriented perspective, as a continuation of the secondary school level.
Seminar paper from the year 2005 in the subject Social Pedagogy / Social Work, grade: no mark, but accepted as o.k., University of Applied Sciences Mittweida (Fachbereich Soziale Arbeit/Sozialpädagogik), course: European educational Programme for Social Work, 6 entries in the bibliography, language: English, abstract: On the following pages I'll try to look at the situation of immigrants in the three
countries Germany, Sweden and Lithuania. I want to find out in which way poverty is
a problem for these people. Which are their chances on the labour market, their
educational chances, their health-situation, their living situation and their social
situation? Do they have a higher poverty risk than the established population? Which
specific problems do they have?
After describing the situation in each country I'll try to make some comparisions and
find out the commonalities and differences.
Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, 24 entries in the bibliography, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers' beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers' practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.