Автор: Robert J. Sternberg, Diane F. Halpern Название: Critical thinking in psychology ISBN: 1108497152 ISBN-13(EAN): 9781108497152 Издательство: Cambridge Academ Рейтинг: Цена: 116160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book shows students and researchers in psychology how to think critically about experimental research, statistical inference, case studies, and ethical judgments. Each chapter explains what critical thinking is and how to teach and assess it by supplying useful features, such as critical-thinking questions and definitions of key terms.
Название: Psychological Aspects of Learning and Teaching ISBN: 1138723584 ISBN-13(EAN): 9781138723580 Издательство: Taylor&Francis Рейтинг: Цена: 132710.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Educational psychology has much to offer teachers and trainee teachers which can be of help to them in their work. In this book, originally published in 1983, leading experts look at a number of important topics in educational psychology.
Название: Psychological Aspects of Physical Education and Sport ISBN: 1138650803 ISBN-13(EAN): 9781138650800 Издательство: Taylor&Francis Рейтинг: Цена: 42870.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Psychology has an important part to play in the teaching and practice of physical education and sport, and this volume, originally published in 1972, provided a systematic and authoritative introduction to the major areas in this field at the time.
Название: Psychological Aspects of Physical Education and Sport ISBN: 1138650757 ISBN-13(EAN): 9781138650756 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Psychology has an important part to play in the teaching and practice of physical education and sport, and this volume, originally published in 1972, provided a systematic and authoritative introduction to the major areas in this field at the time.
"TO SUBDUE THE ENEMY WITHOUT FIGHTING IS THE ACME OF SKILL" (Sun Tzu)
Book 1 of 3 in the C.M.L. U.S. Army PSYOP series.
Discover the fundamentals of psychological warfare - PSYWAR. Learn how to change opinions, win hearts and minds, and convert people to your cause via mass communication
Full-size edition - large 8.5" x 11" format clear, detailed text & illustrations.
Complete & Unabridged.
"Batteries last hours, books last decades: get the print edition "
Often misunderstood by the general public, psychological operations (PSYOP) enable U.S. forces to influence a target population's opinions and behavior by affecting their impressions, thoughts and emotions.
Psychological operations take many forms. They may be overt or covert; they may involve media as diverse as radio, television, loudspeaker broadcast, leaflet drop or social media. They may seek to influence combatant groups, civilian populations or a combination thereof. Whatever their form, effective psychological operations take control of the information received by the target, inserting the required memetic payload into the consumed media in a manner the target cannot easily ignore.
In that regard, military psychological operations share many similarities with a wide variety of marketing operations, and the information contained within this series of U.S. Army manuals will be useful to media professionals in all fields, particularly those tasked with building and operating influence organizations and campaigns.
Similarly, a general audience will find much of value here. It is our individual responsibility to safeguard our own minds from potentially-malicious external influence, and this can best be achieved by developing an understanding of the techniques used by the ever-increasing number of entities engaged in influence activities. These entities' intentions range from the benign - convincing us of which soap powder to use - to the dangerously malign - enticing us to form positive opinions of foreign enemy powers and political systems, or undermining our confidence in ourselves and our way of life.
This is book 1 of 3 in the C.M.L. U.S. Army PSYOP series, which covers the fundamentals of military psychological operations in support of the national interest and is the Army's keystone publication for PSYOP principles and activities. It is written not exclusively for PSYOP personnel but for a wide military audience in order to provide a general understanding of and appreciation for PSYOP potential and value.
Also available:
PSYOP Book 2: Implementing Psychological Operations (ISBN: 978-1-949117-09-7, FM 3-05.301) builds on the previous publication to provide PSYOP commanders and planners with the information required to implement PSYOP activities at the operational level.
PSYOP Book 3: Executing Psychological Operations (ISBN: 978-1-949117-10-3, FM 3-05.302) is written for an audience of PSYOP personnel, providing guidance on executing effective PSYOP activities at the tactical level.
"THERE ARE BUT TWO POWERS IN THE WORLD, THE SWORD AND THE MIND. IN THE LONG RUN THE SWORD IS ALWAYS BEATEN BY THE MIND." (Napoleon Bonaparte)
Search for "CARLILE MILITARY LIBRARY" to find more TOP-FLIGHT, SQUARED-AWAY publications for your professional bookshelf
Information purposes only.
Proudly published in the U.S.A. by CARLILE MEDIA.
Автор: William H. Kitchen Название: Authority and the Teacher ISBN: 1472524284 ISBN-13(EAN): 9781472524287 Издательство: Bloomsbury Academic Рейтинг: Цена: 29560.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher’s authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers – Polanyi, Oakeshott and Wittgenstein – as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking.
The successful acquisition of a second or foreign language requires focus, motivation, and positive feedback. This case study of French adult students of English illustrates that Gattegno’s Silent Way is more than a teaching methodology. It is a science of education that integrates the self and awareness in the learning and teaching processes. This integration facilitates the personal evolution of Gattegno’s ‘pre-human’ to the ‘universal human’ who is permanently aware of his/her awareness. The resulting experience of ‘flow’ leads to a positive feedback loop that in turn contributes to the student’s enjoyment of acquiring a second language.
Автор: Kippax, Rod Название: Disrupting schools ISBN: 1433162318 ISBN-13(EAN): 9781433162312 Издательство: Peter Lang Рейтинг: Цена: 51750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Disrupting Schools: The Institutional Conditions of Disordered Behaviour represents an applied sociological address to the intractable patterns of educational exclusion of students diagnosed with "emotional and behavioural disorders." Starting with the finding that these students commonly share educational trajectories signposted by critical incidents and alienation, this book seeks a scientific solution to this problem via a more reflexive way of understanding these students’ practices in situ—in order to avoid critical incidents and foster inclusion. Pursuing this logic, Disrupting Schools uses Bourdieu’s theorising of practice and Sacks’ Membership Categorisation Analysis and Conversation Analysis to prise open the epistemological dynamics of exclusion by forensically dissecting an incident of classroom violence leading to exclusion. This produces the discovery that institutional conditions operating within teacher-student interactions ensure, via psychologically informed knowledge construction practices, the non-conscious substitution of reflexive understanding for a symbolic violence that underwrites both critical incidents and exclusion. The discovery unlocks the possibility of systemic inclusion based on a consciously controlled reflexive understanding suggested by these findings.
Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited.?This book reviews the?conceptual, policy and?research evidence on young people’s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies)?involved in?these transitions in Ireland. In so doing, the?book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.
Название: Landscapes, edges, and identity-making ISBN: 1838675981 ISBN-13(EAN): 9781838675981 Издательство: Emerald Рейтинг: Цена: 105690.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Featuring the work of Cindy L. Clarke and Derek A. Hutchinson, this volume explores experiences of narrative inquiry in order to make sense of research, identities, and the response community we have created through this process. Experts in the field bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work. The process of collaboration on this volume has provided a deeper understanding of some of the ways in which narrative inquirers are able to establish and sustain relationships over time and distance. Narrative inquiry is inherently relational and this book deepens understanding regarding the ways in which academics working together enables, enhances, and animates individual research. The methodological approaches used are rooted in this relational ontology. Artistic methods that engage metaphor such as poetry and story are utilized in order to attend to the complexities of lives and the nuances of experience. Through this unique approach, this volume addresses the benefits of Researchers emphasizing relationships in their work and will prove an invaluable contribution for researchers and leaders in the field of Education and Teaching.
Автор: William H. Kitchen Название: Authority and the Teacher ISBN: 1472529847 ISBN-13(EAN): 9781472529848 Издательство: Bloomsbury Academic Рейтинг: Цена: 100320.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher’s authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers – Polanyi, Oakeshott and Wittgenstein – as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking.
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