...Association Sport Science Committee Project Editors: Mark S. Kovacs, PhD Todd S. Ellenbecker, DPT W. Ben Kibler, MD Introduction In the last two decades, physical training and competitive opportunities have increased dramatically in junior, collegiate and professional tennis. This arose due to a multitude of factors, but much of it has stemmed from an increase in knowledge and understanding of scientifically based training programs focused on improving performance. As this focus on performance has increased, the area of recovery has received relatively limited focus. Recovery is a multi-faceted paradigm focusing on recovery from training—session to session, day to day and week to week. Recovery is also vitally important during training as well as in competition between matches and between days during multi-day tournaments. As more information is needed in the area of tennis specific recovery, the Sport Science Committee of the United States Tennis Association (USTA) sponsored an extensive evidence-based review of the available literature related to eight distinct areas of tennis-specific recovery. These eight areas are: • • • • • • • • Nutritional Aspects of Tennis Recovery Heat and Hydration Aspects of Tennis Recovery Psychological Aspects of Tennis Recovery Recovery Aspects of Young Tennis Players Physiological Aspects of Tennis Recovery Musculoskeletal Injuries/ Orthopedics...
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...A Former Harvard Business School Admissions Board Member Reveals the Insider Keys to Getting In • Prepare your resume and professional record • Discover the differences between business schools • Top essay and interview strategies • Behind the scenes of the admissions process • Qualitative factors that can make you stand out • Application insights from insiders Chioma isiadinso, M.ed. former Admissions Board Member of Harvard Business School The Best Business Schools’ Admissions Secrets A Former Harvard Business School Admissions Board Member Reveals the Insider Keys to Getting In Chioma Isiadinso, M.ED. © 2008 by Chioma Isiadinso Cover and internal design © 2008 by Sourcebooks, Inc. Cover photo © Punchstock Sourcebooks and the colophon are registered trademarks of Sourcebooks, Inc. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems—except in the case of brief quotations embodied in critical articles or reviews—without permission in writing from its publisher, Sourcebooks, Inc. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. —From...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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...to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition, published by Wadsworth Publishing Company, which is owned by Cengage Learning: "There is a great deal of coherence. The chapters build on one another. The organization is sound and the author does a superior job of presenting the structure of arguments. " David M. Adams, California State Polytechnic University "These examples work quite well. Their diversity, literacy, ethnic...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Competing books are focused on the academic part of HRM, which is necessary in a university or college setting. However, the goal with this book is not only to provide the necessary academic background information but also to present the material with a practitioner’s focus on both large and small businesses. While the writing style is clear and focused, we don’t feel jargon and ten-dollar words are necessary to making a good textbook. Clear and concise language makes the book interesting and understandable (not to mention more fun to read) to the future HRM professional and manager alike. It is highly likely that anyone in business will have to take on an HRM role at some point in their careers. For example, should you decide to start your own business, many of the topics discussed will apply to your business. This is the goal of this book; it is useful enough for the HRM professional, but the information presented is also applicable to managers, supervisors, and entrepreneurs. Besides these differences, other key differences include the following: This book utilizes a technology focus and shows how HRM activities can be leveraged using technology. We have also included a chapter on communication and information...
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...Licensed to: iChapters User Licensed to: iChapters User 6e FIFTH EDITION COMMUNICATION in Our Lives LINEBERGER DISTINGUISHED PROFESSOR OF HUMANITIES CAROLINE H. AND THOMAS S. ROYSTER DISTINGUISHED PROFESSOR OF GRADUATE EDUCATION THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Australia . Brazil . C anada . M exico . Singap ore . Spain . Uniited Kingdom . United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. ...
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...ORGANIZATIONAL BEHAVIOR CONCEPTS CONTROVERSIES APPLICATIONS Seventh Edition Stephen P. Robbins 1996 Contents Part One • Introduction Chapter 1 What Is Organizational Behavior? 2 Chapter 2 Responding to Global and Cultural Diversity 42 Part Two • The Individual Chapter 3 Foundations of Individual Behavior 80 Chapter 4 Perception and Individual Decision Making 130 Chapter 5 Values, Attitudes, and Job Satisfaction 172 Chapter 6 Basic Motivation Concepts 210 Chapter 7 Motivation: From Concepts to Applications 250 Part Three • The Group Chapter 8 Foundations of Group Behavior 292 Chapter 9 Understanding Work Teams 344 Chapter 10 Communication 374 Chapter 11 Leadership 410 Chapter 12 Power and Politics 460 Chapter 13 Conflict, Negotiation, and Intergroup Behavior 502 Part Four - The Organization System Chapter 14 Foundations of Organization Structure 548 Chapter 15 Technology, Work Design, and Stress 588 Chapter 16 Human Resource Policies and Practices 634 Chapter 17 Organizational Culture 678 Part Five - Organizational Dynamics Chapter 18 Organizational Change and Development 714 CHAPTER I • WHAT IS ORGANIZATIONAL BEHAVIOR? What Managers Do Let’s begin by briefly defining the terms manager and the place where managers work—the organization. Then let’s look at the manager’s job; specifically, what do managers do? Managers get things done through other people. They make decisions, allocate resources, and direct the activities of others to attain goals. Managers do...
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...Comments on FUTURE SHOCK C. P. Snow: "Remarkable ... No one ought to have the nerve to pontificate on our present worries without reading it." R. Buckminster Fuller: "Cogent ... brilliant ... I hope vast numbers will read Toffler's book." Betty Friedan: "Brilliant and true ... Should be read by anyone with the responsibility of leading or participating in movements for change in America today." Marshall McLuhan: "FUTURE SHOCK ... is 'where it's at.'" Robert Rimmer, author of The Harrad Experiment: "A magnificent job ... Must reading." John Diebold: "For those who want to understand the social and psychological implications of the technological revolution, this is an incomparable book." WALL STREET JOURNAL: "Explosive ... Brilliantly formulated." LONDON DAILY EXPRESS: "Alvin Toffler has sent something of a shock-wave through Western society." LE FIGARO: "The best study of our times that I know ... Of all the books that I have read in the last 20 years, it is by far the one that has taught me the most." THE TIMES OF INDIA: "To the elite ... who often get committed to age-old institutions or material goals alone, let Toffler's FUTURE SHOCK be a lesson and a warning." MANCHESTER GUARDIAN: "An American book that will ... reshape our thinking even more radically than Galbraith's did in the 1950s ... The book is more than a book, and it will do more than send reviewers raving ... It is a spectacular outcrop of a formidable, organized intellectual effort ... For the first time in history...
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...The Interpretation of Dreams Sigmund Freud (1900) PREFACE TO THE THIRD EDITION Wheras there was a space of nine years between the first and second editions of this book, the need of a third edition was apparent when little more than a year had elapsed. I ought to be gratified by this change; but if I was unwilling previously to attribute the neglect of my work to its small value, I cannot take the interest which is now making its appearance as proof of its quality. The advance of scientific knowledge has not left The Interpretation of Dreams untouched. When I wrote this book in 1899 there was as yet no "sexual theory," and the analysis of the more complicated forms of the psychoneuroses was still in its infancy. The interpretation of dreams was intended as an expedient to facilitate the psychological analysis of the neuroses; but since then a profounder understanding of the neuroses has contributed towards the comprehension of the dream. The doctrine of dream-interpretation itself has evolved in a direction which was insufficiently emphasized in the first edition of this book. From my own experience, and the works of Stekel and other writers, [1] I have since learned to appreciate more accurately the significance of symbolism in dreams (or rather, in unconscious thought). In the course of years, a mass of data has accumulated which demands consideration. I have endeavored to deal with these innovations by interpolations in the text and footnotes. If these additions do...
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...UNDERGRADUATE REGULATIONS & SYLLABUSES 2014 - 2015 THE FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ..............................................................................................
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...Bitter End Game Part II Chapter Fifteen – The Maverick and His Meltdown Chapter Sixteen – Running Unopposed Chapter Seventeen – Slipping Nooses, Slaying Demons Part III Chapter Eighteen – Paris and Berlin Chapter Nineteen – The Mile-High Club Chapter Twenty – Sarahcuda Chapter Twenty-One – September Surprise Chapter Twenty-Two – Seconds in Command Chapter Twenty-Three – The Finish Line Epilogue – Together at Last Index Author’s Notes About the Authors Copyright About the Publisher Prologue BARACK OBAMA JERKED BOLT upright in bed at three o’clock in the morning. Darkness enveloped his low-rent room at the Des Moines Hampton Inn; the airport across the street was quiet in the hours before dawn. It was very late December 2007, a few days ahead of the Iowa caucuses. Obama had been sprinting flat out for president for nearly a year. Through all the nights he’d endured in cookie-cutter hotels during the months of uncertainty and angst —months of lagging by a mile in the national polls, his improbable bid for the White House written off by the Washington smart set, his self-confidence shaken by his uneven performance and the formidability of his archrival, Hillary Clinton—Obama always slept...
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...Oso, 2013. All rights reserved. No part of this publication may be reproduced in whole or in part or transmitted in any form or by any means (except in the case of brief quotations embodied in critical review for educational purposes) without the express permission of the publisher in writing. Library of Congress Cataloguing in Publication Data Willis Yuko Oso Faculty of Education and School of Postgraduate Studies Amoud University Somaliland ISBN: 978-9966-793-32-1 TABLE OF CONTENTS TABLE OF CONTENTS iii LIST OF TABLES vii LIST OF FIGURES vii SYMBOLS USED IN THE TEXT x PREFACE xi 1: EDUCATIONAL RESEARCH – CONCEPTUALIZATION 1 1.0 Introduction 1 1.1 Defining Educational Research 1 1.2 Characteristics of Educational Research 4 1.3 Purpose of Educational Research 5 1.4 Types of Research 9 1.4.1 Basic Research 9 1.4.2 Applied Research 10 1.4.3 Action Research 11 1.4.4 Research and Development (R&D) 15 1.4.5 Operations Research 15 2: THE RESEARCH PROCESS 18 2.0 Introduction 18 2.1 Research Topic 18 2.1.1 What is a Research Topic? 18 2.1.2 Elements of a Research Topic 19 2.1.3 Identifying a Research Topic 19 2.1.4 Sources of Research Topics 20 2.1.5 Selecting a Research Topic 21 2.1.6 Writing a Research Topic 22 2.1.7 Characteristics of a well-written Research Topic 25 2.2 Research Background 26 2.2.1 What is a Research Background? 26 2.2.2 Why write a Research Background? 26 2.2.3 Writing a Research Background 27 2.2.4 Characteristics of a Good Research Background 33...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Publishing PO Box 700 3-5 Spafield Street Yarmouth, Maine 04096 USA London, EC1R 4QB, UK Tel: 207-846-5168 Tel: +44-207-239-0360 Fax: 207-846-5181 Fax: +44-207-239-0370 www.interculturalpress.com www.nbrealey-books.com © 1988, 2003 by Gary Althen Production and cover design by Patty J. Topel All rights reserved. No part of this publication may be reproduced in any manner whatsoever without written permission from the publisher, except in the case of brief quotations embodied in critical articles or reviews. Printed in the United States of America 06 05 04 03 02 1 2 3 4 5 Library of Congress Cataloging-in-Publication Data Althen, Gary. American ways: a guide for foreigners in the United States/ Gary Althen.—2nd ed. p. cm. Includes bibliographical references (p. ) ISBN: 1-877864-99-4 (alk. paper) 1. United States—Guidebooks. 2. United States—Handbooks, manuals, etc. 3. Visitors, Foreign—United States—Handbooks, manuals, etc. 4. Aliens—United States—Handbooks, manuals, etc. 5. Intercultural communication—United States—Handbooks, manuals, etc. 6. United States—Social life and customs—1971– I. Title. E158.A46 2002 973—dc21 2002032741 ✰ ✰ ✰ Table of Contents Preface to the Second Edition......................................................... xi Acknowledgments ............................................................................. xvii Introduction ............................................................................................ xix On Understanding .........
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...those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you do know some SAT-type words, but also it may well help you on the actual day of the test. These words have turned up on recent tests; some of them may well turn up on the test you take. The more you study actual SAT critical reading questions, the more you realize one thing: the key to doing well on the critical reading portions of SAT is a strong working vocabulary of college-level words....
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