"I hope trainers. HR managers and others involved in the field of human capital development would take advantage and bcnelit from the book. l take this opportunity to congratulate the authors for this commentable effort." - Yang Berhormat Datuk Dr. S. Subramaniam, Minister of Human Resources, Malaysia "What I like particularly most, is the candid sharing with little inhibitions. by the authors on their own experiences and insights gained as training practitioners. The coverage of the book reflects,to a greater extent,their true trademark as trainers — the sincerity to share and enhance the passion. knowledge. skills. competence of their own profession. besides that of their clients." - Leong Eng Yee, Director (Rtd), Centre for Continuing Professional Education, Tunku Abdul Rahman College "I congratulate the authors for sharing their experiences and insights. A definite read for those in the training field." — Mohd Razeek Mohd Hussain, Chief Executive Officer, MRCB "I have a list of names to give the book away as a gift — not just to trainers. but to managers and friends who are keen to know all about training and developing people. It is truly a book beyond training ~ sharing about theories, experiences, stories — from shopfloor to boardroom, challenges. the mental and physical preparation, follow-ups, tips, do's and donts, keeping fit and healthy, time management, family challenges, ethics, unpleasant situations - you name it ~ it is covered in this book.” — Farida Mohd Salleh, Assistant General Manager, Group Public Affairs, UMW Corporation Sdn Bhd “I congratulate the authors for sharing their experiences and challenges for the benefit of all trainers and HR practitioners. A must read book.” — George Thomas, Executive Director, Malaysian Association for the Blind

Beyond Training examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. It seeks to move discussion of language teacher development beyond the level of "training," which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout is that teacher education needs to engage teachers not merely in the mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes that underly their teaching practices.

Beyond White Mindfulness: Critical Perspectives on Racism, Well-being, and Liberation brings together interdisciplinary perspectives on mind-body interventions, group-based identities, and social justice. Marshalling both empirical data and theoretical approaches, the book examines a broad range of questions related to mindfulness, meditation, and diverse communities. While there is growing public interest in mind-body health, holistic wellness, and contemplative practice, critical research examining on these topics featuring minority perspectives and experiences is relatively rare. This book draws on cutting edge insights from psychology, sociology, gender, and, critical race theory to fill this void. Major themes include culture, identity, and awareness; intersectional approaches to the study of mindfulness and minority stress; cultural competence in developing and teaching mindfulness-based health interventions, and the complex relationships between mindfulness, inequality, and social justice. The first book of its kind to bring together scholarly and personal reflections on mindfulness for diverse populations, Beyond White Mindfulness offers social science students and practitioners in this area a new perspective on mindfulness and suggestions for future scholarship.

Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.

The major challenges facing higher education are often framed in terms of preparing students for life-long learning. Society's 21st century needs require civic-minded individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences, work effectively, and live together with many different kinds of people in a more global society. In this volume, Robert J. Thompson aims to influence the current conversation about the purposes and practices of higher education. Beyond Reason and Tolerance adopts a developmental science basis to inform the transformations in undergraduate educational practices that are necessary to empower students to act globally and constructively engage difference. It synthesizes current scholarship regarding the nature and development of three core capacities deemed essential: A personal epistemology that reflects a sophisticated understanding of knowledge, beliefs, and ways of thinking; empathy and the capacity to understand the mental states of others; and an integrated identity that includes values, commitments, and a sense of agency for civic and social responsibility. Beyond Reason and Tolerance argues that to foster the development of these capabilities, colleges and universities must recommit to providing a formative liberal education and adopt a developmental model of undergraduate education as a process of intellectual and personal growth, involving empathy as well as reasoning, values as well as knowledge, and identity as well as competencies. Thompson focuses on emerging adulthood as an especially dynamic time of reorganization and development of the brain that both influences, and is influenced by, the undergraduate experience. Advances in our understanding of human development and learning are synthesized with regard to the direct implications for undergraduate education practices.

Volume 6 of the Leadership Symposia--sponsored by the Department of Admin­istrative Sciences and College of Business Ad­ministration at Southern Illinois University, Carbondale--charts the state of the field of leadership through a judicious mixture of established and emerging scholars. The text is broken into four parts, with each part containing an Introduction by the editors. Part 1 consists of "Leadership and Managerial Behavior as Loosely Coupled Systems for Moving Beyond Establishment Views," by the editors; "The Relevance of Some Studies of Managerial Work and Be­havior to Leadership Research," Rosemary Stewart; "Unstructured, Nonparticipant Ob­servation and the Study of Leaders' Interper­sonal Contacts," Robert S. Bussom, Lars L. Larson, and William M. Vicars; "Leaders on Line," Michael M. Lombardo and Morgan W. McCall, Jr.; and "Various Paths Beyond Es­tablishment Views," Bernard Wilpert. Part 2 contains "Multiplexed Supervision and Leadership," Fred Dansereau, Jr., Joseph A. Alutto, Steven E. Markham, and Mac­Donald Dumas; "A Theory of Leadership Categorization," Robert G. Lord, Roseanne J. Foti, and James S. Phillips; "Leadership Ac­tivation Theory," John E. Sheridan, Jeffrey L. Kerr, and Michael A. Abelson; and "Intensity of Relation, Dyadic-Group Considerations, Cognitive Categorization, and Transforma­tional Leadership," Bernard M. Bass; "Strat­egies for Dealing with Different Processes in Different Contexts," Ian Morley, "A Multi­plexed Response to Bass and Morley," Fred Dansereau, Jr., Joseph A. Alutto, Steven E. Markham, and MacDonald Dumas; and "Properly Categorizing the Commentary," Roseanne J. Foti, Robert G. Lord, and James S. Phillips. Part 3 contains "SYMLOG and Leader­ship Theory," Robert F. Bales and Daniel J. Isenberg; "Toward a Macro-Oriented Model of Leadership: An Odyssey," James G. Hunt and Richard N. Osborn; and "Toward a Par­adigm Shift in the Study of Leadership," Henry J. Tosi, Jr. Essays in part 4 are "If You're Not Serving Bill and Barbara, Then You're Not Serving Leadership," Henry Mintzberg; "Beyond Establishment Leadership Views: An Epilog," by the editors; "Leadership Research and the European Connection: An Epilog," Dian-­Marie Hosking and James G. Hunt; and "Conclusion: The Leadership-Management Controversy Revisited," Schriesheim, Hunt, and Sekaran.

This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.

Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems. Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people’s attainment, and demonstrates how these can be used to reduce ESL. This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond.

'Lifelong learning' is moving from buzzword to reality for ever latger numbers of workers. Firms increasingly need their workers to be active, self-directed learners who contribute to innovations and improvements of processes, products and services. Companies that explicitly encourage and support worker learning, from a strategic perspective, are c