Libros: "Evaluating experiences and mistakes"

1

Chollat-Traquet, Claire. Evaluating tobacco control activities: Experiences and guiding principles. Geneva: World Health Organization, 1996.

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2

Armstrong, Derrick. Experiences of special education: Re-evaluating policy and practice through life stories. London: RoutledgeFalmer, 2004.

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3

D, Horton, International Service for National Agricultural Research., International Development Research Centre (Canada) y Technical Centre for Agricultural and Rural Cooperation (Ede, Netherlands), eds. Evaluating capacity development: Experiences from research and development organizations around the world. The Hague: ISNAR, 2003.

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4

Cunnington, Jon R. Towards a model for monitoring and evaluating INSET: Experiences in one local education authority. Uxbridge: Brunel University, 1990.

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5

Brigitte, Lévy y Andrew Caroline, eds. Evaluating experiences: Doing development with women = Un bilan des expériences de développement avec les femmes. Ottawa: University of Ottawa & Canadian Association for the Study of International Development, 1995.

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6

Food and Agriculture Organization of the United Nations. y International Research and Training Institute for the Advancement of Women., eds. Report of the meeting: Evaluating bilateral and multilateral experiences in the development and use of women in development (WID) guidelines/checklists : implications for national use in formulating agricultural projects for women. [Rome]: Food and Agriculture Organization of the United Nations, 1985.

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7

International Organization of Supreme Audit Institutions. Internal Control Standards Committee., ed. Guidance for reporting on the effectiveness of internal controls: SAI experiences in implementing and evaluating internal controls = Orientations relatives à l'établissement de rapports sur l'efficacité des contrôles internes : expériences des ISC dans la mise en œuvre et l'évaluation de contrôles internes. Budapest, Hungary: Committee on Internal Controls, State Audit Office, 1998.

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8

Richardson, Dsw Shirl. Evaluating Treatment Experiences among Peer Mentors. Christian Faith Publishing, 2019.

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9

Collins, Margaret. Children's Voices: Evaluating Pupil Experiences in Primary Schools. Taylor & Francis Group, 2011.

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10

Chollat-Traquet, Claire. Evaluating Tobacco Control Activities: Experiences and Guiding Principles. World Health Organization, 1997.

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11

McFarlane, Ben, Nicholas Hopkins y Sarah Nield. 15. Evaluating the land registration act 2002. Oxford University Press, 2015. http://dx.doi.org/10.1093/he/9780198722847.003.0015.

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All books in this flagship series contain carefully selected substantial extracts from key cases, legislation, and academic debate, providing able students with a stand-alone resource. This chapter assesses the impact of the Land Registration Act 2002 (LRA 2002). The Act principally affects the acquisition and defences questions. It considers whether the Act has achieved its aim of providing a comprehensive and accurate register, and also examines if such an aim is a worthwhile one. The effect of the Act depends on whether C's registration can be said to be a ‘mistake’; but that term is not defined in the Act, and so there is room for disagreement amongst judges and commentators as to how the crucial notion of ‘mistake’ should be interpreted. The Act also concentrates on the different question of whether B can assert a pre-existing legal or equitable property right against C. The Law Commission heralded the reforms made by the LRA 2002 as a ‘conveyancing revolution’. At the same time, further changes to conveyancing practice are warranted in order to tackle the perennial frustration experienced by potential homebuyers.

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12

Horton, D. Evaluating Capacity Development: Experiences from Research and Development Organizations Around the World. Isnar International Service for National Agri, 2003.

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13

Armstrong, Derrick. Experiences of Special Education: Re-Evaluating Policy and Practice Through Life Stories. Taylor & Francis Group, 2003.

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14

Armstrong, Derrick. Experiences of Special Education: Re-Evaluating Policy and Practice Through Life Stories. Taylor & Francis Group, 2003.

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15

Armstrong, Derrick. Experiences of Special Education: Re-Evaluating Policy and Practice Through Life Stories. Taylor & Francis Group, 2003.

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16

Armstrong, Derri. Experiences of Special Education: Re-evaluating Policy and Practice through Life Stories. RoutledgeFalmer, 2003.

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17

Armstrong, Derrick. Experiences of Special Education: Re-Evaluating Policy and Practice Through Life Stories. Taylor & Francis Group, 2003.

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18

Armstrong, Derri. Experiences of Special Education: Re-evaluating Policy and Practice through Life Stories. RoutledgeFalmer, 2003.

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19

Armstrong, Derrick. Experiences of Special Education: Re-Evaluating Policy and Practice Through Life Stories. Taylor & Francis Group, 2003.

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20

Andersson, Kjell y Leo Granberg. Evaluating the European Approach to Rural Development: Grass-Roots Experiences of the LEADER Programme. Taylor & Francis Group, 2016.

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21

Andersson, Kjell y Leo Granberg. Evaluating the European Approach to Rural Development: Grass-Roots Experiences of the LEADER Programme. Taylor & Francis Group, 2016.

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22

Roseberry, Dinah. UFO & alien management: A guide to discovering, evaluating, and directing sightings, abductions, & contactee experiences. 2014.

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23

Andersson, Kjell y Leo Granberg. Evaluating the European Approach to Rural Development: Grass-Roots Experiences of the LEADER Programme. Taylor & Francis Group, 2016.

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24

Andersson, Kjell y Leo Granberg. Evaluating the European Approach to Rural Development: Grass-Roots Experiences of the LEADER Programme. Taylor & Francis Group, 2016.

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25

Kekes, John. Wisdom. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514047.001.0001.

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This book develops and defends a humanistic conception of wisdom as a personal attitude that guides how we evaluate the possibilities and limits of life in the context in which we live. The attitude is formed of our beliefs, emotions, desires, evaluations, and experiences that make our inner life what it is. It is personal, pluralistic, and fallible. Its components differ from person to person and each may be mistaken. It is a wise attitude if it is based on a critical enough understanding of the reasons for and against its components; if its basic factual and evaluative assumptions are realistic; and if it involves a sufficiently reflective and deep understanding of the prevailing conditions, personal and social problems and possibilities, and of the strengths and weaknesses of the available evaluative resources. We all have some attitude of how we should live, but it is difficult to have a wise attitude. That is why wisdom is at once rare and precious because the sense we can make of our life depends on it. This humanistic conception of wisdom is personal, pluralistic, and fallible. It is a radical departure from traditional conceptions of wisdom understood as knowledge of the ideal of The Good that holds for everyone, always, everywhere. It is a conception that is personal, not theoretical; anthropocentric, not metaphysical; context-dependent, not universal; and humanistic, not scientific. The conception that emerges from this book is intended to be a contribution to philosophy as a humanistic discipline

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26

Antitrust litigation best practices: Leading lawyers on developing a defense strategy, evaluating settlement opportunities, and avoiding common client mistakes. [Boston, Mass.]: Aspatore, 2008.

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27

Light, Lov. 7 Detrimental Mistakes after a Toxic Relationship: Stop Allowing Manipulating Narcissists to Keep Destroying Your Love Life. a Practical Guide for Managing Traumatic Experiences and Negative Emotions. Independently Published, 2022.

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28

Sr, Dr Tracy Andrus y Dr Sonya Burnett-Andrus. Evaluating, Awarding and Transferring Prior Learning Credits in Higher Education: The New Paradigm in Awarding College Credits for Work, Life and Learning Experiences in the 21st Century and Beyond. CreateSpace Independent Publishing Platform, 2011.

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29

Garrett, Ivy. Tell Me Your Story Dad: A Journal with Writing Prompts to Know the Life of Your Dad, His Favorites, Lifestyle, Likes, Dislikes, Thoughts, Experiences, Mistakes, etc. . , Perfect Gift for Men's Day, Father's Day. Independently Published, 2022.

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30

Methodology for Evaluating National Arboviral Disease Prevention and Control Strategies in the Americas. Pan American Health Organization, 2022. http://dx.doi.org/10.37774/9789275124413.

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The IMS-Arbovirus is a model that provides a methodological framework for arboviral disease prevention and control. It divides the compendium of actions to be taken into the following components, which are not listed in their order of importance: management, epidemiology (with emphasis on health surveillance), laboratory, patient care (clinical), integrated vector management (IVM), and environment (with emphasis on water, sanitation, and hygiene). It also proposes common crosscutting themes for each component: operations research and health communication and promotion for behavioral change. Each component and crosscutting theme is overseen and executed by personnel trained for this purpose. The Integrated Management Strategy for Arbovirus Disease Prevention and Control in the Americas contains a group of indicators selected by the countries, and a trained professional regularly conducts an informal evaluation of the strategy. This evaluation may be based on what the coordinator for each component or the participants in the process report, often based only on their own experiences. Generically, this methodology attempts to organize ideas and the methodologies that should be followed for best performance in an evaluation. The IMS-Arbovirus currently includes monitoring and evaluation from the outset, thus systematically coordinating its planning, monitoring, and evaluation. The main objective is for monitoring and evaluation to serve as a good mechanism for management, course correction, and accountability to advance and improve the quality and impact of management with the preparation of the IMS Arbovirus. The specific objectives are as follows: determine the progress made and barriers implementing the IMS-Arbovirus, formulate recommendations to improve the IMS-Arbovirus Implementation process, and create a monitoring plan based on the evaluation's results.

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31

Evaluating bilateral and multilateral experiences in the development and use of women in development (WID): Guidelines/checklists : implications for national use in formulating agricultural projects for women : [report of the meeting co-sponsored by FAO and INSTRAW, convened at the Institute of Development Studies, University of Helsinki, Finland, 7-11 October 1985]. [Santo Domingo, Dominican Republic: INSTRAW, 1985.

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32

Gelman, Andrew y Deborah Nolan. How to do it. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0012.

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In this chapter, we give some tips on how to prepare your own activities and how to adapt an activity you have read or heard about to your particular class. Included are topics on how to multi-task to reduce the time an activity takes, reduce an activity to its essential parts, bring an activity into the large lecture class, and what to consider when choosing an activity. We also provide examples of mistakes we have made in carrying out activities. Ideas for managing group work in class and in longer projects are provided. These include templates for forming teams, work logs, poster guidelines, rubrics for evaluating projects, and forms to provide feedback. Finally, resources for finding and developing new activities are discussed.

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33

Bliesemann de Guevara, Berit y Morten Bøås, eds. Doing Fieldwork in Areas of International Intervention. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529206883.001.0001.

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Using insights from those with first-hand experience of conducting research in areas of international intervention and conflict across the world, this book provides essential practical guidance, discussion of mistakes, key reflections and raises important questions for researchers and students embarking on fieldwork in violent and closed contexts. Chapters detail personal experiences from areas including the Congo, Sudan, Yemen, Bosnia and Herzegovina and Myanmar, inviting readers into their reflections on mistakes and hard-learned lessons. Divided into sections on issues of control and confusion, security and risk, distance and closeness and sex and sensitivity, the chapters look at how to negotiate complex grey areas and raise important questions that intervention researchers need to consider before, during and after their time on the ground.

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34

Stott, Jon C. Native Americans in Children's Literature. Greenwood, 1995. http://dx.doi.org/10.5040/9798400689833.

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Build high-interest theme lesson plans that accurately portray Native peoples and cultures with this authoritative guide to the best children's fiction. Professor Jon Stott describes books on Native Americans and their cultures for readers through junior high school age. This highly readable reference book also provides a balanced discussion of the disservice done to Native Americans by misleading, inaccurate, and insensitive books. Stott's perceptive text explains how some well-loved books make mistakes and reinforce stereotypes. He also includes valuable ideas on incorporating stories about Native American traditions and experiences into your lesson plans.

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35

Balloch, Susan y Marilyn Taylor, eds. Partnership Working. Bristol University Press, 2001. http://dx.doi.org/10.46692/9781847425294.

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This book analyses experiences of partnerships in different policy fields, identifying theoretical and practical impediments to making partnership work and evaluating the implications for those involved. It also addresses other key forms of collaboration between voluntary, private and statutory sectors, service users and community groups.

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36

Lopes, Dominic McIver. Vision, Touch, and the Value of Pictures. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796657.003.0007.

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Since those born blind can draw and interpret raised-line drawings, depiction is not an essentially visual medium. Conceding this, Robert Hopkins denies that raised-line drawings can be works of pictorial art: tactile experiences of raised-line drawings are not aesthetic experiences. This paper addresses Hopkins’s concerns. The reasons given for evaluating a picture aesthetically can cite its tactile qualities instead of its visual qualities. In particular, a raised-line picture can be valued for how it evokes a tactile experience of a worldly scene, just as a visual picture can be valued for how it evokes a visual experience of its subject.

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37

Milbank, Alison. ‘Beyond the Awful Veil’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824466.003.0005.

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Radcliffe’s Anglican orthodoxy is established in Chapter 4, along with her attempt through her fiction to offer a theology of mediation and participation. She works with Shaftesbury’s Platonic moral realism in contrast to Mrs Barbauld’s associationist view of taste and develops a mode of mystical ascent through the interplay of vertical and horizontal experiences. The sublime allows ascent through an awareness of one’s created nature, which is linked to Shaftesbury’s taxonomy of forms. It is an inherently social and virtuous experience, as in James Thomson’s Seasons, and centred on melancholy—an awareness of fallenness, which again allows for a mediation through this distantiation. Twilight’s veiling inbetweenness restores a sense of the lost Eden, while music and liturgy offer humanity’s articulate praise as an example of a Shaftesburian ‘form that forms’. Radcliffe’s explained supernatural is revisioned as a false idolatrous sublime that mistakes an effect for a cause and refuses the mystical ascent.

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38

Clark, Janine A. y Francesco Cavatorta, eds. Political Science Research in the Middle East and North Africa. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882969.001.0001.

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Based on personal accounts of their experiences conducting qualitative and quantitative research in the countries of the Middle East and North Africa, the contributors to this volume share the real-life obstacles they have encountered in applying research methods in practice and the possible solutions to overcome them. The volume is an important companion book to more standard methods books, which focus on the “how to” of methods but are often devoid of any real discussion of the practicalities, challenges, and common mistakes of fieldwork. The volume is divided into three parts, highlighting the challenges of (1) specific contexts, including conducting research in areas of violence; (2) a range of research methods, including interviewing, process-tracing, ethnography, experimental research, and the use of online media; and (3) the ethics of field research. In sharing their lessons learned, the contributors raise issues of concern to both junior and experienced researchers, particularly those of the Global South but also to those researching the Global North.

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39

Frost, Elizabeth, Veronika Magyar-Haas, Holger Schoneville y Alessandro Sicora, eds. Shame and Social Work. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344063.001.0001.

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This book aims to approach the phenomenon of shame, especially in the context of social work. It explores the profoundly damaging experience of shame on the identities and potential of many service users, who, through, for example, the stigmatised experiences of poverty or abuse, are silenced within and disconnected from full participation in societies and communities. The book considers shame as a social, moral, and politically generated phenomenon, but equally focuses on the powerful, painful experience of each individual subjected to shaming. Having set out key contextual issues and theoretical approaches to understand shame, the book turns its attention to service users, more specifically young people and the poor. Finally, it offers examples of shame in relation to how social workers experience this in organisations and through, for example, human mistakes and limitations. In relation to shamed social workers and shamed service users, attention is given to how it might be possible to begin to address this painful state.

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40

Sipek, Leeza, Matthew Sipek y Hazel Foote. Owner Builder. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643106970.

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Building your own home could save you thousands of dollars. The Owner Builder is an easy-to-understand, step-by-step guide for people who want to build their dream home in a financially responsible manner. From choosing a block of land to decorating the inside of the house, this book guides the reader through the entire building process. The authors share their personal experiences with photos of the building process in 68 steps. They include tips and hints on the approval process, construction ideas and how to avoid mistakes. They also uncover potential hidden costs, and offer other ways to save money if you don't have time to manage the construction yourself – such as hire a project manager, which is cheaper than a contract builder. Renovators, DIY enthusiasts and anyone considering building a home will find a wealth of practical information in this book. Even if you are hiring a builder, this book can help you understand what is involved in building a home and what to expect at each stage of the project.

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41

Gipp, Gerald E., Linda Sue Warner, Janine B. Pease y James Shanley, eds. American Indian Stories of Success. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400611056.

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For the first time, American Indian leadership theory is connected with practice. Featuring 24 perspectives, this book provides the most comprehensive look at contemporary American Indian leadership ever published. This book is written primarily for those young leaders who are beginning careers where they work with Indian tribes and organizations. Each of the stories found in the book represent significant challenges and barriers, along with the reflections of having lived these experiences to become a stronger leader. This book can help younger leaders avoid the mistakes of the past and will help them develop the skills that will sustain them. The book is organized around four styles of leadership found in American Indian society. It presents a graphic model of leadership style and then provides examples of each specific type of leadership through stories from recognized leaders in various professions. Because one precept of tribal communities is that elders are responsible for teaching the next generation, the stories are presented in a narrative style. The stories themselves reflect comprehensive assessments of historical pivot points for tribal sovereignty in this country.

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42

Beninger, Richard J. Dopamine and mental experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0013.

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Dopamine and mental experience argues that mental experience arises from brain activity. Ratings of “pleasantness” of a meal correlate with dorsal striatal dopamine receptor occupancy. People with schizophrenia, who suffer from hyperdopaminergia, report that stimuli are difficult to shut out and Parkinson’s-like patients, who suffer from hypodopaminergia, report that nothing moves them—they cease to feel happy or sad. Animal studies suggest that drugs produce discriminable effects on their brains that might be like mental experiences in humans, but we have no information about those putative experiences. Without reliable means for evaluating the possible mental experiences of other animals, we should avoid the use of language that implies mental experience when discussing the behavioral neuroscience of nonhuman animals. The terms “reward-related learning” or “incentive learning” may be preferable over terms such as “pleasure” or “wanting” to describe the effects of increased synaptic concentrations of dopamine on the behavior of animals.

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43

Fine, Perry G. y Matthew Kestenbaum. Clinical Processes and Symptom Management. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190456900.003.0003.

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This chapter describes what to do when a patient experiences severe anxiety and uncontrolled agitation that negatively affect care and the caregiving environment. Agitation and severe anxiety (panic) represent some of the few true emergency conditions in a hospice setting, so early recognition and prevention are critical. The discussion covers causes in depth, including psychosocial/spiritual and biomedical causes. The chapter details a tactical approach to evaluating and managing severe anxiety and agitation. An example of this is assessing if the patient has an organic brain syndrome due to advancing disease with either local or systemic manifestations and reviewing medications for adverse drug reactions. It then details appropriate processes of care, such as providing pharmacotherapy for acute and recurrent agitation.

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44

Nahmias, Eddy. Your Brain as the Source of Free Will Worth Wanting. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190460723.003.0014.

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In Chapter 14, Eddy Nahmias begins by considering various reactions one could have to neuronaturalism—the thesis that, in imagining options, evaluating them, and making a decision, “each of those mental processes just is (or is realized in) a complex set of neural processes which causally interact in accord with the laws of nature.” Although dualists and reductionists tend to think that neuronaturalism conflicts with people’s self-conception, Nahmias argues that most people are amenable to whatever metaphysics makes sense of what matters to them. He argues that even though we do not yet have a theory of how neural activity can explain our conscious experiences, such a theory will have to make sense of how those neural processes are crucial causes of our decisions about what to do. He concludes by suggesting that interventionist theories of causation offer the best way to see this.

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45

Meretoja, Hanna. Storytelling and Ethics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190649364.003.0003.

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Chapter 3 explores the ethical implications of the hermeneutic approach to narrative. It proposes a framework for analyzing and evaluating narrative practices from an ethical perspective by differentiating between six aspects of their ethical potential. (1) It argues that the power of narratives to cultivate and expand one’s sense of the possible is ethically crucial. In relation to this key point, it suggests that narratives can (2) contribute to personal and cultural self-understanding; (3) provide an ethical mode of understanding other lives and experiences “non-subsumptively” in their singularity; (4) create, challenge, and transform narrative in-betweens; (5) develop one’s perspective-awareness and capacity for perspective-taking; and (6) function as a mode of ethical inquiry. The chapter develops a non-subsumptive model of narrative understanding and shows how the hermeneutic approach allows one to go beyond the dichotomous question of whether narratives are good or bad, toward appreciating their ethical complexity.

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46

Marine, Susan y Ruth Lewis, eds. Collaborating for Change. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071820.001.0001.

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In the midst of unprecedented attention to gender-based violence (GBV) globally, prompted in part by the #MeToo movement, this book provides a new analysis of how higher education cultures can be transformed. It offers reflections from faculty, staff, and students about how change has happened and could happen on their campuses in ways that go beyond implementation of programs and policies. Building on what is already known from decades of scholarship and practice in the United States, and more recent attention elsewhere, this book provides an interdisciplinary, international overview of attempts to transform higher education cultures to eradicate GBV. Change happens because people act, usually with others. At the heart of transformative efforts lie collaborations between faculty, staff, students, activists, and community organizations. The contributors to the book reflect on what makes for constructive, effective collaborations and how to avoid the common mistakes in working with others to end GBV. They consider what has worked to challenge the reluctance—or outright hostility—they have encountered in their work against GBV and how their collaborations have succeeded in transforming the ways GBV is considered and dealt with. The chapters focus on experiences in Canada, the United States, England, Scotland, France, and India to examine different approaches to tackling GBV in higher education. They reveal the cultural variations in which GBV occurs as well as the similarities across cultures. Together, they demonstrate that, to make higher education a safe environment for all, nothing short of a transformation is required.

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Thornicroft, Graham y Vikram Patel, eds. Global Mental Health Trials. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199680467.001.0001.

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Global mental health is a dynamic field of global health; a core aspect of the story which has led to its emergence has been the conduct of randomised controlled trials (RCTs) evaluating innovative delivery systems of packages of care for mental disorders in low-resource settings. Global Mental Health Trials brings together many of the world's leading researchers active in the fields of RCTs in low- and medium-resource countries and settings related to improving mental health care. It presents clear and practical information about how to conduct such trials in these settings, along with critical methodological and ethical issues related to such trials, learning from the positive and negative experiences of expert scientists in many countries worldwide who have completed such trials. This online resource serves as a valuable resource for practitioners in mental health, including psychiatrists, psychiatric nurses nursing, psychologists, social workers, and occupational therapists, as well as researchers in the areas of psycho-social treatments in mental health, mental health services research, and programme and systems evaluation.

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48

Crowther, Janet L. Partnering with Purpose. Greenwood Publishing Group, Inc., 2004. http://dx.doi.org/10.5040/9798400695391.

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Learn how to maximize your library's resources, gain access to more resources in your community, promote services, and reach new segments of the population through partnerships—with businesses, with schools, with other nonprofit organizations. Drawing on their experiences in developing successful partnerships with a variety of organizations, these authors show you how to go about creating productive and mutually beneficial community partnerships. They also explain how to avoid some of the common partnership pitfalls along the way. Based on what has become widely known as the WRL model, the guide begins with the rationale for partnerships and the organizational library structures needed; and then shows you how and with whom to form partnerships, how to handle challenges that may arise, how to meet partners, and how to create and maintain mechanisms for tracking and evaluating partnerships. The authors use the analogy of courtship to clarify the various phases of partnership development: glances, dating, engagement, and marriage. Brimming with samples and reproducible forms, this practical hands-on guide contains everything you need to get started on the partnership path.

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49

Storlie, Chad. Combat Leader to Corporate Leader. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400628672.

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A business professional who is a 19-year U.S. Army combat veteran offers this one-of-a-kind book showing fellow veterans how to leverage their military experience and training to produce superior business and career results. Military training and experience provide a superb foundation for excelling in business. The executive search firm Korn Ferry discovered in a 2006 study that CEOs with military experience out-performed their civilian peers. Combat Leader to Corporate Leader: 20 Lessons to Advance Your Civilian Career outlines 20 lessons describing how veterans can apply their universal military training to succeed and excel in the business world. Combat Leader to Corporate Leader teaches Army, Navy, Marine, and Air Force veterans and non-military professionals how to apply successfully the skills that have made the U.S. military successful. The book is divided into four sections and aligned with military combat planning tools: (1) understanding the company and business environment, (2) planning a robust solution, (3) rigorous execution to meet the plan's goals, and (4) improving people and process for better results. Each section offers specific examples, advice, and formats that directly address the challenge of translating military experience into business skill sets. Among other issues, the book will teach vets how to showcase military experience and value to get hired, how to apply combat experience to a career in business, how to avoid the mistakes veterans commonly make in the workplace, and how to customize and translate their own unique military experiences to their business. At the conclusion of the book, veterans and non-veterans alike will have the skills to understand, plan, execute, and improve their careers and business ventures.

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50

Johnson, Annette, Cassandra McKay-Jackson y Giesela Grumbach. Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.001.0001.

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Critical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.

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