Education / Educational sciences / Pedagogy Books

Book SynopsisPresents practical ways for you to become more successful through better thinking. This book offers real-life stories, explicit action items, and concrete methods that allow you to attain a deeper understanding of any issue, exploit the power of failure as a step toward success, and embrace the uplifting reality that we are all capable of change.Trade ReviewWinner of the 2013 Silver Medal in Self-Help, Independent Publisher Book Awards "What do earth, fire, air, and water have to do with effective thinking? Everything, according to mathematics professors Edward B. Burger and Michael Starbird. In The 5 Elements of Effective Thinking, the authors draw on these metaphor-laden elements from the natural world to demonstrate how to ask better questions, take calculated risks, learn from mistakes, and, ultimately, transform ourselves into more engaged and thoughtful citizens of the world... The 5 Elements of Effective Thinking is a useful guide for anyone interested in tackling difficult subject matter, particularly in the classroom. The book also could serve as a solid supplementary text in courses on critical thinking."--Jennifer Moore, ForeWord Reviews "If you remember being told by your teachers to think harder and having no idea how, The 5 Elements of Effective Thinking should help... This is a snappy, illuminating read that should appeal to anyone who has ever dreamed of being a genius and is willing to strive, step by step, to become one."--David Wilson, South China Morning Post "Thinking is good, enthuses this book by two distinguished teachers of mathematics. You might think you're being creative or having intuitions or conducting a romance or whatever, but it's all thinking, right? And you can learn to think better! So you can, and the advice herein, which includes many practical tenets of 'critical thinking', will surely be useful to many a schoolchild or business leader."--Steven Poole, Guardian (U.K.) "The authors aim to teach readers how to expand their intellectual and creative capacity by adopting habits that train the mind to see beyond the surface level of ideas in order to find innovative ways to solve problems... Overall, The 5 Elements of Effective Thinking is a quick, easy read that is entertaining and engaging. It's the type of book that you can read in one sitting or read over time as you grapple to master the elements."--Catherine A. Cardno, Education Week "The challenge of books such as these is that, in the wrong hands, the contents can come across as banal generalities and just so much hokum. But the appeal of The 5 Elements of Effective Thinking lies in that its authors are mathematicians by profession, and it shows in how the book is written. It's a very systematic book about being organized and critical in one's thinking, written by individuals whose work demands that they are organized and critical in their thinking. Yet it isn't at all imposing; in fact, the discussion is often down-to-earth, and the fact that the book is structured like a playbook readers can easily apply certainly has its merits. In short, The 5 Elements of Effective Thinking is the kind of book I know would have helped me a lot in my days as a student. I'd like to think it will be helpful to students of today, too."--Brian L. Belen, Brain Drain blog "The root of success in everything is thinking--whether it's thinking disguised as intuition or as good values or as decision making or problem solving or creativity, it's all thinking. The surprising fact is that just a few learnable strategies of thinking can make you more effective."--John G. Agno, Business Week's Coaching Tip blog "Inspirational and engaging but also educational and immensely practical."--Anthony J. Sadar, Washington Times "The 5 Elements of Effective Thinking by Edward B. Burger and Michael Starbird is a fun little book with great tips to improve overall thinking skills... Suited for students who can employ the techniques in the book to earn better grades and become better thinkers."--Brandon Kroll, NACADA Journal "There is undoubtedly much here that would be of practical use to professionals from all walks of life, and indeed other educators, such as management trainers and coaches. As a practical and helpful guide, particularly for students seeking to improve the quality of their thinking and learning, The Five Elements of Effective Thinking is a thought-provoking and useful manual."--Jonathan Gravells, Teachers College Record "Teachers from primary grades to university courses can use the model in this book to deliver curriculum in a way that students are forced to develop thinking skills to successfully understand the material they are being taught and to identify their own next steps in learning. Although the authors draw most of their examples from the learning of mathematics, The 5 Elements of Effective Thinking can be applied in any classroom where thinking is emphasized."--Kent Miller, Canadian Teacher Magazine "This is a short book, easy to read and understand. But its value is very high because it teaches us how to change the way we think. It shows us how to think effectively. Our thoughts precede our actions and govern our lives. The way we think determines our success and happiness in life. If these are important elements to you, so is this book."--Paiso Jamakar, Biz India "Whenever you are stuck, need a new idea, or want to learn and grow, The 5 Elements of Effective Thinking will inspire and guide you on your way."--World Book Industry "I've applied some of the ideas and they give real food for thought in terms of comparing and contrasting different approaches."--Ian Baulch-Jones, Quality World "[A] short and brilliant book with tips on being a better thinker... [I]nspiring."--Derek SilversTable of ContentsPreface Thinking Makes the Difference vii Introduction Elements of Effective Thinking, Learning, and Creating 1 1. Grounding Your Thinking 13 UNDERSTAND DEEPLY Understand simple things deeply 15 Clear the clutter-- seek the essential 26 See what's there 31 See what's missing 41 Final thoughts: Deeper is better 44 2. Igniting Insights through Mistakes 47 FAIL TO SUCCEED Welcome accidental missteps-- let your errors be your guide 51 Finding the right question to the wrong answer 64 Failing by intent 66 Final thoughts: A modified mind-set 71 3. Creating Questions out of Thin Air 73 BE YOUR OWN SOCRATES How answers can lead to questions 75 Creating questions enlivens your curiosity 82 What's the real question? 86 Final thoughts: The art of creating questions and active listening 93 4. Seeing the Flow of Ideas 95 LOOK BACK, LOOK FORWARD Understanding current ideas through the flow of ideas 98 Creating new ideas from old ones 106 Final thoughts: "Under construction" is the norm 117 5. Engaging Change 119 TRANSFORM YOURSELF A Way to Provoke Effective Thinking 136 A Brief Review Share Your Own Stories of Effective Thinking 149 Acknowledgments 151 About the Authors 155

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Book SynopsisTrade Review"Rescuing Socrates is a warm, appealing narrative of how it feels to be ‘thrust into a conversation’ with fellow students about life’s most ‘serious and unsettling questions.’"---Martha Bayles, Wall Street Journal"[A] combination memoir and call to arms. . . . Despite those who claim that these are merely works by dead, possibly irrelevant white men, Montás argues that the Great Books approach has a fundamentally democratizing impulse."---John McWhorter, New York Times"Thanks to Montás . . . Socrates had a good 2021."---George F. Will, Washington Post"[An] earnest defense of the humanities, which is also a personal testament to the power of a liberal education."---Thomas Chatterton Williams, The Atlantic"One can only hope that Rescuing Socrates rescues others as well."---Naomi Schaefer Riley, Commentary"Montás undertakes his defense of the great books with simplicity and humility. . . . In the face of public conversations marked by fear, anger, and hostility, Montás chooses the path of vulnerability. In that, he shows the wisdom of a person who has navigated real conflict, away from the seminar table."---Zena Hitz, Commonweal Magazine"This is an important, and timely, book about why the western canon still matters and about how great books can change lives, especially impoverished black and brown ones."---Lindsay Johns, Times Literary Supplement"A heartbreakingly honest immigrant tale of displacement, loss, wrenching readjustment and self-discovery, this book also offers a gripping account of how participation in the great conversation over justice, ethics, citizenship and the nature of the good life can subvert hierarchies of privilege, redeem lost souls, open minds and transform lives."---Steve Mintz, Inside Higher Ed"Rescuing Socrates is a valuable and thoughtful book both sociologically and educationally, making a contribution to the ongoing debate over the past, present, and future of liberal-arts education in the United States."---M. D. Aeschliman, National Review"[Montás] weaves a compelling personal narrative together with a forceful argument that reading classic texts, even those originating in predominantly white, Eurocentric cultures, is an important opportunity for underserved students of color to transform themselves and transform the inequitable social structures within which they are embedded"---Brian Rosenberg, Chronicle of Higher Education"Montás returns the humanities to its revolutionary home, reminding us that we are, after all, talking about such radical and subversive thinkers as Augustine, Plato, Freud, and Gandhi. He teaches us, presumably like he teaches his Core Curriculum students, what those thinkers were after—and what reading them makes possible."---Jonathan Tran, Christian Century ​"[An] insightful work. . . . Few colleges and universities still require study of Great Books as part of their curricula, but Montás makes a compelling case for the life-changing results of such pedagogy; he notes how, as an émigré from the Dominican Republic, he benefited from the breadth and depth of these approaches." * Library Journal *"That’s why the perspective of Roosevelt Montás, author of Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation, is so badly needed. . . . In this part memoir, part call to action, Montás argues that reading great literature and philosophy can make working-class people’s lives more meaningful and that everyone should have the opportunity to read great books."---Liza Featherstone, Jacobin"By taking us through his reading and rereading of books over the course of a life, Montás can articulate what is rarely articulated well about great books education."---Jonathan Marks, Washington Examiner"The strength of Montás’ argument lies in his acknowledgement of the power and responsibility of undergraduate education."---Grace Phan Jones, American Purpose"A timely and much-needed book. . . . If administrators and education advocates take the message of Rescuing Socrates to heart, then our students, our schools, and our nation might yet see a brighter future."---Matthew Levey, City Journal"Montás convincingly makes the argument that the classics enrich any life pursuit. By doing so, his story should appeal to anyone who cares about education. There is something here to illuminate and inspire."---Nathaniel Grossman, Fordham Institute"[An] important book."---Matthew Bianco, Circe Institute"Rescuing Socrates turns out to be a magnificent exercise in rescuing us."---Douglas V. Henry, Law & Liberty"Here is the very model of intellectual dialogue: Freud speaking to Montás and Montás considering thoughtfully and speaking back—a demonstration of the fact that the value of liberal arts education is to be found in the experience itself rather than in bean-counter terms such as ‘learning outcomes’ or starting salaries."---Matthew Stewart, James G. Martin Center for Academic Renewal"Montás’ defense of the great books is both disarming and brave."---Benjamin Storey and Jenna Storey, American Purpose"Montás’s inspiring defense of the humanities is as galvanizing as his own story. . . . Even if one is not fond of a liberal arts and humanistic education, he may still want to read Roosevelt Montás for the sheer humanity of his book."---Paul Krause, Merion West"Eminently quotable and engagingly written, Rescuing Socrates is a rich resource for those who care about liberal education."---Eric Adler, Front Porch Republic"Rescuing Socrates is the best defence of a liberal education I have read. . . . Montás writes so movingly, and with such erudition, that he himself is the best advertisement for the liberal education he champions."---Daniel James Sharp, Areo Magazine"A robust and unapologetic argument that liberal education, centered around the great books, should be the foundation of every university education. . . . Rescuing Socrates makes a strong case for liberal education at a time when it needs ardent defenders."---Nathaniel Peters, Law & Liberty ​​​​​​​"An impassioned argument for the essential value of the humanities in education."---David Luhrssen, Shepherd Express"Whereas many today see an irreversible crisis in higher education, Montás sees fertile ground for renewal."---Luis Parrales, Public Discourse"A beautiful, powerful, personal argument on behalf of great books programs."---William Deresiewicz, Liberties"Rescuing Socrates is a fascinating and illuminating read that foregrounds the value of the liberal arts, in particular for students from low-income and other disenfranchised backgrounds. Montás exposes the lie that the great works are unsuitable for or irrelevant to people from such backgrounds, and in fact demonstrates the exact opposite: exposure to these texts is most essential for the most disenfranchised."---Finnian Murphy, AC Review of Books

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Book SynopsisTrade Review"Economics may be the dismal science, but it provides essential language and concepts as we strive to balance needs, wants and resources."---Steven Mintz, Inside Higher Education

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Book SynopsisThis dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns.Trade Review"We Make the Road by Walking is a book of compelling passion, politics, and hope. The dialogue between Horton and Freire opens up new insights into the meaning of pedagogy, social criticism, and collective struggle. This book offers hope by demonstrating in the voices and practices of two of the great educator-activists of the twentieth century the reason for making pedagogy practical and theoretical in the service of social justice."—Professor Henry A. Giroux, Director, Center for Education and Cultural Studies, Miami University"This book is an inspiration.... People interested in learning and social change will find in these pages hope, humor, passion, guidance, and humility. This final conversation between two educator from different continents reveals their common dream of human liberation, their common commitment to love and justice."—Professor Ira Shor, College of Staten Island, CUNY"The Myles Horton-Paulo Freire talks represent one of the most important educational conversations of the twentieth century.... This is the first book since Freire's Pedagogy of the Oppressed that I have said must be read." —Budd L. Hall, Secretary-General, International Council for Adult EducationTable of ContentsPreface Acknowledgments Editors' Introduction 1. Introduction "We make the road by walking" 2. Formative Years "I was always getting in trouble for reading in school" "Reading has to be a loving event" "I couldn't use all this book learning" "I always am in the beginning, as you" "Pockets of hope": Literacy and citizenship 3. Ideas "Without practice there's no knowledge" "Is it possible just to teach biology?" "I've always been ambivalent about charismatic leaders" "The difference between education and organizing" "My expertise is in knowing not to be an expert" "My respect for the soul of the culture" "I learned a lot from being a father" 4. Educational Practice "The more the people become themselves, the better the democracy" "Highlander is a weaving of many colors" "Conflicts are the midwife of consciousness" 5. Education and Social Change "You have to bootleg education" "The people begin to get their history into their hands, and then the role of education changes" 6. Reflections "Peaks and valleys and hills and hollers" "It's necessary to laugh with the people" Epilogue Index

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Book SynopsisIn this thoroughly updated edition of L. Dee Fink s bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning.Table of ContentsNote to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

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Book SynopsisThere has never been a time when ‘following the science’ has been more important for humanity. At no other point in history have we had such advanced knowledge and technology at our fingertips, nor had such astonishing capacity to determine the future of our planet. But the decisions we must make on how science is applied belong outside the lab and should be the outcome of wide public debate. For that to happen, science needs to become part of our common culture. Science is not just for scientists: if it were, it could never save us from the multiple crises we face. For science can save us, if its innovations mesh carefully into society and its applications are channelled for the common good. As Martin Rees argues in this expert and personal analysis of the scientific endeavour on which we all depend, we need to think globally, we need to think rationally and we need to think long-term, empowered by twenty-first-century technology but guided by values that science alone cannot provide.Trade ReviewA Best Science Book of 2022 in the Financial TimesA Best Philosophy and Ideas Book of 2022 in The Times “A judicious and timely presentation of nothing less than how to save the world, from one of our wisest scientists and public voices.”Steven Pinker, Harvard University, and author of Rationality “A few people come along in a lifetime who stand out because of their polymath skills and wisdom that spans cultures and ideologies. Such a person is Sir Martin Rees. This book distills this wisdom, gained over a lifetime of contributions to science and public service.”France A. Córdova, President of the Science Philanthropy Alliance and Former Director of the U.S. National Science Foundation “Sane and sage perspectives on the past, present, and future of civilization, offered by one of the deepest thinkers of our times.”Neil deGrasse Tyson, Astrophysicist, American Museum of Natural History“Reading this book is like cozying up to a fireside chat where one of the greatest minds in science distills the complex interface between science and the welfare of society. Even better, no fire required!”Marcia K. McNutt, President of the National Academy of Sciences “This is a powerful humane argument for science. Martin Rees draws on his long and wide range of experience to show how science works – and how it can be done better.”David Willetts, President of the Resolution Foundation and Chair of the UK Space Agency “Sometimes it can feel like we're stumbling from one global challenge to another. At the same time, we rightly worry about the pace of technological advances. But we cannot afford to turn our backs on science for, without a scientific understanding of our world, we are doomed. Rees puts the case for placing our trust in science compellingly and with a rare honesty.”Jim Al-Khalili, University of Surrey and BBC Broadcaster “This timely and absorbing book issues a clarion call to scientists, policy makers, and citizens everywhere to join forces so that the extraordinary advances in science will be directed toward solving pressing global challenges. Whether we live in the best of times or the worst of times in the future is up to all of us.”Shirley M. Tilghman, President Emeritus of Princeton University “The future of humankind depends on science and on fully integrating that science into human culture and society. In this erudite yet accessible book, Martin Rees makes a compelling case for supporting science and making it an integral part of our democracy and political decision making.”Paul Nurse, Nobel Laureate, Director and Chief Executive of the Francis Crick Institute “Delight along with me as Martin Rees describes his world of science and what it will take to ensure that we not only survive but prosper in the Anthropocene Era.”Charles F. Kennel, Scripps Institution of Oceanography and former Chair of the NASA Advisory Council “This lucid and compelling book by one of the world’s foremost and far-seeing scientists shows why we ignore science at our peril. The book should be required reading for scientists and is an accessible ‘must read’ for everyone interested in the critical and existential challenges facing humanity.”Ian Goldin, Director of the Oxford Martin School, University of Oxford “Martin Rees is unique in combining achievement at the very highest echelons of science, an almost cosmic perspective on humanity’s risks and prospects, and the ability to communicate complex ideas in vivid ways. Here he shows how much we need science, in a tour rich in personalities and history, fusing comments on the frontiers of science with appreciation of their political and ethical dilemmas, giving the reader the pleasure of learning in the company of a sparkling intellect.”Geoff Mulgan, University College London, and former Chief Executive of the National Endowment for Science, Technology and the Arts “Is science and its organization fit for purpose as society faces 21st-century challenges, from climate change to dominance by AI? As clearly demonstrated in this masterpiece, no-one is better able to answer this crucial question than Martin Rees.”Tim Palmer, Royal Society Research Professor, University of Oxford“[Rees’] reasoning is sensible and down-to-earth, and the call for change refreshingly urgent instead of doom and gloom.” Publishers Weekly“This book is both pleasurable and essential — a guide to the worst that can happen by one of our best.”Bryan Appleyard, ​The Critic“The title of Rees’s latest book – ‘If Science is to Save Us’ – is an unfinished thought, possibly containing a fundamental ambiguity depending on whether you think of it as starting or ending a sentence. It can be read as a warning or a note of optimism, which seems to encapsulate the author’s position.”E&T Magazine“Martin Rees, Britain’s longstanding Astronomer Royal and an outstanding voice of scientific wisdom, takes a sweeping view of the global mega-challenges facing humanity, from climate catastrophe to AI taking over the world. Writing with his characteristic concise elegance, he shows how future scientists could solve some of the problems their predecessors inadvertently helped to create.”Clive Cookson, Financial Times“[Rees’s] thoughtful, enjoyable book on science and civilization ranges from the deficiencies of formal science education to the mega-challenges of climate change and pandemics.”Andrew Robinson, Nature“When Britain’s Astronomer Royal puts out a short, easy-to-read book with the provocative title If Science is to Save Us, it behoves us to pay attention. […] Rees offers a rallying cry and a road map, hoping readers will engage sufficiently with science to ensure that it does, indeed, save us.” The Sydney Morning HeraldTable of ContentsPreface Introduction 1 Global Mega-challenges 2 Meet the Scientists 3 Science Comes out of the Lab 4 Getting the Best from Science Afterword

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Book SynopsisJim Crow’s Pink Slip exposes the decades-long repercussions of a too-little-known result of the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.In 1954, the Supreme Court’s Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.Jim Crow’s Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. She also offers policy prescriptions aimed at correcting the course of US education, supporting educators, and improving workforce quality and diversity.

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Book SynopsisTable of ContentsIntroduction xxxi Assessment Test xliv Answers to Assessment Test lv Part I Gathering Your Tools 1 Chapter 1 Preparing Your Environment 3 Chapter 2 Introduction to Services 17 Chapter 3 Managing Files, Directories, and Text 43 Chapter 4 Searching and Analyzing Text 89 Part II Starting Up and Configuring Your System 131 Chapter 5 Explaining the Boot Process 133 Chapter 6 Maintaining System Startup and Services 157 Chapter 7 Configuring Network Connections 199 Chapter 8 Comparing GUIs 235 Chapter 9 Adjusting Localization Options 269 Part III Managing Your System 289 Chapter 10 Administering Users and Groups 291 Chapter 11 Handling Storage 329 Chapter 12 Protecting Files 363 Chapter 13 Governing Software 393 Chapter 14 Tending Kernel Modules 423 Part IV Securing Your System 437 Chapter 15 Applying Ownership and Permissions 439 Chapter 16 Looking at File and Directory Permissions 440 Chapter 17 Implementing Logging Services 503 Chapter 18 Overseeing Linux Firewalls 517 Chapter 19 Embracing Best Security Practices 547 Part V Troubleshooting Your System 571 Chapter 20 Analyzing System Properties and Remediation 573 Chapter 21 Optimizing Performance 607 Chapter 22 Investigating User Issues 623 Chapter 23 Dealing with Linux Devices 643 Chapter 24 Troubleshooting Application and Hardware Issues 667 Part VI Automating Your System 697 Chapter 25 Deploying Bash Scripts 699 Chapter 26 Automating Jobs 727 Chapter 27 Controlling Versions with Git 749 Part VII Realizing Virtual and Cloud Environments 771 Chapter 28 Understanding Cloud and Virtualization Concepts 773 Chapter 29 Inspecting Cloud and Virtualization Services 791 Chapter 30 Orchestrating the Environment 813 Index 897

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Book SynopsisCoverage includes understanding the intended audience, and academic genres; the use of task-based methodology, analytic group discussion, and genre consciousness-raising; how to write summaries and critiques; and helping students position themselves as junior scholars in their academic communities.

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Book SynopsisTable of ContentsSection I: INTRODUCTION TO THEORIES, COMPETENCIES, AND TREATMENT PLANNING. 1. Counseling Theory, Competency, Research, and You: Connecting the Dots. 2. Treatment Planning. Section II: COUNSELING AND PSYCHOTHERAPY THEORIES. 3. Psychoanalytic and Psychodynamic Counseling and Psychotherapy. 4. Jungian Analytic Psychology. 5. Alderian Individual Counseling. 6. Person-Centered Counseling and Psychotherapy. 7. Existential Counseling and Psychotherapy. 8. Gestalt Counseling and Psychotherapy. 9. Foundational Cognitive-Behavioral Approaches. 10. Evidence-Based Cognitive-Behavioral Approaches: Dialectic Behavior Therapy and Trauma-Focused Cognitive-Behavioral Therapy. 11. Systemic Family Counseling and Therapy. 12. Solution-Based Approaches. 13. Narrative and Collaborative Approaches. 14. Feminist and Multicultural Counseling and Psychotherapy. Section III: THEORETICAL INTEGRATION AND CASE CONCEPTUALIZATION. 15. Introduction to Theoretical Integration. 16. Integrative Case Conceptualization.

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Book SynopsisIn the last decade, public discussions of transgender issues have increased exponentially. This book explores the recent shifts in the meaning of the gendered body and representation, and explores the possibilities of a non-gendered, gender optional, or gender-hacked future.Trade Review“Wide-ranging in its explorations, this slim volume aims to provide some wisdom at a pivotal moment in trans history. . . . There is much to recommend this text, including its introductory review of some recent trans scholarship and its gloss of contemporary challenges facing the trans community.” * Hypatia *"More than just an account of gender variability, this book provides suggestions for reframing our perceptions of the gendered body and opens up tantalizing possibilities for the future. This is an essential purchase for all libraries serving gender studies programs at all levels." * Resources for Gender and Women's Studies: A Feminist Review *"This is no inaccessible tome full of prose and obfuscating jargon; it is friendly and approaches a broad range of subjects, making it a good 'gateway book' for the field of transgender studies." * QED: A Journal in GLBTQ Worldmaking *Table of ContentsOverview Preface 1. Trans*: What’s in a Name? 2. Making Trans* Bodies 3. Becoming Trans* 4. Trans* Generations 5. Trans* Representations 6. Trans* Feminisms Conclusions Acknowledgments Notes On Pronouns Works Cited

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Book SynopsisTable of ContentsIntroduction, by Rosalind C. Morris Part 1 Text "Can the Subaltern Speak?" revised edition, from the "History" chapter of Critique of Postcolonial Reason, by Gayatri Chakravorty Spivak Part 2 Contexts and Trajectories Reflections on "Can the Subaltern Speak?" Subaltern Studies after Spivak, by Partha Chatterjee Postcolonial Studies: Now That's History, by Ritu Birla The Ethnical Affirmation of Human Rights: Gayatri Spivak's Intervention, by Drucilla Cornell Part 3 Speaking of (Not) Hearing: Death and the Subaltern Death and the Subaltern, by Rajeswawri Sunder Rajan Between Speaking and Dying: Some Imperatives in the Emergence of the Subaltern in the Context of U.S. Slavery, by Abdul JanMohamed Subalterns at War, by Michele Barrett Part 4 Contemporaneities and Possible Futures: (Not) Speaking and Hearing Biopower and the New International Division of Reproductive Labor, by Pheng Cheah Moving from Subalternity: Indigenous Women in Guatemala and Mexico, by Jean Franco Part 5 In Response In Response: Looking Back, Looking Forward, by Gayatri Chakravorty Spivak Appendix Can the Subaltern Speak? Bibliography Contributors Index

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Book SynopsisThe Hand Behind Unmanned tells the fascinating story of the people, processes, and beliefs that led to the contemporary American unmanned arsenal. It takes an expansive look at automated and autonomous technologies, from mines and torpedoes, to guided bombs and missiles, satellites, and ultimately drones. Instead of asking the question: why unmanned rather than manned, the book explains why certain types of unmanned systems became popular while others languished in research or in small pockets of the American military. In order to answer this question, Jacquelyn Schneider and Julia Macdonald use interviews of senior decisionmakers, military doctrine and writings, and historical sources to detail the proliferation of over a hundred years of unmanned weapons in the US arsenal, from mines and balloons to Reapers and Global Hawks. Their exploration reveals how multiple factors--key policy entrepreneurs, like Andy Marshall in the Office of Net Assessment; critical junctures like the fall of the USSR or the 9/11 attacks; beliefs that emerged in the wake of the Vietnam War; and US military service culture--all interacted in complex ways to form today''s unmanned arsenal. The Hand Behind Unmanned uses theories of organizational innovation and process tracing of historical cases to explain recent developments, including US precision munition shortfalls and the rise of unmanned aerial platforms. It also foreshadows where the US unmanned arsenal may be headed in the future. Ultimately, the book uses a remarkable case study to illustrate how ideas diffuse across people and organizations to build the weapons of modern warfare.

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Book SynopsisTable of ContentsAbout the Authors xxv About the Editors of the Toolbox Series xxvii Acknowledgments xxix Letter from the Editors xxxi Introduction xxxiii I Science Labs 1 1. Strategies for Teaching Lab Safety 3 What is It? 3 Why We Like It 3 Supporting Research 3 Skills for Intentional Scholars/NGSS Standards 4 Application 4 Student Handouts and Examples 7 What Could Go Wrong? 7 Technology Connections 8 Attribution 8 Figures 8 Figure 1.1 Science Safety Contract English (Student Handout) 8 Figure 1.2 Science Safety Contract Spanish (Student Handout) 11 Figure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13 Figure 1.4 Identifying Broken Lab Safety Rules—Answer Key 14 Figure 1.5 Science Lab Safety Quiz (Student Handout) 15 2. Strategies for Teaching Lab Procedures 17 What is It? 17 Why We Like It 17 Supporting Research 18 Skills for Intentional Scholars/NGSS Standards 18 Application 18 Student Handouts and Examples 29 What Could Go Wrong? 29 Technology Connections 30 Attributions 30 Figures 31 Figure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant 31 3. Strategies for Teaching the Scientific Method and Its Components 33 What is It? 33 Why We Like It 34 Supporting Research 34 Skills for Intentional Scholars/NGSS Connections 35 Application 35 Student Handouts and Examples 50 What Could Go Wrong? 50 Technology Connections 52 Figures 54 Figure 3.1 Student Research Organizer (Student Handout) 54 Figure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55 Figure 3.3 Identifying Independent and Dependent Variables—Answer Key 58 Figure 3.4 How to Write a Hypothesis (Student Handout) 61 Figure 3.5 How to Write a Hypothesis—Answer Key 64 Figure 3.6 Student Materials List (Student Handout) 67 Figure 3.7 Finding Controls and Making Data Tables (Student Handout) 68 Figure 3.8 Finding Controls and Making Data Tables—Answer Key 70 Figure 3.9 Example and Checklist—Making Graphs (Student Handout) 73 Figure 3.10 Discussion of Results (Student Handout) 74 Figure 3.11 Conclusion (Student Handout) 76 Figure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78 Figure 3.13 Scientific Method Pretest Stations 80 Figure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout) 82 Figure 3.15 Scientific Method Pretest—Answer Key 84 4. Strategies for Teaching the Inquiry Process 87 What is It? 87 Why We Like It 88 Supporting Research 89 Skills for Intentional Scholars/NGSS Connections 89 Application 89 Student Handouts and Examples 99 What Could Go Wrong? 99 Technology Connections 100 Attributions 100 Figures 102 Figure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102 Figure 4.2 Quantitative vs. Qualitative Examples—Answer Key 103 Figure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104 Figure 4.4 Observing with Quantitative and Qualitative Data—Answer Key 105 Figure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106 Figure 4.6 Question Stems for Observers (Student Handout) 108 Figure 4.7 Discussion of Results and Conclusion (Student Handout) 109 Figure 4.8 Using the Inquiry Process (Student Handout) 111 Figure 4.9 Checklist for Verifying Online Resources (Student Handout) 113 5. Strategies for Using Project-Based Learning 115 What is It? 115 Why We Like It 115 Supporting Research 116 Skills for Intentional Scholars/NGSS Connections 116 Application 117 Student Handouts and Examples 126 What Could Go Wrong? 127 Technology Connections 127 Attributions 128 Figures 128 Figure 5.1 Example of Project-Based Learning Task Manager—Carbon Footprint of a Restaurant (Student Handout) 128 Figure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129 Figure 5.3 Example of PBL Scoring Guide—Restaurant Project (Student Handout) 130 Figure 5.4 Example of PBL Rubric—Location of the Next Wind Farm in the United States (Student Handout) 131 Figure 5.5 Peer Presentation Evaluation (Student Handout) 132 6. Strategies for Teaching the Engineering Process 133 What is It? 133 Why We Like It 135 Supporting Research 135 Skills for Intentional Scholars/NGSS Connections 136 Application 136 Student Handouts and Examples 149 What Could Go Wrong? 149 Technology Connections 150 Attributions 152 Figures 153 Figure 6.1 Student Examples of Mousetrap Catapult Designs 153 Figure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154 Figure 6.3 Mousetrap Catapult Picture 155 Figure 6.4 Mousetrap Catapult Rubric (Student Handout) 156 Figure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157 II Integration of ELA, Mathematics, and the Arts 159 7. Strategies for Teaching Vocabulary 161 What is It? 161 Why We Like It 161 Supporting Research 162 Skills for Intentional Scholars/NGSS Standards 162 Application 162 Student Handouts and Examples 170 What Could Go Wrong? 171 Technology Connections 171 Attributions 171 Figures 172 Figure 7.1 The Language of Introductory Ecology (Student Handout) 172 Figure 7.2 Vocabulary Definition Worksheet (Student Handout) 174 Figure 7.3 Word Wall Challenge Rubric (Student Handout) 175 Figure 7.4 Word Wall Examples (Student Examples) 176 Figure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177 Figure 7.6 Limiting Factors: Interactive Fast Facts—Answer Key 179 8. Strategies for Teaching Reading Comprehension 181 What is It? 181 Why We Like It 181 Supporting Research 181 Skills for Intentional Scholars/NGSS Standards 182 Application 182 Student Handouts and Examples 192 What Could Go Wrong? 193 Technology Connections 193 Attributions 193 Figures 194 Figure 8.1 Annotations 194 Figure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194 Figure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195 Figure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195 Figure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196 Figure 8.6 Water Cycle Concept Map (Student Example) 197 Figure 8.7 Carbon Cycle Story (student handout) 198 Figure 8.8 Example of the Carbon Cycle (Student Example) 199 Figure 8.9 Hints for Drawing the Atmospheric Layers—High School (Student Handout) 200 Figure 8.10 Drawing the Atmospheric Layers—Elementary and Junior High School 201 Figure 8.11 Drawing the Atmospheric Layers—Answer Key 202 Figure 8.12 4 × 4 (Student Example) 203 Figure 8.13 Jigsaw Directions 203 9. Strategies for Teaching Writing 205 What is It? 205 Why We Like It 205 Supporting Research 206 Skills for Intentional Scholars/NGSS Connections 206 Application 206 Student Handouts and Examples 220 What Could Go Wrong? 220 Technology Connections 221 Attributions 222 Figures 223 Figure 9.1 Severe Weather Book Project Research (Student Handout) 223 Figure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224 Figure 9.3 Severe Weather Book Project Research Example 225 Figure 9.4 Plot Map Outline (Student Handout) 226 Figure 9.5 Severe Weather Book Plot Map Example 227 Figure 9.6 Comic Strip PSA Checklist (Student Handout) 228 Figure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230 Figure 9.8 Asthma PSA Comic Strip (Student Example) 231 Figure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233 Figure 9.10 Argument Essay Organizer (Student Handout) 235 Figure 9.11 Ecology Example Argument Essay Organizer 236 Figure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 237 10. Strategies for Discussions 239 What is It? 239 Why We Like It 239 Supporting Research 239 Skills for Intentional Scholars/NGSS Connections 240 Application 240 Student Handouts and Examples 251 What Could Go Wrong? 251 Technology Connections 253 Figures 254 Figure 10.1 Discussion Ground Rules (Teacher Poster) 254 Figure 10.2 Group Discussion Ratings Scale 255 Figure 10.3 Socratic Seminar Participation Checklist (Student Handout) 256 11. Strategies for Teaching Math 257 What is It? 257 Why We Like It 258 Supporting Research 258 Skills for Intentional Scholars/NGSS Connections 259 Application 259 Student Handouts and Examples 282 What Could Go Wrong? 283 Technology Connections 284 Figures 285 Figure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285 Figure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287 Figure 11.3 Example of Graphing Pretest (Student Handout) 289 Figure 11.4 Example of Graphing Pretest—Answer Key 290 Figure 11.5 Which Type of Graph Should I Use? (Student Handout) 291 Figure 11.6 Which Type of Graph Should I Use?—Answer Key 292 Figure 11.7 Temperature vs. Number of Escherichia coli Colonies 294 Figure 11.8 Year vs. Number of Deer and Wolves 295 Figure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295 Figure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key 297 Figure 11.11 Dimensional Analysis Practice (Student Handout) 299 Figure 11.12 Dimensional Analysis Practice—Answer Key 301 Figure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303 Figure 11.14 Practice Measuring Your Friends and Their Things—Answer Key 305 Figure 11.15 Metric System Ladder 307 Figure 11.16 Converting Within the Metric System (Student Handout) 308 Figure 11.17 Metric System Ladder and Abbreviations 309 Figure 11.18 Converting Within the Metric System—Answer Key 310 Figure 11.19 Metric System Measuring Challenge (Student Handout) 313 Figure 11.20 Example of 10 Items to be Measured 314 Figure 11.21 Metric System Measuring Challenge—Answer Key 315 Figure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317 Figure 11.23 Metric and Imperial System Internet Search Lab—Answer Key 320 Figure 11.24 Excel—Selecting All Cells in a Spreadsheet 323 Figure 11.25 Excel—Pop-up Box 323 Figure 11.26 Excel—Rows vs. Columns 323 Figure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324 Figure 11.28 Excel—Calculating Radius 325 Figure 11.29 Excel—Screenshots of Before and After Cell Fix 325 Figure 11.30 Excel—Screenshot of the Formula Bar 325 Figure 11.31 Excel—The Sun’s Surface Area 325 Figure 11.32 Celebrating Pi Day in the Sky—Answer Key 326 Figure 11.33 Making Graphs in Excel (Student Handout) 327 Figure 11.34 Excel—Graph for Celebrating Pi Day in the Sky 329 12. Strategies for Incorporating the Arts and Kinesthetic Movement 331 What is It? 331 Why We Like It 331 Supporting Research 331 Skills for Intentional Scholars/NGSS Connections 332 Application 332 Student Handouts and Examples 353 What Could Go Wrong? 353 Technology Connections 354 Attributions 355 Figures 356 Figure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356 Figure 12.2 Rewriting a Song (Student Handout) 357 Figure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359 Figure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360 Figure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361 Figure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer Key 362 Figure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363 Figure 12.8 Picture of a Student’s Constructed Rube Goldberg Machine 365 Figure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366 Figure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368 III Additional Resources 371 13. Strategies for Activating Prior Knowledge 373 What is It? 373 Why We Like It 373 Supporting Research 373 Skills for Intentional Scholars/NGSS Connections 374 Application 374 Student Handouts and Examples 386 What Could Go Wrong? 386 Technology Connections 387 Attributions 387 Figures 388 Figure 13.1 KWL Chart Example—States of Matter 388 Figure 13.2 Astronomy Anticipation Guide (Student Handout) 389 Figure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390 Figure 13.4 Blind Kahoot! Teacher Notes—Nervous System 391 Figure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392 Figure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 393 14. Strategies for Cultural Responsiveness 395 What is It? 395 Why We Like It 396 Supporting Research 396 Skills for Intentional Scholars/NGSS Connections 397 Application 397 Student Handouts and Examples 415 What Could Go Wrong? 415 Technology Connections 415 Attributions 417 Figures 418 Figure 14.1 All About Me! Form (Student Handout) 418 Figure 14.2 First Day of School Student Survey (Student Handout) 419 Figure 14.3 High School Student Survey (Student Handout) 420 Figure 14.4 Contributors to Science (Student Handout) 421 Figure 14.5 13 Culturally Responsive Teaching Ideas 422 15. Strategies for the Beginning and Ending of Class 423 What is it?.423 Why We Like It 423 Supporting Research 424 Skills for Intentional Scholars/NGSS Connections 424 Application 424 Student Handouts and Examples 433 What Could Go Wrong? 433 Technology Connections 433 Figures 434 Figure 15.1 is Water Wet? 434 Figure 15.2 Reviewing Previous Material 434 16. Strategies for Reviewing Content 435 What is It? 435 Why We Like It 435 Supporting Research 436 Skills for Intentional Scholars/NGSS Connections 436 Application 436 Student Handouts and Examples 448 What Could Go Wrong? 448 Technology Connections 449 Figures 450 Figure 16.1 Blank BINGO Card (Student Handout) 450 Figure 16.2 are the Winners Losers? Game Cards 451 17. Strategies for Assessing Student Learning 453 What is It?.453 Why We Like It 454 Supporting Research 455 Skills for Intentional Scholars/NGSS Connections 455 Application 456 Student Handouts and Examples 479 What Could Go Wrong? 479 Technology Connections 480 Attributions 481 Figures 482 Figure 17.1 Final Day Cool Down Activity 482 Figure 17.2 Example Scale 482 Figure 17.3 Example of a Unit’s First Practice Test 483 Figure 17.4 Reflecting on My Learning—Blank (Student Handout) 484 Figure 17.5 Reflecting on My Learning—Completed Example 486 Figure 17.6 Toxicology Unit Thinking Test (Student Handout) 487 Figure 17.7 Toxicology Unit Thinking Test—Answer Key 490 Figure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493 Figure 17.9 Cell City Models—Student Examples 494 Figure 17.10 Checklist for Cell City Models (Student Handout) 497 Figure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 498 18. Strategies for Co-Teaching 501 What is It? 501 Why We Like It 501 Supporting Research 502 Skills for Intentional Scholars/NGSS Connections 502 Application 502 What Could Go Wrong? 508 Technology Connections 508 References 509 Index 531

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Book SynopsisTeaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present. Both foundational and practical, the chapters are organized around conventional topics but in a way that consistently integrates a coherent story that explains why schools are as they are. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers' role in addressing them. This thoroughly revised fifth edition remains a vital introduction to the profession for a new generation of teachers who seek to become purposeful, knowledgeable practitioners in our ever-changing educational landscapefor those teachers who see the potential for education to change the world. Features and Updates of the New Trade Review'Teaching to Change the World is the perfect text for new teachers. It is squarely realistic while also inviting; it is information-packed and at the same time engaging. Teaching to Change the World makes me think of jazz – it is multivocal, it highlights classroom improvisation, and it is bound together with a deep rhythm of equity, justice, research, and democracy.'—Christine Sleeter, Professor Emerita California State University Monterey Bay'It is rare to find a book that deals so elegantly with the historical, social, philosophical and legal foundations of schooling while also providing tangible strategies for developing exemplary curriculum and instruction and for connecting learning in schools to families, communities, and civic engagement. Oakes, Lipton, Anderson and Stillman’s thoughtful illumination of the "hopeful struggle" is ideal for teachers and school leaders who refuse to choose between their commitments to social justice and academic excellence.'—Ernest Morrell, University of Notre DameTable of ContentsList of Figures, Concept Tables, and Focal Points Preface Acknowledgments Part I: Democracy, Diversity, and Inequity 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values 2. History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States 3. Politics and Philosophy: The Struggle over the School Curriculum 4. Policy and Law: Rules That Schools Live By Part II: The Practice of Teaching to Change the World 5. The Subject Matters: Constructing Knowledge Across the Content Areas 6. Instruction: Teaching and Learning Across the Content Areas 7. Assessment: Measuring What Matters 8. Classrooms as Communities: Developing Caring and Democratic Relationships Part III: The Context of Teaching to Change the World 9. The School Culture: Where Good Teaching Makes Sense 10. School Structure: Sorting Students and Opportunities to Learn 11. The Community: Engaging with Families and Neighborhoods 12. Teaching to Change the World: A Profession and a Hopeful Struggle Bibliography Index

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Book SynopsisLearn the skills and strategies you need to be an effective and empathic helper with EFFECTIVE HELPING: INTERVIEWING AND COUNSELING TECHNIQUES, Eighth Edition. Today's helpers must have a wider, more diverse range of knowledge and skills than ever before-including an understanding of culturally diverse human behavior and development, the process of change, the power of contemporary forces, and sound theories and methods of helping and communicating. This clear, applied, and respected book will help you master the skills of interviewing and relationship building to prepare you for the reality of what it's like to be a helper. It's also a resource you'll want to hold onto well into your career.Table of Contents1. Introduction. 2. The Helping Relationship. 3. Communication Skills. 4. Stage 1: Building Relationships and Establishing Goals. 5. Helping Theory. 6. Current Theoretical Perspectives. 7. Introduction to Strategies. 8. Stage 2: Applying Strategies. 9. Crisis Theory and Intervention. 10. Issues Affecting Helping. Appendix A. Observer's Guide to Rating Communication Skills. Appendix B. Sample Psychotherapy Policies. Appendix C. Sample Client Information Sheet. Appendix D. What Is the HIPAA Privacy Rule?

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Book SynopsisFor California teachers only! Here at last is that single teaching resource for making the critical link between the ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, fully armed with an insider’s understanding of how best to support our many ELs. Horizontal and vertical views reveal how each ELD Standard changes and progresses by grade and proficiency level. What the Student Does sections unpack what meeting a standard looks like in practice. CCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment. What the Teacher Does sections provide specific instructional guidance. Table of ContentsForeword by Laurie Olsen Prologue Preface Acknowledgments Overall Introduction Introduction for Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative Mode Standard 1. Exchanging information and ideas ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Exchanging information and ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas Standard 2. Interacting via written English ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Interacting via written English What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English Example of Practice in Vignette Related to Standard 2: Interacting via written English Standard 3. Offering opinions ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Offering opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinions Example of Practice in Snapshot Related to Standard 3: Offering opinions Standard 4. Adapting language choices ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Adapting language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choices Example of Practice in Snapshot Related to Standard 4: Adapting language choices Introduction for Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive Mode Standard 5. Listening actively ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Listening actively What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Listening actively Example of Practice in Snapshot Related to Standard 5: Listening actively Standard 6. Reading/viewing closely ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Reading/viewing closely What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Reading/viewing closely Example of Practice in Snapshot Related to Standard 6: Reading/viewing closely Standard 7. Evaluating language choices ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Evaluating language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choices Example of Practice in Snapshot Related to Standard 7: Evaluating language choices Standard 8. Analyzing language choices ELD Standard 8 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 8: Analyzing language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choices Example of Practice in Vignette Related to Standard 8: Evaluating language choices Introduction for Part 1, Cluster C: Interacting in Meaningful Ways, Productive Mode Standard 9. Presenting ELD Standard 9 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 9: Presenting What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 9: Presenting Example of Practice in Snapshot Related to Standard 9: Presenting Standard 10. Composing/writing ELD Standard 10 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 10. Composing/writing What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 10. Composing/writing Example of Practice in Vignette Related to Standard 10. Composing/writing Standard 11. Supporting opinions ELD Standard 11 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 11: Supporting opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinions Example of Practice in Snapshot Related to Standard 11: Supporting opinions Standard 12. Selecting language resources ELD Standard 12 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 12: Selecting language resources What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resources Example of Practice in Snapshot Related to Standard 12: Selecting language resources Introduction for Part 2, Cluster A: Learning About How English Works, Structuring Cohesive Texts Standard 1. Understanding text structure ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Understanding text structure What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structure Example of Practice in Vignette Related to Standard 1: Understanding text structure Standard 2. Understanding cohesion ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Understanding cohesion What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesion Example of Practice in Vignette Related to Standard 2: Understanding cohesion Introduction for Part 2, Cluster B: Learning About How English Works, Expanding and Enriching Ideas Standard 3. Using verbs and verb phrases ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrases Example of Practice in Snapshot Related to Standard 3: Using verbs and verb phrases Standard 4. Using nouns and noun phrases ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrases Example of Practice in Vignette Related to Standard 4: Using nouns and noun phrases Standard 5. Modifying to add details ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Modifying to add details What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add details Example of Practice in Snapshot Related to Standard 5: Modifying to add details Introduction for Part 2, Cluster C: Learning About How English Works, Connecting and Condensing Ideas Standard 6. Connecting ideas ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Connecting ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideas Example of Practice in Vignette Related to Standard 6: Connecting ideas Standard 7. Condensing ideas ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Condensing ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Condensing ideas Example of Practice in Snapshot Related to Standard 7: Condensing ideas

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Book SynopsisMaster interviewing skills with INTENTIONAL INTERVIEWING AND COUNSELING: FACILITATING CLIENT DEVELOPMENT IN A MULTICULTURAL SOCIETY, 9th Edition. This textbook gives you the tools to adapt your skills to address both individual and multicultural uniqueness, conduct interviews using five different theoretical approaches, and begin developing a personalized style and theory of interviewing and counseling that matches your own aptitudes and affinities. Moreover, this is the only text in the field that will show you how to understand and use neuroscience in counseling practice. Case studies, sample interviews, and a "Portfolio of Competencies" are just a few of the many tools that will help you master the material and become a better listener.Table of ContentsPreface and Introduction. Demystifying the Helping Process. Section I: THE FOUNDATIONS OF COUNSELING AND PSYCHOTHERAPY. 1. Intentional Interviewing, Counseling, and Psychotherapy. 2. Ethics, Multicultural Competence, Positive Psychology, and Therapeutic Lifestyle Changes. 3. Attending Behavior and Empathy Skills. 4. Observation Skills. Section II: THE BASIC LISTENING SEQUENCE: HOW TO ORGANIZE A SESSION. 5. Questions: Opening Communication. 6. Encouraging, Paraphrasing, and Summarizing: Active Listening and Cognition. 7. Observing and Reflecting Feelings: The Heart of Empathic Understanding. 8. How to Conduct a Five-Stage Counseling Session Using Only Listening Skills. Section III: FOCUSING AND EMPATHIC CONFRONTATION: NEUROSCIENCE, MEMORY, AND THE INFLUENCING SKILLS. 9. Focusing the Counseling Session: Contextualizing and Broadening the Story. 10. Empathic Confrontation and the Creative New: Identifying and Challenging Client Conflict. Section IV: INTERPERSONAL INFLUENCING SKILLS FOR CREATIVE CHANGE. 11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives. 12. Action Skills for Building Resilience and Managing Stress: Self-Disclosure, Feedback, Logical Consequences, Directives/Instruction, and Psychoeducation. Section V: SKILL INTEGRATION, THEORY INTO PRACTICE, AND DETERMINING PERSONAL STYLE. 13. Counseling Theory and Practice: How to Integrate the Microskills Approach with Multiple Approaches. 14. Skill Integration and Determining Personal Style. Appendix I: The Ivey Taxonomy: Definitions of the Microskills and Strategies with Anticipated Client Response. Appendix II: Ethics. Appendix III: The Family Genogram. Appendix IV: Counseling, Neuroscience/Neurobiology, and Microskills.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Block play stimulates learning in all areas of development: intellectual, physical, social, emotional and communication as well as early maths and literacy. In this book, experienced author and practitioner Judit Horvath has put together a variety of exciting and challenging ideas that cover them all. Some activities include cheap, easily sourced props such as play dough, pebbles, fairy lights and flowers to capture the children's imaginations, while others prompt more challenging block play to encourage the development and understanding of complex patterns, such as classifying, sequencing, counting, fractions and

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Book SynopsisYour Guide to Creating Equitable Schools If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective. With characteristic honesty and wisdom, Elena Aguilar inspires us to commit to transforming our classrooms, lays bare the hidden obstacles to equity, and helps us see how to overcome these obstacles, one conversation at a time. Coaching for Equity is packed with the resources necessary to implement Transformational Coaching in any organization. In addition to an updated coaching framework and corresponding rubrics, a comprehensive set of coaching tools puts success in every coach's hands. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world. Coaching for Equity covers crTable of ContentsAbout the Author xv Acknowledgments xvii Introduction A Couple of Notes 4 On Bridge-Building 4 Defining Equity 5 What Is in This Book 10 Who You Are—The Readers 13 Who I Am—The Author 15 How to Get the Most from this Book 19 Before You Go . . . 22 Interlude: Compassion 23 1 Transformational Coaching: A Model for Change 25 Structures to Span Chasms 25 Assumptions behind Transformational Coaching 29 Transformational Coaching 32 The Three Components of Transformational Coaching 34 The Four Phases of Transformational Coaching 40 The Five Principles of Transformational Coaching 45 Before You Go . . . 46 Interlude: Curiosity 48 2 Jumping into Coaching for Equity 49 Building Relationships and Surfacing Strengths 51 Low Expectations and a Deficit Mindset 54 The Undulating Landscape of Emotions 60 Turning Inward 66 A Conversation about Crying 69 “Do You Think I’m Racist?” 72 Before You Go . . . 73 Interlude: Connection 75 3 How to Understand Race, Racism, and White Supremacy 77 What Is White Supremacy? 79 What Is Racism? 84 How Racism Manifests in Schools 88 The Power of Words and the Language of Oppression 92 It’s Time to Take Action 96 Before You Go . . . 98 Interlude: Courage 100 4 How to Talk About Race 101 Recognizing What Is and What Could Be 103 Attending to Myself 110 A Time of Growth 113 The Path to Racial Healing 117 Why Calling People Out Doesn’t Work 121 Ten Ways to Respond to the Question, “Am I Racist?” 125 Before You Go . . . 126 Interlude: Purpose 128 5 What You Need to Know about Adult Learners 129 The Gaps between Current Ability and Desired Ability 130 How to Sequence Adult Learning 137 The Coach as Learner 139 Before You Go . . . 141 Interlude: Compassion 142 6 How to Change Someone’s Mind 143 Addressing Beliefs and Behavior at the Same Time 144 Six Conditions in Which Beliefs Change 148 How to Build Trust 160 What to Say When You Hear Racist Comments 163 For People of Color Doing this Work 168 Before You Go . . . 172 Interlude: Curiosity 174 7 What You Need to Know about Emotions 175 Toward an Appreciation of Emotions 176 Exploring and Embracing Our Needs 179 Responding to Resistance 186 The Connection between Emotions and Justice 193 Looking at Emotions through an Identity Lens 194 Before You Go . . . 196 Interlude: Connection 197 8 What You Need to Know about Identity 199 The Social Construction of Identity 200 How to Facilitate Reflection 201 Addressing Racial Differences 205 Before You Go . . . 209 Interlude: Courage 210 9 Surfacing Current Reality 211 A Prequel 211 Beginning a Coaching Relationship 214 Planning a Coaching Conversation 223 A First Classroom Visit 229 Before You Go . . . 231 Interlude: Purpose 233 10 Recognizing Impact 235 Debriefing an Observation 235 A Pause to Look Inward 241 Fostering Patience 243 Analyzing and Interpreting Data 243 Coaching a Way of Being: The Legacy Question 247 Determining Next Steps 248 When to Talk about Race 250 Before You Go . . . 254 Interlude: Compassion 256 11 Exploring Emotions 257 When Anger and Doubt Arise 257 Gathering Student Experience Data 260 Debriefing the Data 262 Confronting Bias 264 Before You Go . . . 273 Interlude: Courage 274 12 Creating New Practices 275 Developing New Behaviors 276 Scaffolding Learning for Adults 277 Data That Reveals Beliefs and Ways of Being 280 Practice, Practice, Practice 286 Role-Play Practice 287 Evidence of Deepening Will and Commitment 288 The Ups and Downs of Learning 291 Reflection 294 Celebrating Growth 295 Before You Go . . . 298 Interlude: Purpose 300 Conclusion: Towards Liberty and Justice for All 301 Compassionate 301 Curious 302 Connected 302 Courageous 303 Purposeful 303 Appendix A: The Phases of Transformational Coaching 305 Appendix B: The Equity Rubric 311 Appendix C: Transformational Coaching Rubric (TCR) 2.0 335 Appendix D: Advocating for Systems Change 353 Appendix E: The Core Emotions 359 Appendix F: Resources for Further Learning 363 Glossary 371 References 377 Index 383

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Book SynopsisWriting Backwards explores what the dominance of historical fiction in the contemporary canon reveals about American literary culture.Trade ReviewWriting Backwards offers us a surprising new history of the contemporary novel that no future critic will be able to ignore. Alexander Manshel’s book reads like a detective story, but the stakes of the mystery are very high. He explains how, when the literary canon has itself receded for many into a more remote past, history has come flooding back into serious fiction, especially fiction by minoritized writers. In a series of intricate readings, Manshel demonstrates that history is not done with the novel. -- John Guillory, author of Professing Criticism: Essays on the Organization of Literary StudyWriting Backwards is a penetrating survey of contemporary U.S. literature and an original, revelatory account of how literary fiction has been reshaped by ideological shifts within elite cultural institutions in and since the 1980s. Learned and insightful, beautifully written and persuasively argued, this is a timely and indispensable book. -- Aida Levy-Hussen, author of How to Read African American Literature: Post-Civil Rights Fiction and the Task of InterpretationAlexander Manshel's Writing Backwards is essential reading for students and scholars of contemporary American literary studies. His insights into how institutions and market appetites establish "literary" value are provocative and profound. This book has changed how I think about the relationship between history and the critical acclaim accorded American novels. -- Stephanie Li, author of Pan-African American Literature: Signifyin(g) Immigrants in the Twenty-First CenturyIn a brilliant stroke of analysis, Alexander Manshel shows that two of the most striking recent changes in the system of literary prestige—a tendency to value historical fiction over novels of contemporary life, and a weakening of the white monopoly on critical esteem—are in fact two sides of the same symbolic coin. Writing Backwards is essential reading for anyone interested in the racial dynamics of value in contemporary American letters. -- James English, author of The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural ValueWriting Backwards is at once a bold interpretation and a persuasive critique of contemporary literature’s investments in historical recovery. Drawing on close reading, institutional history, and sociological analysis, Alexander Manshel demonstrates how an earnest commitment to context has defined not only the shape of recent narrative fiction but the ethos of the critical establishment that shapes its reception. The book is a standout example of literary sociology’s capacity to write literary history anew by looking at the institutions and networks that produce symbolic prestige and guide cultural attention. -- Kinohi Nishikawa, author of Street Players: Black Pulp Fiction and the Making of a Literary Underground[Writing Backwards] make[s] major contributions to a post-McGurl sociology of literature . . . Manshel’s argument that historical fiction has achieved a new prestige in American literary culture over the course of the last four decades is ultimately convincing. -- Lee Konstantinou * The Chronicle of Higher Education *A fascinating new book . . . Manshel's research exposes the inertia and unspoken rules that shape literary institutions. -- Craig Fehrman * Boston Globe *One of the year’s most trenchant . . . literary studies. -- Sam Sacks * Wall Street Journal *The trend Manshel observes is very real. Once you see how pervasive traumatic, historical fiction has become, you cannot unsee it. Writing Backwards also convinced me that the overlapping aims of universities, prize committees and cultural institutions have produced this trend. But Manshel’s book raises broader questions: What is the so-called literary canon supposed to do? What has it done in the past? And does the canon matter in an era when literary education is crowded out by technical training and online distraction? -- Gordon Fraser * Times Literary Supplement *Table of ContentsAcknowledgmentsIntroduction1. Contemporary Fiction in Reverse2. The Making of the Greatest Generation3. Colson Whitehead’s History of the United States4. Reading the Family Tree5. The Rise of the Recent Historical NovelCoda: Excavating the PresentNotesWorks CitedIndex

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Book SynopsisPacked with engrossing examples and the most cutting-edge coverage available, bestselling TERRORISM AND HOMELAND SECURITY, 10th Edition, provides a theoretical and conceptual framework that enables you to understand how terrorism arises and functions. Acclaimed national terrorism experts Jonathan R. White and Steven M. Chermak discuss the theories of the world's best terrorist analysts. You'll learn about the historical background on the phenomenon of terrorism, the roots of contemporary conflicts, current conflicts shaping the world stage, emerging groups and Homeland Security organizations -- including controversies surrounding human rights and protecting civil liberties. In addition, MindTap digital learning solution helps you master key concepts through engaging video cases, career scenarios and more.Table of ContentsPart I: TERRORISM IN HISTORICAL AND SOCIAL CONTEXTS. 1. The Shifting Definition of Terrorism. 2. Practical Criminology, Radicalization, and Types of Terrorism. 3. Terrorist Financing and Money Laundering. 4. Terrorism and the Media. 5. Force Multipliers, Gender Roles, and Tactics. Part II: INTERNATIONAL TERRORISM: NATIONAL AND ETHNIC MOVEMENTS. 6. Long-Term Separatist Terrorism. 7. Nationalistic and Endemic Terrorisms. 8. Background to the Middle East. 9. Terrorism in Israel and Palestine. Part III: INTERNATIONAL TERRORISM: IDEOLOGICAL AND RELIGIOUS MOVEMENTS. 10. Revolutionary and Counterrevolutionary Terrorism. 11. Jihadist Networks. Part IV: DOMESTIC TERRORISM AND HOMELAND SECURITY. 12. Domestic Terrorism. 13. An Introduction to Homeland Security. 14. Organizing Homeland Security. 15. Homeland Security and Constitutional Issues. 16. Law Enforcement, Homeland Security, and the Future Word Cited.

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Book SynopsisThis book explores the needs of children over age six, delving into psychology, history, and civilization development. It serves as background for the "great lessons" in Montessori education. For core Montessori theory, look to _Education for a New World_ or _The Absorbent Mind_.

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Book SynopsisEnsure a secure start to every child's reading journey in Reception/P1 and Year 1/P2 with fully decodable fiction and non-fiction books expertly aligned to the Letters and Sounds progression.The Collins Big Cat Phonics for Letters and Sounds Red B Set contains 1 copy of every Phonics for Letters and Sounds title available within Band 2B/Red B. A built-in 20% discount on the price is included. The Red B Band Set contains the following 38 books:Fiction:Pink Boat, Pink CarA Bee on a LarkWow Cow!Shoot a HoopRobin HoodThe HopperAimee and the TabletLee and the BoxThe Power CutFinn Feels BetterJack and ZainA Job for the DogToo Hot!Sid the SheepOff to Town!Nipper and GullI Look for MarkMeena and the RabbitMix Up On the FarmNon-fiction:Get Set for FunIt is HiddenLook at Them GoDown the RiverPack for a PicnicIt is a FoxFood on the FarmRock PoolsAn Animal Park KeeperHigher and HigherRoots and ShootsOdd FishOwls in the NightDown to UpSun and RainZoom to the MoonIs it Magnetic?Bees!

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Book SynopsisOriginally designed as a resource for those preparing for board certification in headache medicine, the first edition of this book became a staple in training programs across the United States and worldwide. Building on this success, the second edition of Comprehensive Review of Headache Medicine serves as a versatile text designed for both learners and experienced practitioners who treat patients with various types of head pain, namely doctors, nurses, dentists, and therapists. Dr Morris Levin serves, once again, as the editor of this multi-authored work to ensure a useful and coherent reading experience, with current information and recommendations. The second edition begins with chapters on the anatomic and physiological foundations of head pain, followed by detailed sections on diagnosing primary and secondary headache conditions. Subsequent chapters cover the treatment of headache disorders, including special populations and complementary therapies.Expert authors have focused their chapters on the practical needs of medical, dental, and other healthcare providers. Instead of exhaustive referencing, each chapter includes a list of recommended readings and self-assessment questions, totaling around 260 throughout the book. The content has been thoroughly updated to reflect recent advances in our understanding of headache medicine and covers all required information from the headache medicine board exam.

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Book SynopsisDismantling the Death Penalty is a succinct, accessible, and lively overview of research on the costs and consequences of capital punishment. Professor Costanzo uses diverse sources of information--including closing arguments from murder trials; interviews with jurors; statistical analyses of murder rates; survey data; and quotes from defendants, politicians, and the families of victims--to understand the effects and effectiveness of the death penalty. Each chapter answers an essential question: How do juries decide who is sentenced to death? Do executions deter potential murderers? Does the public support the death penalty? Is it cruel and unusual? Is it cheaper than life imprisonment? How serious are errors and biases in the system? Is the death penalty morally justified? Although the emphasis is on social scientific research, this comprehensive analysis also places the practice of killing murderers in historical, political, and moral context. The opening chapter chronicles the long, bloody history of executions and changes in how, when, and why we kill criminals. The closing chapter evaluates the politics and future of capital punishment, as well as alternatives to execution.

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Book SynopsisUnmarried Black mothers in the United States face a precarious existence. Their precarity reflects the deep-seated ills of anti-Black racism, systemic poverty, disenfranchisement, and state violence that adversely impact the daily lives of most Black Americans. Scholarly and popular discourses across racial boundaries reflect the prevalence of negative judgements of those Americans. These discourses illuminate the vulnerabilities particular to unmarried Black mothers, who are, more often than not, held blameworthy for their diminished life conditions. Single Black mothers, however, are not parasitic problems in need of eradication. The institution of marriage is the problem.Contemporary debates on marriage are often situated within feminist philosophy, queer philosophy, and critical race theory, but sustained engagement within Africana philosophy is virtually nonexistent. Single Black Mother fills this gap and corrects the impoverished narrative of single Black motherhood by engaging the following questions: How has the American marital institution served to confine political, moral, and economic capital amongst elites to the detriment of unmarried Black mothers and their families? How should considerations of anti-Black racism inform our deliberations concerning the role, if any, the state should undertake regarding intimate relationships? How can we affirm the matrifocal dyad as a productive site of racial justice?Annika Maaza Simpson here offers an original and novel contribution to the canon of Africana philosophy, and the philosophical literature on marriage. Arguing that non-normative families, specifically families headed by unmarried Black women, should be regarded as generative sites of moral worthiness and liberation practices. Single Black Mother deploys a queer Black feminist lens to illuminate the multiple vectors of harm, inclusive of material, moral, and political harms that serve to undermine the freedom of unmarried Black mothers existing outside of the state marital regime.

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Book SynopsisEmployees and managers alike seek ways to be happy and effective in the workplace--an arena in which we all spend many hours of our week. Community is an essential ingredient in a healthy and productive work environment: when asked what people like about their jobs, it''s not uncommon to hear We''re like a family, or Here, I''m part of a community. Considering the numerous models conceptualized to support creation of emotionally satisfying and behaviorally productive work settings, it is perhaps surprising that the topic of community at work has been underexplored.Based on sound theoretical foundations and empirical findings from the science of management and community research and action, Building Community at Work guides scholars, employees, and leaders of organizations toward creating communities at work in any institutional sector. To make abstract theory concrete, Neil Boyd weaves scientific models and concepts together with the story of a young business owner''s journey to becoming an industry leader in building communities. The book also provides practical considerations for professionals to analyze and conceive ways to create communities at work. In Boyd''s accessible and grounded analysis, find the building blocks for transforming the workplace into a flourishing community.

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Book SynopsisThe Sixth Edition of Charney and Nestler''s Neurobiology of Mental Illness builds on previous editions of the book and reflects the continuing progress in reintegrating psychiatry into the mainstream of modern biomedical science. This reintegration remains a work in progress, based on the unique complexity of the brain and its diseases. Yet, the research tools that are transforming other branches of medicine-epidemiology, genetics, epigenetics, molecular and cell biology, imaging, and medicinal chemistry, along with fundamental advances in the neurosciences that make it possible to decipher cell types and their larger circuits to an unprecedented degree, are now at long last transforming psychiatry. Collectively, the 75 chapters in this newly renovated textbook describe the developments in genetics and in molecular, cellular, and systems neuroscience that are breaking new ground in the diagnosis, treatment, and prevention of disabling psychiatric disorders. In this updated edition, Section 1 focuses on the major methodological approaches to studying the biological basis of mental illness. Sections 2 through 8 each focus on a major class of mental illness, including schizophrenia, bipolar disorder, depression, anxiety and trauma disorders, substance use disorders, neurodegenerative disorders, and childhood psychiatry disorders. The final section is a collection of essays that address what can be expected over the next decade in terms of improving psychiatric diagnosis, achieving a true precision approach to treating mental illness, along with new avenues of medication and non-medication therapies in the offing.

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Book SynopsisCulture and Language at Crossed Purposes unpacks the interpretive problems of colonial treaty-making and uses them to illuminate canonical works from the period. Classic American literature, Jerome McGann argues, is haunted by the betrayal of seventeenth- and eighteenth-century Indian treatiesa stunned memory preserved in the negative spaces of the treaty records. A noted scholar of the textual conditions of literature, McGann investigates canonical works from the colonial period, including the Arbella sermon and key writings of William Bradford, John Winthrop, Anne Bradstreet, Cotton Mather's Magnalia, Benjamin Franklin's celebrated treaty folios and Autobiography, and Thomas Jefferson's Notes on the State of Virginia. These are highly practical, purpose-driven worksthe record of Enlightenment dreams put to the severe test of dangerous conditions. McGann suggests that the treaty-makers never doubted the unsettled character of what they were prosecuting, and a similar conflicted ethTrade Review“Bradford, Winthrop, Bradstreet, Mather, Franklin, Jefferson—over one hundred years of North American colonial treaty-making. McGann has spent the last decade studying early American texts, but this book reflects an entire career of fierce reading. Culture and Language at Crossed Purposes is an exercise in accuracy, thoroughness, and candor, the values that McGann calls for in scholarship today. His enduring concern with method makes this an important book for readers in the humanities more broadly.” * Anna Brickhouse, author of 'The Unsettlement of America' *“Culture and Language at Crossed Purposes is a sophisticated rethinking of both the American literary tradition and the methods that have been used to study it. There is a lesson in this book for those who would study truth and beauty today: study of the human record requires a rigor tempered with a profoundly human sense of the failure immanent to the historiographical enterprise.” * Matt Cohen, author of 'Colonial Mediascapes' *"What is ultimately at stake for McGann is not merely the contested and fragmented history of early eras but also the very nature of the humanistic endeavor by which contemporary people struggle to comprehend them. Historically capacious yet precise, analytically fluid, and beautifully written, this book models and inspires humanistic scholarship committed to precision, detail, and to truth itself." * Choice *Table of ContentsList of Figures Preface Introduction 1: Scope and Method 2: The Exceptional Encounter 3: On Native Grounds: North American Treaty-Making (ca. 1609–1721) Part I: Puritan Enlightenment: Via Dolorosa Prologue 4: William Bradford: The Diary (1620–21), the History (Of Plymouth Plantation), and the Hebrew Studies 5: John Winthrop: From Journal to History 6: Anne Bradstreet: The World Elsewhere 7: Cotton Mather’s Magnalia Interchapter 1. Covenant Chain Treaty-Making and Franklin’s Folios Part II. Secular Enlightenment: The Importance of Failure 8: Franklin’s Autobiography: Composition as Explanation 9: The Education of Thomas Jefferson Interchapter 2. The End of Kaswentha: A Brief History Part III. Truth and Method 10: The Arbella Sermon: A Case Study 11: The American Scholar in the Twenty-first Century Acknowledgments Notes Index

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Book SynopsisA cross-cultural study of magical phenomena in the Middle Ages. Marvels like enchanted rings and sorcerers' stones were topics of fascination in the Middle Ages, not only in romance and travel literature but also in the period's philosophical writing. Rather than constructions of belief accepted only by simple-minded people, Michelle Karnes shows that these spectacular wonders were near impossibilities that demanded scrutiny and investigation. This is the first book to analyze a diverse set of writings on such wonders, comparing texts from the Latin Westincluding those written in English, French, Italian, and Castilian Spanish with those written in Arabic as it works toward a unifying theory of marvels across different disciplines and cultures. Karnes tells a story about the parallels between Arabic and Latin thought, reminding us that experiences of the strange and the unfamiliar travel across a range of genres, spanning geographical and conceptual space and offering an ideal Trade Review"An adventurous comparative study of Christian and Islamic culture from the seventh to the fourteenth centuries, with forays into later works such as Don Quixote. [Karnes] looks at natural philosophy and optics, cognitive theories, travel literature and wonder tales, seeing in these varied disciplines a common thread of intellectual curiosity." * New York Review of Books *“Few scholars of medieval Europe have sought to put the body of writings on marvels produced in the Latin West in dialogue with currents in Arabic letters. Karnes navigates this terrain with sophistication and erudition. The breadth is stunning, and the comfort and ease that Karnes exhibits throughout a broad swath of intellectual endeavors are truly remarkable. This will be a vital work for students and scholars of intellectual history for years to come. We need more scholarship just like this: willing to take risks, to explore distant terrain, and to open new conversations.” -- Travis Zadeh, Yale University“This is an excellent and refreshingly new account of the marvelous in medieval cultures. Karnes approaches marvels as a philosophical problem. Whether natural or invented, a marvel arouses wonder because of its liminal status as a rare, implausible, yet not impossible event or object. A particular strength is that Karnes goes beyond treating Arabic philosophy and literature as ‘influences’ on the West and works directly with the Arabic sources.” -- Barbara Newman, Northwestern UniversityTable of ContentsNote to the Reader Introduction Chapter 1. Marvels and the Philosophy of Imagination: True Dreams, Prophecy, and Possession Chapter 2. Marvels and the Philosophy of Imagination: Bewitchment, Telekinesis, and the Moving of Mountains Chapter 3. Philosophers’ Fables Chapter 4. Imaginative Geography Chapter 5. Marvelous Trials Chapter 6. Mutatis Mirabilibus Conclusion Acknowledgments Bibliography Index

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Book SynopsisThe second volume of an ambitious new economic history of American higher education. Capital of Mindis the second volume in a breathtakingly ambitious new economic history of American higher education. Picking up from the first volume,Exchange of Ideas, Adam R. Nelson looks at the early decades of the nineteenth century, explaining how the idea of the modern university arose from a set of institutional and ideological reforms designed to foster the mass production and mass consumption of knowledge. This industrialization of ideas mirrored the industrialization of the American economy and catered to the demands of a new industrial middle class for practical and professional education. From Harvard in the north to the University of Virginia in the south, new experiments with the idea of a university elicited intense debate about the role of scholarship in national development and international competition, and whether higher education should be supported by public funds, especially in Trade Review"Should American colleges and universities serve the public good? It all depends on what we mean by 'the public,'of course, and what we imagine would be 'good' for it. Adam Nelson has produced the first full history of how Americans established and funded higher education, and--especially--of how they deliberated its fundamental purposes. From now on, anyone who wants understand that debate--or to enter into it themselves--will have to consult this groundbreaking book." -- Jonathan Zimmerman, University of Pennsylvania“This book and its companion, Exchange of Ideas, represent a monumental achievement. They will fundamentally alter how we understand virtually every feature of US higher education during more than a century of its history. Nelson’s work will cause a major splash and encourage readers to radically alter their views of the educational landscape before the Civil War. With these books, the history of American colleges and universities will never again look the same.” -- Andrew Jewett, Johns Hopkins University“Adam Nelson’s dazzling study of the capitalist roots of the modern American university unearths the links between ideas and institutions, knowledge and politics, states and nations, and higher education’s past and present. This is a field redefining work.” -- Christopher Loss, Vanderbilt UniversityTable of ContentsPreface Introduction Part I: The Idea of a “University,” 1812–18 Charlottesville 1. A Plan of a University in Virginia 2. The Literary Fund Cambridge (via Göttingen) 3. Our Young Geniuses in Boston 4. The State of Literature in Germany Consolidation 5. Every Science Deemed Useful 6. No One Will Buy What No One Has Offered to Sell Part II: The Economy of Knowledge, 1818–24 Crises 7. The Late Riot at Göttingen 8. The Inadequacy of the Funds for the University Controversies . . . and Curricula 9. A Professor of Political Economy 10. The Science of Wealth Competition! 11. If We Can Ever Have a University at Cambridge 12. Intellectual Economy Part III: The Industrialization of Ideas, 1824–30 Cosmopolitanism/Commercialism 13. To Improve Our Science, as We Have Done Our Manufactures, by Borrowed Skill 14. Filled by Foreigners Conflict 15. Modern Views of Liberal Education 16. Friedrich List Catalyst 17. Intellectual Power 18. An Honorable Competition with the Universities of Europe Conclusion Afterword Acknowledgments Notes Bibliographic Essay Index

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Book Synopsis

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Book SynopsisTable of Contents Introduction: reminding ourselves what is important 1 The journey to becoming an outstanding teacher 2 Starting afresh: early contact with classes 3 A class act: planning exciting and highly challenging lessons 4 Know the golden rules: managing the class effectively 5 Up to the mark: formative assessment 6 The data day business: using data for pupil improvement 7 Make it personal: effective methods of differentiation in the classroom 8 On top of the form: the role of the form tutor 9 Talk to the heart: managing yourself and others 10 The learning journey Concluding thoughts

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Book SynopsisTable of Contents About the author Publisher's acknowledgements Author's acknowledgements Part 1 The beginning 1 Introduction 2 Clunk, click, every trip Part 2 Structure 3 The order of events 4 I've been waiting for a sign 5 Keeping it together 6 Death by PowerPoint: an antidote Part 3 Style 7 Doing what comes naturally 8 Word perfect 9 One thing leads to another 10 What not to write 11 Mythbusting 12 Sound advice Part 4 Magic 13 A spoonful of sugar 14 Painting pictures 15 More sound advice 16 Screenwriting 17 And finally ... Part 5 The end 18 It ain't over till it's over 19 The end is nigh

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Book Synopsis"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools."Robert Wyness, Student, De Montfort University, Leicester,UK* Why do we teach and learn about the past?* How is history taught in schools?* What are the influences on the way teachers teach and pupils learn about the past?History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed acTable of ContentsPrefacePart one: Understanding history educationWhat's happening in history teaching?Why research history teaching?How was this book researched?Part two: Understanding history teachersWhat do history teachers do in history classrooms?What do history teachers know?How do history teachers use their knowledge?Part three: Understanding the history curriculumWhat does school history look like?What is school history for?What is the future of the past?AppendixBibliographyIndex.

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