This document provides information about a student resource guide for the third edition of the textbook "Human Resource Development: Managing Learning and Knowledge Capital" by Brian Delahaye. The resource guide is intended to provide students with a concise and practical study support for the textbook. It includes the learning objectives, a brief chapter overview, a suggested lecture outline, and multiple choice questions for each chapter to aid the student's learning. Additionally, complementary PowerPoint presentations and an instructor's resource guide are available.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Management Concepts & Framework anchored on -P-O-L-CTimothy Wooi
Goal / Purpose
To critically review essential Management Concepts and Framework anchored on Planning, Organizing, Leading and Controlling.
Objectives
To understand Management concepts of POLC in School Management and Operations.
To explore opportunities of applying Management Concepts functions in school Human
Resource Management & Professional
Development
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The Dialogues integrate research-based education provocations with sophisticated teaching and learning analytic tools in an effective change management sequence to create a unique and powerful strategic futuring experience. Participants are supported by experienced facilitators to make visible their bespoke priorities, practice realities and desired teaching and learning outcomes. The Dialogue readies individuals, teams and whole institutions for enhanced practice and outcomes. The Dialogues can also be tailored to specific themes.
"Comunicazione interna e crisi: come preparare l'azienda alla ripresa"
Analisi della propensione alla comunicazione nei settori moda e turismo in correlazione con le performance gestionali realizzata da:
Giuseppe Marazzotta
Alessandro Santoro
Laura Bettaglio
Alessia D'Angelo
Ecco un atro lavoro che sarà presentato nell'ambito della conferenza:
"Comunicazione interna e crisi: come preparare l'azienda alla ripresa"
L'analisi è realizzata da Chiara Salomoni e Sheila Paganelli
Management Concepts & Framework anchored on -P-O-L-CTimothy Wooi
Goal / Purpose
To critically review essential Management Concepts and Framework anchored on Planning, Organizing, Leading and Controlling.
Objectives
To understand Management concepts of POLC in School Management and Operations.
To explore opportunities of applying Management Concepts functions in school Human
Resource Management & Professional
Development
Skills for industry 4.0 , learnagility, practical intelligence, deliberate practice, competency, Industrie 4.0, 21st century skills, higher order thinking skills,
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The Dialogues integrate research-based education provocations with sophisticated teaching and learning analytic tools in an effective change management sequence to create a unique and powerful strategic futuring experience. Participants are supported by experienced facilitators to make visible their bespoke priorities, practice realities and desired teaching and learning outcomes. The Dialogue readies individuals, teams and whole institutions for enhanced practice and outcomes. The Dialogues can also be tailored to specific themes.
"Comunicazione interna e crisi: come preparare l'azienda alla ripresa"
Analisi della propensione alla comunicazione nei settori moda e turismo in correlazione con le performance gestionali realizzata da:
Giuseppe Marazzotta
Alessandro Santoro
Laura Bettaglio
Alessia D'Angelo
Ecco un atro lavoro che sarà presentato nell'ambito della conferenza:
"Comunicazione interna e crisi: come preparare l'azienda alla ripresa"
L'analisi è realizzata da Chiara Salomoni e Sheila Paganelli
Focus Group Discussions (FGDs) are defined as semi structured group discussions, which yield qualitative data on the community level by facilitating interaction between participants.
PHILIPS DigiSummit - A startup approach to hacking marketsMeasureWorks
Modern markets are noisy. In our rush to launch new or improved products we tend to forget that customers don’t buy what they don’t understand.
From working with hundreds of startups there are 5 lessons learned to build the right product features within the target market. In this session we’ll discuss marketing positioning, founders blindess, the importance of analytics and experimentation and how to use all of this to grow your product faster.
MeasureWorks - Online Tuesday - Time = MoneyMeasureWorks
Slides from my presentation at Online Tuesday. About why marketers should care about performance, design principles for a fast experience and how to build a business case for your website...
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
Book review curriculum-theory and practice-kellyFernando Santos
This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
4Principles of Instructional TechnologyLearning Object.docxalinainglis
4
Principles of Instructional Technology
Learning Objectives
After reading this chapter, you should be able to:
• Compare and contrast the following three pairs of commonly confused terms: education
and schooling, teaching and learning, and curriculum and instruction.
• Identify a theory of learning that is compatible with your beliefs about learning and a
learning theory that is not compatible with your beliefs about how students learn best.
• Describe the core components of the TPACK model and show the relevance of each to
ways in which technology might be used in the classroom.
• Create a graphic illustrating the four phases of the technology integration process and
describe the tasks that are most important for classroom teachers to be responsible for.
• Identify two strategies that will assist you in integrating technology into the curriculum.
AP Photo/The Idaho Statesman/Darin Oswald
edy80779_04_c04_133-170.indd 133 5/29/13 2:15 PM
CHAPTER 4Pre-Test
Meet Dr. Ruben Puentedura
A Brief Introduction to the Use of Technology in Education
http://www.youtube.com/watch?v=rMazGEAiZ9c
Introduction
Can teachers be effective if they choose not to use technology in their classrooms? Unfortunately, there is little agreement among educators on this basic question. In this chapter, we will explore issues associated with teaching and learning in
order to understand when, how, and why technology has the potential to enhance teach-
ing, learning, and performance. Specifically, our goal is to understand whether or not the
decision to use technology in the classroom is up to the individual teacher or if there are
some larger social obligations that require teachers to support technology use by diverse
students in ways that foster meaningful and deep learning.
In other courses you may have been introduced to various theories of learning. Here we
will briefly explore selected learning theories in order to understand their implications for
our personal beliefs concerning how learning occurs, as research has demonstrated that a
teacher’s theoretical framework has considerable implications for the way they adopt and
use technology in the classroom (or not!).
The final sections in this chapter will bridge theory, research, and practice by introducing
you to a model of the technology integration process. While many technology specialists
find all aspects of technology integration exciting, we must not lose sight of the goal for
using technology in the classroom: to enhance student learning. Therefore, you’ll be given
a roadmap to the process of integrating technology into the curriculum and learn practical
strategies, resources, and tools that will facilitate this process.
Pre-Test
1. Which term describes the instructional process and guides classroom methods?
a. learning
b. development
c. curriculum
d. assessment
2. Programming a computer when creating a new program is an example of the
computer as a
a. tutee.
b..
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
A TYPICAL DESIGNTo illustrate a program focused on individual de.docxransayo
A TYPICAL DESIGN
To illustrate a program focused on individual development, we use the example of a leadership course designed for a manufacturing company. The company had a long history of promoting leadership development and had recently become concerned about building a cadre of “change-agent” leaders capable of coping with the accelerating pace of innovation in the industry. Two professors from a leading business school, experts in leadership, were called in to design a program around the leadership competencies required to effect organizational change. Together the professors and company sponsors produced and delivered a four-day learning experience structured around three distinct modules: the leader’s role in change, skills for implementing change, and motivational and empowerment practices.
At the start of day one, participants received survey feedback from a dozen of their workplace colleagues (superiors, peers, and subordinates). This feedback was structured so that the competency categories that were reported corresponded with each of the course’s three themes. This ensured that participants could personally gauge their strengths and weaknesses against the competencies described in the modules about to be taught. It was assumed that feedback early in the course would stimulate the participants’ desire to learn.
Following this feedback and a personal review session with an onsite coach, the program began with a module on leadership vision and change. Using a series of case studies from companies such as General Electric, Microsoft, and the Virgin Group, participants learned lessons about core leadership concepts such as strategic vision, unconventional market perspectives, and environmental scanning for opportunities. During course discussions, the professors encouraged participants to share their own experiences. This created dialogue that allowed the core concepts to be applied to the individuals’ own leadership challenges and personal work situations.
A second module was presented in days two and three that emphasized skills required for implementing change. Another series of case studies illustrated how effective leaders at several companies had successfully orchestrated large-scale organizational change. For example, participants explored the successful turnaround of the international advertising agency Ogilvy & Mather by its senior leader Charlotte Beers. This case study taught lessons about the process of developing a strategic vision and ways to implement the vision once it was defined. Experiential exercises were used to teach communications and influence skills. A portion of day three and all of day four explored the remaining themes of motivation and empowerment—again using experiential exercises and case discussions as the principal vehicles for conveying lessons and insight. Participants learned about the personal philosophies that leaders often draw on in their efforts to empower others, and about the importance of lea.
Workplace Engagement, Generational Considerations, and Cultural .docxambersalomon88660
Workplace Engagement, Generational Considerations, and Cultural Differences.html
Throughout the course, we have been focusing on business trends. This week, we will consider workplace engagement and commitment, generational differences, and cultural differences.
There is a great amount of research presenting evidence that engaged employees are happy, and happy employees feel more committed to the organization, which leads to reduced stress, tension, and conflict. If employees are unhappy or not engaged, they will leave. Technology has made changing jobs relatively easy, and employee turnover affects the bottom line of the organization.
Employees want a meaningful work environment before they can feel committed to an organization. Issues such as flexible schedules are important; many employees are caring for their aging parents and young children at the same time; many are working full-time and attending college. Organizations are struggling to find qualified employees; and global companies are struggling to find senior leaders. Perhaps a new type of leader is needed; one with trans-global leadership skills and cross-cultural competencies. Another line of thinking is changing from appointing an individual leader to creating a team of leaders.
There are currently five generations in the global workforce: Traditionalists (or veterans), Baby Boomers, Gen X, Gen Y, and Gen Z – those who were born between 1994 and 2010. The Millennials (Gen Y) are starting to move into management and leadership positions, and many Gen Zs are graduating high school and college. The Traditionalists and early Baby Boomers are working longer – many have lost their retirement savings and cannot afford to retire. With this mix of generations in the workforce, there is a growing concern that it is difficult to please all employees.
Emerging countries such as the BRIC (Brazil, Russia, India and China) and MIKT (Mexico, Indonesia, South Korea and Turkey), may have five generations in the workforce. However, employee satisfaction and employee commitment may not mean the same in the United States as it does in developing and emerging countries. In today’s diverse, global environment, numerous differences are in effect:Cultural: collectivism versus individualism;Communication: high context, indirect styles versus low context, and direct styles;Time Orientation: monochromic versus polychromic;Ethics: deontological versus utilitarianism; andReligious beliefs.
While diversity presents opportunities, it also presents challenges in the workforce. These challenges can present opportunities for doctoral students! As a doctoral student in the field of business and technology, there is an unlimited amount of topics and ideas from which to base your own research study.
As a doctoral student, you must stand on the shoulders of those who went before, meaning your particular study must be based on one or more studies that were previously conducted. The use of theoretical and conceptual.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
On continuouslearning answers-to-questions-oct14Ove Jobring
Periodically, I receive questions concerning various aspects of continuous learning. Some of these have been asked by members of Quora and answered by me. Quora is a question-and-answer website where questions are posed, answered, edited and organized by the community of users. At Quora, there is a topic called Continuous learning where questions have been asked and I have answered them. In some cases, others have also responded to the questions: Please visit, read and, if you like, ask or answer a question: http://www.quora.com/Continuous-Learning
Online Teaching and Learning
It is one of the most popular types of distance education
It continues to increase for the broader students
It is a part of E-learning
Online teaching is very common for secondary and higher education programs.
The population and institutions that use online learning increased over the last years.
What is Online Teaching and Learning?
Online teaching is a way to escape from the traditional classes.
Join a course or an institution which is far away from you
Study when you want, 24 hour a day and
Be more independent for your learning in your life.
Benefits from online teaching
The only thing that you have to do as a student is to have an access to a computer and Internet.
Computer is the main tool for reading and evaluation
Based on online software that includes different tools and functions
For Online teaching content is delivered synchronously and/or asynchronously.
The content is usually provides as digital textbooks and handouts, or videos etc.
Course content developed by week, section etc,
Tools and Content
Instructors have to guide students from “the other side”
They have a different and supporting role
They use email, forums, discussion boards or instant messaging to contact, interact or evaluate their students
Design and build their courses based on online software that includes different tools and functions that are easy and useful for learners.
Teacher - Instructor
Students have their own responsibilities
They have to develop their new knowledge as they interact with the online environment.
Students use their computer online to interact with their instructor
Their evaluations essays, poster, presentation have to deliver online and digital to their teachers.
Student - Learners
7
Virtual Teams and Protecting Information Assets- Case 4
The Case Assignment for this module involves your analysis of what is known, somewhat known, not known, or "known" but wrong in the area of the management of virtual teams. Since this phenomenon is relatively new, there isn't a large body of knowledge specifically about such teams. Most of the advice floating around about virtual teams comes from one or more of four types of sources:
· The small number of academically respectable research studies on virtual teams
· The very large body of research done on the management of teams generally (dating back to the 1930s and of somewhat questionable generalizability due to differences in tools, culture, society, and just about everything else)
· The modest but steadily increasing body of informal or "practice wisdom" information, generally made available through blogs or other Internet sources
· The quite large body of essentially uninformed but ready-to-be-shared opinion about the topic, also Internet-available
The first two bodies of information are generally easy to identify and distinguish; they'll be found in academic journals, conference transactions, and other such sourc.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
1. Student Resource Guide
Human Resource Development
Managing Learning and Knowledge Capital
Third Edition
Brian Delahaye
2. Student Resource Guide
Human Resource Development: Managing Learning and Knowledge Capital (Third edition)
Author
Brian Delahaye
Copyright
Text copyright 2011 by Tilde Publishing and Distribution
Illustration, layout and design copyright 2011 by Tilde Publishing and Distribution.
Under Australia's Copyright Act 1968 (the Act), except for any fair dealing for the purposes of study, research,
criticism or review, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means without prior written permission from Tilde Publishing and Distribution. All inquiries
should be directed in the first instance to the publisher at the address below.
Disclaimer
All reasonable efforts have been made to ensure the quality and accuracy of this publication. Tilde Publishing
and Distribution assumes no responsibility for any errors or omissions and no warranties are made with regard
to this publication. Neither Tilde University Press nor any authorised distributors shall be held responsible for
any direct, incidental or consequential damages resulting from the use of this publication.
Published in Australia by:
Tilde University Press
PO Box 72
Prahran VIC 3181 Australia
www.tup.net