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Above the Line

by Michael Henderson

Position your organisation's culture to attain new heightsAbove the Line: How to Create a Company Culture that Engages Employees, Delights Customers and Delivers Results offers all leaders a handbook for leveraging an organisation's culture to engage staff, increase customer satisfaction and streamline business performance. A groundbreaking work, this book reveals what it takes to achieve optimum results from your organisational culture without employing the use of external consultants. This organic, in-house approach to company culture transformation saves both time and money. Step-by-step, author Michael Henderson illustrates how to create a culture in which employees and leaders delight those outside the company--customers, shareholder, employees' families, suppliers and the board of directors--and anyone else who may benefit from an association with the organisation.The book's proven models and ideas have been tried and tested with a broad range of of high-profile international companies. Expert author, Michael Henderson, a.k.a. The Corporate Anthropologist, has more than 30 years' experience, and a proven track record of working and consulting with organisations to enhance their workplace cultures.Reveals how to create an organisational culture that achieves desired resultsPuts the cultural transformation process in the hands of the people directly effectedSmashes some of the established and costly myths about culture and how to work with cultureThis important resource is written for leaders, managers and supervisors at all levels and across industries.

Federal Prison Guidebook

by Michael Henderson Alan Ellis Todd Bussert

"Simply put, the Federal Prison Guidebook is indispensable -- for criminal defense lawyers, judges, U.S. Attorneys, probation officers, and individuals (along with their families) facing federal time." -- Elizabeth Kelley, From a review on the NACDL website "Whenever I am asked questions about federal prison realities, I always urge folks to seek more information from Alan Ellis, who literally wrote the book (actually, a number of books) on these matters. My faith in Alan Ellis as the go-to resource was confirmed this past week when I received in the mail the latest, greatest, updated edition of the Federal Prison Guidebook." -- Doug Berman, From a review on his Sentencing Law and Policy blog How to ensure that your client gets into the best possible prison and is released at the earliest opportunity. Although it is Bureau of Prisons policy to place an individual in the least restrictive facility within 500 miles of the inmate's release residence, many inmates end up far from their families in harsher conditions than necessary. It doesn't have to be that way. You can take three steps to ensure that your clients do their time in the best possible facilities. First, learn how the BOP classifies its facilities, and the characteristics of each type of facility. Second, understand how the BOP decides what type of prison is appropriate. Finally, learn how to increase the odds of a favorable placement. For assistance with all three steps, turn to Alan Ellis and Michael Henderson's Federal Prison Guidebook. Learn facility characteristics Most valuable and difficult to obtain is the institution-specific information on educational, vocational, religious, and recreational opportunities. Understand BOP designation process 16% of all federal inmates are housed in camps and community settings. The designation information in Federal Prison Guidebook explains how camp inmates and higher security level designees are selected, and what you can do to influence BOP's scoring. Increase odds of favorable placement Some judges mistakenly think the BOP does not follow their recommendations. While not binding, the BOP actually follows 85% of judicial recommendations. Overcrowding is making supported judicial recommendations more important. Federal Prison Guidebook explains how counsel can affect recommendations and placement.

Teachers versus the Public

by Paul E. Peterson Martin R. West Michael Henderson

A comprehensive exploration of 21st Century school politics, Teachers versus the Public offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites. The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually. Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district. Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools. On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay.The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community.The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large.About the Research: In partnership with the Harvard Program on Education Policy and Governance and the journal, Education Next, authors Paul E. Peterson, Martin West and Michael Henderson surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.

Teachers versus the Public

by Paul E. Peterson Martin R. West Michael Henderson

A comprehensive exploration of 21st Century school politics, Teachers versus the Public offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites. The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually. Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district. Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools. On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay.The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community.The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large.About the Research: In partnership with the Harvard Program on Education Policy and Governance and the journal, Education Next, authors Paul E. Peterson, Martin West and Michael Henderson surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.

Teaching and Digital Technologies

by Michael Henderson Geoff Romeo

Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies - and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.

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