Good Service Dogs are Both Born and Made! Watching a service dog and her handler working as a team in a busy public space is a thing of beauty. Not every dog has the temperament or genetic make-up to do service work, but with the proper reward-based training, many dogs can succeed in public areas. Succeeding in Public Access Work is the subject of Jennifer Cattet’s new book, which is especially important given some of the controversies surrounding poorly or un-trained service dogs being brought into public areas. Jennifer prepares you and your dog to meet the standards of the Public Access Test developed by Assistance Dogs International. While the book focuses on training, it also covers in detail a number of other important questions including: · How much time, effort and cost are involved in acquiring and training a service dog? · Can you train a shelter dog for service work and are there breeds of dogs you should avoid? · What are your rights and the laws relating to service dogs? · How do you deal with the public when working with your service dog?

"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

Researchers at Minneapolis-based Search Institute have identified 40 Developmental Assets that all kids need in their lives—good things like family support, a caring neighborhood, and resistance skills. Communities across the nation have embraced the book’s quick-read, commonsense suggestions for helping kids lead healthy, productive, positive lives and stay out of trouble. This revised and updated third edition draws on findings from a 2010 survey of about 90,000 kids (grades 6–12) from communities across the United States. The new data confirms the power of Developmental Assets in young people’s lives, reflecting updated levels of assets young people experience as well as the power that assets have to prevent high-risk behaviors and increase thriving behaviors.

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

The new way to transform a sales culture with clarity, authenticity, and emotional intelligence Too often, the sales process is all about fear. Customers are afraid that they will be talked into making a mistake; salespeople dread being unable to close the deal and make their quotas. No one is happy. Mahan Khalsa and Randy Illig offer a better way. Salespeople, they argue, do best when they focus 100 percent on helping clients succeed. When customers are successful, both buyer and seller win. When they aren't, both lose. It's no longer sufficient to get clients to buy; a salesperson must also help the client reduce costs, increase revenues, and improve productivity, quality, and customer satisfaction. Elevate your career with this essential guide for sales professionals and entrepreneurs alike.

A practical guide, this book shows K-12 educators and administrators how to use serving'learning to promote inclusion and differentiate instruction for students with and without disabilities. ; ; ;

Bank of questions to help funeral service students prepare for the National Board Exam.

This book provides perspectives and insights across the educational system for how we might move toward living out this wish in all schools. The chapters provide perspectives on fundamental questions that have been guiding recent research on wellbeing in schools: How do school communities flourish together? How does supporting educator wellbeing connect to teaching, learning, leading in schools? What characteristics, qualities and strategies support the wellbeing of the whole school community? This book is unique in that it answers these questions from the perspectives of teachers, students, administrators in K-12 schools, as well as from university and the wider community. Importantly, these chapters provide a repertoire of varied answers to the question that underpins this shift in research toward a positive organizational perspective: How can we leverage what works well to grow more, to instill in each community member a sense of their value and capacity to contribute? These chapters serve as examples, invitations, and inspiration for readers to notice in their own contexts ways they can grow wellbeing through a focused attention on building appreciative, strengths-based, positive approaches to teaching, learning, and leading in all schools.

With the assistance of this book, public libraries can provide truly outstanding service to this important population.