Between their children’s educational needs; their roles as spouse, parent, and more; and their own individual desires and goals, these mothers and fathers struggle to accomplish all that must be done. In Help for the Harried Homeschooler, experienced homeschooler, author, and mother of four Christine Field offers sound advice for parents who want not only to achieve homeschooling success but also to reach a balance in their lives.

    Is your aim good enough to guarantee your family’s safety? How to Shoot Like a Navy SEAL teaches gun owners and their families the same deadly effective techniques the author used to create the world’s deadliest snipers. The book is designed to give you the most powerful methods in easy-to-follow instructions. When the book temporarily went out of print, new paperback copies were selling for as much as $3495.00! Now you can save over $3,475.03 on this life-saving knowledge, with the security of knowing that it works -- for both Navy SEALs and responsible gun owners like you. A retired US Navy SEAL and bestselling author, Chris Sajnog was hand-selected to develop the entire US Navy SEAL Sniper training program. Now, you can use these world-class techniques to master your weapon and protect your family. How to Shoot Like a Navy SEAL also comes with exclusive access to 12 online instructional video lessons filmed just for this book – no other shooting book offers you this! Watch Chief Sajnog show you his proven methods, and read detailed explanations in this book packed with Navy SEAL training in just 114 easy pages packed with crucial weapons knowledge. Chief Sajnog doesn’t waste time showing you “cool moves” or “fancy footwork.” He gets down to the fundamental skills that separate US Navy SEALs from everyone else, and shows you how to use them in simple, step-by-step instructions. Here’s what you’ll learn: ● How to find the right positions for you -- not the cookie-cutter methods that only work for some people -- so you can maximize your aim with as little effort as possible. ● Simple training exercises you can do right now, at home, without having to spend 1,000’s of dollars at the shooting range. ● How to boost your accuracy by up to 95% -- using the “Navy SEAL focus” technique that you can master in just minutes. ● Chris Sajnog’s “SEAL 7”: 7 super-simple steps that will completely change the way you shoot… so you can hit your mark every time. ● The SEAL Sniper Trick that you can start using today, allowing you to instantly hit targets at twice the distance. ● Why the aiming technique you were taught is completely wrong -- and how you can fix it instantly. ● Plus… how to do all of this safely, without risking harm to your family. Protect your loved ones, your country, and yourself, with the firearms techniques developed by the mastermind behind the US Navy SEAL Sniper training program and one of the most respected firearms trainers in the world, Chris Sajnog.

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"

    Drawing on neuroscience, psychology and sociology The Teacher's Toolkit provides an overview of recent thinking innovations in teaching and presents over fifty learning techniques for all subjects and age groups, with dozens of practical ideas for managing group work, tackling behavioural issues and promoting personal responsibility. It also presents tools for checking your teaching skills - from lesson planning to performance management.

     But rather an essential tool for direction, motivation and innovation. No, No, No, No, No, Yes is the perfect inspirational Christmas gift for that someone in your life embarking on a great new challenge. Whether they just graduated from college, are changing careers, have set out to achieve something in the arts or the business realm, or just aspire to do something seemingly impossible, No, No, No, No, No, Yes will help them see that the “no’s” they will confront are simply directions on the map to “yes”. No. It is a word that every CEO, entrepreneur and creative professional has confronted. It is a word that both novices and seasoned professionals dread. It is a word that can easily seem like death to a dream. And yet it is also a word that can point in the right direction. It is a word that motivates us to do something differently, try something else, get better, innovate, keep going. No is a word that looms over every business person's, innovator's, and artist's life. And yet the word is universally met with trepidation and fear because the value of being told No is so little understood. ˃˃˃ No is a facilitator In No, No, No, No, No, Yes. Insights From A Creative Journey, award winning creator of visionary ad campaigns (Cannes Lions, Clios); ad exec (the Shalmor Avnon Amichay/Y&R agency); cartoonist (The New Yorker); speaker (TEDx); and teacher (School of Visual Arts) Gideon Amichay demonstrates that No is not a barrier to success it s a facilitator. No is not the end, but rather an essential tool for direction, motivation and innovation. Based on Amichay s best-selling book in Israel (published by Gordon Books in 2011) and 2013 TEDx talk of the same name, No, No, No, No, No, Yes takes the reader on an illustrated journey of the author's own lifetime confrontation, negotiation and relationship with No . Walking the reader through critical No s in his own 25 year career pitching cartoons to the New Yorker, risky ad campaign concepts as head of one of Israel s biggest ad agencies, impossible outdoor ad installations -- Amichay reveals the wisdom that No rarely ends with an exclamation point. ˃˃˃ No ends with a comma Rather, Amichay demonstrates that No usually ends with a comma: No comma, we don't have the time. No comma, we don't have the budget. No comma, can we see another option? By discovering which No comma he was confronting, Amichay shows how No s in fact led him to eventual Yes s -- including the waiting, the rejections, and the revisions and demonstrates that No, forces us to reexamine, to explore, to rethink, to change directions, to get better. ˃˃˃ No can be the best answer to get In No, No, No, No, No, Yes Amichay shares the essential revelation that sometimes No can be the best answer to get. Through illuminating anecdotes from his own illustrious career running the gamut between business and the arts, Gideon Amichay demonstrates unequivocally that No's, whether from colleagues, from clients, from life, or from within have great power, and are simply directions on the map to Yes. Authoritative, funny, whimsical, wise, and pragmatic, No, No, No, No, No, Yes. Insights From A Creative Journey. is the essential companion for every executive, innovator and artist to navigate the unavoidable odyssey of No in order to find the eventual Yes. Scroll up and grab a copy today.

    Bouffard focus on the developmental tasks and competencies that young people need to master in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning.The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They call for a new approach that integrates the key developmental tasks and processes of adolescence into existing college access practices in meaningful ways. Rather than treating young people as passive recipients of services, the authors argue that adults can engage them as active agents in the construction of their own futures.