In a world changing faster than ever, many teachers and parents have wondered how to prepare their students and children for tomorrow’s demands. Now, the answer is here. Ranjani Indrajith’s Teaching Today for Tomorrow provides a vital breakdown of the nine essential skills India must introduce into its classrooms to keep pace with the global economy. From communication to nutrition, Ranjani draws on her years of hands-on experience to provide practical classroom and home exercises to train today’s students to become the leaders of tomorrow.

This report primarily focuses on the Department of Defense (DoD) oversight of serious incidents (such as attacks, deaths, injuries, and property damage) involving private security contractors (PSCs) in Iraq. It examines DoD?s (1) policies, procedures, and practices for reporting, investigating, and remediating those incidents and (2) efforts to identify trends and lessons learned. Because some Department of State (DoS) PSCs report their serious incidents through DoD channels as well as DoS channels, SIGIR reviewed pertinent DoS policies and procedures related to that reporting. The report responds to a mandate in the National Defense Authorization Act for 2008 (Public Law 110-181), which requires audits of the processes used to report, document, investigate, and prosecute (where appropriate) incidents involving private security contractors in Iraq. The U.S. government has relied extensively on PSCs in Iraq to protect personnel, supplies, and facilities. Although issues have surfaced over the years concerning the oversight, control, cost, and legal status of PSCs, the Blackwater incident in September 2007, during which 17 Iraqi civilians were killed, brought to the forefront concerns about the U.S. government's oversight and control of the PSCs. In December 2007, DoD and DoS signed a memorandum agreeing that they would jointly develop, implement, and follow core standards, policies, and procedures for the accountability, oversight, and discipline of PSCs in Iraq. Their objective was to reduce the number and impact of serious incidents. DoS assigned responsibility for implementing its part of the agreement to the U.S. Embassy, which in turn delegated responsibility to its Regional Security Office (RSO). DoD assigned its responsibility to the Multi-National Force-Iraq (MNFI). MNF-I established Contractor Operations Cells (CONOC)1 to coordinate PSC missions and to gather, assemble, and distribute information on serious incidents involving PSCs.

From Mount Sinai Department of Surgery chairman Arthur H. Afuses, Jr. and archivist Barbara Nuss, an instructional account of Mount Sinai's teaching methods The Mount Sinai Hospital was founded in 1852 as the Jews’ Hospital in the City of New York, but more than a century would pass before a school of medicine was created at Mount Sinai. In Teaching Tomorrow’s Medicine Today, Arthur H. Aufses, Jr., chairman of Mount Sinai's Department of Surgery, and archivist Barbara Niss chronicle the development of the medical school from its origins in the 1960s to the current leadership. The authors examine the social forces that compelled the world-renowned hospital to remake itself as an academic medical center, revealing the school's departure from and subsequent return to its founders' original vision. In addition to a compelling history of each of Mount Sinai’s departments, Teaching Tomorrow’s Medicine Today describes the school’s methods for providing both graduate or resident training and post-graduate physician education. Recognizing Mount Sinai’s central mission as a teaching institution, the authors close their account with perspectives of alumni and current students.

A collection of poems aimed at reminding teaching professionals that teaching can be a joyful, rewarding and an insightful career. Includes a chapter about the author's experiences living through Hurricane Charley which struck Florida in 2004.

A critical and thought-provoking examination of the teaching profession, from academic preparation and training to opportunities for professional advancement. Even if math teachers had degrees in mathematics and more physics teachers majored or minored in physics, how would that address behavioral problems, emotionally disturbed children, apathetic parents, and decaying school buildings? How would requiring teachers to have degrees in their content areas attract better-qualified teachers? In what ways would such degrees make teachers better qualified and suited for classrooms? In this volume, education professor Dave Pushkin, a former high school and community college chemistry and physics teacher, probes beneath the surface of easy answers to determine what the problem with education really is. Tired of being stressed out and burned out doing things he was never trained to do, he examines everything from student teaching and certification to hiring and teaching outside one's own field.