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• Sales Rank: #9629385 in Books
• Published on: 1600
• Binding: Hardcover

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Three brownies, Hop, Skip and Jump, set out to rescue the Princess from Witch Green-eyes, and get mixed up in all sorts of adventures.

• Sales Rank: #475064 in Books
• Published on: 1967-08
• Ingredients: Example Ingredients
• Format: Import
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 186 pages

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By Rashmi Gupta
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The fears of aging have been one long cascading domino effect through the years: twenty year-olds dread thirty; forty year-olds fear fifty; sixty fears seventy, and so it goes. And there is something to worry about, though it isn't what you'd expect: research shows that having a bad attitude toward aging when we're young is associated with poorer health when we're older.

These worries tend to peak in midlife; but in Lighter as We Go, Mindy Greenstein and Jimmie Holland show us that, contrary to common wisdom, our sense of well-being actually increases with our age--often even in the presence of illness or disability. For the first time, Greenstein and Holland--on a joint venture between an 85 year-old and a fifty year-old--explore positive psychology concepts of character strengths and virtues to unveil how and why, through the course of a lifetime, we learn who we are as we go. Drawing from the authors' own personal, intergenerational friendship, as well as a broad array of research from many different areas--including social psychology, anthropology, neuroscience, humanities, psychiatry, and gerontology--Lighter as We Go introduces compassion, justice, community, and culture to help calm our cascading fears of aging.

• Sales Rank: #72172 in Books
• Published on: 2014-09-23
• Original language: English
• Number of items: 1
• Dimensions: 5.40" h x 1.30" w x 7.10" l, .97 pounds
• Binding: Hardcover
• 312 pages

Review
"Without being the least bit didactic, Drs. Holland and Greenstein have open-mindedly explored and discussed a societal topic that still remains sorely misunderstood, partly out of our universal fear of aging. This bold and liberating book should be on everyone's reading list, regardless of age." - The ASCO Post

"Lighter as We Go is succinct, nontechnical, funny and wise - but especially wise. It clearly ranks as one of the best books on ageing that even the most sophisticated student is likely ever to read."
--George E. Vaillant M.D., Professor of Psychiatry, Harvard Medical School

"Lighter as We Go is a superbly informative and entertaining, tri-generational discussion about who we are as we age. It provides a 'lighthearted' (pun intended), yet not naïve description of getting older; what changes and what stays the same in our view of the world and of ourselves. This is a great read for the young and old alike."
--Harvey Jay Cohen, MD, Walter Kempner Professor of Medicine, Director, Center for the Study of Aging, Duke University Medical Center

"Mindy Greenstein and Jimmie Holland draw on ancient wisdom, current science, and their own personal experiences to dispel fears and misperceptions about growing old.  The reader is offered a gentler, more optimistic outlook that will comfort and even inspire all whose lives are touched by advanced aging  -- whether another's or their own."
--Susan Folkman, PhD, Professor of Medicine Emeritus, University of California, San Francisco


"I happen to fall (bad word) into the fastest growing age group--the 90 and over crowd. What to do? I say go right now, no matter your age, and get Lighter As We Go because it is the last word on the subject of growing older and living well with it. Mindy Greenstein and Jimmie Holland, at middle and older ages, have great ideas that connect with my own! Live like you're 50--have a ball! When you're 90, act any way you please! This book will help you see the rewards you haven't even thought about." --Liz Smith

"This delightful, highly readable book utilizes personal stories and a bit of human history to paint a picture of successful aging in which the mind and spirit triumph over physical limitations, and generativity and eudaimonia prevail. This outlook is consistent with information emerging from neuroscience and molecular medicine that not only are physical activity, hedonic satisfaction and good self-regulation of health behaviors important for sustaining good mental and physical health but also that finding meaning and purpose in life can be enormously beneficial." --Bruce S. McEwen, Ph.D., Alfred E. Mirsky Professor and Head, Harold and Margaret Milliken Hatch, Laboratory of Neuroendocrinology, The Rockefeller University

"Drs. Greenstein and Holland have a unique ability to draw the reader into this ongoing and enchanting review of aging writ wide and in the spirit of 'lighter as we go.' The book is truly uplifting and fun, not didactic or sterile, unlike anything I have read about successful aging. One cannot read this book dispassionately or in isolation, so prepare yourselves to join this symposium just as Cicero called his listeners to join him through his treatise On Old Age. And like any good conversation, Jimmie and Mindy leave us prepared and eager to continue our reflections and discussion far beyond the occasion of the book." --Dan Blazer, MD, PhD, J.P. Gibbons Professor, Psychiatry & Behavioral Sciences, Duke University Medical Center, Division of Community and Family Medicine, School of Medicine

"A major contribution to the field of aging and adult studies, this study provides a new way to view, consider, and teach aging." --A. L. Lewis, University of Arkansas Monticello, CHOICE

"This book will definitely broaden people's understanding
of aging and dying as the last challenging developmental task. Paradoxically, to age well, one needs to confront death. It will take all the lessons and wisdoms we have learned in order to get through the last stage with sustained growth in courage, meaning and well-being." -- Paul T. P. Wong, PsycCRITIQUES

About the Author

Mindy Greenstein, PhD, is Clinical Psychologist and Psycho-oncologist, Writer and National Speaker, and Consultant to the geriatric psychiatry group in the Department of Psychiatry & Behavioral Sciences at Memorial Sloan-Kettering Cancer Center.

Jimmie Holland, MD, is Wayne E. Chapman Chair in Psychiatric Oncology, Attending Psychiatrist, and Founder of the geriatric psychiatry group at the Department of Psychiatry & Behavioral Sciences at Memorial Sloan-Kettering Cancer Center and Professor of Psychiatry at Weill Medical School of Cornell University.

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10 of 10 people found the following review helpful.
Greenstein and Holland are a terrific team. They’ve woven a wonderful blend of personal ...
By P. Dann
Delightful & Inspiring

I got my copy of Lighter As We Go at noon and read straight through all afternoon. Greenstein and Holland are a terrific team. They’ve woven a wonderful blend of personal stories and fascinating research. The word that comes to mind is wisdom. For all the silly people who think they have to lie about their age, this is a great book, and for all the people who are happy to tell their age, this is a great book as well. The perfect birthday present. The book is as delightful as the cover!

4 of 4 people found the following review helpful.
Growing Older Without Getting Old
By Pamela Harman
Much has been written about lately regarding how to stay youthful looking, acting and feeling, no matter how many candles you blow out on your birthday cake. While I'm all for staying as active and engaged as possible as I age, I'm more interested in learning how to accept with grace and good humor the fact that I'm growing older, without getting old, and to live each day of my life with gratitude and joy—all the way to the very end of my life. This small volume is interesting, easy to read and filled with heartwarming stories and solid advice and wisdom about how to remain young-at-heart while growing older, in spite of the challenges. I am sure I'll reach for it again and again in the future when I feel I need an attitude adjustment about frustrations related to aging. I do wonder, though, why the publisher decided to put the type in such a small font size when the targeted readership are into their 70s, 80s and 90s!

3 of 3 people found the following review helpful.
The authors have captured the trials and triumphs of getting ...
By Melinda Blau
The authors have captured the trials and triumphs of getting older in a well-written and compelling narrative. Full disclosure: I've been a fan of Greenstein's since I first read an article of hers in the New York Times--about missing her doorman when he died.

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Record accuracy has become the focus of attention for many businesses because customers have higher expectations of the right item being delivered on time, and competitive pressures do not allow for extra stockholding. Businesses now have the opportunity to become much more effective given the correct information, the development of better communication and integration of systems. For inventory management, the pressure for most companies is to become more efficient and hold less inventory.

The accuracy of data has gradually been emerging in importance. The systems only work if the data is correct and with the introduction of integrated data, there are wide ranging repercussions for businesses that draw conclusions and make decisions based on inaccurate records.

Where there is a lot of data, there is the opportunity for many and large errors. This is often the case with inventory: many items, large varieties of different items, and fast changing inventory. Measuring how much there is becomes a challenge in many businesses such as consumer retailing and manufacturing processes where inventory changes so rapidly. With large warehouses there is also the risk of inaccurate recording so that items are not there or not in the right place.

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• Sales Rank: #1575562 in eBooks
• Published on: 2012-11-12
• Released on: 2012-11-12
• Format: Kindle eBook

About the Author
Tony Wild has spend a great deal of time solving real inventory issues for businesses in a variety of industries from aerospace to retail consumables, automotive to process chemicals. The result of this work has led Tony to produce and refine this book so that others can avoid some of the pitfalls. From an academic start (B.Sc, M.Sc. Ph D), and a manufacturing and warehousing career in production control and materials management, Tony has specialised in this challenging field. He is Managing Director of Midas Consultants, who are leading experts in inventory management.

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• Sales Rank: #764177 in Books
• Published on: 2015-11-30
• Original language: English
• Dimensions: 9.00" h x .82" w x 6.00" l,
• Binding: Paperback
• 360 pages

Most helpful customer reviews

10 of 10 people found the following review helpful.
Informative even for non-jewish readers
By Steven Holt
I am actually a christian and I've been reading a lot of self help books lately. I decided to check this book out since I have some Jewish friends that I spend a lot of time with and I wanted to learn more about their beliefs. I was pleasantly surprised to find that a lot of the information and philosophy contained within this guide can apply to just about anyone. The book goes into the foundation of motivation and success and how it relates back to the Jewish religion and culture. The advanced concepts and ideas are what really makes this book stand out. Overall, I learned about Judaism as well as some actionable self improvement concepts. 5 stars for an interesting and engaging read.

7 of 7 people found the following review helpful.
Want to upgrade your life? this is the book that will help you do it...
By Rabbi Nechemya Wilhelm
I Bought the book after many friends recommended me to do so, I started reading it and just couldn’t leave it till I finished the all book, I must say I enjoyed every word, a book full of wisdom that will upgrade the life of every one that will read it, when you read it you feel like you’re sitting with your personal coacher and dealing with all your personal issues, it will give you the tools to deal with all kinds of special situations in life.
Highly recommend

5 of 5 people found the following review helpful.
I liked it!
By john winestone
Reads well
It was exciting to learn about Judaism approach for helping us maximize our potential with joy in life

See all 34 customer reviews...

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[C295.Ebook] Free PDF Online Learning: Concepts, Strategies, and Application, by Nada Dabbagh, Brenda Bannan-Ritland

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For graduate-level courses in Distance Education/Distance Learning/Web-based Learning/Online Learning/e-Learning/Distributed Learning. This practical volume details the journey of online learning from theory to practice. Using a flexible yet systematic instructional design framework that enables even novice teachers to design, plan, and implement customized instructional environments, this text thoroughly addresses how course management systems and other online learning technologies can be used to design learner-centered environments that actively engage students. Emphasis throughout is on the vital interaction among pedagogical models, instructional strategies, and learning technologies. This text is born of the authors' extensive experience in using technology in online/distributed learning contexts, and based on the principles of learning as a social process.

• Sales Rank: #1542365 in Books
• Published on: 2004-05-22
• Original language: English
• Number of items: 1
• Dimensions: 9.06" h x .95" w x 7.40" l, 1.45 pounds
• Binding: Paperback
• 368 pages

Review

"...its major strength is that it coordinates research with practical concerns about online learning in a systematic way." — David VanEsselstyn, Ph.D., Long Island University, C. W. Post Campus

"The ...text provides more in-depth coverage of online learning than any other books currently available ...This book has the potential to provide a much-needed foundation for a research-based approach to considering online instruction." — S. Kim MacGregor, Ph.D., Louisiana State University

"As it is presently cast, this book will exercise a leadership role in the evolution of the course." — R. Donald Hardy, Troy State University

"This project is the most definitive one I've seen regarding online learning, its history, application, and management." — Ron McBride, Ph.D., Northwestern State University

From the Back Cover

Online Learning: Concepts, Strategies, and Application is based on the principles of learning as a social process. It details a journey from theory to practice, informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction between pedagogical models, instructional strategies, and learning technologies. This process is embedded in a flexible, yet systematic and integrative instructional design framework that enables the reader to envision, plan for, and implement customized instructional designs for online learning.

Features of this text:

• Three-part organization: Part I offers theory, research, and pedagogy as groundwork leading to Part II, which provides specific instructional design methods and strategies. Part III discusses the history and future of instructional technologies and gives readers the tools and techniques with which to select the appropriate e-Learning delivery applications.
• Authentic scenarios related to the design, development, and implementation of online learning in higher education contexts, schools, and corporate settings are provided at the beginning of each chapter, providing real-world relevance to the chapter content.
• Learning activities at the end of each chapter engage students in applying online learning concepts and strategies in real-world contexts. For Chapters 2, 3, 5, 6, and 9, these learning activities are completed on the interactive companion website at www.prenhall.com/dabbagh , where students browse interactive tables, download PDF files, and examine an array of examples of instructional contexts and cases for analysis.

Excerpt. © Reprinted by permission. All rights reserved.

Online Learning: Concepts, Strategies, and Application offers a unique approach to thinking about teaching and learning in online and Web-based contexts. Beginning with a conceptualization of online learning based on the principles of learning as a social process and globalization, the book meticulously details a journey from theory to practice,. informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction among pedagogical models, instructional strategies, and learning technologies. This process is embedded in an integrative instructional design framework that is dynamic, iterative, and transformative, which enables the instructional developer, online instructor, school teacher, or educator to envision, plan for, and implement customized instructional designs for online learning.

This book was written after several years of designing, developing, researching, teaching, and implementing technology in online and distributed learning contexts. The proliferation of course management and learning management systems developed to deliver Web-based instruction and training in higher education, school, and corporate settings led us (the authors) to closely examine the instructional use of such systems on the basis of theory, research, and applied practice. The book reflects the results of this examination and our views on how course management systems and other online learning technologies can be used to design flexible and engaging learner-centered online learning environments.

The book title, Online Learning: Concepts, Strategies, and Application, reflects the theory-into-practice methodology we adopted when we were thinking about and presenting the content. Moving from the conceptual to the concrete, Chapters 1-3 cover the theoretical, pedagogical, and technological constructs contributing to the emergence of online learning, the online learner, and the online instructor, and the ensuing research implications. In Chapters 4-7, we discuss instructional design for online learning, providing the reader with a systematic yet flexible process that capitalizes on the interaction among pedagogical models, instructional strategies, and learning technologies. This process enables novices and experts to engage in systematic, effective, and contextualized online learning design. Chapters 8-9 provide a discussion of the evolution of authoring systems—from their use in developing computer-based instruction to Web-based instruction—and the emerging nature of course management and learning management systems. This discussion provides the reader with a thorough understanding of past, present, and future instructional technologies and a comprehensive set of tools and techniques with which to select appropriate e-learning delivery applications and implement online learning in multiple contexts.

In this book, we attempt to contextualize the content to three main educational settings: higher learning, K-12 school, and corporate training. Whether you are a teacher, an instructor, a professor, an instructional developer, a trainer, an educator, an administrator, or a graduate student, Online Learning: Concepts, Strategies, and Application will contribute in a unique way to your understanding, implementation, and delivery of online learning. Its nine chapters and interactive companion Web site can be consulted individually or collectively according to need and context. Briefly, Chapter 1 covers the evolution of distance education from pedagogical and technological perspectives and presents a theoretical framework for thinking about online learning based on learning as a social process and the impact of globalization on sociocultural practices. Several pedagogical and technological constructs for online learning are also discussed in this chapter. In Chapter 2, we describe the roles and competencies of the online learner and the online instructor and the learning affordances and logistical and implementation challenges that learning technologies present for the learner and the instructor in online learning. The chapter also covers institutional and administrative challenges associated with online learning, including copyright and intellectual property issues as they relate to electronic media and online courses. Chapter 3 provides an overview of the current state of research on online learning and a synthesis of specific results for application and consideration in designing, developing, and supporting online learning environments.

Chapter 4 details a systematic process of design and development for online learning environments called the Integrative Learning Design Framework for Online Learning. This framework is grounded in the time-tested processes of traditional instructional design as well as emerging pedagogy, the result of which is an innovative and flexible process for developing online learning environments grounded in learning theory. Based on knowledge acquisition models and learning theories that have permeated the field of instructional design and technology, Chapter 5 covers constructivist-based or learner-centered pedagogical models and includes a description of their instructional characteristics and application in online learning. Moving from models to strategies, in Chapter 6, we present 13 instructional strategies that synthesize the instructional characteristics of constructivist-based pedagogical models and describe their enactment in online learning, using specific learning technologies. Chapter 7 details a systematic process for evaluating online learning based on the developer's goals and contexts. The chapter provides a review of both formal and informal evaluation examples that can inform evaluation efforts involving online learning environments.

Chapter 8 provides an overview of authoring tools, course management systems, and learning content management systems, and their past, present, and future implications for the design and development of learning content and instructional activities. The focus of Chapter 9 is specifically on course management systems. We describe their pedagogical and technological features and provide explicit examples of how these features can be used to support instructional and learning activities in online learning. The chapter also includes guidelines for selecting course management systems from both an institutional perspective and an administrative perspective.

Pedagogical Features

Each chapter contains the following pedagogical features:

• Learning objectives: A set of learning objectives is provided as an advance organizer for the content. Students can use these objectives as a framework for organizing their learning and as an evaluation tool for assessing their understanding after completing the chapter. These objectives can also be used as guidelines for keeping a reflective journal.
• Authentic scenarios: Scenarios related to the design, development, and implementation of online learning in higher education contexts, school settings, and corporate settings are provided at the beginning of each chapter. The scenarios are designed to provide real-world relevance to the chapter content and to activate prior knowledge.
• Prompting questions: Questions related to the scenarios are woven into the chapter text to actively engage the reader in thinking about the concepts and issues discussed.
• Figures and tables: Multiple figures and tables are used throughout the chapters and at the companion Web site to provide visual aids.
• Learning activities: The learning activities at the end of each chapter are designed to promote reflective thinking. Some are linked to the scenarios presented at the beginning of each chapter, others are linked to previous chapter content and activities, and many are linked to the Companion Website, which contains additional examples of the concepts discussed. These learning activities engage students in applying online learning concepts and strategies in real-world contexts. Students can work on them individually or collaboratively (see also the Companion Website).
• Resources: Online resources are provided for each chapter at the Companion Website. These resources can be used for structuring additional learning activities based on the instructor's and/or student's need and context.
• References: This book integrates current theory and research. An extensive list of references is provided at the end of each chapter to support further exploration and research.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Difficult Read
By Grad Student
Very difficult read. The authors are not consistent with their terminology and tend to be overly wordy.

1 of 1 people found the following review helpful.
Book is designed cheaply, but the content is priceless!
By W. Schneider
I used this book throughout my entire Master's Program in Instructional Design and Development. It is a great resource for online learning, especially when designing constructivist learning environment. I do agree that the production quality is really cheap and most of the pages do look like photocopies, however my book has held up through 2 years of courses (and I reference it often). I would highly recommend this book for its content, if you can get over the photocopy-looking pages.

3 of 4 people found the following review helpful.
A poor quality textbook
By A. Carstens
The book I received has a poor binding, and the pages appear to be photocopied. Text is difficult to read, and images that were obviously originally in color are only black-and-white blurs. Amazon.com sent me a replacement copy, but it had the same defects.

I strongly suggest purchasing this book from a college bookstore or other reputable source if at all possible.

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• Binding: Audio CD

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