ABC Practical Guide to Dog Training is very user-friendly. It focuses on what you, a dog owner, can do starting the very first day you bring your dog home. The book explains what commonly used behavioral terms really mean, explains “pack theory” in a way that makes sense, delves into ways you can humanely and effectively address behavior problems such as jumping, nipping, chewing, house soiling, digging, barking and much more.
The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to manage their own learning better throughout their educational and working lives. The selection of papers from the 10th Annual European Learning Styles Information Network Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. Central to the debate is the question of how do practitioners (teachers and trainers) gain a working vocabulary around the concept of learning styles which may be incorporated into their day-to-day practice and thereby enhance the learning process?
Designed as a self-teaching fluency-building phonics program, "Master Spoken English" provides comprehensive training via speech exercises and drills. Both fluent native speakers of English as well as those with basic English skills can watch this program to increase resonance, clarity, fluency, and expressiveness. The program provides a color-coded phonic system to aid viewers in the exercises. Word lists precede connected speech, with practice scenes (from actual movies) comprising the third and final level of training. BOOKS NEEDED! Better quality video added Thanks to deadly_zone!
The reader may be familiar with the quip that books are not finished, they are abandoned. In the case of this book I can say that I know that it is not finished, if by finished is meant that I have covered all the major points in depth and did not neglect the viewpoints of others. That is by way of saying that it was not my intention to write a scholarly treatise, and for several reasons. For one thing, the literature on teachers as performing artists is sparse compared to that concerned with the selection and training of those in the conventional performing arts. The second reason, derived from the first, is that I decided that my focus in this book should be on clarifying several things: Why teaching should be taken seriously as a performing art; why teacher preparatory programs are part of the problem and not the solution; the resistance that should be expected to a truly radical reconceptualization of the selection and training of teachers; and why some of my concrete proposals will be viewed as impractical or require too long a term time-perspective for those (educators and the political community) posessed of the quick-fix mentality.
We've written this book for busy people! We know that if you're a busy trainer, you probably won't have much time (or appetite) for the sort of book which offers profound and deep theories of how people learn at training sessions, or complex pedagogical models of how we should try to structure our training. In this book we've tried to offer down-to-earth, practical suggestions.
