Combines the current Practice Workbook and the Guided Practice Workbook into one workbook. Now you have a single workbook for all your students! This workbook provides two levels of support for students. The Guided Practice activities provide step-by-step practice including vocabulary flashcards and folding study sheets, guided grammar practice, and scaffolded support for each chapter's Lectura, Presentación oral, or Presentación escrita. The Core Practice activities feature basic practice for each chapter's new vocabulary and grammar, plus end-of-chapter Crossword Puzzle and Organizer. Looking to move to online workbooks?
Realidades is a standards-based Spanish curriculum that balances grammar and communication. The program offers technology designed to integrate language and culture to teach and motivate all students.
Employee engagement (or a lack thereof) can often be linked to poor communication and a detachment from company goals. Companies of all sizes are looking for ways to boost communication, recognizing its impact on key business outcomes, such as productivity and profitability. This book offers fresh insights about opportunities to improve the quality of employee communications based on employees’ needs. It highlights the importance of simple, jargon-free communication that focuses on dialogue and content. High-performing organizations are more likely to think about communication from the audience perspective, rather than purely from the management perspective. The case studies offer readers a firm understanding of ways to implement and measure communication in daily practice. Effective communication requires planning and this book, with its focus on the US, Latin America, and emerging markets, will guide readers in using communication in the alignment of corporate and employee needs.
The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.
This is the first in-depth guide to global community psychology research and practice, history and development, theories and innovations, presented in one field-defining volume. This book will serve to promote international collaboration, enhance theory utilization and development, identify biases and barriers in the field, accrue critical mass for a discipline that is often marginalized, and to minimize the pervasive US-centric view of the field.
Food is fundamental to health and social participation, yet food poverty has increased in the global North. Adopting a realist ontology and taking a comparative case approach, Families and Food in Hard Times addresses the global problem of economic retrenchment and how those most affected are those with the least resources. Based on research carried out with low-income families with children aged 11-15, this timely book examines food poverty in the UK, Portugal and Norway in the decade following the 2008 financial crisis. It examines the resources to which families have access in relation to public policies, local institutions and kinship and friendship networks, and how they intersect. Through ‘thick description’ of families’ everyday lives, it explores the ways in which low income impacts upon practices of household food provisioning, the types of formal and informal support on which families draw to get by, the provision and role of school meals in children’s lives, and the constraints upon families’ social participation involving food. Providing extensive and intensive knowledge concerning the conditions and experiences of low-income parents as they endeavour to feed their families, as well as children’s perspectives of food and eating in the context of low income, the book also draws on the European social science literature on food and families to shed light on the causes and consequences of food poverty in austerity Europe.
This book offers a comprehensive rethinking of the theory and practice of service-learning in higher education. Democratic and community engagement are vital aspects of linking colleges and communities, and this book critically engages the best practices and powerful alternative models in the academy. Drawing on key theoretical insights and empirical studies, Butin details the limits and possibilities of the future of community engagement in developing and sustaining the engaged campus.
