Search results for "Seeman"
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Classroom Management Training Handbook
The Classroom Management Training Handbook is cued to the textbook Preventing Classroom Disruptive Behavior, Grades K-12, Fourth Edition. It uniquely provides private, confidential self-training for a troubled teacher, or it can be used by professors of education, teacher-trainers, or school administrators to train or repair the problems teachers have in their classrooms. This book includes: ·Teachers Share Their Similar Problems/Solutions for Each Chapter of the Text·Self-Training Exercises for Each Chapter of the Text·Availability of the DVD that demonstrates in live-action the concepts in the Text·Checklists for Each Chapter in the Text·Access to the Author to Consult with Him Confidentially Online
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Studies in Alienation
This book compiles cross-cultural studies on alienation undertaken by the late Dr. Melvin Seeman, including relevant historical and theoretical contexts and analyses related to the ongoing development of the alienation model and its counterparts in the behavioral sciences. Chapters track the development of this model across a half-century of interdisciplinary research, encompassing various research partnerships over the years.
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Preventing Discipline Problems, K-12
Preventing Discipline Problems, K-12: Cued to Classroom Management Training Handbook covers every aspect of classroom management and illustrates how to tap into the teacher’s most influential tool in the classroom: the person inside the teacher. Schools across the United States, as well as 15 other countries, use this text and accompanying training handbook to help train teachers to negotiate classroom problems.This book helps real teachers deal more effectively with administration, parents, substitute or cluster teaching, bullying, creating a safe classroom environment, and with students who demonstrate a variety of behavioral problems. The author, Howard Seeman, demonstrates how to handle and prevent these various situations. Included in each chapter are self-training, hands-on practice exercises and helpful guidelines and checklists to assist the beginning or veteran teacher.Online course and a live-action training DVD are available. Please contact Howard Seeman at hokaja@aol.com.
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Animals I Want To See
National Bestseller A lyrical coming-of-age story set in the projects of Toledo, Ohio, Animals I Want To See explores themes of identity, ambition, religion, and friendship—often across racial and social lines—as it spotlights a family of fourteen and tracks a boy’s journey from a child janitor with big dreams to a teenage petty criminal to a student at Yale and Harvard.“A terrific and moving memoir about dreaming big and making great things happen.” —President Bill Clinton “Read it and be inspired.” —Deepak Chopra, New York Times bestselling author On Bronson Street, in the projects of Toledo, Ohio, in a crowded house occupied by a family of fourteen, Tom Seeman starts a very important list. Just as the trash-strewn field in his backyard is home to a treasure-trove of wild animals, Tom’s list, “Animals I Want To See One Day,” is home to dreams of adventure in places far away from the downtrodden neighborhood where he lives. But for all its hardship and crime, Bronson Street is also something of a mythical street, populated by unforgettable people who share food, protect each other, and give surprising gifts of beauty and merriment, proving that the bonds of community and friendship (often across racial and social lines) can bridge any divide and transcend what many of us are taught to believe about each other. A luminous coming-of-age memoir that shimmers with countless marvels, Animals I Want To See tracks Tom Seeman’s journey from a child janitor with big ambitions to a teenage petty criminal to a student at Yale and Harvard. At once a meditation on finding wonder in unlikely places, an ode to a heroic mother who makes the seemingly impossible possible, and an exploration of what it means to create our own identities, this is a heartwarming, thought-provoking, ultimately uplifting book for all readers.
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Preventing Discipline Problems, K-12
Preventing Discipline Problems, K-12: Cued to Classroom Management Training Handbook covers every aspect of classroom management and illustrates how to tap into the teacher’s most influential tool in the classroom: the person inside the teacher. Schools across the United States, as well as 15 other countries, use this text and accompanying training handbook to help train teachers to negotiate classroom problems.This book helps real teachers deal more effectively with administration, parents, substitute or cluster teaching, bullying, creating a safe classroom environment, and with students who demonstrate a variety of behavioral problems. The author, Howard Seeman, demonstrates how to handle and prevent these various situations. Included in each chapter are self-training, hands-on practice exercises and helpful guidelines and checklists to assist the beginning or veteran teacher.Online course and a live-action training DVD are available. Please contact Howard Seeman at hokaja@aol.com.
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Preventing Classroom Discipline Problems
ORDER 10 OR MORE OF ANY ITEM AND RECEIVE A 20% DISCOUNT!Preventing Classroom Discipline Problems is a handbook, with its own self-improvement exercises, for all the skills needed to implement successful classroom management and eliminate discipline problems. This book, based on the author's extensive work with New York City school teachers, helps teachers to design instructional strategies to prevent, not just handle, disruptive classroom behavior. Seeman discusses more than 100 of these problems, from responding to talking in class to preventing violence from erupting in your school. This is the only text that is both a comprehensive training handbook and academic course text. The third edition includes new sections in each chapter for grades K-6, parents, strategies for school violence prevention, a computer resource guide, conflict-resolution training, systematic rewards for all grades, and methods for handling peer pressure and bullies. It also contains a collection of supplemental online training tools. Visit Classroom Management Online for more information.
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Death in the New World
Reminders of death were everywhere in the New World, from the epidemics that devastated Indian populations and the mortality of slaves working the Caribbean sugar cane fields to the unfamiliar diseases that afflicted Europeans in the Chesapeake and West Indies. According to historian Erik R. Seeman, when Indians, Africans, and Europeans encountered one another, they could not ignore the similarities in their approaches to death. All of these groups believed in an afterlife to which the soul or spirit traveled after death. As a result all felt that corpses—the earthly vessels for the soul or spirit—should be treated with respect, and all mourned the dead with commemorative rituals. Seeman argues that deathways facilitated communication among peoples otherwise divided by language and custom. They observed, asked questions about, and sometimes even participated in their counterparts' rituals.At the same time, insofar as New World interactions were largely exploitative, the communication facilitated by parallel deathways was often used to influence or gain advantage over one's rivals. In Virginia, for example, John Smith used his knowledge of Powhatan deathways to impress the local Indians with his abilities as a healer as part of his campaign to demonstrate the superiority of English culture. Likewise, in the 1610-1614 war between Indians and English, the Powhatans mutilated English corpses because they knew this act would horrify their enemies.Told in a series of engrossing narratives, Death in the New World is a landmark study that offers a fresh perspective on the dynamics of cross-cultural encounters and their larger ramifications in the Atlantic world.
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Speaking with the Dead in Early America
In late medieval Catholicism, mourners employed an array of practices to maintain connection with the deceased—most crucially, the belief in purgatory, a middle place between heaven and hell where souls could be helped by the actions of the living. In the early sixteenth century, the Reformation abolished purgatory, as its leaders did not want attention to the dead diminishing people's devotion to God. But while the Reformation was supposed to end communication between the living and dead, it turns out the result was in fact more complicated than historians have realized. In the three centuries after the Reformation, Protestants imagined continuing relationships with the dead, and the desire for these relations came to form an important—and since neglected—aspect of Protestant belief and practice.In Speaking with the Dead in Early America, historian Erik R. Seeman undertakes a 300-year history of Protestant communication with the dead. Seeman chronicles the story of Protestants' relationships with the deceased from Elizabethan England to puritan New England and then on through the American Enlightenment into the middle of the nineteenth century with the explosion of interest in Spiritualism. He brings together a wide range of sources to uncover the beliefs and practices of both ordinary people, especially women, and religious leaders. This prodigious research reveals how sermons, elegies, and epitaphs portrayed the dead as speaking or being spoken to, how ghost stories and Gothic fiction depicted a permeable boundary between this world and the next, and how parlor songs and funeral hymns encouraged singers to imagine communication with the dead. Speaking with the Dead in Early America thus boldly reinterprets Protestantism as a religion in which the dead played a central role.
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Preventing Disruptive Behavior in Colleges
Over 50 percent of K–12 teachers leave the profession in four years due to classroom discipline problems. Unfortunately, with pressure to pass these students on, with colleges' dire needs for admissions and financial pressures, and with the often rough culture of adolescence, higher education teachers/professors are now finding disruptive behaviors in their college classrooms. This book helps college instructors not just handle but also prevent these real-life disruptions in higher education so as to not lower learning standards. Seeman provides guidelines for preventive skills that respect the teaching style of the instructor/professor. Included are concrete examples of problems and their preventions/solutions; help for creating a course syllabus that curtails discipline problems; and training exercises to practice these skills. The best time to solve a problem is before it starts. The book addresses how to prevent/handle things like absence; binge drinking; weapons in the classroom; use of cell phones; cheating; constant questions; cursing; digressions; dress codes; drugs; student excuses; student fighting; freedom of speech; grading arguments; harassment; inappropriate demands; interruptions; lateness; learning disabilities; plagiarism; profanity; seating arrangements; threats; verbal abuse; etc. Seeman also provides ways to deal with students who leave class early; challenge you; listen to iPods; accuse you of being unfair, racist, or sexist; monopolize discussion; bring children to class; don't pay attention; do other work in class; eat in class; call out; sleep in class; talk while you are teaching; tap pencils/pens; send text messages; are withdrawn; etc.
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Rome and Judea in Transition
Rome and Judea in Transition is the first English-language book to study exclusively the first century and a half of Roman-Judean political relations (164–37 B.C.). It presents a comprehensive reassessment of the Late Republic's involvement in the Levant, the motives of Hasmonean diplomacy, and the development of the Jewish high priesthood. Therefore, it is of interest to classicists, ancient historians, biblical scholars, and students of Judaica alike. Previous studies have often mischaracterized this period as a consistent unfolding of Rome’s hegemonic will at Jewish expense. By contrast, this book argues that the Republic harbored no imperial designs on Judea prior to Pompey’s opportunistic intervention in 63 B.C., and that Rome’s subsequent intermittent meddling in the region’s governance did not significantly alter the dynamics of the Hasmonean state. Only with the Parthian invasion of Syria in 40 B.C. – and because of it – did the Republic unilaterally reshape Judean politics by its elevation of Herod the Great as «King of the Jews.» Judea’s alliance with Rome began in the context of Judas Maccabeus’ revolt against Seleucid rule. Scholars have therefore understandably assumed that the primary hope of Judas’ successors was that Roman recognition would secure and extend Judean sovereignty. This book argues that the main motive for Hasmonean diplomacy was domestic: to advertise the legitimacy of the Maccabees against their Jewish rivals. For this reason, the documentary record of relations with the Republic is of great value for studying the ideology and institutional growth of high priestly power during this period.
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Predictable Ops
Predictable Ops is a practical leadership framework for IT operations leaders and their business partners navigating the complexities of AI-driven transformation. The book delivers eight clear rules grouped into two tracks: Operational Trust and Preparation & Foresight. This system helps leaders build reliable, cost-aware, resilient services -- and lead decisively when machine-driven insights must be balanced with human judgment. Each rule includes real-world anecdotes -- from cloud migrations and vendor licensing negotiations to critical incident communications and team accountability gaps. Predictable Ops makes the system repeatable through reflection questions, templates, and 'Try It This Week' actions. Where other books focus narrowly on DevOps, SRE, or AI strategy, Predictable Ops bridges the daily realities of operations leaders who must stabilize services while explaining the risks and value of AI to partners who depend on them. With trust, clear forecasting, transparent communication, and decisive leadership, Predictable Ops shows readers how to deliver services that stay stable, boring, and trusted -- so that AI and future platforms multiply value instead of chaos.
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Seemann - Reiseberichte 1959-1962
Friedhelm Benzin (1944-2014) schildert in diesem Buch, das er 1967 im Alter von 23 Jahren verfasst hat, seine Ausbildung auf der Seemannsschule in Bremervorde und seine anschliessenden Reisen als Decksjunge, Jungmann und Leichtmatrose auf grosser Fahrt nach Casablanca, nach Venezuela, in die Vereinigten Staaten von Amerika, Mexiko, Kuba und Ecuador ebenso wie seine Fahrten auf Kustenmotorschiffen in der Nord- und Ostsee. Zu einer Zeit, als touristische Fernreisen in Deutschland noch nicht etabliert waren, wechseln die Beschreibungen des Autors zwischen seinen Eindrucken von Land und Leuten und dem Alltag auf westdeutschen Handelsschiffen um 1960. +++ Wie werde ich Seemann? - Die Schiffsjungenschule Bremervorde - Meine erste Fahrt - Casablanca - Ein Charterflugzeug fur den neuen Moses - Fahrt nach Venezuela - Mexiko - Durch den Panamakanal - Verhaftet in Havanna (Kuba) - Reise-Abenteuer in Polen - Eine Segelpartie - S/S Neptun - 80 Tonnen - Weihnachten 1961 an Bord - Zelten in Schweden - Mein letztes Schiff
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Kasper Ohm un ick (Seemannsroman)
In Kasper Ohm un ick erz�hlt der gealterte Onkel einem Kreis jugendlicher Zuh�rer seine Erinnerungen an Erlebnisse mit Kasper Ohm. John Brinckman (1814-1870) war ein niederdeutscher Schriftsteller. Seit 1854 ver�ffentlichte John Brinckman plattdeutsche Gedichte und Erz�hlungen, die ihn zunehmend bekannt machten. Der Erfolg seiner Werke stellte sich erst nach seinem Tode ein.
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