Zen To Done takes the best aspects of a few popular productivity systems (Getting Things Done, 7 Habits and others) and combines them with the mandate of simplicity. It makes things as simple as possible, and no more.
Zen To Done is a simple system to get you more organized and productive, and keep your life saner and less stressed, with a set of habits. ZTD teaches you:
* The key habits needed to be productive, organized, and simplified... and no more than that.
* How to implement these key habits... tips on forming a habit.
* How to organize these habits into a simple system that will keep everything in your life in its place.
* How to simplify what you need to do.
* Includes an even simpler version called Minimal ZTD.
.........It's not surprising, then, that discussions about academic cheating are typically characterized by condemnations of the students in question, attempts to ascertain what features of their personalities or backgrounds led them to break the rules, and ideas for deterring (or catching) them. The condemnation may not be explicit, particularly in essays written by researchers, but if the point is to figure out what's wrong with these young people and how they can be stopped, then the structural issues that could help us make sense of why cheating takes place are still being neglected.
Тесты, включенные в пособие, предназначены для подготовки к Единому государственному экзамены по английскому языку в России. Практикум ЕГЭ может использоваться как для работы в классе, так и для самoстоятельного контроля знаний. В сборнике приведены подробные ответы на все варианты тестов. Для учащихся средних школ, абитуриентов, преподавателей.
This is a partial record of the Bay Area Math Adventures (BAMA), a lecture series for high school students (and incidentally their teachers, parents, and other interested adults) hosted by San Jose State and Santa Clara Universities in the San Francisco Bay Area. These lectures are aimed primarily at talented high school students and as a result, the mathematics in some cases is far from what one would expect to see in talks at this level. There are serious mathematical issues addressed here. The authors are distinguished mathematicians; some are bright newcomers while others have been well known in mathematical circles for decades. We hope that this book will capture some of the magic of these talks that have filled auditoriums at the host schools almost monthly for several years. Join the students in sharing these mathematical adventures.
In (First Person)2, Day and Eodice offer one of the few book-length studies of co-authoring in academic fields since Lunsford and Ede published theirs over a decade ago. The central research here involves in-depth interviews with 10 successful academic collaborators from a range of disciplines and settings. The interviews explore the narratives of these informants' experience -- what brought them to collaborate, what cognitive and logistical processes were involved as they worked together, what is the status of collaborated work in their field, and so on -- and situate these informants within the broader discussion of collaboration theory and research as it has been articulated over the last 10 years
