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On George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.
This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools.
Although author Yolanda J. Lomax had a successful thirty-two-year-career in the US Army, she longed for the mentorship of her sisters in arms who wore the ranks of sergeant through command sergeants major or lieutenant through general. She yearned for the opportunity to seek their professional advice, as well as have a sister to go to, just to share a personal moment. Lomax realized that as she rose through the ranks as a woman, it was lonely at the top. In Teach Encourage Empower Mentor (TEEM), she proposes a military female mentoring program to encourage sisters in arms to plant seeds, tend them as the roots take hold, emerge, and break through to reveal strong trees with branches. Lomax believes when women teach, encourage, empower, and mentor present and future military forces, it demonstrates that no weapon used against females can prosper. Teach Encourage Empower Mentor (TEEM) delivers the message that when women can set aside trivial bickering and display unity, they are truly a force to be reckoned with. It demonstrates that average females are capable of achieving exceptional results.
In 1951 Gaines Post was a gangly, bespectacled, introspective teenager preparing to spend a year in Paris with his professorial father and older brother; his mother, who suffered from extreme depression, had been absent from the family for some time. Ten years later, now less gangly but no less introspective, he was finishing a two-year stint in the army in West Germany and heading toward Oxford on a Rhodes scholarship, having narrowly escaped combat in the Berlin crisis of 1961. His quietly intense coming-of-age story is both self-revealing and reflective of an entire generation of young men who came to adulthood before the Cuban Missile Crisis and the Vietnam War. Post's experiences in high school in Madison, Wisconsin, and Paris, his Camus-influenced undergraduate years at Cornell University, and his army service in Germany are set very effectively against the events of the Cold War. McCarthyism and American crackdowns on dissidents, American foreign and military policy in Western Europe in the nuclear age, French and German life and culture, crises in Paris and Berlin that nearly bring the West to war and the Post family to dissolution—these are the larger scenes and subjects of his self-disclosure as a contemplative, conflicted "Cold War agnostic." His intelligent, talented mother and her fragile health hover over Post's narrative, informing his hesitant relationships with women and his acutely questioning sense of self-worth. His story is strongly academic and historical as well as political and military; his perceptions and judgments lean toward no ideological extreme but remain true to the heroic ideals of his boyhood during the Second World War.
Educational Principles and Practice in Veterinary Medicine An in-depth, veterinary-centered reference to the discipline of education Educational Principles and Practice in Veterinary Medicine provides a detailed, comprehensive reference to the discipline of education both broadly and as it relates to veterinary medicine. Written for veterinary faculty members, instructors, and educators in other health professions, the book offers an in-depth examination of knowledge and skills related to veterinary education. It discusses educational theory, how people learn, the structure and function of higher education, and educational technologies, among many other topics of importance. Sections cover educational leadership; professional development for faculty; research methods and study design; administration; outcomes and assessment; accreditation; and the roles of the professional program instructor. Educational Principles and Practice in Veterinary Medicine: Provides a detailed exposition to the discipline of education, encompassing both theory and practice Covers essential topics such as educational theory, the structure and function of higher education, and educational technologies, all tailored to veterinary education Acts as a reference to education-related knowledge and skills, with an emphasis on how these topics relate to veterinary medicine Supports veterinary faculty and instructors interested in taking their knowledge and skills to the next level Educational Principles and Practice in Veterinary Medicine offers veterinary faculty and instructors a complete resource for understanding the field of education and improving their skills and knowledge.