By Douglas Preston, Lincoln Child
Brothers. One, most sensible FBI Agent, Aloysius Pendergast. the opposite, Diogenes, a super and twisted criminal.
An timeless hatred among them.
Now, an ideal crime.
And the final word challenged: cease me in the event you can.
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Additional resources for Dance of Death (Pendergast, Book 6)
In management education, examples of an MBA undertaken by action learning and of a professional doctorate by explication illustrate how the traditional methods of management education can be improved or replaced by action leadership development of experienced managers and executives through using PALAR. , 1990). Chapter 7: Community Development This chapter focuses on PALAR applications of community development through developing action leadership and lifelong learning. I argue that beyond education and development through formal institutions, participatory action learning and action research (PALAR) are practicable and especially suitable to the development of lifelong learning and action leadership for individuals, groups and whole communities, especially in developing countries and in natural-crisis situations.
120 123 130 144 . . 153 . . 161 . . . . . . 173 176 202 xxix Chapter 1 From Action Learning and Action Research to Action Leadership A single spark can start a prairie fire. Ancient Chinese saying Chapter Overview This chapter introduces the purpose of and rationale for this book, and its approach, educational features, structure and contents. It briefly explains the main concepts of learning, teaching, action learning (AL), action research (AR), professional development (PD), action leadership development (ALD) and problem solving – concepts that are developed in subsequent chapters.
2 Types of action research (Zuber-Skerritt, 2009: 111) . . . 1 Effectiveness ratings of various methods of professional development (Zuber-Skerritt, 2008: 98) . . . . . . 2 The case in relation to the CRASP model . . . . . . 3 Approaches to negative experiences (Maxwell, 2000: 8) . . 1 Management educators’ conflicting expectations and goals . 2 The MBA (Executive) programme in comparison with the traditional MBA . . . . . . . . . . . . 3 Overview of the SEAL programme (Zuber-Skerritt, 2006: 261–262) .