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Life-Enriching Education: Nonviolent Communication Helps Schools Improve Performance, Reduce Conflict, and Enhance Relationships
by Riane Eisler Marshall B. RosenbergAddressing the need for a dynamic change in the formula schools use to mold their students, this groundbreaking guide provides a new approach to education that serves the lives of everyone in the learning community. By implementing the unique communication skills outlined, educators can promote cooperation and understanding and address many of the complex problems faced in the classroom. Teachers will learn new skills to increase student interest, achievement, and retention, as well as create a safe and supportive learning and working atmosphere. They are also given strategies for cultivating emotional intelligence, respect, authenticity, and empathy and are empowered to resolve conflict and prevent or defuse violence. The end result helps teachers rediscover the joy of teaching motivated students.
Lifeguard: Passbooks Study Guide (Career Examination Series)
by National Learning CorporationThe Lifeguard Passbook® prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam.
Lifelike Drawing With Lee Hammond: Create Lifelike Portraits, Pets, Landscapes And More
by Lee HammondThe queen of drawing instruction shows readers exactly how to make their work more lifelike and realistic. Even complete beginners can get fast results!
Lifelike Heads: Discover Your Inner Artist As You Learn To Draw Portraits In Graphite (Drawing Made Easy)
by Lance RichlinLearn to draw amazingly realistic portraits in seven easy stages—from capturing unique facial features and expressions to different ages and races. This book is the perfect guide for creating lifelike representations of the human head in graphite. Experienced artist Lance Richlin begins by explaining drawing tools and materials, shading techniques, and the important anatomical structures of the head. Following these basics, he shows how to light the subject, block in and render each feature of the face, and address a variety of expressions—from subtle smiles to toothy grins. Then he guides the reader through four impressive projects, showing how to develop a lifelike head drawing in seven simple stages: the lay-in, plumb lines, volume, outline, tonal pattern, value, and finishing. Readers also will find an in-depth troubleshooting section to help them identify and solve any problems that lessen the realism and accuracy of their drawings. In an age full of technological shortcuts, this book emphasizes drawing from life and seeks to preserve the methods of the old masters.
Lifelines: Sound Advice from the Heroes of the Faith
by Mike Pilavachi Andy CroftWhat if, during a battle with fear, we could take some tips from David? Or in wrestling with a relationship, we could learn from Ruth? Or when we’ve got questions about the future, we could sit down with Joseph? Through their successes, struggles, and failures, these men and women of faith have blazed a trail for us to follow. We can walk beside them and discover God with them. Their stories took place thousands of years ago, but what their lives teach us has never mattered more. Much of what we learn comes from the people we live with. We see and share their worlds and, without realizing it, are shaped by them. What would it be like if we could share in the lives of the great heroes of the faith? In Lifelines, Mike Pilavachi and Andy Croft help us understand what the stories of these biblical characters have to teach us about how to live lives full of faith and integrity today.
Lifelong Education and International Relations (Routledge Library Editions: Adult Education)
by Ettore GelpiOriginally published in 1985, this book argues that lifelong education has a vital part to play in fostering international political understanding. It also demonstrates how educational planners can use the concept of lifelong education to deal with some of the contradictions inherent in much of the educational system in the industrialised world. There is a case study from Japan and China and chapters on the role of culture, migration and labour mobility.
Lifelong Engagement in Sport and Physical Activity: Participation and Performance across the Lifespan (ICSSPE Perspectives)
by Margaret Talbot Nicholas L. HoltSport and physical activity should now be understood as lifelong activity, beginning in childhood, and accessible to participants of all levels of ability. This book offers an overview of some of the core concerns underlying lifelong engagement in sport and physical activity, encompassing every age and phase of engagement. The book explores key models of engagement from around the world, as well as specific areas of research that will help the reader understand this important topic. In adopting a lifespan approach, the book pays particular attention to sport and physical activity during childhood and adolescence as well as transitions into adulthood, the developmental periods when participation in sport and physical activity are most likely to decline. Understanding more about participation during these early years is important for sustaining participation during adulthood. The book also addresses issues relating to sport and physical activity during adulthood, across a range of different populations, while a final section examines sport and physical activity among older adults, an often overlooked, but growing segment of society in this context. Lifelong Engagement in Sport and Physical Activity is important reading for undergraduate and postgraduate students in teacher education, sport and coaching science, and for health promoters, coaches, teachers and relevant bodies and organizations in sport and education. This book is published in partnership with ICSSPE, and is part of the Perspectives series
Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play (The\mit Press Ser.)
by Mitchel ResnickHow lessons from kindergarten can help everyone develop the creative thinking skills needed to thrive in today's society.In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively—and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.
Lifelong Leadership by Design: How to Do More Good for Kids and Feel Better About Your Life's Work
by Robert D. RamseyOffering practical advice for education leaders at all levels, this essential guide helps readers build a dynamic career by design—not by default—and leave a lasting legacy.
Lifelong Learning Imperative in Engineering: Summary of a Workshop
by National Academy of Enegineering National of the National AcademiesThe 21st century is witnessing a rapid increase in the pace of knowledge creation in the sciences and engineering. Competing in this global economy requires a science and engineering workforce that is consistently at the technological forefront. Dr. Charles Vest, President of the National Academy of Engineering, in a speech at the University of Michigan on October 15, 2007, put it simply: prospering in the knowledge age requires people with knowledge. The purpose of the Lifelong Learning Imperative Workshop, summarized in this volume, was to consider learning opportunities for the engineering professional. The participants in the workshop addressed the necessity of lifelong learning, the history of continuing education, possible delivery systems, systems used by other professions, and the current state of learning when viewed in the light of the rapid rate of technological change.
Lifelong Learning Participation in a Changing Policy Context: An Interdisciplinary Theory
by Ellen BoerenDrawing on the role of individuals, education and training providers and countries' social policy actions, and borrowing insights from psychology, sociology and economics, this book works towards an interdisciplinary theory of adult lifelong learning participation. It explores the fragmented evidence of why adults do or do not participate in adult lifelong learning activities and focuses on the relevance of policy, the social character and expected benefits of lifelong learning participation and discusses the potential implications for policy, practice and research.
Lifelong Learning Policies for Young Adults in Europe: Navigating between Knowledge and Economy
by Marcelo Parreira do Amaral, Siyka Kovacheva & Xavier RamblaAvailable Open Access under CC-BY-NC licence. This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of lifelong learning (LLL) policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy. Examining specific yet diverse regional and local contexts across Europe, this book uses original research to evaluate differences in scope, approach, orientation, and objectives. It examines the embedding of LLL policies into the regional economy, the labour market, education and training systems and the individual life projects of young people, with a focus on those in situations of near social exclusion.
Lifelong Learning and Dementia: A Posthumanist Perspective (Palgrave Studies in Adult Education and Lifelong Learning)
by Jocey Quinn Claudia BlandonThis book explores the potential for lifelong learning in dementia. A growing social issue, dementia has previously been understood as a wasteland for learning: at best, those with dementia are helped to hold on to some pre-existing skills. This book draws on extensive qualitative data with people with dementia and their families to demonstrate that new forms of learning can happen in dementia, with positive outcomes for both the learner and those around them. In doing so, this book demonstrates that those with dementia help us to understand learning differently, thus providing a breakthrough in our understanding and theorising of lifelong learning. Using posthuman theory to scaffold and discuss the findings, this pioneering book will appeal to scholars of dementia, lifelong learning and the posthuman.
Lifelong Learning and the University: A Post-Dearing Agenda
by Richard Taylor David WatsonThe Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of the United Kingdom's system of higher education since the Robbins Report over 25 years ago. This book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the comittee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system will need to adjust. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform; identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and an assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.
Lifelong Learning for Capability (Lifelong Learning Book Series #34)
by Margaret Malloch Leonard CairnsThe book offers a well-grounded vision of the significant theory and application of the concept of Capability as a lifecourse and lifespan development. Capability is argued to be a necessary 21st century process and outcome (PROUT) of all learning development and activities across formal and informal places. Capability has been defined as a way of understanding people and organisations through their holistic approach which moves beyond Competence to show how potential ability, self-efficacy, and values, as basic, intertwined elements lead to how Capable People and Capable Organisations offer flexibility and adaptability in action. It presents the case for Capable Four-Dimensional Learners who can thrive in various situations to solve unfamiliar problems and challenges. These learners have developed and can demonstrate Lifelong commitment to learning. In addition, four-dimensional learners need to experience a broad range of areas of Lifewide learning. Further, learners need to include learning of some aspects in depth, that is, Lifedeep learning. An understanding of the impact of technology, as a significant element in human learning beyond being operational tools, as Lifetech learning is vitally necessary. How this four-dimensionality relates to better sustainability awareness and application through personal and organisational Capability is outlined. This book emerged from many years of theory development and research with critical examination of the Capability Concept and its application as a Learning Model. It is written for students, teachers and administrators at all levels of Education, and everyone interested in human learning theory and application.
Lifelong Learning for Green Skills and Sustainable Development: Southern European Perspectives
by Nikša Alfirević Jurica Pavičić Tihomir Žiljak Philippe RistordThis edited book analyses the implementation of green transformation policies and the UN Sustainable Development Goals across the European Union, in the context of lifelong learning and educational practices. The contributions examine how green skills became mainstreamed in member states’ education policies, as well as the social, economic and political circumstances contributing to this process. A focus on lifelong learning (from an early age to adulthood) is maintained throughout the volume, and the book will appeal to researchers, students, policy- and decision-makers in education, environmental and social studies.
Lifelong Learning for Poverty Eradication
by Wapula N. Raditloaneng Morgen ChawawaThis book illustrates the meaning and scope of lifelong learning and different types of poverty reduction programs prevalent generally in the African context and particularly in selected communities in Botswana. Lifelong learning is important for all stakeholders in poverty reduction to develop a better understanding of the scope and extent of poverty so that they can make informed decisions on best ways of tackling poverty. The book succinctly showcases community development and engagement initiatives and experiences from selected African universities and how the interaction of the universities and their respective communities resulted in a major transformation in the lives of poor families through exposure to some engagement strategies that effectively gave them a better future in their fight against poverty. This book develops in the reader a better understanding of the dynamics and dilemma of poverty and its negative effects on individuals and communities. But it answers the plight of the poor by equipping them with effective and practical tools to transform their lives and take full control of their destiny. · Provides a conceptual understanding of lifelong learning · Describes practical aspects and indicators of poverty and how it requires tackling through a multi-sectoral approach · Focuses on poverty reduction in all fronts, including development of an entrepreneurship mind-set
Lifelong Learning in Action: Transforming Education in the 21st Century
by Norman LongworthSince the concept of lifelong learning came to prominence much excellent work has been undertaken but, as Professor Longworth's new book shows, major change in some areas is still needed if the concept of learning from cradle to grave is to become a true reality. Using his unique vantage point from consulting with schools, universities, local, governmental and global authorities, Professor Longworth brings the development of lifelong learning bang up-to-date with a complete survey of the principles of lifelong learning including examples from around the world and crucial information on the impact of lifelong learning on 21st century schools.
Lifelong Learning in Central Asia: Relevance of the Fourth Industrial Revolution (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #72)
by Elena G. PopkovaThe book focuses on the issue of adapting the higher education system to the Fourth Industrial Revolution. Lifelong learning is suggested as a prospective path for this adaptation. The book includes a discussion of empirical experience and the forms of lifelong learning in Central Asia. The book also explains the essence, discusses practical experience, and offers practical recommendations for improving the management of the development of Educational Technology (EdTech) and higher education 4.0 in the conditions of the Fourth Industrial Revolution in Central Asia. The book explains the impact of the innovative economy and smart regulation of education on lifelong learning in Central Asia. It offers a competency-based approach and applied educational technologies for lifelong learning in the Central Asian countries. The book’s novelty lies in its comprehensive exploration and detailed discussion of the unique experience of developing lifelong learning in Central Asia. The scientific and practical value of the book also lies in its proposal of a new paradigm for developing higher education in the Fourth Industrial Revolution. In this new paradigm, the higher education system emerged as the driving force of the Fourth Industrial Revolution through establishing Universities 4.0 and the intensified development of EdTech. The primary target audience of this book consists of scholars studying higher education issues. For them, the book reevaluates the concept of lifelong learning in the contemporary context of the Fourth Industrial Revolution.
Lifelong Learning in Higher Education
by A Cropley Chris KnapperThis text examines how colleges and universities might respond to the increasing need for people to take responsibility for their own education and to remain motivated. It devotes attention to teaching methods, organizational structures and the goals of higher education.
Lifelong Learning in Paid and Unpaid Work: Survey and Case Study Findings
by D.W. LivingstoneLifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic competition to issues of social cohesion and personal fulfilment. However, despite the importance of lifelong learning there is a critical absence of direct, international evidence on its extent, content and outcomes. Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change. Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course.
Lifelong Learning in the UK: An Introductory Guide for Education Studies
by Anne O'GradyWritten specifically for Education Studies students, this accessible text offers a clear introduction to lifelong learning and the impact it has on all areas of society. Assuming no prior knowledge of the subject, it explores what lifelong learning is, where learning can and does take place and who is accessing it. Offering a clear overview of the different strands to lifelong learning, the book examines the concept of lifelong learning drawing on key policy initiatives and strategies. Each section outlines the types of individuals who are most likely to access lifelong learning within and across these strands including, for example, migrants, refugees and asylum seekers, unemployed adults, carers and guardians, older age-groups and returning learners. Chapters cover: adult and community learning; higher education; further education; work-based learning; prison and probation learning. Including supporting tasks and reflection activities, this textbook will give students a broad understanding of lifelong learning and its role in supporting adults throughout their life both socially and economically. Lifelong Learning in the UK is an essential introductory text for students on undergraduate courses in Education Studies.
Lifelong Learning, Global Social Justice, and Sustainability
by Peter Mayo Leona M. EnglishThis book examines lifelong learning from different angles and follows the trajectory beginning with the expansive notion of lifelong education promoted by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and its subsequent version intended to better suit the neoliberal framework and make EU countries more competitive in the global economy. The authors critique this version of lifelong learning by contrasting it with the notion of critical literacy. They also devote attention to the UN’s advocacy concerning lifelong education and sustainable development, arguing that for lifelong learning to help realize this goal, it needs to become more holistic in scope and engage more globally conceived social and human-earth relations. The book concludes with a discussion on lifelong learning and the COVID-19 pandemic.
Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe (Palgrave Studies in Adult Education and Lifelong Learning)
by John Holford Pepka Boyadjieva Sharon Clancy Günter Hefler Ivana StudenáThis open access book challenges international policy ‘groupthink’ about lifelong learning. Adult learning – too long a servant of business competitiveness – should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating – across the European Union and Australia – how ‘vulnerable’ young adults experience programmes designed to improve their ‘employability’, and how ‘skills for jobs’ policies squeeze out wider – and wiser – ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand people’s agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during ‘emerging adulthood’. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults’ learning.
Lifelong Learning: Concepts and Contexts
by Jim Crowther Peter SutherlandLifelong learning has developed enormously as a distinct area of study within education in recent years not least because numerous governments and educational strategists have become very vocal supporters of new ways of learning throughout all stages of life. This guide to the topic brings together new writing from some of the leading thinkers in the field to offer a broad ranging and detailed snapshot of the position to date. The book provides a critical summary of current developments in understanding adult learning and the social context in which they are located. This provides a background for the framing of issues and the problems that emerge in institutional and non-formal contexts of lifelong learning. Students undertaking courses of study in this area as well as a wide range of undergraduate and postgraduate students in a variety of professional areas will find the material essential reading.