These personnel problems are real -- the kind that come up every day in every business. You're the boss, and you have to find an answer that is good for the company and good for the worker.
Quite simply, the student becomes the judge -- or boss -- or driver -- or banker -- or counselor -- or justice. Assuming that role, students must make decisions based on the facts in the situations presented. First, students read a brief case summary. They then answer comprehension questions based on the case presented. Finally, students complete an 'official' verdict based on their thoughts about the case. It's their decision -- hence, no right or wrong answers and no need for a teacher's manual. Also, the situations are great for class discussion and roleplaying. 5th/6th grade reading level. What would you do about the: -- "Credit Card" Applicant -- "Job Hunting" Applicant -- "Luxury Cruise" Applicants -- "Used Car" Applicant
Real court cases, abridged and altered to assure privacy, present driving situations -- problems or even accidents -- that could happen to anyone. Students must decide what happened and what should have been done to prevent or decrease the problems.
Quite simply, the student becomes the judge -- or boss -- or driver -- or banker -- or counselor -- or justice. Assuming that role, students must make decisions based on the facts in the situations presented. First, students read a brief case summary. They then answer comprehension questions based on the case presented. Finally, students complete an 'official' verdict based on their thoughts about the case. It's their decision -- hence, no right or wrong answers and no need for a teacher's manual. Also, the situations are great for class discussion and roleplaying. 5th/6th grade reading level. How will you decide? -- The Case of the Terrible Twins -- The Case of the Grouch's Gift -- The Case of the Sunken Treasure -- The Case of the Missing I.D.
Quite simply, the student becomes the judge -- or boss -- or driver -- or banker -- or counselor -- or justice. Assuming that role, students must make decisions based on the facts in the situations presented. First, students read a brief case summary. They then answer comprehension questions based on the case presented. Finally, students complete an 'official' verdict based on their thoughts about the case. It's their decision -- hence, no right or wrong answers and no need for a teacher's manual. Also, the situations are great for class discussion and roleplaying. 5th/6th grade reading level. What will you do about the: -- "I Can't Wake Up" Student --"A to F" Student -- "The Principal's Problem -- "I Don't Eat Lunch" Student
Real court cases presented in ordinary language to give high school students a taste of the kinds of cases presented in courts and how judges look at the facts.
Have you ever had a crush? Fallen out with your best friend? Cathy Cassidy is here for you. There are no questions Cathy hasn�t been asked and isn�t afraid to answer, from growing-up to dating, making friends, following your dreams and much more. Through the happy times, the mad and crazy times and the days when you simply find yourself asking �Why? �� whatever�s bugging you, Cathy can help . . .
Within the context of healthcare, there has been a long-standing interest in understanding the posture and movement of the human body. Gait analysis work over the years has looked to articulate the patterns and parameters of this movement both for a normal healthy body and in a range of movement-based disorders. In recent years, these efforts to understand the moving body have been transformed by significant advances in sensing technologies and computational analysis techniques all offering new ways for the moving body to be tracked, measured, and interpreted. While much of this work has been largely research focused, as the field matures, we are seeing more shifts into clinical practice. As a consequence, there is an increasing need to understand these sensing technologies over and above the specific capabilities to track, measure, and infer patterns of movement in themselves. Rather, there is an imperative to understand how the material form of these technologies enables them also to be situated in everyday healthcare contexts and practices. There are significant mutually interdependent ties between the fundamental characteristics and assumptions of these technologies and the configurations of everyday collaborative practices that are possible them. Our attention then must look to social, clinical, and technical relations pertaining to these various body technologies that may play out in particular ways across a range of different healthcare contexts and stakeholders. Our aim in this book is to explore these issues with key examples illustrating how social contexts of use relate to the properties and assumptions bound up in particular choices of body-tracking technology. We do this through a focus on three core application areas in healthcare—assessment, rehabilitation, and surgical interaction—and recent efforts to apply body-tracking technologies to them.
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