The average young person in the UK will spend 10,000 hours gaming by the age of twenty-one. What's causing this mass exodus? According to world-renowned game designer Jane McGonigal the answer is simple: videogames are fulfilling genuine human needs. Drawing on positive psychology, cognitive science and sociology, Reality is Broken shows how game designers have hit on core truths about what makes us happy, and utilized these discoveries to astonishing effect in virtual environments. But why, McGonigal asks, should we use the power of games for escapist entertainment alone? In this groundbreaking exploration of the power and future of gaming, she reveals how gamers have become expert problem solvers and collaborators, and shows how we can use the lessons of game design to socially positive ends, be it in our own lives, our communities or our businesses. Written for gamers and non-gamers alike, Reality is Broken sends a clear and provocative message: the future will belong to those who can understand, design and play games.

    He argues persuasively that curricula should he designed to foster such early intuitions and then build on them in increasingly formal and abstract ways as education progresses. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.

    It is both witness and tribute to the late theory of mind—the so-called structural theory, with its stress on aggression, indeed the death drive, as the pitiless adversary of eros.Civilization and Its Discontents is one of the last of Freud's books, written in the decade before his death and first published in German in 1929. In it he states his views on the broad question of man's place in the world, a place Freud defines in terms of ceaseless conflict between the individual's quest for freedom and society's demand for conformity.Freud's theme is that what works for civilization doesn't necessarily work for man. Man, by nature aggressive and egotistical, seeks self-satisfaction. But culture inhibits his instinctual drives. The result is a pervasive and familiar guilt.Of the various English translations of Freud's major works to appear in his lifetime, only one was authorized by Freud himself: The Standard Edition of the Complete Psychological Works of Sigmund Freud under the general editorship of James Strachey.Freud approved the overall editorial plan, specific renderings of key words and phrases, and the addition of valuable notes, from bibliographical and explanatory. Many of the translations were done by Strachey himself; the rest were prepared under his supervision. The result was to place the Standard Edition in a position of unquestioned supremacy over all other existing versions.

    Her approach, however, is not conventional. Miller dispenses with the more traditional reading instruction of book reports and comprehension worksheets in favor of embracing students' choices in books and independent reading. Her zeal for reading is infections and inspiring --and the results are remarkable. No matter how far behind Miller's students may be when they enter her 6th grade classroom, her students read an average of 40 books a year, achieve high scores on standardized tests, and internalize a love for books and reading that lasts long after they've left her class. Travel alongside the author as she leads her students to discover the ample rewards of reading and literature. Her secrets include: Affirming the reader in every student Supporting students' reading choices Carving out extra reading time Modeling authentic reading behaviors Discarding time-worn reading assisgnments Developing a classroom library with high-interest books Rich with classroom examples and practical advice and stitched together with the thread of Miller's passionate voice, this book will help teachers support students of all levels on their path to reading success and points a way out of the nation's literacy crisis. The book also includes an invaluable list of books that students most enjoy reading.

    Heartened by the positive response to previous editions of Leadership: Theory and Practice, this Fourth Edition is written with the same objective to bridge the gap between the often simplistic popular approaches to leadership and the more abstract theoretical approaches.

    With deft use of examples of humor and wordplay, Steven Pinker weaves our vast knowledge of language into a compelling story: language is a human instinct, wired into our brains by evolution. The Language Instinct received the William James Book Prize from the American Psychological Association and the Public Interest Award from the Linguistics Society of America. This edition includes an update on advances in the science of language since The Language Instinct was first published.

    The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

    Advertised only by word of mouth, the book became a favorite training and counseling guide in many institutions -- government, church, business -- and colleges across the nation adopted it as an auxiliary text in a dozen different departments. Why? Perhaps it was the user-friendly way that Please Understand Me helped people find their personality style. Perhaps it was the simple accuracy of Keirsey's portraits of temperament and character types. Or perhaps it was the book's essential message: that members of families and institutions are OK, even though they are fundamentally different from each other, and that they would all do well to appreciate their differences and give up trying to change others into copies of themselves.Now: Please Understand Me IIFor the past twenty years Keirsey has continued to investigate personality differences -- to refine his theory of the four temperaments and to define the facets of character that distinguish one from another. His findings form the basis of Please Understand Me II, an updated and greatly expanded edition of the book, far more comprehensive and coherent than the original, and yet with much of the same easy accessibility. One major addition is Keirsey's view of how the temperaments differ in the intelligent roles they are most likely to develop. Each of us, he says, has four kinds of intelligence -- tactical, logistical, diplomatic, strategic -- though one of the four interests us far more than the others, and thus gets far more practice than the rest. Like four suits in a hand of cards, we each have a long suit and a short suit in what interests us and what we do well, and fortunate indeed are those whose work matches their skills. As in the original book, Please Understand Me II begins with The Keirsey Temperament Sorter, the most used personality inventory in the world. But also included is The Keirsey Four-Types Sorter, a new short questionnaire that identifies one's basic temperament and then ranks one's second, third, and fourth choices. Share this new sorter with friends and family, and get set for a lively and fascinating discussion of personal styles.

    It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

    Yet affirmative action and skyrocketing tuition are only the most recent dissonant issues to emerge. Recounting the many crises and triumphs in the long history of American higher education, historian John Thelin provides welcome perspective on this influential aspect of American life. engaging account of the origins and evolution of America's public and private colleges and universities, emphasizing the notion of saga - the proposition that institutions are heirs to numerous historical strands and numerous attempts to address such volatile topics as institutional cost and effectiveness, admissions and access, and the character of the curriculum. Thelin draws on both official institutional histories and the informal memories that constitute legends and lore to offer a fresh interpretation of an institutional past that reaches back to the colonial era and encompasses both well-known colleges and universities and such understudied institutions as community, women's, and historically black colleges, proprietary schools, and freestanding professional colleges. struggling to determine what constitutes a legitimate field of study, reminding readers that Harvard once used its medical school as a safe place to admit the sons of wealthy alumni who could not pass the undergraduate college admissions examination and that the University of Pennsylvania once considered the study of history, government, and economics unworthy of addition to the liberal arts curriculum. Thelin also addresses the role of local, state, and federal governments in colleges and universities, as well as the influence of private foundations and other organizations. And through imaginative interpretation of films, novels, and popular magazines, he illuminates the convoluted relationship between higher education and American culture.

    Rather, other factors can be even more crucial such as identifying our passions and following through on our commitments.Drawing on her own powerful story as the daughter of a scientist who frequently bemoaned her lack of smarts, Duckworth describes her winding path through teaching, business consulting, and neuroscience, which led to the hypothesis that what really drives success is not genius, but a special blend of passion and long-term perseverance. As a professor at the University of Pennsylvania, Duckworth created her own character lab and set out to test her theory.Here, she takes readers into the field to visit teachers working in some of the toughest schools, cadets struggling through their first days at West Point, and young finalists in the National Spelling Bee. She also mines fascinating insights from history and shows what can be gleaned from modern experiments in peak performance. Finally, she shares what she's learned from interviewing dozens of high achievers; from JP Morgan CEO Jamie Dimon to the cartoon editor of The New Yorker to Seattle Seahawks Coach Pete Carroll.Winningly personal, insightful, and even life-changing, Grit is a book about what goes through your head when you fall down, and how that not talent or luck makes all the difference.

    It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals as fascinating insights about our adult capacities and how even young children -- as well as adults -- use some of the same methods that allow scientists to learn so much about the world. Filled with surprise at every turn, this vivid, lucid, and often funny book gives us a new view of the inner life of children and the mysteries of the mind.

    Gina Rippon finally challenges this damaging myth by showing how the science community has engendered bias and stereotype by rewarding studies that show difference rather than sameness. Drawing on cutting edge research in neuroscience and psychology, Rippon presents the latest evidence which she argues, finally proves that brains are like mosaics comprised of both male and female components, and that they remain plastic, adapting throughout the course of a person’s life. Discernable gender identities, she asserts, are shaped by society where scientific misconceptions continue to be wielded and perpetuated to the detriment of our children, our own lives, and our culture.

    We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers.

    Their dedication and hard work have yielded an authoritative volume that defines and classifies mental disorders in order to improve diagnoses, treatment, and research.The criteria are concise and explicit, intended to facilitate an objective assessment of symptom presentations in a variety of clinical settings -- inpatient, outpatient, partial hospital, consultation-liaison, clinical, private practice, and primary care. New features and enhancements make DSM-5 easier to use across all settings:- The chapter organization reflects a lifespan approach, with disorders typically diagnosed in childhood (such as neurodevelopmental disorders) at the beginning of the manual, and those more typical of older adults (such as neurocognitive disorders) placed at the end. Also included are age-related factors specific to diagnosis. - The latest findings in neuroimaging and genetics have been integrated into each disorder along with gender and cultural considerations.- The revised organizational structure recognizes symptoms that span multiple diagnostic categories, providing new clinical insight in diagnosis. - Specific criteria have been streamlined, consolidated, or clarified to be consistent with clinical practice (including the consolidation of autism disorder, Asperger's syndrome, and pervasive developmental disorder into autism spectrum disorder; the streamlined classification of bipolar and depressive disorders; the restructuring of substance use disorders for consistency and clarity; and the enhanced specificity for major and mild neurocognitive disorders).- Dimensional assessments for research and validation of clinical results have been provided.- Both ICD-9-CM and ICD-10-CM codes are included for each disorder, and the organizational structure is consistent with the new ICD-11 in development.The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, is the most comprehensive, current, and critical resource for clinical practice available to today's mental health clinicians and researchers of all orientations. The information contained in the manual is also valuable to other physicians and health professionals, including psychologists, counselors, nurses, and occupational and rehabilitation therapists, as well as social workers and forensic and legal specialists.