School of Errors
portes grátis
School of Errors
Rethinking School Safety in America
Woodburn, Danny; Perrodin, David P.
Rowman & Littlefield
05/2022
204
Mole
Inglês
9781475837452
15 a 20 dias
313
Descrição não disponível.
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
improving school climate;inclusion;law enforcement;mental health services;public awareness;School district administrators;school safety industry;school shootings;special education;students with Disabilities;threat assessment training
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
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
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