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A top corporate recruiter reveals what it takes to reach the top of a major corporation.

Few people have as deep an understanding of corporate leadership as Umesh Ramakrishnan As vice chairman of CTPartners, one of the world’s premier search firms, he has placed dozens of C-level executives at companies around the globe. Now he shares powerful lessons from his long career and also from exclusive interviews with top CEO’s.

Ramakrishnan identifies the qualities that distinguish those who are likely to make it from those who aren’t. And he explains, for instance:

• Why the surest route to the top is not always straight up the greasy pole
• How it’s possible to have a star team without everyone being a star
• Why your listening skills need as much attention as your communication skills
• How to meet the challenges—and grasp the opportunities—of globalization

There’s No Elevator to the Top is like an exclusive lunch date with a tableful of CEOs, as Ramakrishnan features the insights of dozens of top leaders at companies like Dell, Cadbury Schweppes, Aetna, BT Group, Pepsi, Infosys, and Ecopetrol..
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The second book in the Dalziel and Pascoe series sends the two mismatched Yorkshire policemen among university students-a group for which Andy Dalziel has no great love. In fact, when he hears a dead body has been found on the grounds of Holm Coultram College, he thinks of it as a rather good start. This is 1971, and the police force does not enjoy the warmest of relations with the Ivory Tower. Nevertheless, Dalziel takes himself to college, where the single corpse is followed by another and then another, until even Dalziel is forced to admit that someone is going after the academic community with rather excessive zeal. As the investigation grows more complex, help arrives from some unexpected corners, Dalziel's callow young sergeant proves surprisingly insightful, and everyone involved gets some useful education..
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Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today.

IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths.

If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century..
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Given the abundance of open education initiatives that aim to make educational assets freely available online, the time seems ripe to explore the potential of open education to transform the economics and ecology of education. Despite the diversity of tools and resources already available—from well-packaged course materials to simple games, for students, self-learners, faculty, and educational institutions—we have yet to take full advantage of shared knowledge about how these are being used, what local innovations are emerging, and how to learn from and build on the experiences of others. Opening Up Education argues that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge: by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.

These essays by leaders in open education describe successes, challenges, and opportunities they have found in a range of open education initiatives. They approach—from both macro and micro perspectives—the central question of how open education tools, resources, and knowledge can improve the quality of education. The contributors (from leading foundations, academic institutions, associations, and projects) discuss the strategic underpinnings of their efforts first in terms of technology, then content, and finally knowledge. They also address the impact of their projects, and how close they come to achieving a vision of sustainable, transformative educational opportunities that amounts to much more than pervasive technology.

Contributors: Richard Baraniuk, Randy Bass, Trent Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom Carey, Catherine Casserly, James Dalziel, Bernadine Chuck Fong, Richard Gale, Gerard Hanley, Diane Harley, Mary Huber, Pat Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane, Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward Walker, and David Wiley

Through the support of the Carnegie Foundation for the Advancement of Teaching, an electronic version of this book is openly available under a Creative Commons license on The MIT Press website..
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What do teachers need to know in order to teach well?  How important is the depth and quality of teachers' content knowledge as a critical aspect of their ability to teach?  How can teachers best be educated, and how can we assess their accomplishments as teachers? In what ways is the professional preparation of teachers comparable to the preparation of physicians and other members of learned professions?  What kinds of educational research can provide deeper understanding of teaching, learning, and the reform of education? These are just some of the many questions answered in this landmark collection of Lee Shulman's best work. A pioneer in the field of teaching and teacher research, Shulman's work and thinking have long influenced teachers and researchers. But while Shulman is one of the most widely cited scholars in education, his writings have been scattered among a variety of books and journals—until now.  

The Wisdom of Practice at last makes Shulman's major works on K-12 education and teacher education available in one volume. His interests in teaching of all sorts—in K-12 schools, in teacher education, in graduate programs for educational researchers, in liberal education—have been diverse. The essays included touch on such wide-ranging topics as the psychology of school subjects, medical problem solving, teacher knowledge, performance assessment, teaching in higher education, the scholarship of teaching and learning, the characteristics and pedagogies of the professions, the role of cases in professional education and research, and the character of relevant and rigorous educational research..
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The prospecting methodologies at the heart of this system have been at the root of sales success for years; this system incorporates much more! Russell has integrated the fundamental elements of sales success into an efficient leads generation and CRM system. Systems are the best partner to any business. The gain in efficiency however makes it more beneficial to the Real Estate Professional because most are one person operations. This system is designed to produce results! You will learn to: • generate leads via proven methods • grow your referral base • initiate CRM campaigns • master the 2 minute phone call • database 100 new contacts in 4 weeks • convert contacts to leads • convert leads to transactions • EARN 20% MORE than the average agent! System covers advanced skills for dealing with clients, provides each reader with a 'warehouse' of objection-handling techniques and call scripts. You will learn to incorporate prospecting protocols into your daily routine to gain competitive advantage..
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"Why So Slow? is a breakthrough in the discourse on gender and has great potential to move the women's movement to a new, more productive phase." -- Publisher's Weekly (starred review)

Why do so few women occupy positions of power and prestige? Virginia Valian uses concepts and data from psychology, sociology, economics, and biology to explain the disparity in the professional advancement of men and women. According to Valian, men and women alike have implicit hypotheses about gender differences--gender schemas--that create small sex differences in characteristics, behaviors, perceptions, and evaluations of men and women. Those small imbalances accumulate to advantage men and disadvantage women. The most important consequence of gender schemas for professional life is that men tend to be overrated and women underrated.

Valian's goal is to make the invisible factors that retard women's progress visible, so that fair treatment of men and women will be possible. The book makes its case with experimental and observational data from laboratory and field studies of children and adults, and with statistical documentation on men and women in the professions. The many anecdotal examples throughout provide a lively counterpoint..
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In A New Agenda for Higher Education, the authors endorse higher educationâs utility for enhancing the practical as well as intellectual dimensions of life by developing a third, different conception of educational purpose. Based on The Carnegie Foundation for the Advancement of Teaching seminar that brought together educators from six professional fields with faculty from the liberal arts and sciences, A New Agenda for Higher Education proposes an educational aim of âœpractical reason,❠focusing on the interdependence of liberal education and professional training..
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Expert interviewing techniques for pilots applying with regional, national and major airlines. 500+ types of questions asked by interviewers, and samples of military and civilian resumes and cover, update, and recommendation letters. Over 20 illustrations. Prepares you for your interviews with Personnel, Flight Department interviewing captains, the physician and psychologist..
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