For the first time, a seasoned business executive and avid golfer combines these two passions to explore what makes for top performance in each field. Management consultant David K. Hurst explores compelling links relating the two activities to explain clearly what every manager who plays golf may feel only intuitively: that there is a deep systemic connection between them. For on the tee, as in the boardroom, a player can't just hit and hope -- he or she must continually think ahead, contemplate multiple scenarios, and consider the downside of every decision. And then everything depends on execution. In Learning from the Links, Hurst clarifies muddled thinking in both management and golf: he deals squarely with the challenge of implementing a game plan and seeing it through. Hurst takes to task the current "head-down" instructional model used to teach golf and management. He addresses the huge gulf between knowing what to do in a given situation and knowing how to do it. This chasm is an ever-present hazard both on the course and in an organization: it keeps people from solving their problems and achieving their goals. By examining golfers' and managers' struggles for improvement, Hurst shows us why complex systems are so hard to change and how to set about changing them -- systematically. Using the latest thinking from fields as diverse as neuroscience, artificial intelligence, art, and anthropology, Hurst's primary purpose is to help his readers make sense of their own experience -- to help them learn more effectively. His practical advice is profusely illustrated with examples from both golf and management, allowing the reader to move back and forth between his or her experiences in both activities. Part business management book, part strategy guide, these are more than just lessons for one's game or one's office: these are lessons for life.

Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.

Want to learn over 400 words in Malay in under 1 week? Of course you can also take your time, relax and learn at your pace. This book provides aremarkably effective method (3 times more than traditional learning) to learn Malaysian usingword associations from a language you already know, "English". No more boring learning by repetition or complicated grammar, you will learn words rapidly, easily and with little practice, be speaking like a native, in no time. “My aim is to provide a method of learning which anyone can use, that not only makes words easy to remember, but is presented in a manner which is engaging, comical and highly effective. It's the method I used to learn the language and love being able to share it with you” - James The book contains everything you need to speak and write Malaysian for travelling and holidays. You’ll learn the basics quickly, easily, playfully and permanently. Of course, the more you practice, the better, and with Indoglyphs, you’ll be entertained while you learn. The book is structured to get the most out of using the technique of association. With some diversions for light relief and simplicity of presentation, learning becomes a joy rather than a chore. Here’s a summary of what you’ll find… How to get the best out of the book Here you’ll learn how to use the book to best effect. What your learning style is and how to apply it to get the best out of the book. How and why it works This section explains how and why the method is so effective. See www.lingolinks.biz for more details and research results. Malaysia and its customs in brief Whenever we travel and whenever we communicate with other people, it really helps to know some of the culture so avoid those embarrassing “foot in mouth” moments. Over 400 words of Vocabulary You’ll be guided through over 400 words to learn in an order specially designed to support learning (avoid confusion). Each learning set has a section to check your learning so you can review your progress. The Language structure Yes, there is some Grammar to handle, but you won’t really notice. It’s handled in the book using terms anyone can understand and introduced as it’s needed, allowing you to concentrate on vocabulary rather than technical skills. Some useful phrases Phrases are introduced to give you practice at making sentences. This book is not intended to be a phrase book, but instead, to give you what you need to be able to make up the phrases yourself. Slang and sms speak Having a background will help you navigate the most commonly used forms and give you kudos when you trip them out like a native. Also, if you do enter the realm of texting in Malaysian, this section will help you understand some of the short forms used. Practice exercises The book has plenty of exercises for you to support you in leaning from vocab to translating simple phrases. Pronunciation and alphabet This section is useful to support you in the correct pronunciation of words, especially when reading a word that you’ve never seen before. Some common Exotic fruits There are some amazing exotic smells and tastes to be found in Malaysia. This section introduces you to some of the fantastic fruits you will find, and be able to ask for on your travels. You will learn Malaysian much faster than conventional language courses using the technique of word association. It’s easy, engaging and permanent, no more book worming with boring lists of words – Lingo Links™ sets you free to learn in your way, at your pace and with great results. www.lingolinks.biz

The few firms that gauge the results of their efforts often rely on "the happy sheet," which is usually a questionnaire where the required responses are numbered one to five, five being very happy and one being very unhappy. The options are often illustrated by five faces in various states of happiness, but they don't always result in meaningful feedback. William Spindloe, who has helped businesses throughout the world improve and measure their capabilities, provides best practices to align thinking throughout your organization to develop employees and achieve business objectives. His insights will help you: - determine where it makes sense to invest in the future; - calculate the return on investment on employee training and development; - establish an efficient process to train employees; and - employ technology to facilitate learning among employees. Grow your people and your business by mastering the lessons in The Learning Link.

Providing training is only half the job—talent development professionals also need to make a real difference in the workplace. They can do this by facilitating the leap to effective learning transfer. In “The Missing Link in Learning: Transfer,” Emma Weber details: · the learning transfer challenges facing businesses around the world · the best learning transfer solutions · ways businesses can make learning transfer happen.

This market-leading practical text helps student teachers develop their confidence, understanding and skills to effectively and authentically teach arts. With a strong balance between theory and practice, Delivering Authentic Arts Education outlines the true nature of the key learning area of arts education and its importance in the curriculum, emphasising the arts as forms of creative activity, meaning-making and expression in a cultural context. Initial chapters discuss how to recognise and build on existing artistic abilities and pedagogical skills, how to encourage children’s creativity, how to lead arts appreciation experiences, and the general principles of planning and assessment. Part 2 specifically examines the five arts areas: dance, drama, media arts, music and visual arts. The final part of the text, Units of Inquiry, contains valuable sample learning activities and resources that demonstrate how to plan an effective lesson within a unit of inquiry.

Consider the problem of a robot (algorithm, learning mechanism) moving along the real line attempting to locate a particular point ? . To assist the me- anism, we assume that it can communicate with an Environment (“Oracle”) which guides it with information regarding the direction in which it should go. If the Environment is deterministic the problem is the “Deterministic Point - cation Problem” which has been studied rather thoroughly [1]. In its pioneering version [1] the problem was presented in the setting that the Environment could charge the robot a cost which was proportional to the distance it was from the point sought for. The question of having multiple communicating robots locate a point on the line has also been studied [1, 2]. In the stochastic version of this problem, we consider the scenario when the learning mechanism attempts to locate a point in an interval with stochastic (i. e. , possibly erroneous) instead of deterministic responses from the environment. Thus when it should really be moving to the “right” it may be advised to move to the “left” and vice versa. Apart from the problem being of importance in its own right, the stoch- tic pointlocationproblemalsohas potentialapplications insolvingoptimization problems. Inmanyoptimizationsolutions–forexampleinimageprocessing,p- tern recognition and neural computing [5, 9, 11, 12, 14, 16, 19], the algorithm worksits wayfromits currentsolutionto the optimalsolutionbasedoninfor- tion that it currentlyhas. A crucialquestionis oneof determining the parameter whichtheoptimizationalgorithmshoulduse.

"The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities." Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK "The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers." Associate Professor Keith R. McVilly, Deakin University, Australia "I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it." James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK "I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working." Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK "It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be." Lee Marshall, Student Nurse, Sheffield Hallam University, UK With its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems. Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering: Aetiology Breaking news (about disability) and early intervention Transition to adulthood The sexual lives of women Employment Personalisation People with hidden identities With contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood. Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice. Learning Disability is core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them. Contributors Dawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock