This exercise book has been used in onboard navigation training courses, power and sail, for many years. It was originally designed for students to carry on with practice when they were not on watch getting direct instructor training during extended training voyages. It can be used for day sails or long coastal passages. Now available to the public, you can use this workbook to guide your own study underway to master techniques and procedures learned from classroom or home study. Once you master the skills of these exercises you can be confi dent you have a practical working knowledge of navigation. These are skills and procedures that every navigator should know. It is designed to be worked in any waterway, underway or at anchor, at various times during one voyage or many. Instructions and forms are provided to document your work. The next step beyond textbook and classroom. Topics include... Basic Chart Work Radar Navigation Rules Piloting Electronic Charting GPS Navigation Dead Reckoning Weather Celestial Navigation Navigation Challenges Plus... Personal Logbook Plotting Sheets Valuable References "

In the spirit of early Bowditch editions, we offer navigation details of a full ocean passage as an excellent way to learn the ropes of practical celestial navigation. With your own tables and plotting sheets, you can analyze 224 timed sextant sights of sun, moon, stars, and planets to obtain 26 position fi xes to fi nd your way along a 2,800-nmi voyage lasting 17 days. Solutions are provided by computation, workforms, and detailed plots using universal plotting sheets. After completing this passage you will be prepared to navigate by celestial navigation on your own, whether you need to or choose to. Also includes notes on optimizing sight analysis, hurricane tracking, DR error analysis, ocean currents, and use of visible light ranges for nighttime arrivals.

This book provides over 700 exercises with answers covering all aspects of small-craft navigation. These are practical problems that all navigators should know how to solve. Topics include: Piloting, Chart reading and plotting, Voyage planning, Dead reckoning, Compass use, Waypoint selection, Special publications, Rules of the road, Route design, Lights and buoys, Tides and currents, Electronic fixes, Depth sounding navigation The level of the exercises is comparable to that used in the USCG 100-Ton masters exam, which in turn is about the same used in the navigation certification programs of US Sailing, ASA, CYA and RYA. These practice problems are, however, designed to be practical and instructive, not just training exercises for certification exams. This Workbook is used by several navigation schools around the country. Selections are provided from each of these special publications along with exercises to insure their full use is mastered: NOAA Tide Tables, NOAA Current Tables, US Coast Pilot, USCG Light List, USCG Notices to Mariners, NOAA Chart Catalog The exercises that require a chart use nautical training chart No. 1210 Tr, available in print at reduced price from NOAA chart dealers and other outlets listed in the Appendix. You can also work the chart problems with an electronic chart (Raster Navigation Chart, RNC) number 1210 Tr. This custom echart is available as a download from www.starpath.com/1210Tr. The echart can be viewed by any of several free echart viewer programs. Sources for free echart viewers and guidelines for their use are included in the Appendix. You can also use any full echart navigation program of your choice. We encourage navigators to solve the chart problems with both traditional paper plotting as well as electronically, using route tools, electronic bearing lines, and range rings.

Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.

This pocket guide is the one book to read for everyone who wants to learn about Scrum. The book covers all roles, rules and the main principles underpinning Scrum, and is based on the Scrum Guide Edition 2013. A broader context to this fundamental description of Scrum is given by describing the past and the future of Scrum. The author, Gunther Verheyen, has created a concise, yet complete and passionate reference about Scrum. The book demonstrates his core view that Scrum is about a journey, a journey of discovery and fun. He designed the book to be a helpful guide on that journey. Ken Schwaber, Scrum co-creator says that this book currently is the best available description of Scrum around. The book combines some rare characteristics: • It describes Scrum in its entirety, yet places it in a broader context (of past and future). • The author focuses on the subject, Scrum, in a way that it truly supports the reader. The book has a language and style in line with the philosophy of Scrum. • The book shows the playfulness of Scrum. David Starr and Ralph Jocham, Professional Scrum trainers and early agile adopters, say that this is the ultimate book to be advised as follow-up book to the students they teach Scrum to and to teams and managers of organizations that they coach Scrum to.

'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)