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<p>Do you ever think you&apos;re the only one making any sense? Or tried to reason with your partner with disastrous results? Do long, rambling answers drive you crazy? Or does your colleague&apos;s abrasive manner get your back up? You are not alone. After a disastrous meeting with a highly successful entrepreneur, who was genuinely convinced he was &apos;surrounded by idiots&apos;, communication expert and bestselling author, Thomas Erikson dedicated himself to understanding how people function and why we often struggle to connect with certain types of people. Originally published in Swedish in 2014 as Omgiven Av Idioter, Erikon&apos;s Surrounded by Idiots is already an international phenomenon, selling over 1.5 million copies worldwide, of which over 750,000 copies have been sold in Sweden alone. It offers a simple, yet ground-breaking method for assessing the personalities of people we communicate with - in and out of the office - based on four personality types (Red, Blue, Green and Yellow), and provides insights into how we can adjust the way(s) we speak and share information. Erikson will help you understand yourself better, hone communication and social skills, handle conflict with confidence, improve dynamics with your boss and team, and get the best out of the people you deal with and manage. He also shares simple tricks on body language, improving written communication and advice on when to back away or when to push on, and when to speak up or indeed shut up. Packed with &apos;aha!&apos; and &apos;oh no!&apos; moments, Surrounded by Idiots will help you understand and influence those around you, even people you currently think are beyond all comprehension. And with a bit of luck you can also be confident that the idiot out there isn&apos;t you!</p>

<p>Astonishing . . . an amazing book . . . absolutely chocker full of things that we need to know' Chris Evans'Matthew Walker is probably one of the most influential people on the planet' Evening StandardTHE #1 SUNDAY TIMES BESTSELLERTLS, OBSERVER, SUNDAY TIMES, FT, GUARDIAN, DAILY MAIL AND EVENING STANDARD BOOKS OF THE YEAR 2017</p><p>Sleep is one of the most important aspects of our life, health and longevity and yet it is increasingly neglected in twenty-first-century society, with devastating consequences: every major disease in the developed world - Alzheimer's, cancer, obesity, diabetes - has very strong causal links to deficient sleep.</p><p>In this book, the first of its kind written by a scientific expert, Professor Matthew Walker explores twenty years of cutting-edge research to solve the mystery of why sleep matters. Looking at creatures from across the animal kingdom as well as major human studies, Why We Sleep delves into everything from what really happens during REM sleep to how caffeine and alcohol affect sleep and why our sleep patterns change across a lifetime, transforming our appreciation of the extraordinary phenomenon that safeguards our existence</p><p>. 'Startling, vital ... a life-raft' Guardian'A top sleep scientist argues that sleep is more important for our health than diet or exercise' The Times'Passionate, urgent . . . it had a powerful effect on me' Observer</p>

Unlock the key to success. In this must-read for anyone seeking to succeed, pioneering psychologist Angela Duckworth takes us on an eye-opening journey to discover the true qualities that lead to outstanding achievement. Winningly personal, insightful and powerful, Grit is a book about what goes through your head when you fall down, and how that - not talent or luck - makes all the difference. "Impressively fresh and original" (Susan Cain).

Humans have built hugely complex societies and technologies, but most of us don't even know how a pen or a toilet works. How have we achieved so much despite understanding so little? Cognitive scientists Steven Sloman and Philip Fernbach argue that we survive and thrive despite our mental shortcomings because we live in a rich community of knowledge. The key to our intelligence lies in the people and things around us. We're constantly drawing on information and expertise stored outside our heads: in our bodies, our environment, our possessions, and the community with which we interact-and usually we don't even realize we're doing it.<br/><br/>The human mind is both brilliant and pathetic. We have mastered fire, created democratic institutions, stood on the moon, and sequenced our genome. And yet each of us is error prone, sometimes irrational, and often ignorant. The fundamentally communal nature of intelligence and knowledge explains why we often assume we know more than we really do, why political opinions and false beliefs are so hard to change, and why individual-oriented approaches to education and management frequently fail. But our collaborative minds also enable us to do amazing things. <i>The Knowledge Illusion</i> contends that true genius can be found in the ways we create intelligence using the community around us.

Solve for Happy is a startlingly original book about creating and maintaining happiness, written by a top Google executive with an engineer's training and fondness for thoroughly analyzing a problem. In 2004, Mo Gawdat, a remarkable thinker whose gifts had landed him top positions in half a dozen companies and who - in his spare time - had created significant wealth, realized that he was desperately unhappy. A lifelong learner, he attacked the problem as an engineer would, examining all the provable facts and scrupulously following logic. When he was finished, he had discovered the equation for enduring happiness.Ten years later, that research saved him from despair when his college-aged son, Ali - also intellectually gifted - died during routine surgery. In dealing with the loss, Mo found his mission: he would pull off the type of 'moonshot' that he and his Google [X] colleagues were always aiming for: he would help ten million people become happier by pouring his happiness principles into a book and spreading its message around the world.One of Solve for Happy's key premises is that happiness is a default state. If we shape expectations to acknowledge the full range of possible events, unhappiness is on its way to being defeated. To steer clear of unhappiness traps, we must dispel the six illusions that cloud our thinking (e.g., the illusion of time, of control, and of fear); overcome the brain's seven deadly defects (e.g., the tendency to exaggerate, label, and filter), and embrace five ultimate truths (e.g., change is real, now is real, unconditional love is real).By means of several highly original thought experiments, Mo helps readers find enduring contentment by questioning some of the most fundamental aspects of their existence.

This report shows that information and communications technology (ICT) in education can be effective under certain circumstances, and that the teacher plays a significant role in this. ICT in education generally refers to anything that involves technology in education. This includes devices such as computers, tablets, smartphones and interactive whiteboards, but also software such as educational games and digital learning tools and all educational applications that can be found on the Internet. The report aims to contribute to the debate on which types of ICT use in education that have proven to be effective. This will be discussed from the perspective of earlier research, as well as several studies with experiments run at secondary schools in the Netherlands. The aim is to bring research and practice closer together, by discussing the applicability of the findings from earlier studies and the Dutch experiments. Carla Haelermans is an Assistant Professor in Education Economics at Top Institute for Evidence Based Education Research, Maastricht University.

In the early 1990s two sets of experiences coincided and eventually resulted in the development of Marte Meo and Co-ordination Meetings (MAC). The first concerned my experience of inter-agency effectiveness in Sweden. In my work as an external supervisor and trainer in my hometown I often came across the same children, but in different professional contexts. They and their families had been referred to different agencies and the reason for the referral was often a teacher who expressed her concern about the child s development. The school often described these children as having interaction and learning problems. It was also common that the agencies to whom the children were referred the Social Services, Child Guidance Clinics, agencies for children with special needs etc. did not share the school s definition of the problem. This was sometimes true even for the child s parents. However, the general consensus from the professionals was that the family should receive some form of help, and that this work would then (hopefully) result in the child performing better in school. It could also be that the different agencies disagreed in their evaluation of the seriousness of the child s problem or whose responsibility it was to help. More than once I witnessed schools and other agencies criticise each other, each of them often questioning the way in which the other defined and carried out their professional responsibilities. This kind of experience strengthened the conviction that there must surely be a fairly simple and practical way for the agencies created by society in order to protect and ensure children s safety and development to co-operate more effectively, and use their resources and knowledge in a more co-ordinated fashion. Another clearly observed pattern was that when the parents of the child did not share the professional s view of the child s need for support, the resulting conflict often stopped the child from receiving any kind of support. A short history 0-titel-innehall-x.indd 7 2013-02-11 19.01 8 The second was coming into contact with and learning the videobased model named Marte Meo. I helped introduce Marte Meo into Sweden in the late eighties and although at that time nothing was known (more than anecdotal evidence) regarding the effectiveness of the model, it quickly became apparent that there was a great deal of interest to implement it in different professional settings. A colleague and friend Professor Kjell Hansson constantly reminded me about the lack of evidence, and in particular what he said was my lack of responsibility in introducing a model whose effectiveness was unknown. His friendly pressure was very helpful, and the decision was made to research the model and its effectiveness. These two sets of experiences were the starting point of what later became MAC. One of the core ideas that form the foundation of MAC is that the child can be offered help in that context where her problem is first observed and identified in this case, the school. In practice, this means that when the school seeks contact with parents, it is to ask for their consent so that the teacher can get extra help in the classroom to better support their child. Succeeding experience has shown that few parent turns down this offer. In the early stages of planning a pilot-project it became apparent that some kind of social construction a story or narrative that could be accepted by all parts was needed to keep the system of school and parents co-ordinated, and create a co-operative frame. Such a frame would help elicit the parents blessing in the school s attempt to support their children, and offer the school a rationale that would justify the extra expenditure of time and energy in the classroom. The idea of how this should happen in practice was initially rather foggy, and it proved to be a stroke of luck to invite psychologist Ulf Axberg, Ph. D. to help with the creation of this part of the project. He brought both theoretical and practical clarity with him, and researched the work, and eventually wrote his doctoral dissertation on the project. Kjell Hansson has continued to offer his invaluable collaboration during MAC s development over time, as well as to the ongoing research designed to determine its effectiveness. He has been a constant discussion partner and has given constructive feedback throughout the writing process. Ingegerd Wirtberg