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After examining more than two hundred years of data across dozens of markets and asset classes, the conclusion is clear: Momentum continually outperforms. However, most mainstream investors haven't had a way to fully discover and implement the benefits of momentum investing . . . until now! Whether you're an independent investor, investment professional, or money manager, Dual Momentum Investing enables you to consistently profit on major changes in relative strength and market trend.

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PRAISE FOR DUAL MOMENTUM INVESTING:

"Gary Antonacci takes us on a comprehensive tour of investment methods, exploring their strengths and weaknesses, and lays out a strong case for combining absolute and relative momenta. I consider Dual Momentum Investing as an essential reference for system designers, money managers, and investors." -- ED SEYKOTA

"Gary Antonacci's Dual Momentum Investing is what happens when Ed Thorpe's Beat the Dealer meets Seth Klarman's Margin of Safety. This is an ambitious and must-have book." -- CLAUDE ERB, retired Managing Director, TCW Group, Inc.

"Antonacci presents a clear and scholarly sound case for the success of a simple momentum-based strategy. Give it a try; you'll be hooked!" -- JOHN NOFSINGER, PhD, Seward Chair of Finance, University of Alaska Anchorage, and author of The Psychology of Investing

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Higher Education Pedagogies offers illustrative narratives of capability, learning and pedagogy, drawing on student and lecturer voices to demonstrate how this multi-dimensional approach can be developed and applied in higher education. It suggests an ethical approach to higher education practice, and to teaching and learning policy development and evaluation. As such, the book is essential reading for students and scholars of higher education, as well as university lecturers, managers and policy-makers concerned with teaching and learning.

“This is a passionate and practical book”Teaching in Higher Education

“This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.”Studies in Higher Education

This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.

Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.

The practical guidance in the book is substantiated with reference to relevant research and policy. In particular, it considers how the different purposes of assessment create conflicting demands for staff; often characterised by the tension between attempting to support student learning whilst meeting imperatives for quality assurance and demonstrable maintenance of standards. Issues are debated using concrete examples and workable solutions are illustrated. Consideration is also given to the management of assessment as well as to how new technologies might be used to develop assessment methods and enhance student learning.

Developing Effective Assessment in Higher Education is key reading for both new and experienced lecturers, programme leaders and academic developers, and will enhance their efforts to use assessment to improve students’ learning as well as to grade them fairly, reliably and efficiently.

The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings.

In a final section, the authors link the case examples and theoretical frameworks, inviting readers to consider their own enhancement situations and apply the 'frameworks for action' offered in earlier sections of the book. The book doesn’t offer quick-fix solutions but aims to support change with practical examples, conceptual tools and reflexive questions for those involved in change at all levels. It is key reading for higher education lecturers, managers, educational developers and policy makers.

The book reflects three of the six areas of activity outlined in the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education:

The book answers 55 of the questions most commonly asked by HE teachers. There are 14 tasks to help the reader apply the answers to their own teaching practice. The answers are also linked to relevant literature for further reading.

How to be an Effective Teacher in Higher Education provides key reading for those teaching and undertaking PGCert in HE or other postgraduate teaching courses as well as academics concerned with their professional development.

"The most comprehensive overview of research on higher education available, Researching Higher Education provides a multidisciplinary perspective of the field. This book will be valuable for students thinking about research as well as anyone wanting a perspective on research directions on higher education."Philip G. Altbach, Monan Professor of Higher Education, Director, Center for International Higher Education, Boston College, USA

This authoritative book couples an overview of the principal current areas of research into higher education with a guide to the processes involved in undertaking such research.

Comprehensively updated throughout, this new edition examines the current state of higher education research with brand new case studies and has been expanded to include North American work. The book also includes:

Researching Higher Education will be of value to students and academics researching the higher education experience as well as appealing to experienced researchers seeking an overview or insights into new areas and alternative methods.

"As expected, Michael Shattock's mastery of the history of higher education policy-making in the UK is evident in every page - the temptation is to say every paragraph. This is a demanding analysis. It is packed, precise, judicious and immensely informed ... As a narrative about how policy-making occurs in the long run, how to read the relevant archival and other documents closely and how to avoid the easy generalizations arising from ideological partis pris, this study is an instant classic."Sheldon Rothblatt, Professor of History Emeritus, University of California, Berkeley, USA

"In the last 30 years Britain has experimented with some of the most innovative higher education policies including academic quality assurance, research assessment, income contingent loan financing, tuition policy, information for students, and other efforts to stimulate competitive market forces. In this highly enlightening, meticulously researched, and fascinating history, university administrator and scholar Michael Shattock examines the individuals and financial policy drivers that have shaped British higher education from World War II to the present day and explores the impacts of these policies on the university sector."David D. Dill, Professor Emeritus of Public Policy, University of North Carolina at Chapel Hill, USA

"Michael Shattock's important new book could not be better timed. He offers a detailed, nuanced and (above all) intelligent account of policy making in British higher education over the past 60 years ... This book reminds us that novelty is more often in the eye of the beholder than the historical record. It also warns us that those who have forgotten past events are often fated to relive them - and that second (or third) time round is rarely an improvement."Peter Scott, Professor of Higher Education Studies, Institute of Education University of London, UK

This book aims to provide an authoritative account of the evolution of policy in British higher education drawing extensively on previously untapped archival sources. It offers a comprehensive analysis of the policy drivers since 1945 and up to 2011 and of the extent to which even in the so called golden age of university autonomy in the immediate post War period the development of British higher education policy was closely integrated with government policies. In particular, it highlights how the role of the Treasury in determining the resource base for the expansion of student numbers is key to understanding many of the shifts in policy that occurred.

This close engagement with government coupled with the historical acceptance of institutional autonomy defines the distinctiveness of the British higher education system as compared with other countries. What the book also shows, however, is that policy was rarely driven directly by Ministers but emerged out of inter relationships between the Treasury, the responsible Department, the intermediary bodies, the higher education representative bodies and the research communities. The policy process was interactive rather than directed. The conclusions offer a new interpretation of the development of British higher education.

This book presents an exciting and novel approach to explore the concept of the ‘ideal student’. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities.

The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:

•How is the ideal student imagined and envisioned?

•To what extent are these constructions realistic and achievable? 

•Are certain students more likely to aspire, identify or embody these ideal characteristics? 

•Are there any features of the ideal student that are widely shared and recognised? 

•How do people from different social backgrounds construct their ideal student? 

•How can staff support students to develop desirable characteristics for university?

A number of issues are unpacked as the book discusses the nuances of what it means to be a university student. The Ideal Student is written for a general audience and will be of particular interest to those working or studying in higher education, especially staff, students and senior leaders.

"This clearly written and engaging book will be of interest to HE practitioners, students and researchers who want to support more inclusive learning environments."

Professor Louise Archer, Karl Mannheim Professor of Sociology of Education, UCL Institute of Education, UK

"This is a rigorously informed and illuminating reconsideration of the notion of the Ideal Type of student in higher education."

Professor Gill Crozier DPhil, FRSA, University of Roehampton, UK

"Based on solid empirical work, combining qualitative and quantitative data, the book offers an insight into the perception of whom and what the ideal student is."

Professor Lars Ulriksen, Department of Science Education, University of Copenhagen, Denmark

"In their well-written and clearly structured volume Wong and Chiu summarise valuable data-driven research that sheds light on the important question of what characterises the ideal student."

Stefan T. Siegel & Tobias Böttger, University of Augsburg, Germany

Billy Wong is an Associate Professor in Widening Participation at the Institute of Education, University of Reading.

Tiffany Chiu is Senior Teaching Fellow in Educational Development at the Centre for Higher Education Research and Scholarship and Programme Director for the PG Cert in University Learning and Teaching at Imperial College London. She is a Senior Fellow of the HEA.

This book is a comprehensive yet accessible introduction to learning and teaching in higher education, and an invaluable resource if you are seeking to enhance and develop your teaching in the context of the Teaching Excellence Framework (TEF).  It also supports your progress towards Fellowship of the Higher Education Academy (HEA), with an overview of the UK Professional Standards Framework (UKPSF) and linking content to the framework. 

This book is for new and existing teachers in higher education and those teaching higher education programmes in further education colleges.  As well as helping you enhance and extend your understanding of the theory and practice of learning and teaching, this book encourages you to reflect on and improve your teaching in higher education to meet the needs of a diversity of students in the changing landscape of higher education.  Together with its progressive and logical sequencing of topics - covering planning and preparation; techniques, methods and resources; assessment, quality and evaluation - the book provides: • A core text and resource for new teachers in higher education undertaking postgraduate programmes in learning and teaching.• An accessible and practical introduction to the knowledge and skills required to become a confident and effective lecturer in higher education• Mapping to the HEA UK Professional Standards Framework to provide guidance and support for those working towards Fellowship of the HEA together with sample Fellowship applications•  'Pause & Reflect' boxes to reinforce your professional learning journey

"This book is not only an excellent introduction to learning and teaching in university but also for those providing higher level learning in further education colleges."Vicky Duckworth, Reader in Education, Edge Hill University, UK "This wide-ranging almost encyclopedic book touches on all the topics and issues that someone new to higher education is required to address. Scales provides a guide for the new higher education teacher through the confusing and confused world of higher education in order that they can remain a teacher despite institutional distractions."Dennis Hayes, Professor of Education, University of Derby, UK"This book provides a welcome and timely addition which will be of huge value to anybody with an interest in teaching and learning in higher education. It will be of particular value to those new to teaching in the higher education sector as well as more experienced staff who wish to update their skills or apply for Higher Education Academy recognition."Chris Wakeman, Head of Education and Inclusion Studies, University of Wolverhampton, UK"Peter Scales shares my dislike for the word ‘delivery’ to describe teaching and clearly explains why!  The text is passionate, readable and engaging with a logical presentation of the lived experiences of teaching in higher education.”Beverley Hale, Professor of Learning and Teaching, University of Chichester, UK

Its distinctive features include:

Each chapter interweaves insightful commentary with case studies, practical examples and opinion pieces, as well as debate pieces and 'Dear Lecturer' comments from students. Each chapter also includes helpful extracts from successful HEA fellowship applications, demonstrating how the content of the book can be used in a practical way to help you put together your own application.

If you are following an individual or institution accredited route to fellowship and/or studying a taught course (such as a PG Cert HE) then this book is an indispensable tool to help you think critically about the UKPSF dimensions of practice and academic practice in general.

John Lea is Head of Academic Professional Development at Canterbury Christ Church University, UK.

THE QUICK-ANSWER GUIDE TO YOUR CORPORATE GOVERNANCE QUESTIONS

Serving on a corporate board isn't what it used to be. In today's complex business landscape, meaningful corporategovernance requires solid skills in problem-solving,relationship-building, crisis management, leadership development, management oversight, and much more.

Written for both seasoned and first-time directors, Claiming Your Place at the Boardroom Table is a roadmap to becoming a highly knowledgeable and effective board member. Whether you’re dealing with intricate business regulations, powerful personalities, crucial audits, or the many other challenges that come with serving on a board, you’ll find all the information and insights you need in these pages.

Written by experts in the field, Claiming Your Place at the Boardroom Table covers:

Packed with real-life case studies illustrating the best of the best practices, Claiming Your Place at the Boardroom Table helps you identify and navigate nuances that will make all the difference in becoming an outstanding board member. Fascinating discussions of legalcases, reporting requirements, regulatory matters, reputational risks, and lessons on all the overarching fiduciary duties of directors are included.

Being a member of a corporate board can be a remarkably rewarding journey both professionally and personally--if you go in with the right attitude, skills, knowledge, and instincts. Claiming Your Place at the Boardroom Table takes you step by step down this exciting path to make it the most enriching experience it can be.

PRAISE FOR CLAIMING YOUR PLACE AT THE BOARDROOM TABLE:

"An excellent resource tool for all directors--a book that I know will be a "go-to" book for both new and seasoned board members." -- Margaret M. Foran, Chief Governance Officer, VP & Corporate Secretary, Prudential Financial, Inc.; Director, Occidental Petroleum, Inc.; former Chairman, Society of Corporate Secretaries and Governance Professionals

"A terrific handbook for every executive and director looking to achieve excellence in governance, and a great read." -- Benjamin F. (Tad) Edwards IV, Chairman, CEO and President, Benjamin F. Edwards & Co., Director Cass Information Systems, Inc.

"Practical and substantive; directors will find useful and productive. Bakewell is an expert who earned the right to share with influence and impact." -- Nido Qubein, President, High Point University; Chairman, Great Harvest Bread Company; Director, BB&T, La-Z-Boy Corporation, and Dots, LLC

"Rarely does a book have insights to offer to such a wide range of people. For first-time directors, experienced directors, up and coming executives, academicians, and investors, it is a must-read." -- James S. Turley, former Chairman and CEO, Ernst & Young; Director, Citigroup, Emerson Electric Company, and Boy Scouts of America; and Trustee, Rice University

"Tom Bakewell has been active in the governance community for many years. His wisdom and insights, presented here, are entertaining, informative, and clearly worth the read for both the new and veteran director. Don't miss it!" -- Professor Charles Elson, Director, Weinberg Center for Corporate Governance, University of Delaware; Director, HealthSouth

Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product.

The single-best guide to learning how to perform the diagnostic neurologic examination – enhanced by more than 80 online videos

Presented in full color, DeMyer’s provides neurologists and psychiatrists in training with a proven, didactic way to learn the complicated technique of using the physical examination to diagnose neurologic illness. This trusted classic also reviews the anatomy and physiology necessary to interpret the examination, and it details the laboratory tests and neuroimaging best suited for a particular clinical problem. You will also find complete, up-to-date coverage of the latest imaging modalities for assessing disease.

Utilizing a learn at your own pace teaching approach, DeMyer’s The Neurologic Examination features valuable learning aids such as:

·        Full-color illustrations that clearly explain neuroanatomy and physiology

·        Detailed tables and mnemonics to help you remember important steps and signs to look for during the examination

·        Learning Objectives to help you organize and retain important takeaways from each chapter

·        Questions and answers within the text to reinforce key points

Are you prepared for revalidation? All nurses and midwives in the UK are required to complete the revalidation process every 3 years in order to renew their registration. This book explores key areas of revalidation such as adult learning and CPD, personal reflection and growth, and improving practice by obtaining and learning from practice-related feedback.This handy guide contains a wealth of tips and advice for all nurses and midwives to help to make the process more understandable and manageable.Key features:• Practical suggestions and examples for engaging in relevant continuing professional development (CPD)• Introduces methods to help complete the reflective accounts• Provides support to prepare for the reflective discussion and confirmation process• Features 'Time Out' boxes and activities throughout that can be used for reflection on practice and support personal development• Practical ideas for portfolio development Essential reading for all NMC registrants, regardless of practice setting, as well as student nurses and midwives who will need to undergo revalidation throughout their careers. Employers will also find this book helpful when supporting staff with revalidation.

"I found this book very easy to read. It shows clearly how to incorporate revalidation into our practice and make it as stress-free as possible!"Myrna Melville, Registered Nurse, UK"The book is structured in an accessible way and is designed to really assist registrants through the revalidation process. I particularly like the frequent activities built in as the reader progresses through the chapters."Professor Ian Murray, Head of School of Nursing and Midwifery, Robert Gordon University, UK

"This book is a first of its kind and as the title suggest it’s a journey where the authors walks with the readers step by step to a successful revalidation destination.The authors are evidently well vast with this subject matter and had produced a book that is beautifully laid out, easy to read without being patronizing."Esther Kuria