- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This is a book about school safety and disaster readiness.
Andere Kunden interessierten sich auch für
- David P. PerrodinSchool of Errors31,99 €
- Jeffrey D. YarbroughRedefining School Safety and Policing198,99 €
- Avishan KeshavarzThe Impact of Instructional Programs26,99 €
- Teresa NeidorfStudent Misconceptions and Errors in Physics and Mathematics37,99 €
- Teresa NeidorfStudent Misconceptions and Errors in Physics and Mathematics37,99 €
- Joanna PfingsthornVariability in Learner Errors as a Reflection of the CLT Paradigm Shift71,80 €
- Jerry WartgowWhy School Reform Is Failing and What We Need to Do about It67,99 €
-
-
-
This is a book about school safety and disaster readiness.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Seitenzahl: 204
- Erscheinungstermin: 7. August 2019
- Englisch
- Abmessung: 235mm x 157mm x 17mm
- Gewicht: 489g
- ISBN-13: 9781475837445
- ISBN-10: 1475837445
- Artikelnr.: 55489586
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Seitenzahl: 204
- Erscheinungstermin: 7. August 2019
- Englisch
- Abmessung: 235mm x 157mm x 17mm
- Gewicht: 489g
- ISBN-13: 9781475837445
- ISBN-10: 1475837445
- Artikelnr.: 55489586
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
David Perrodin, PhD, promotes a safety initiative of taking action before a disaster strikes. He is an author, educator, researcher, professor, expert witness, consultant, host of The Safety Doc Podcast, and bicyclist. David received his Doctorate of Philosophy in Educational Leadership and Policy Analysis at University of Wisconsin-Madison where he researched high stakes safety decisions in education, health care and military. He has presented on PBS and wrote and directed a film about school safety with Pulitzer Prize winner David Obst. Dr. Perrodin has a passion for helping schools and companies design and implement safety instruction and threat reporting tools that are accessible to students with special needs.
Foreword by Danny Woodburn Preface Acknowledgements Introduction Part One:
The Torus Chapter One: How Thinking About a Bagel Can Get You Through the
Worst Day of Your Life Chapter Two: Exploration Is a Kind of Safety Drill
Chapter Three: Situational Awareness via Sensemaking, Your Sword and Shield
Chapter Four: Legacy Knowledge Part Two: The Foolishness of Benchmarking
Chapter Five: Disasters Are the Real Snowflakes Chapter Six: Another New
Latin Word: Psychological Transference Chapter Seven: So, What's Wrong with
Benchmarking? Critical Decision-Making in a Nonlinear World Chapter Eight:
Why Comparing Disasters Feels Too Good to Be True Chapter Nine: One
Variable, One Very Big Difference: the Internet Chapter Ten: A Final Word
on Schools and Benchmarking Part Three: Drill Fidelity Chapter Eleven:
Fancy Drills Are Worse Than Useless Chapter Twelve: The Right Way to
Conduct a Drill: Critical Decision Making in a Nonlinear World Chapter
Thirteen: Other Options: Tabletop Exercises and Focus Groups Chapter
Fourteen: What is a Tabletop Exercise? Chapter Fifteen: Video Boondoggle
Chapter Sixteen: One More Don't: Professional Standards for Educational
Leaders (PSEL) Part Four: Systems Will Develop, So Let Them Chapter
Seventeen: The Zen of Safety Chapter Eighteen: Incident Command Structure
Chapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy Relief
Chapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue
System on 9/11 Develop Chapter Twenty-One: Transitioning into Chaos - How
Increasing the "Noise" Increases Options... Up to a Point Chapter
Twenty-Two: Hobbes's Leviathan Meets the Twin Towers Part Five: How We Know
What We Know. So Why Do These Systems Develop? Chapter Twenty-Three:
Simulated Annealing, or SA: How the Human Brain is Specialized for
Improvisation Chapter Twenty-Four: Leadership Theories AH (After Hobbes)
Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie
Teachers vs. Admiral Loy Chapter Twenty-Six: Summary of What We Know Part
Six: The Future Chapter Twenty-Seven: How Will Decisions Made in the Moment
Be Studied? And How Will Future Decisions Be Directed? Chapter
Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to
a School Near You Chapter Twenty-Nine: A Mile Wide and an Inch Deep Chapter
Thirty: Final Implications for School Leaders Epilogue: Nothing Means
Anything To Anyone Until It Means Everything To You References Index Meet
the Author
The Torus Chapter One: How Thinking About a Bagel Can Get You Through the
Worst Day of Your Life Chapter Two: Exploration Is a Kind of Safety Drill
Chapter Three: Situational Awareness via Sensemaking, Your Sword and Shield
Chapter Four: Legacy Knowledge Part Two: The Foolishness of Benchmarking
Chapter Five: Disasters Are the Real Snowflakes Chapter Six: Another New
Latin Word: Psychological Transference Chapter Seven: So, What's Wrong with
Benchmarking? Critical Decision-Making in a Nonlinear World Chapter Eight:
Why Comparing Disasters Feels Too Good to Be True Chapter Nine: One
Variable, One Very Big Difference: the Internet Chapter Ten: A Final Word
on Schools and Benchmarking Part Three: Drill Fidelity Chapter Eleven:
Fancy Drills Are Worse Than Useless Chapter Twelve: The Right Way to
Conduct a Drill: Critical Decision Making in a Nonlinear World Chapter
Thirteen: Other Options: Tabletop Exercises and Focus Groups Chapter
Fourteen: What is a Tabletop Exercise? Chapter Fifteen: Video Boondoggle
Chapter Sixteen: One More Don't: Professional Standards for Educational
Leaders (PSEL) Part Four: Systems Will Develop, So Let Them Chapter
Seventeen: The Zen of Safety Chapter Eighteen: Incident Command Structure
Chapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy Relief
Chapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue
System on 9/11 Develop Chapter Twenty-One: Transitioning into Chaos - How
Increasing the "Noise" Increases Options... Up to a Point Chapter
Twenty-Two: Hobbes's Leviathan Meets the Twin Towers Part Five: How We Know
What We Know. So Why Do These Systems Develop? Chapter Twenty-Three:
Simulated Annealing, or SA: How the Human Brain is Specialized for
Improvisation Chapter Twenty-Four: Leadership Theories AH (After Hobbes)
Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie
Teachers vs. Admiral Loy Chapter Twenty-Six: Summary of What We Know Part
Six: The Future Chapter Twenty-Seven: How Will Decisions Made in the Moment
Be Studied? And How Will Future Decisions Be Directed? Chapter
Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to
a School Near You Chapter Twenty-Nine: A Mile Wide and an Inch Deep Chapter
Thirty: Final Implications for School Leaders Epilogue: Nothing Means
Anything To Anyone Until It Means Everything To You References Index Meet
the Author
Foreword by Danny Woodburn Preface Acknowledgements Introduction Part One:
The Torus Chapter One: How Thinking About a Bagel Can Get You Through the
Worst Day of Your Life Chapter Two: Exploration Is a Kind of Safety Drill
Chapter Three: Situational Awareness via Sensemaking, Your Sword and Shield
Chapter Four: Legacy Knowledge Part Two: The Foolishness of Benchmarking
Chapter Five: Disasters Are the Real Snowflakes Chapter Six: Another New
Latin Word: Psychological Transference Chapter Seven: So, What's Wrong with
Benchmarking? Critical Decision-Making in a Nonlinear World Chapter Eight:
Why Comparing Disasters Feels Too Good to Be True Chapter Nine: One
Variable, One Very Big Difference: the Internet Chapter Ten: A Final Word
on Schools and Benchmarking Part Three: Drill Fidelity Chapter Eleven:
Fancy Drills Are Worse Than Useless Chapter Twelve: The Right Way to
Conduct a Drill: Critical Decision Making in a Nonlinear World Chapter
Thirteen: Other Options: Tabletop Exercises and Focus Groups Chapter
Fourteen: What is a Tabletop Exercise? Chapter Fifteen: Video Boondoggle
Chapter Sixteen: One More Don't: Professional Standards for Educational
Leaders (PSEL) Part Four: Systems Will Develop, So Let Them Chapter
Seventeen: The Zen of Safety Chapter Eighteen: Incident Command Structure
Chapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy Relief
Chapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue
System on 9/11 Develop Chapter Twenty-One: Transitioning into Chaos - How
Increasing the "Noise" Increases Options... Up to a Point Chapter
Twenty-Two: Hobbes's Leviathan Meets the Twin Towers Part Five: How We Know
What We Know. So Why Do These Systems Develop? Chapter Twenty-Three:
Simulated Annealing, or SA: How the Human Brain is Specialized for
Improvisation Chapter Twenty-Four: Leadership Theories AH (After Hobbes)
Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie
Teachers vs. Admiral Loy Chapter Twenty-Six: Summary of What We Know Part
Six: The Future Chapter Twenty-Seven: How Will Decisions Made in the Moment
Be Studied? And How Will Future Decisions Be Directed? Chapter
Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to
a School Near You Chapter Twenty-Nine: A Mile Wide and an Inch Deep Chapter
Thirty: Final Implications for School Leaders Epilogue: Nothing Means
Anything To Anyone Until It Means Everything To You References Index Meet
the Author
The Torus Chapter One: How Thinking About a Bagel Can Get You Through the
Worst Day of Your Life Chapter Two: Exploration Is a Kind of Safety Drill
Chapter Three: Situational Awareness via Sensemaking, Your Sword and Shield
Chapter Four: Legacy Knowledge Part Two: The Foolishness of Benchmarking
Chapter Five: Disasters Are the Real Snowflakes Chapter Six: Another New
Latin Word: Psychological Transference Chapter Seven: So, What's Wrong with
Benchmarking? Critical Decision-Making in a Nonlinear World Chapter Eight:
Why Comparing Disasters Feels Too Good to Be True Chapter Nine: One
Variable, One Very Big Difference: the Internet Chapter Ten: A Final Word
on Schools and Benchmarking Part Three: Drill Fidelity Chapter Eleven:
Fancy Drills Are Worse Than Useless Chapter Twelve: The Right Way to
Conduct a Drill: Critical Decision Making in a Nonlinear World Chapter
Thirteen: Other Options: Tabletop Exercises and Focus Groups Chapter
Fourteen: What is a Tabletop Exercise? Chapter Fifteen: Video Boondoggle
Chapter Sixteen: One More Don't: Professional Standards for Educational
Leaders (PSEL) Part Four: Systems Will Develop, So Let Them Chapter
Seventeen: The Zen of Safety Chapter Eighteen: Incident Command Structure
Chapter Nineteen: Tornadoes, Hurricanes, and the Fabulous Cajun Navy Relief
Chapter Twenty: Seeing Faces on the Moon: How Pareidolia Helped the Rescue
System on 9/11 Develop Chapter Twenty-One: Transitioning into Chaos - How
Increasing the "Noise" Increases Options... Up to a Point Chapter
Twenty-Two: Hobbes's Leviathan Meets the Twin Towers Part Five: How We Know
What We Know. So Why Do These Systems Develop? Chapter Twenty-Three:
Simulated Annealing, or SA: How the Human Brain is Specialized for
Improvisation Chapter Twenty-Four: Leadership Theories AH (After Hobbes)
Chapter Twenty-Five: Legacy Knowledge, Distributed Leadership, and Rookie
Teachers vs. Admiral Loy Chapter Twenty-Six: Summary of What We Know Part
Six: The Future Chapter Twenty-Seven: How Will Decisions Made in the Moment
Be Studied? And How Will Future Decisions Be Directed? Chapter
Twenty-Eight: Bollards and Planters: The Terrible Ideas That Are Coming to
a School Near You Chapter Twenty-Nine: A Mile Wide and an Inch Deep Chapter
Thirty: Final Implications for School Leaders Epilogue: Nothing Means
Anything To Anyone Until It Means Everything To You References Index Meet
the Author