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Subatomic Writing: Six Fundamental Lessons to Make Language Matter

See science writing fundamentals afresh through a subatomic lens!In Subatomic Writing, Johns Hopkins University instructor Jamie Zvirzdin goes bravely into uncharted territory by offering a totally new kind of guide for writing about science—from the subatomic level up! Subatomic Writing teaches readers that the building blocks of language are like particles in physics. These particles, combined and arranged, form something greater than their parts: all matter in the literary universe. The six levels of language covered in this guide create writing that illuminates and energizes the reader to feel, learn, change, and act. This interdisciplinary approach helps scientists, science writers, and editors improve their writing in fundamental areas as they build from the sounds in a word to the pacing of a paragraph. These areas include• Sound and sense• Word classes• Grammar and syntax• Punctuation• Rhythm and emphasis• Pacing and coherenceEqually helpful for students who need to learn how to write clearly about science and scientists who need to hone their writing skills to create more effective course material, papers, and grant applications, this guide builds confidence in writing abilities as old skills are taught in new, exciting ways. Each lesson provides exercises that build on each other, strengthening readers' capacity to communicate ideas and data, all while learning basic particle physics along the way.

Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (Literacy Studies #6)

This valuable addition to the literature offers readers a comprehensive overview of recent brain imaging research focused on reading, writing and mathematics—a research arena characterized by rapid advances that follow on the heels of fresh developments and techniques in brain imaging itself. With contributions from many of the lead scientists in this field, a number of whom have been responsible for key breakthroughs, the coverage deals with the commonalities of, as well as the differences between, brain activity related to the three core educational topics. At the same time, the volume addresses vital new information on both brain and behavior indicators of developmental problems, and points out the new directions being pursued using current advances in brain imaging technologies as well as research-based interventions. The book is also a tribute to a new Edmund, J Safra Brain center for the study of learning Disabilities at the University of Haifa-Israel.

Imagining the Other and Constructing Israelite Identity in the Early Second Temple Period (The Library of Hebrew Bible/Old Testament Studies #591)

This volume sheds light on how particular constructions of the 'Other' contributed to an ongoing process of defining what 'Israel' or an 'Israelite' was, or was supposed to be in literature taken to be authoritative in the late Persian and Early Hellenistic periods. It asks, who is an insider and who an outsider? Are boundaries permeable? Are there different ideas expressed within individual books? What about constructions of the (partial) 'Other' from inside, e.g., women, people whose body did not fit social constructions of normalness? It includes chapters dealing with theoretical issues and case studies, and addresses similar issues from the perspective of groups in the late Second Temple period so as to shed light on processes of continuity and discontinuity on these matters. Preliminary forms of five of the contributions were presented in Thessaloniki in 2011 in the research programme, 'Production and Reception of Authoritative Books in the Persian and Hellenistic Period,' at the Annual Meeting of European Association of Biblical Studies (EABS).

Poets, Prophets, and Texts in Play: Studies in Biblical Poetry and Prophecy in Honour of Francis Landy (The Library of Hebrew Bible/Old Testament Studies #597)

In this volume, a list of esteemed scholars engage with the literary readings of prophetic and poetic texts in the Hebrew Bible that revolve around sensitivity to the complexity of language, the fragility of meaning, and the interplay of texts. These themes are discussed using a variety of hermeneutical strategies. In Part 1, Poets and Poetry, some essays address the nature of poetic language itself, while others play with themes of love, beauty, and nature in specific poetic texts. The essays in Part 2, Prophets and Prophecy, consider prophets and prophecy from a number of interpretive directions, moving from internal literary analysis to the reception of these texts and their imagery in a range of ancient and modern contexts. Those in Part 3, on the other hand, Texts in Play, take more recent works (from Shakespeare to Tove Jansson's Moomin books for children) as their point of departure, developing conversations between texts across the centuries that enrich the readings of both the ancient and modern pieces of literature.

The Signs of Jonah: Reading and Rereading in Ancient Yehud (The Library of Hebrew Bible/Old Testament Studies)

In this new and refreshing approach to the story, Ben Zvi starts with the premise that Jonah, like most books, was written to be read. He therefore concentrates on intended and unintended readership(s) of Jonah and the network of messages that they were likely to derive through their reading and rereading. He starts with the historical and social matrix of the production and reading of the book in antiquity, analyzes its self-critical approach and its metaprophetic character as a comment on the genre of prophetic books and on prophets. How does the historical fact of Nineveh's destruction acually shape the reading? Or the perception of Jonah as a runaway slave?Ben Zvi demonstrates the malleability of interpretation of the Book of Jonah and its limitations, as attested in different communities of readers. He asks why certain messages are easily accepted by particular historical communities, whereas others are not raised at all.

International Handbook of Migration, Minorities and Education: Understanding Cultural and Social Differences in Processes of Learning

Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.

Computer Supported Education: 6th International Conference, CSEDU 2014, Barcelona, Spain, April 1-3, 2014, Revised Selected Papers (Communications in Computer and Information Science #510)

This book constitutes the refereed proceedings of the 6th International Conference on Computer Supported Education, CSEDU 2014, held in Barcelona, Spain, in April 2014. The 24 revised full papers presented were carefully reviewed and selected from 242 submissions. The papers address topics such as information technologies supporting learning; learning/teaching methodologies and assessment; social context and learning environments; domain applications and case studies; and ubiquitous learning.

Computer Supported Education: 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers (Communications in Computer and Information Science #583)

This book constitutes the refereed proceedings of the 7th International Conference on Computer Supported Education, CSEDU 2015, held in Lisbon, Portugal, in May 2015. The 34 revised full papers presented together with an invited talk were carefully reviewed and selected from 196 submissions. The papers address topics such as information technologies supporting learning; learning/teaching methodologies and assessment; social context and learning environments; domain applications and case studies; and ubiquitous learning.

The Practice of Theoretical Curiosity (Explorations of Educational Purpose #20)

The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, aesthetic engagement in everyday life. Its purpose is to examine the pedagogical grounds and questions that motivate research programs in the sciences, education, technoculture and post-war social movements. Theoretical curiosity continually resists disciplinary limits. It is a core, embodied process uniting human pursuits of knowledge and power. This inquiry into inquiry itself offers an appreciation of the vital continuity between the senses, perception, and affect and concept development. It is informed by a critical reading of phenomenology as the embodied practice of researchers. This study sponsors a deepening of theory in practice and the practice of theoretical exploration. As a contribution to pedagogical practice, it offers a historical critique of the usually unquestioned philosophical, political and ethical grounds for educational, scientific and social research. The Practice of Theoretical Curiosity profiles significant alliances and persona as agents for the pursuit of novel and often controversial research, adventures and discovery. It claims that the place of technology and the technical is the primary channel for contemporary inquiry. The technosciences of genomics, artificial life and astrobiology are considered as contemporary extensions of a perennial desire to pursue and resist the limits of existing knowledge and representation.

The Cultivation of Character and Culture in Roman Rhetorical Education: The Available Means (Routledge Approaches to History)

At its very center, The Cultivation of Character and Culture in Roman Rhetorical Education: The Available Means is a study of the subtle, organic ways that rhetoric can work to cultivate a particular character. This is an extension of the current work in composition studies, which focus on the ways that writing instruction contributes to the development of individual power and agency in students, combined with an ancient understanding of the ways that students learned to act within a particular, accepted cultural framework. It recognizes and reclaims a lost dimension of rhetoric, a dimension that is conceptually linked to the martial culture of the ancient world, to show how ancient rhetorical theory framed the discipline as an education in thinking, speaking, and acting in ways that were necessary to be both a persuasive speaker and an effective leader. Through close readings and analysis of particular rhetorical exercises, the book shows how rhetorical education shaped characters that were appropriate in the eyes of the dominant culture but were also capable of working independently to progressively alter that culture. In showing the ways that rhetorical education shaped a particular character, the book demonstrates the ways that the combination character, culture, and virtue are vital to leadership in any time.

The Cultivation of Character and Culture in Roman Rhetorical Education: The Available Means (Routledge Approaches to History)

At its very center, The Cultivation of Character and Culture in Roman Rhetorical Education: The Available Means is a study of the subtle, organic ways that rhetoric can work to cultivate a particular character. This is an extension of the current work in composition studies, which focus on the ways that writing instruction contributes to the development of individual power and agency in students, combined with an ancient understanding of the ways that students learned to act within a particular, accepted cultural framework. It recognizes and reclaims a lost dimension of rhetoric, a dimension that is conceptually linked to the martial culture of the ancient world, to show how ancient rhetorical theory framed the discipline as an education in thinking, speaking, and acting in ways that were necessary to be both a persuasive speaker and an effective leader. Through close readings and analysis of particular rhetorical exercises, the book shows how rhetorical education shaped characters that were appropriate in the eyes of the dominant culture but were also capable of working independently to progressively alter that culture. In showing the ways that rhetorical education shaped a particular character, the book demonstrates the ways that the combination character, culture, and virtue are vital to leadership in any time.

Intergroup Dialogue: Engaging Difference, Social Identities and Social Justice

Intergroup dialogue is a form of democratic engagement that fosters communication, critical reflection, and collaborative action across social and cultural divides. Engaging social identities is central to this approach. In recent years, intergroup dialogue has emerged as a promising social justice education practice that addresses pressing issues in higher education, school and community settings. This edited volume provides a thoughtful and comprehensive overview of intergroup dialogue spanning conceptual frameworks for practice, and most notably a diverse set of research studies which examine in detail the processes and learning that take place through dialogue.This book addresses questions from the fields of education, social psychology, sociology, and social work, offering specific recommendations and examples related to curriculum and pedagogy. Furthermore, it contributes to an understanding of how to constructively engage students and others in education about difference, identities, and social justice.This book was originally published as a special issue of Equity & Excellence in Education.

Intergroup Dialogue: Engaging Difference, Social Identities and Social Justice

Intergroup dialogue is a form of democratic engagement that fosters communication, critical reflection, and collaborative action across social and cultural divides. Engaging social identities is central to this approach. In recent years, intergroup dialogue has emerged as a promising social justice education practice that addresses pressing issues in higher education, school and community settings. This edited volume provides a thoughtful and comprehensive overview of intergroup dialogue spanning conceptual frameworks for practice, and most notably a diverse set of research studies which examine in detail the processes and learning that take place through dialogue.This book addresses questions from the fields of education, social psychology, sociology, and social work, offering specific recommendations and examples related to curriculum and pedagogy. Furthermore, it contributes to an understanding of how to constructively engage students and others in education about difference, identities, and social justice.This book was originally published as a special issue of Equity & Excellence in Education.

A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present

"The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "

Western Sahara War, Nationalism, and Conflict Irresolution: Syracuse Studies on Peace and Conflict Resolution (PDF)

Personal Knowledge Management, Leadership Styles, and Organisational Performance: A Case Study of the Healthcare Industry in Thailand (SpringerBriefs in Business #0)

This book presents unique management perspectives from Thailand’s Healthcare Industry. It focuses on the areas of Personal Knowledge Management, Leadership Styles and Organisational Performance. The book highlights the various business challenges that organisations face in the context of globalisation, which itself has produced new opportunities and difficulties alike. In addition, it also elaborates on how even large organisations with strong histories can no longer compete unless they are willing to adapt to changing conditions. Demonstrating how transferring and encouraging knowledge within an organisation can generate approaches that promote its continuing success, the book mainly focuses on the perspective of the Resource Based View, a broadly recognised method for maintaining the competitive advantages of an organisation. It also stresses the importance of making the most use of organisational resources. The book offers a valuable reference work, not only for practitioners and academic researchers in the fields of Business & Management but also for students taking Leadership Management, Organisational Learning and Organisational Performance Appraisal courses, serving as a sourcebook for the principles of successful management.

Understanding and Investigating Response Processes in Validation Research (Social Indicators Research Series #69)

This volume addresses an urgent need across multiple disciplines to broaden our understanding and use of response processes evidence of test validity. It builds on the themes and findings of the volume Validity and Validation in Social, Behavioral, and Health Sciences (Zumbo & Chan, 2014), with a focus on measurement validity evidence based on response processes. Approximately 1000 studies are published each year examining the validity of inferences made from tests and measures in the social, behavioural, and health sciences. The widely accepted Standards for Educational and Psychological Testing (1999, 2014) present five sources of evidence for validity: content-related, response processes, internal structure, relationships with other variables, and consequences of testing. Many studies focus on internal structure and relationships with other variables sources of evidence, which have a long history in validation research, known methodologies, and numerous exemplars in the literature. Far less is understood by test users and researchers conducting validation work about how to think about and apply new and emerging sources of validity evidence. This groundbreaking volume is the first to present conceptual models of response processes, methodological issues that arise in gathering response processes evidence, as well as applications and exemplars for providing response processes evidence in validation work.

Validity and Validation in Social, Behavioral, and Health Sciences (Social Indicators Research Series #54)

This book combines an overview of validity theory, trends in validation practices and a review of standards and guidelines in several international jurisdictions with research synthesis of the validity evidence in different research areas. An overview of theory is both useful and timely, in view of the increased use of tests and measures for decision-making, ranking and policy purposes in large-scale testing, assessment and social indicators and quality of life research. Research synthesis is needed to help us assemble, critically appraise and integrate the overwhelming volume of research on validity in different contexts. Rather than examining whether any given measure is “valid”, the focus is on a critical appraisal of the kinds of validity evidence reported in the published research literature. The five sources of validity evidence discussed are: content-related, response processes, internal structure, associations with other variables and consequences. The 15 syntheses included here, represent a broad sampling of psychosocial, health, medical and educational research settings, giving us an extensive evidential basis to build upon earlier studies. The book concludes with a meta-synthesis of the 15 syntheses and a discussion of the current thinking of validation practices by leading experts in the field.

Beyond Knowledge: Meaningful Computer-based Learning Environments

The edited and peer reviewed volume presents selected papers of the conference “Beyond knowlegde: the legacy of competence” organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning

Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning

Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.

From Brain to Mind: Using Neuroscience to Guide Change in Education

Finalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible. The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies.

From Brain to Mind: Using Neuroscience to Guide Change in Education

Finalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible. The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies.

Die Sozialität der Bildung: Eine Studie zum Verhältnis von Anerkennungs- und Institutionentheorie (Pädagogik)

Entgegen Semantiken individueller Selbstbildung hinterfragt Miguel Zulaica y Mugica das Verhältnis von Bildung und Sozialität. In kritischer Bezugnahme zur hegelianischen Bildungstheorie und entlang von aktuellen sozialphilosophischen Ansätzen wird Bildung als institutionalisiertes Deutungsmuster diskutiert, das in historisch sedimentierte Anerkennungsregimes instanziiert ist. Es wird argumentiert, dass Selbstreflexivität als Moment von Bildung trotz ihrer Ambivalenz die Bedingung für Praktiken des sachlichen Streits darstellt. Vor diesem Hintergrund können Praktiken der Individualisierung, der hegemonialen Durchsetzung und Politiken des Rechthabens problematisiert werden.

Ik bepaal: Stap voor stap naar mijn juiste gewicht

Wil je meer dan 5 kilo afvallen en zoek je naar een manier om je gewicht blijvend omlaag te brengen? Dan geef je jezelf met dit boek de beste kans van slagen! De meeste afslankboeken bepalen voor jou wat de beste manier is om af te vallen. Natuurlijk hebben de schrijvers van die boeken veel kennis en ervaring in huis. Daarom lukt het ook wel zon dieet een periode vol te houden. Toch val je vaak na een tijdje weer terug in je eigen, oude gewoonten. En stijgt daarbij je gewicht helaas weer. `Maar dit is toch ook een afslankboek, dus wat is dan het verschil?' Het verschil met andere dieetboeken is dat dit boek ervan uit gaat dat lijnen de beste kans van slagen heeft als jijzelf bepaalt wat je verandert en wanneer je dit doet. En dat je dit in kleine stappen doet om blijvend succes te garanderen. Het boek bevat vele mogelijke factoren die een rol spelen bij overgewicht. De opbouw van het boek is zodanig dat jijzelf steeds bepaalt welk onderdeel voor jou van toepassing is, óf je hieraan gaat werken en wanneer je dat doet. Het zit barstensvol duidelijke wetenschappelijke informatie, praktische tips en ervaringen van de schrijfster en lijners. Dit boek helpt jou - Je kennis te vergroten over alles wat invloed heeft op je gewicht - Uit de vele mogelijke oorzaken van overgewicht, die oorzaken te vinden die voor jou van toepassing zijn - Realistische en haalbare doelen te stellen, waardoor je jojo-en voorkomt - Uit te vinden hoe je anders wil eten en hoe je dingen anders wil doen om blijvend af te vallen - Te bepalen of het nu wel de beste tijd is om bepaalde gewoonten te veranderen - Nieuwe gewoonten vol te houden, zodat je afvalt en op gewicht blijft Met dit boek werk je stap voor stap toe naar een blijvend gezond gewicht.