Ilytor: Mei 2010

Senin, 31 Mei 2010

[P447.Ebook] PDF Download Industrial Electrochemistry 2nd edition

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Published on: 1600
Binding: Paperback

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Sabtu, 29 Mei 2010

[L437.Ebook] Ebook The Constitution of Society: Outline of the Theory of Structuration, by Anthony Giddens

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Edward Shils's attempt to work out a macrosociological theory which does justice both to the spiritual and intellectual dispositions and powers of the mind and to the reality of the larger society is an enterprise that has spanned several decades. In his steps toward the development of this theory he has not proceeded deductively; rather he has worked from his own concrete observations of Western, Asian, and African societies. Thus, despite the inevitable abstractness of marcrosociological theory, the papers in this volume—which have been published separately since the Second World War—have a quality of vivid substantiality that makes the theoretical statements they present easier to comprehend.

Professor Shils has attempted to develop a theory that has a place for more than those parts of society that are generated from the biological nature of human beings and those parts that are engendered by the desires of individuals, acting for themselves or for groups and categories of individuals, to maintain and increase their power over other human beings and to secure material goods and services for themselves. He has argued that there are constituents of society in which human beings seek and cultivate connections with objects that transcend those needed to satisfy biological necessity and the desire for material objects and power over others. This third stratum of social existence, he concludes, cannot be reduced to the other two and cannot be disregarded in any serious attempt to understand the function of any society. Thus Edward Shils, without disregarding its many valuable achievements, has nevertheless parted ways with much of modern sociology.

For this collection of papers the author has written an introductory intellectual autobiography that places each essay in the setting of the development of his thought and that connects it with his other writings.

Sales Rank: #4345635 in Books
Published on: 1992-07-01
Original language: English
Number of items: 1
Binding: Hardcover
439 pages

About the Author

Edward Shils (1910-1995) was distinguished service professor in the Committee on Social Thought at the University of Chicago. His books include Tradition, The Intellectuals and the Powers, and Toward a General Theory of Action.

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0 of 1 people found the following review helpful.
Five Stars
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A brilliant classic

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Senin, 17 Mei 2010

[Z872.Ebook] Free PDF Machine Learning for Spatial Environmental Data: Theory, Applications, and Software (Environmental Sciences), by Mikhail Kanevski, Vadim T

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This book discusses machine learning algorithms, such as artificial neural networks of different architectures, statistical learning theory, and Support Vector Machines used for the classification and mapping of spatially distributed data.� It presents basic geostatistical algorithms as well.�The authors describe new trends in machine learning and their application to spatial data. The text also includes real case studies based on environmental and pollution data. It includes a CD-ROM with software that will allow both students and researchers to put the concepts to practice.��

Sales Rank: #3764734 in Books
Published on: 2009-06-09
Original language: English
Number of items: 1
Dimensions: 9.60" h x 1.10" w x 6.60" l, 1.85 pounds
Binding: Hardcover
400 pages

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Sabtu, 08 Mei 2010

[M356.Ebook] Fee Download NeuroWisdom: The New Brain Science of Money, Happiness, and Success, by Mark Robert Waldman, Chris Manning

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[Read by Patrick Lawlor]

Perfect for readers of How God Changes Your Brain, two researchers present over thirty straightforward brain exercises to help readers transform how they think in order to generate happiness and success, in business and in life.

From a course they created for professionals, Mark Waldman and Chris Manning adapted their lectures, and present simple brain exercises, based on the latest neuroscience research, to guide readers on what makes us happy, wealthy, and wise.

The promise of their original class -- and now of this book -- is to help people create more ''wealth'' in their lives, defined as the combination of money, happiness, and success. The book presents both the scientific background and sets of NeuroWisdom exercises that will help everyone transform their environment into a more meaningful and enjoyable place. By spending just a few minutes each day, these exercises reduce neurological stress and increase happiness, motivation, and productivity. The ''worry'' centers of the brain are turned off and the optimism circuits are turned on. Work becomes more pleasurable and creativity is increased, enabling the brain to anticipate and solve problems more efficiently. From a course they created for professionals, Mark Waldman and Chris Manning adapted their lectures, and present simple brain exercises, based on the latest neuroscience research, to guide readers on what makes us happy, wealthy, and wise.

The promise of their original class -- and now of this book -- is to help people create more ''wealth'' in their lives, defined as the combination of money, happiness, and success. The book presents both the scientific background and sets of NeuroWisdom exercises that will help everyone transform their environment into a more meaningful and enjoyable place. By spending just a few minutes each day, these exercises reduce neurological stress and increase happiness, motivation, and productivity. The ''worry'' centers of the brain are turned off and the optimism circuits are turned on. Work becomes more pleasurable and creativity is increased, enabling the brain to anticipate and solve problems more efficiently.

Sales Rank: #915836 in Books
Published on: 2017-01-31
Formats: Audiobook, MP3 Audio
Original language: English
Running time: 28020 seconds
Binding: MP3 CD

Review
''A groundbreaking and life-changing book, filled with practical exercises.'' --Andrew Newberg, MD, New York Times bestselling author

''If you want to dramatically reduce unproductive mental processes . . . commit to practicing these simple brain-enhancing strategies for a few minutes every day.'' --George Pratt, author of Code to Joy

''You'd be hard pressed to find another book offering remarkably easy strategies grounded in high quality scientific research.'' --Srini Pillay, MD, Harvard Medical School

About the Author
Mark Robert Waldman is faculty at Loyola Marymount University, Los Angeles, where he teaches executive communication, stress reduction, and mindfulness to Executive MBA students. He is the author of many books, including Words Can Change Your Brain and How God Changes Your Brain. He teaches throughout the world and his work has been featured on PBS, National Public Radio, Oprah and Friends, and in dozens of national magazines.

Chris Manning has been a finance professor at Loyola Marymount University since 1986. Manning is currently serving as an ARES Member Profile column editor and on the editorial board for the Journal of Real Estate Research.

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13 of 14 people found the following review helpful.
The New Science behind Money, Happiness, and Success
By Linda Cassell
This latest book of Mark Waldman’s begins with…”Tucked away behind the folds of the neocortex are two of the newest evolutionary structures of the human brain: the insula and the anterior cingulate. They contain special neurons that give you profound powers of perception…. they remain largely undeveloped in your brain for many decades…..when you stimulate these complex circuits through mindfulness and self-reflection, something remarkable happens: negative feelings and thoughts are transformed into optimism, your motivation and creativity increase……and a new “voice” can be heard…..and when fully embraced it will help you achieve your financial and emotional goals….”

This is not the first book of Waldman’s that I have read. I have read many. Interviewed him on a radio show and attended a workshop. I know his work and I am an admirer. I expected to want to read this book but I have to admit, when I read that opening, I was hooked. I did not want to put it down.

Want to know how to increase creativity at work? Read Chapter 9. It will tell you. Want to know how to increase optimism and performance? Read Chapter 7. It will tell you. And, if you want to know how to transform a dream into reality, (become a planner not a dreamer, as he says) his chapter on decision-making, which he calls the second of the four pillars or wealth, is one of the best formulas I’ve read.
Each chapter has a summary so that even if you don’t read the entire chapter, you will learn the essentials, which may be all that you need, depending on your goals.

Finally, Mark Waldman has a genius for taking very complex neuroscientific principles and translating them so that people like me can understand their meaning. As a result, I have used his evidence-based techniques to help me transform my life and, hopefully, my clients will say that the knowledge that I pass onto them have helped them in a similar fashion. Mark is a gifted teacher and this book reflects his respect for learners. I highly recommend it. I have added it to my Mark Waldman library of classics.

3 of 3 people found the following review helpful.
I highly recommend this book to anyone who wants to live a ...
By Amazon Customer
I highly recommend this book to anyone who wants to live a mindful (healthy, happy, successful) life. This book is full of incredibly interesting facts about the brain and also simple, practical, and short exercises you can start right away to effectively reach your personal and professional goals.

1 of 1 people found the following review helpful.
Implement the strategies in this book and you will be happier and more successful
By Dave Sjolin
I seriously questioned whether I would find much new in Mark Waldmann’s latest book NeuroWisdom: The New Brain Science of Money, Happiness & Success. Boy, was I wrong! Mark and his co-author, Chris Manning have distilled the latest neuroscience and made it so user friendly that anyone following their advice can raise daily productivity, increase life satisfaction and achieve their goals.

NeuroWisdom is filled with many practical exercises that are easy to implement, effective and can be easily incorporated into a busy day. Follow Mark’s advice and not only will you be happier, you will be well on the way to accomplishing those goals that are important to you. Highly recommended.

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Principals are often called the second most crucial in-school influencers (after teachers) of student learning. But what should the principal do in order to maximize student achievement? In The Principal, Fullan explains why the answer lies neither in micromanaging instruction nor in autonomous entrepreneurialism. He also shows systematically how the principal's role must change and demonstrates how it can be done in short order, at scale.

Fullan shows how principals have been boxed into a narrow role that undercuts their ability to develop the whole school. He sheds light on how, in times of crisis, it's all too easy for principals to do the wrong thing - to take actions that are ineffective or even counterproductive, particularly when they don't feel entirely in charge. But even in the toughest of external conditions, he shows, there is always leeway for action. Fullan explains how to choose the right versus wrong drivers - loosening focus on accountability and instead concentrating on capacity building.

The author explains the three key roles that administrators must play in order to have the biggest impact on student achievement - the learning leader, the district and system player, and the change agent. Throughout The Principal are "action items" to help leaders implement Fullan's program effectively as well as provocative discussion questions that enhance the book's usefulness in professional development and leadership courses.

Sales Rank: #16324 in Audible
Published on: 2015-08-26
Format: Unabridged
Original language: English
Running time: 243 minutes

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24 of 24 people found the following review helpful.
An Excellent Thought-Provoking Book to Spark Discussion on Principal's Role in Change
By John Robinson
After over a decade, policies relying on high stakes testing as a means to drive more effective teaching specifically and a better education generally have become embedded in public education. Fullan (2014) says we have gotten it all wrong. In his book, The Principal: Three Keys to Maximizing Impact, Fullan points out that these federal initiatives have failed to bring about extensive instructional change because they use the wrong policy drivers to try to change education. In other words, we simply aren’t getting the kinds of change we want in education because we are focusing on the wrong things to make that change happen. What should we be doing to maximize impact on schools? According to Fullan, we need to “reposition the role of the principal as overall instructional leader so that it maximizes the learning of all teachers and in turn all students” (p. 6). To do this, Fullan indicates we need to focus on three key aspects of the principal’s role: 1) Leading Learning, 2) Being a District and Team Player, and 3) Becoming a Change Agent.

Beginning in “Chapter One Outmoded,” Fullan describes both the current problem in education, and he introduces the idea of reconceptualizing the role of principal. According to Fullan, the current problem in education is that the “conditions for mutual learning have been seriously eroding” (p. 5). Students are increasingly bored and disengaged from schooling, as indicated by the fact that “schooling alienates two-thirds of kindergarten students by the time they reach ninth grade” (p. 5). Teacher satisfaction in their work continues to decline (p. 5). Even the job satisfaction of principals, who see their jobs as being too complex and too stressful, has been dropping since 2008 from 68% to 59% (p. 5). According to Fullan, this problem in education is due to an improper conceptualization of the role of the principal that is confusing and actually inhibits the professional learning of teachers and in turn the learning of students (p. 6).

In chapter two of the book, Fullan focuses on what he terms the “Four Wrong Choices for Driving Policy.” The four “Wrong Choices for Driving Policy” are: accountability, individualistic solutions, technology, and fragmented strategies” (p. 22). Each of these choices, according to Fullan, is more a part of the problem, than a solution. For example, one of these wrong policy drivers includes current accountability strategies, which involve the belief that by tightening accountability through standards, standardized testing, and tying performance to test scores, student performance will improve. The problem with this approach to forcing educational change, according to Fullan, is that it assumes professional capacity is already there, which is not always the case (p. 27). Teachers and principals may lack the expertise to bring about learning gains with the students they have or the environment in which they’re teaching. According to Fullan, Principals in schools driven by these accountability policies are forced to simply “get better at a bad game” where you do what you can “to please the higher-ups in order to protect your staff and yourself” (p. 28). Fullan takes readers through each of these “wrong drivers” and explains exactly how that are negatively impacting education and actually keeping educators from getting the results they seek and preventing principals from leading schools the way they should.

If these “wrong drivers” of policy aren’t working, what exactly is Fullan’s solution? In Chapter Three, he begins describing what he calls the “The First Key for Maximixing Impact” which is the first of his three solutions for principals. The first key is “Leading Learning.” In a nutshell, Fullan describes how principals can focus on building the professional capacity of the whole teaching staff rather than focusing on individual teachers. As he points out, principals should spend their time developing the group, not focusing on individual teachers because that is where the greatest learning gains for all will occur. Principals need to lead the professional learning of the teachers in a school as a group. They do this by leading “the school’s teachers learning how to improve their teaching while learning alongside them about what works and what doesn’t” (p. 55). According to Fullan, Principals should focus on capacity, climate, community, and instruction to maximize the learning in the school.
In chapter four, Fullan describes his second key for maximizing impact which is “Being a District and System Player.” He describes how principals need to do such things as “looking without to improve,” “foster intradistrict development,” “create district coherence,” and “reaching out beyond the district for expertise” (p. 97). When “looking without to improve,” principals need to foster network connections outside the school but within the district to access new ideas and practices. When “fostering intradistrict development,” principals need to connect teachers in order to exchange ideas across the district. When “creating district coherence,” principals work together under the guidance of the whole district to improve all the schools. Finally, when “reaching out beyond the district for expertise,” principals connect to external sources, outside the district, for innovative ideas. In each of these instances, Fullan suggests that principals can maximize their impact on their schools by engaging the system in building professional capacity of teachers.

In chapter five, Fullan describes his third and final key for principals to maximize impact on their schools. This key is “Becoming a Change Agent” (p. 123). Fullan argues that principals must focus on building their own professional capacity of becoming a change agent by fostering seven professional capacities for making change happen, which he describes in detail. For example, capacity one is “Challenging the Status Quo” which involves such things as questioning common practices, taking risks, exploring innovations, and avoiding letting the rules slow down the action” (p. 129). Fullan argues that principals need to foster their own capacity of challenging the status quo in their efforts to become a change agent. The rest of chapter five is devoted to describing these professional capacities for becoming a change agent in order to maximize impact on schools.
Fullan’s final chapter offers a glimpse of what the future holds for principals as they face the unpredictable world of ambiguity that education has become. He offers some parting advice for principals on how to maximize their impact on schools by focusing on the digital revolution and what it’s doing to schools and the Common Core Standards and how they affecte the role of principals who want to have the greatest impact on their schools.

Fullan’s book The Principal: Three Keys to Maximizing Impact offers principals and district administrators a full view of how current education policy is failing to bring about the results desired, and he offers a research-based approach using three key strategies to maximize impact. Each of the strategies taps into current educational leadership research and provides school leaders a “practical guide” to implement change. Fullan’s book powerfully provokes thought for school leaders on how the principal can best impact learning in her school.

7 of 8 people found the following review helpful.
Puzzling -
By Loyd Eskildson
The author contends that an early focus on accountability, individual teacher and leadership quality, and technology are the wrong drivers of school system improvement. They're more a part of the problem than a solution. This approach assumes professional capacity is already there - not always the case. Instead, we should 'reposition the role of principal as overall instructional leader so that it maximizes the learning of all teachers and in turn all students.' The current problem in education is that the 'conditions for mutual learning have been seriously eroding' - students are increasingly bored and disengaged from schooling - indicated by the fact that 'schooling alienates two-thirds of kindergarten students by the time they reach ninth grade.' At the same time, teacher satisfaction in their work declines, as well as that of principals.

Fullan instead suggests that principals focus on building the professional capacity of the whole teaching staff, rather than that of individual teachers, while learning alongside them about what works and what doesn't. Another recommendation is that principals foster network connections outside the school but within the district to access new ideas, fostering intra-district development. Principals also should connect to external sources for innovative ideas. His third key for principals is that of 'Becoming a Change Agent' - starting with 'Challenging the Status Quo' (questioning common practices, taking risks, exploring innovations.

The puzzling part in all this is that it seems to suggest that colleges of education have little to offer, and that educators are thereby condemned to playing out the role of trying to feel their way forward. That may be true, but it certainly undercuts that role of teacher certification and paying extra for coursework beyond one's original B.A. degree, as well as additional years of experience. Worse yet, given the variability in pupils and teachers, the trying to make sense out of the resulting variation in pupil performance within any reasonable class size would be impossible, and create endless racing down blind alleys.

Fullan's recommendations are drawn from the experience of Canada's Ontario province. When Dalton McGuinty became premier in 2003, the government encouraged schools to set their own targets and sent experienced teams to help them get there. Schools with large numbers of immigrant children could apply for special help. Every school had to improve - showing in regular inspections that it was making progress. Since 2004, funding increased by 30%. Early on, the government moved to ensure smaller classes - a strategy that has repeatedly been demonstrated as ineffectual throughout the world. Another strategy - secondary schools established success teams that provided particular attention to students who may be at risk.

Ontario's graduation rate increased from 68% in 2003-04 to 795 in 2008-09, while the number of students meeting/exceeding the provincial standards has increased from 54% in 2003 to 67% in 2009; however, there has been no improvement in Grade 3 reading since 2006, only a 2% increase in Grade 3 mathematics and a 4% increase in Grade 3 writing. (Perhaps manipulation of cut scores?) Yet, Canadian pupils far outperform their U.S. counterparts, especially in math.

Another source of puzzlement - Fullan's prescriptions (light on having the principal serve as the 'education leader') is contradicted by practices and results in leading charter schools.

4 of 4 people found the following review helpful.
A Fantastic New Look at Principalship
By James Hiller
As a person in a grad school program to become an educational administer, I have to say that this book is not only full of good, practical advice, but has been one of the best books I've read about the job to date. By giving three tasks that principals need to follow: leading learning at the building level, becoming a district and system player, and being a change agent. It is not only informative, but personally inspirational. After reading this book, one believes that despite the complexities and hardships of the job, one can and should do it. Highly recommended!

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Minggu, 02 Mei 2010

[S800.Ebook] PDF Ebook General Chemistry, by Darrell Ebbing, Steven D. Gammon

PDF Ebook General Chemistry, by Darrell Ebbing, Steven D. Gammon

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General Chemistry, by Darrell Ebbing, Steven D. Gammon

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The tenth edition of this market-leading text has been substantially revised to meet the rapidly changing instructional demands of GENERAL CHEMISTRY professors. Known for its carefully developed, thoroughly integrated, step-by-step approach to problem solving, GENERAL CHEMISTRY helps students master quantitative skills and build a lasting conceptual understanding of key chemical concepts. The tenth edition retains this hallmark approach and builds upon the conceptual focus through key new features and revisions.

Sales Rank: #43798 in Books
Brand: Cengage Learning
Published on: 2012-04-20
Ingredients: Example Ingredients
Original language: English
Number of items: 1
Dimensions: 1.50" h x 8.80" w x 11.00" l, 5.10 pounds
Binding: Hardcover
1152 pages

Features

Used Book in Good Condition

About the Author
Darrell Ebbing has taught general chemistry for more than thirty years and is now retired from Wayne State University. He received his Ph.D. in physical chemistry from Indiana University.

Steven D. Gammon is the Provost at the University of Maine Fort Kent. In this role he continues to be engaged in working to provide exceptional educational experiences for students in chemistry, the sciences and other disciplines.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Awful
By Amazon Customer
Last semester I took introductory Chemistry at my college and we used Tro's Intro. Chemistry 5th Ed. and I thought it was one of the best books I have used in my college career thus far. Now I am taking college chemistry 1 and this book was required. Thank god I got a decent deal on it because the book is awful. Way, way too much detail and not enough example problems from the author. All the extra useless detail makes carrying this book around a chore as well.. Anyway, the only reason I was able to do well in the class was because of Tro's book from last semester! If you are required to use this book for your class, I would recommend you use the tutoring/help center at your college before trying to read the book for an explanation. Seriously. It's that bad.

1 of 1 people found the following review helpful.
very useful when jumping around and nice when I need to ...
By Amazon Customer
Required fro my chem class. Condition as listed on my order, so it came out clean and unhighlighted (Seriously people, stop highlighting. It doesn't do anything to help you learn). The book covers chem topics adequately with worked examples worked into the text as the reading progresses and cross referenced with specific numbered examples from both ends of the book; very useful when jumping around and nice when I need to jump to a specific topic for a refresher.

0 of 0 people found the following review helpful.
Great way to carry a textbook
By Brobooger
I wish all textbooks came this way . Just think how easy it would be to carry them to school and to study from. I carry my Kindle to school and use my PC at home. If I highlight one, the other one shows the same highlight .Great, I know I have been going on about the kindle portion. I guess I should also say that the textbook is great too. It makes the learning easy even though the subject is difficult. Well explained with excellent illustrations.

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