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Foreword | |
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Preface | |
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Acknowledgments | |
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Introduction | |
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Chapter Style | |
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Interlinking and Interrelating Among Chapters | |
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Photographs, Sidebars, Internet, CD-ROM | |
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Chapter Format | |
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An Overview of the Book | |
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Intended Uses of This Book | |
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Summary | |
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Adult Learners and Their Characteristics | |
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Andragogy and Pedagogy | |
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Adult Learners and Grades | |
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GNS and Adult Learners | |
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Paradigm | |
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Ego States: Transactional Analysis | |
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Learning Styles | |
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Who Are the Students? | |
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The Class Mix | |
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Assembling the Class Mix | |
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Summary | |
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Instructors and Their Characteristics | |
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Instructional Motto | |
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Instruction and Instructors | |
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Motivation | |
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Instructor Characteristics | |
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Instructor Roles | |
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Principles of Instruction | |
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The Art of the Little Things | |
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Summary | |
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Theories and Concepts of Education | |
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Behavioral Theories | |
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Cognitive Theories | |
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Facilitator Theories | |
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Educational Philosophies | |
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Overview of Philosophies | |
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What Is Learning? | |
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Summary | |
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Behavioral Objectives, Lesson Plans, and Curriculum | |
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Instructional Architecture 101 | |
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Before Designing the Lesson | |
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"The Blueprints": Behavioral Objectives | |
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Behavioral Objective Rules | |
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Lesson Plans | |
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Lesson Plan Componets | |
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Lesson Plan Format | |
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Lecture Notes | |
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Training Curriculums | |
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Summary | |
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Multimedia Systems and Educational Resources | |
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Lesson Plan and Objectives | |
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Planning the Educational Resources | |
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Yesterday's, Today's, and Tomorrow's Resources | |
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Using Multimedia Systems | |
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Using Specialty Educational Resources | |
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Summary | |
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Facility and Classroom Setup | |
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The Traditional Four-Wall Classroom | |
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Outdoor Training Facilities | |
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Room Setup | |
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Room Etiquette | |
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No Wall Classrooms | |
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Summary | |
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Teaching Strategies and Methods | |
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Teaching Strategies | |
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Teaching Methods | |
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Oral Questions | |
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Summary | |
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Psychomotor Development | |
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The Basics | |
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The Skill Formula | |
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Student Personality Traits | |
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Preskill Setup | |
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Skill Lesson Presentation | |
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Over learning and Drill Paradox | |
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Interpersonal Communication | |
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Assistant Instructors | |
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Learning Phases | |
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Postlogistics | |
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Summary | |
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Evaluation Tools | |
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Behavioral Objectives | |
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Purpose of Evaluating | |
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Evaluation Tools | |
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Oral Questions | |
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Practical Evaluations | |
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The Written Examination | |
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Teacher-Made Examinations Versus Standardized Tests | |
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Preparing Students for an Examination: A Tale of Two Students | |
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Test Anxiety | |
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Test Administration | |
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Alternative Forms of Evaluation | |
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Summary | |
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Program Evaluation | |
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Accountability | |
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Quality | |
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The Objectives | |
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The Strategy | |
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Statistics for Examinations | |
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Developing the Course Evaluation | |
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Translation of the Results | |
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Summary | |
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Internet and Computer-Based Instruction | |
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Computers: Pieces and Parts | |
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The Internet and How to Use It | |
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Computer-Assisted Instruction | |
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Computerized Training Equipment | |
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A Look at Advanced Technologies | |
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Summary | |
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Realism Concepts | |
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Realism's Role | |
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Simulation Facilities | |
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Realism Tools | |
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Patient Actors and the Surroundings | |
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Additional Realism Concepts | |
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Summary | |
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Legal Aspects of Instruction | |
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Liability | |
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Standard of Care | |
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Sexual Harassment | |
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Laws and Regulations | |
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Operational Regulations | |
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Instructional Insurance | |
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Summary | |
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Program Administration | |
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Program Administrative Procedures | |
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Mission Statement | |
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Institute Administration | |
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Discipline and Performance Standards | |
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Written Documentation | |
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Financial/Accounting/Budgets/Funding | |
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Program Advertisement | |
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Extra Perks in a Course | |
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Quality Assurance for Training Institutes | |
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Training Institute Accreditation | |
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Summary | |
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Index | |