Get Free Ebook Deep Change: Discovering the Leader Within

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Deep Change: Discovering the Leader Within

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Audible Audiobook

Listening Length: 6 hours and 2 minutes

Program Type: Audiobook

Version: Unabridged

Publisher: Audible Studios

Audible.com Release Date: August 7, 2012

Language: English, English

ASIN: B008U93LLS

Amazon Best Sellers Rank:

"Deep Change" is a book I have added to my recommended reading list.Interestingly this is not an authoritative guide to better management or special actions; rather a guide that pushes the reader to become self-aware of one's situation within the context of business.Why then the high recommendation?In my opinion, this is one of the best books I have encountered. Why? Becuase it takes the simple premise that one must change yourself to change a company and details the implications of that change in perspective in beautiful and exacting detail.Let me explain my position through the use of a book quote:"If you perform beyond the norms, you disrupt all the existing control systems. Those systems will then alter and begin to work to routinize your efforts. That is, the systems will adjust and try to make you normal. The way to achieve and maintain excellence is to deviate from the norm. You become excellent because you are doing things normal people do not want to do. You become excellent by choosing a path that is risky and painful, a path that is not appealing to others."The above made the book worth reading for me.Thus, Robert Quinn (for me at least) has captured the inherent conflict of business change in the above quote. A key tenet of management is self-awareness of yourself, your team and the hurdles that you will encounter. One hurdle that is oft forgotten is the ability of an organisation to normalise an individual's actions. The book provides great insight in this context and has an excellent list of book references that I am working my way through.

This book was recommended to me by a very successful business executive who said it changed his life. I found it very inspiring, as the concepts apply not just to business but to all areas of life. Everyone can identify some aspect of his or her life that lacks sufficient meaning, an area where a “deep change” is probably needed. Unfortunately, change is hard for most of us, a challenge that only increases with age. Incremental changes along the way are possible, even welcomed. But “deep change” is very difficult, and requires a bit of a leap of faith, as the destination is not always visible. Quinn’s book helps the reader get more comfortable with the notion of walking “naked into the land of uncertainty.” One of my favorite passages is one about an executive, Bill, whose drive to success led to an unhealthy lifestyle of long hours and poor physical health. Many of us can relate to trying to solve problems by working harder. Quinn, however, highlights that such a response ultimately saps one’s vitality, leading to a drop in performance – the opposite of the intended effect. Quinn concludes that monitoring one’s vitality is critical to avoiding the journey toward slow death. Though the book came out in the 1990s, the lessons within it are still very relevant today. By forcing ourselves to answer uncomfortable questions (“How can I increase my own sense of meaning? Howe can I increase my impact?), we create an empowering environment where we have the courage to listen to our inner voice and take risks to get to the next level.

I purchased the audible version to compliment. The issue is there is no linkage between them. So if you are reading for class assignments please make sure you get the kindle page numbers they do not collaborate with text.The text was immediate downloaded. This was my first audible book the set up is easy but amazon cite needs a little more refinement.The actual Book has a nice flow and uses examples to understand application into real life situations.Quinn discussions of organization leadership and the slow death or unwillingness to change is a intriguing position and helps to illuminate a thought process to change.

Deep Change is not to be classified in the pile of cliche'd "self-help" books. This is something more. Written college professor/consultant Robert Quinn, the foundations of this book are based on research, coupled with good insights from the author.Stagnation runs rampant. We become enveloped in repetition . . . repetition that is poisoning us. So why not change it? Because people fear change. They fear it because it is risky. What this book does is take the reader through the process of change and not just simply developing or dropping habits. This is a deep change, to the person's very core. It is life-changing.This book is written with business in mind but it is applicable on a personal level as well as a professional level. You do not have to be top management to invoke change. Bringing about the change that you want to see is an internal process. Change within to change without (which can be an unpopular notion as people look to external forces for safety and indicators). But true change in your work and in your life does not come from taking the safe road.This is a great book for your own development or even for those who follow the transformational leadership research. Though it has a somewhat academic tone, it is a relaxed one and the book is easy to read (it doesn't read like a textbook or anything). Check it out.

It is interesting that out of the many books that I have read this one does not hit me across the head. However with that said, I re-looked at the book before writing this note and I did mark a lot of text that I found highly useful. I particularly liked the solid recommendations for implementing personal and community change at the end of each chapter. Maybe the fact that the authors do not try wow you with their brilliance but provide solid and easy to follow recommendations is why this book is so valuable. The structure also lends itself to a study group within your management team helping to drive implementation of the principles introduced.If you are more interested in solid principles to implement rather than the "my way is the best way" often presented, I highly recommend that this book be part of your arsenal to improve personal and community performance. A must for your library.

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Ebook Competition LawBy Richard Whish, David Bailey

Ebook Competition LawBy Richard Whish, David Bailey

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Competition LawBy Richard Whish, David Bailey

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Whish and Bailey's Competition Law is the definitive textbook on this subject. An authoritative treatment of competition law is paired with an easy-to-follow writing style to make this book a comprehensive guide to the subject; essential reading for law students, practitioners, and officials.

Explaining the economic context within which competition law operates in the UK, EU, and internationally, Whish and Bailey examine the constituent parts of the law and evaluate their effect on commercial phenomena. Key aspects are examined in detail, including mergers, horizontal and vertical agreements, the Abuse of Dominance, intellectual property and the obligations of Member States under the EU. The book also scrutinizes fundamental Acts and Articles providing readers with context, consequences and an overview of how these are applied in practice.

Clear, detailed, and critical, this is an unparalleled guide and stand-alone resource on competition law.

• Sales Rank: #506880 in Books
• Published on: 2015-09-30
• Original language: English
• Number of items: 1
• Dimensions: 6.80" h x 1.90" w x 9.70" l, 4.82 pounds
• Binding: Paperback
• 1176 pages

Review
"The book is a remarkable achievement; technical enough to be used by practitioners for "real-life" cases, while still sufficiently general to give one a sense of perspective."

--Antoine Winckler, Partner, Cleary Gottlieb Steen and Hamilton

"An excellent text, providing all one needs on the main areas of competition law. The authors bring superb knowledge and insight into the subject."

--Howard Johnson, Professional Tutor, Cardiff University

About the Author

Richard Whish, Emeritus Professor, King's College London,David Bailey, Visiting Professor, Kings College London

Richard Whish QC (Hon) was a Professor of Law at King's College from 1991 to 2013 and became Emeritus Professor there in 2013; in 2014 he was appointed QC Honoris Causa.

David Bailey is a Barrister and a Visiting Professor of Law at King's College London.

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Ebook Educational Assessment of Students (6th Edition)By Anthony J. Nitko, Susan M. Brookhart

Ebook Educational Assessment of Students (6th Edition)By Anthony J. Nitko, Susan M. Brookhart

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For a wide variety of courses in classroom assessment.

This highly respected text offers the most comprehensive discussion of traditional and alternative assessments of any classroom assessment text—explaining, giving examples, discussing pros and cons, and showing how to construct virtually all of the traditional and alternative assessments teachers use in the classroom. The author explores assessment theories and research findings as they affect teaching and learning, and examines why, when, and how teachers should use assessment in the classroom. To the text's hundreds of practical examples are added checklists to aid in evaluating assessment vehicles and scores of strategies for assessing higher-order thinking, critical-thinking, and problem-solving skills.

NEW TO THIS EDITION:

• NEW - Coverage of current topics in assessment including: formative assessment, differentiated instruction, response to intervention, universal design, and using technology for accommodations.
• NEW - Two new appendices: Implementing the Principles of Universal Design via Technology-Based Testing and Answers to Even-numbered Exercises
• NEW - Additional practical examples of classroom assessment “as it happens”–Throughout the text. Show students the exceptional range of assessment tools available–provide models for developing assessments, aligning assessments with lesson plans and standards, and creating both traditional and alternative assessments.
• NEW - Coverage of ways to assess students' writing skills. Teaches students how to write prompts that effectively assess different writing genres–explains the development and use of rubrics to evaluate writing.
• NEW - An introductory overview in every chapter–Poses the key questions that each chapter addresses and describes how each chapter is organized. Engages students' interest in chapter content–readies them for what's important in each chapter and helps them gauge their understanding.
• NEW - A glossary. Provides for easy look-up of important terms and concepts.

• Sales Rank: #293954 in Books
• Published on: 2010-02-26
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 10.87" h x 1.26" w x 8.43" l, 2.51 pounds
• Binding: Paperback
• 552 pages

From the Publisher
Broad in scope and objective in coverage, this progressive text examines the techniques and applications of today's educational tests and measurements--both traditional and non-traditional-- and discusses recent developments in integrating assessment and instruction at the classroom level.

From the Inside Flap
Preface

The goal of Educational Assessment of Students, Third Edition, is to help teachers and teachers in training to improve instruction through better assessment of students. It focuses directly on the professional practices of elementary and secondary schoolteachers. It is a core text written for a first course in educational testing and constructing classroom assessments. It serves equally as the textbook for an undergraduate course or a first graduate course in educational assessment. No formal course work in statistics or college mathematics is necessary to understand the text.

In preparing this edition, a new effort was made to make it easy for the reader to apply the material to classroom practice through clear explanations, many practical examples and illustrations, checklists, and step-by-step how-to instructions. As with previous editions, I have written the text from the viewpoint that teaching and assessment should blend together. To help students with real-world experiences, Internet website addresses have been added throughout to help students to quickly link to examples and resources outside the text.

The book covers basic concepts as well as a complete treatment of educational assessment—from developing plans that integrate teaching and assessment; to crafting objective, performance, and portfolio assessments; to evaluating students and discussing evaluations with parents; to interpreting state-mandated tests and standardized achievement tests.

It is important in a first course that students receive a balanced treatment of the topics. Thus, both the strengths and limitations of each assessment technique are explained. Research is cited that supports or refutes assessment and teaching practices.

This edition focuses more dearly on classroom assessment than the previous edition. Each chapter was revised with the goal of making the material more relevant to the practical issues teachers face. For example, mandated state programs have placed more emphasis on teachers aligning their classroom practices and assessments with state content and performance standards. In each chapter, I integrate suggestions for how to accomplish this alignment.

The book treats teachers as professionals. It recognizes that teachers' experiences and judgments are necessary for proper and valid use of educational assessment. I do not hesitate to point out teachers' erroneous judgments and assessment abuses, however, where good lessons can be learned from them. To ensure that the text material is in keeping with the competencies and standards held to be important by the profession, each chapter is keyed to the American Federation of Teachers, the National Council on Measurement in Education, and the National Education Association Standards for Teacher Competence in Educational Assessment of Students (reproduced in Appendix A). Organization of the Text

As in the previous edition, this book is organized into three parts. Part One provides the foundation for classroom assessment. Part Two centers on how to plan and craft classroom assessments. Part Three discusses how to interpret and use standardized tests.

Each chapter begins with a list of learning targets that the reader should attain. Each learning target is keyed to the Standards for Teacher Competence in Educational Assessment of Students. Following the body of each chapter is a summary in list form to help the reader recall information. Each chapter concludes with a list of important concepts and terms, a set of exercises and discussion questions, and a brief annotated list of additional readings. Many of the exercises at the end of the chapters are performance tasks. These require applying and extending the principles taught in the chapter. Readers are often encouraged to compare their exercise results with those of others in the course to obtain greater insight into a topic. Instructors can use these exercises as a basis for in-class activities.

Part I, The Bases for Assessment in the Classroom, contains five chapters presenting the foundations for educational assessment. Chapter 1 discusses classroom decision making and how assessments help to improve it. It provides a brief overview of the assessment landscape, so the reader can see the broader picture of educational assessment before delving into specifics. Chapter 2 discusses goals and learning targets of classroom instruction. The chapter is simplified in this edition by presenting fewer cognitive taxonomies than the previous edition. New to this edition is a discussion of how state standards can be used to develop classroom teaming targets for day-to-day teaching. Chapter 3 discusses the validity of assessment results. The chapter has been simplified to focus exclusively on the current conceptions of validity held by the profession. One part of the chapter focuses exclusively on the validity of the results of teacher-crafted assessments, the other on the validity of other assessment results a teacher and a school will use. Chapter 4 describes reliability. The order of presentation of the topics has been improved to make the material flow better for the reader. Chapter 5 discusses teachers', students', and administrators' ethical responsibilities and uses of assessments. It applies the National Council on Measurement in Education's Code of Professional Responsibilities in Educational Measurement (reproduced in Appendix C) as an organizational framework. Also, this chapter describes legal issues regarding assessment and how assessments can be made to validly accommodate mainstreamed learners.

Part II, Crafting and Using Classroom Assessments, demonstrates how a teacher uses artistry and functionality to produce useful teaching tools. The ten chapters in this part provide complete coverage of how to craft virtually all types of assessments a teacher may need to use. Chapter 6 has been extensively rewritten to show clearly how teaching, assessing, and grading fit together. There are new examples showing how several different methods of assessment can be integrated into lesson plans, be matched with assessment purpose, and provide formative and summative assessment throughout an instructional unit. Chapter 7 discusses completion and true-false items, including multiple true-false items. Chapter 8 discusses how to craft multiple-choice and matching exercises. In this edition, material on alternative formats of objective items, such as masterlist and tabular matching exercises, have been integrated into this chapter. Chapter 9 focuses on crafting and marking essay items. Chapter 10 is devoted to assessing higher-order thinking skills, including problem solving and critical thinking. The presentation is simplified from the previous edition.

Two chapters are devoted to alternative and performance assessments in schools. Chapter 11 describes the basic concepts and major components of authentic and performance assessments. It surveys the many different types of performance assessments and projects that are currently used in schools. New to this edition is classroom assessment using the Multiple Intelligences Theory framework. Chapter 12 focuses exclusively on crafting and evaluating performance assessments and portfolios. The chapter shows how to craft the tasks, scoring rubrics, and rating scales necessary to produce valid results. The chapter applies the Dimensions of Learning Model as a framework for performance assessment design. Different methods of crafting rubrics are discussed. Chapter 13 focuses entirely on format, informal classroom assessment for purposes of diagnosing why a student is having difficulty learning. It shows how six different diagnostic assessment approaches may be integrated into the teaching process. Chapter 14 has been simplified, but is still about administering assessments, helping students do their best on assessments, and improving assessment tasks through item analysis. Item analysis for open-response items is new in this edition.

Chapter 15 has been extensively rewritten. It is organized in five major sections. Section One provides background for grading including grading and continuous assessment, formative and summative student assessment, and how various stakeholders use grades. Section Two presents various options that schools use to report student progress, including report cards, parent-teacher conferences, and—new to this edition—narrative reports. Section Three focuses on sensible grading practices that result in valid summative grades for students. The chapter provides teachers with the tools for creating a grading philosophy that is logically consistent with both their teaching approach and their purposes for assessing students. The tools integrate all the planning considerations discussed in earlier chapters. As a result, teachers can use a coherent and sensible grading model. Linking grades to teaching and assessment plans; and discussions of special problems in grading, such as using zeros and the unclear meaning of failure, are new to this edition. Section Five shows how to set grade boundaries and combine scores

From the Back Cover

For a wide variety of courses in classroom assessment.

This highly respected text offers the most comprehensive discussion of traditional and alternative assessments of any classroom assessment text—explaining, giving examples, discussing pros and cons, and showing how to construct virtually all of the traditional and alternative assessments teachers use in the classroom. The author explores assessment theories and research findings as they affect teaching and learning, and examines why, when, and how teachers should use assessment in the classroom. To the text's hundreds of practical examples are added checklists to aid in evaluating assessment vehicles and scores of strategies for assessing higher-order thinking, critical-thinking, and problem-solving skills.

• NEW - Coverage of current topics in assessment including: formative assessment, differentiated instruction, response to intervention, universal design, and using technology for accommodations.
• NEW - Two new appendices: Implementing the Principles of Universal Design via Technology-Based Testing and Answers to Even-numbered Exercises
• NEW - Additional practical examples of classroom assessment “as it happens”–Throughout the text. Show students the exceptional range of assessment tools available–provide models for developing assessments, aligning assessments with lesson plans and standards, and creating both traditional and alternative assessments.
• NEW - Coverage of ways to assess students' writing skills. Teaches students how to write prompts that effectively assess different writing genres–explains the development and use of rubrics to evaluate writing.
• NEW - An introductory overview in every chapter–Poses the key questions that each chapter addresses and describes how each chapter is organized. Engages students' interest in chapter content–readies them for what's important in each chapter and helps them gauge their understanding.
• NEW - A glossary. Provides for easy look-up of important terms and concepts.

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Get Free Ebook Mr Natural #1By R. Crumb

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• Sales Rank: #2988523 in Books
• Published on: 1983
• Binding: Comic

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Free PDF Murach's HTML5 and CSS3

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• Sales Rank: #5918291 in Books
• Binding: Paperback

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Murach's HTML5 and CSS3 PDF

Murach's HTML5 and CSS3 PDF

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