Education / Educational sciences / Pedagogy Books

Book SynopsisPOLICE ETHICS, 2nd Edition complements traditional police training by illustrating the importance of and techniques for employing ethics in law enforcement. Ethical clarity is especially critical for the police professional perhaps uniquely so because the ethical point of view determines the way "police competence" is understood. In addition to the Law Enforcement Code of Ethics, the book promotes an "ethic to live by" for officers, and applies various schools of ethical thought to practical examples in policing. The authors avoid dictating rules and labeling behaviors as inherently good or bad, instead providing the tools necessary for making intelligent, impartial decisions from a positive perspective. Expanded to include philosophical background, practical applications, and more examples of ethics in action, POLICE ETHICS, 2nd Edition is an ideal resource for officers in training and experienced professionals alike.Trade ReviewAcknowledgments. Preface to the Second Edition. 1. Introduction. Part I: THE SETTING. 2. Police Professionalism. 3. The Nature of Police Work. 4. Why Be Ethical? Part II: ETHICAL FRAMEWORKS. 5. What is Character? 6. The Development of Character. 7. Ethical Formalism. 8. Utilitarianism. 9. An Ethic To Live By. 10. Judgment Calls. Part III: ON THE STREET. 11. Types of Police Misconduct. 12. The Causes of Police Deviance. 13. Practical Applications. Part IV: IMPLICATIONS. 14. The Law Enforcement Code of Ethics. 15. Being a Good Officer.Table of ContentsAcknowledgments. Preface to the Second Edition. 1. Introduction. Part I: THE SETTING. 2. Police Professionalism. 3. The Nature of Police Work. 4. Why Be Ethical? Part II: ETHICAL FRAMEWORKS. 5. What is Character? 6. The Development of Character. 7. Ethical Formalism. 8. Utilitarianism. 9. An Ethic To Live By. 10. Judgment Calls. Part III: ON THE STREET. 11. Types of Police Misconduct. 12. The Causes of Police Deviance. 13. Practical Applications. Part IV: IMPLICATIONS. 14. The Law Enforcement Code of Ethics. 15. Being a Good Officer.

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Book SynopsisPraise for What Our Stories Teach Us In her new book What Our Stories Teach Us, Linda Shadiow invites college faculty to use their personal and professional stories to reflect more critically and meaningfully on their teaching practice. Guiding her readers with a gentle but sure hand, Shadiow painstakingly shows that by systematically examining our educational and pedagogical biographies from a range of perspectives, we gain deeper insight into the pivotal moments that enliven our teaching and sustain our commitment to ongoing professional growth. I expect to be learning from this humane book for many years to come. STEPHEN PRESKILL, Distinguished Professor of Civic Engagement and Leadership, Wagner College Essential reading for every educator who strives to be a better teacher. Shadiow's book offers us a fascinating process to mine our personal teaching and learning stories for the valuable lessons they contain. JIM SIBLEY, CentTable of ContentsPreface vii Acknowledgments xv About the Author xix 1. Storied Contexts 3 2. Living Stories 25 3. Storied Accounts 45 4. Seeking Patterns 65 5. Exploring Patterns 85 6. Locating Assumptions 103 7. Exploring Paradigmatic Assumptions 125 8. Storied Teaching 149 References 171 Index 179

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Book SynopsisA new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action. Teacher-Driven Observation is unique in that it places the observed teacher as leader of the work, the one who identifies a personal area for development, engages her colleagues in the collection of classroom data, and utilizes the data collected to inform her ongoing instruction. Offers a new model for collecting data to inform and improve individual instruction Includes a step-by-step process for implementing Teacher-Driven ObservationsTable of ContentsAbout the Authors v Acknowledgments vii Foreword xi Introduction 1 PART ONE PREPARING 1 Teacher-Driven Observation for Professional Learning 11 2 Preparing for Teacher-Driven Observation 25 PART TWO IMPLEMENTING 3 The Preobservation Meeting 41 4 The Observation 59 5 The Postobservation Debriefing 75 PART THREE SUSTAINING 6 Figuring Out the Logistics 93 7 For Principals: How to Implement and Sustain Teacher-Driven Observation 107 8 Teacher-Driven Observation in Action 125 Epilogue: Professional Learning Communities and Teacher-Driven Observation 143 Chapter Summaries and Study Questions 149 Notes 157 Index 159

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Book SynopsisA brightly colored, vivid 17 x 22 poster for classroom or training room display that outlines and helps remind leaders ofThe Five Practices and Ten Commitments of Exemplary Leadership: Model the Way Clarify values by finding your voice and affirming shared values Set the example by aligning actions with shared values Inspire a Shared Vision Envision the future by imagining exciting and ennobling possibilities Enlist others in a common vision by appealing to shared aspirations Challenge the Process Search for opportunities by seizing the initiative and looking outward for innovative ways to improve Experiment and take risks by constantly generating small wins and learning from experience Enable Others to Act Foster Collaboration by building trust and facilitating relationships Strengthen others by increasing self determination and developing

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Book SynopsisThe Wiley Handbook of Learning Technology is an authoritative and up-to-date survey of the fast-growing field of learning technology, from its foundational theories and practices to its challenges, trends, and future developments.Table of ContentsForeword viii Acknowledgements x Contributors xi Editorial Advisory Board xiii 1 Mapping the Field and Terminology 1Nick Rushby and Daniel W. Surry 2 How People Learn 15Jeroen van Merriënboer 3 What is Technology? 35Martin Oliver 4 Learning Theory and Technology: A Reciprocal Relationship 58Peggy A. Ertmer and Timothy J. Newby 5 Evolution of Learning Technologies 77Maggie McPherson 6 Learning Technology at Home and Preschool 96Lydia Plowman 7 Problem Spaces: A Framework and Questions for Critical Engagement with Learning Technologies in Formal Educational Contexts 113Keith Turvey and Norbert Pachler 8 Learning Technology in Higher Education 131Johannes Cronje 9 Learning Technology in Business and Industry 145Clark Quinn 10 Educational Technologies in Distance Education: Off-campus and Online, but on Course? 160Yoni Ryan and Colin Latchem 11 Learning Technology and Lifelong Informal, Self-Directed, and Non-formal Learning 180Colin Latchem 12 Learning with Technologies in Resource-constrained Environments 200Dick Ng’ambi and Vivienne Bozalek 13 Competencies for Designers, Instructors, and Online Learners 221Barbara L. Grabowski, Michael Beaudoin, and Tiffany A. Koszalka 14 Digital Learning Environments 242George Veletsianos 15 How to Succeed with Online Learning 261Phil Green 16 Diversity and Inclusion in the Learning Enterprise: Implications for Learning Technologies 287Robbin Chapman 17 Sins of Omission: The Search for Missing Signs by Abandoned e-Learners 301Ruth Gannon-Cook 18 Equity, Access, and the Digital Divide in Learning Technologies: Historical Antecedents, Current Issues, and Future Trends 327Marshall Jones and Rebecca Bridges 19 University Learning Technology Control and Security: Requires Teamwork to Succeed 348Donald Tharp and Greg Chamberlain 20 The Design of Learning 372Daniel Spikol 21 Mobile Learning and Social Networking 390John Traxler 22 The Utility of Games for Society, Business, and Politics: A Frame-reflective Discourse Analysis 406Igor Mayer, Harald Warmelink, and Qiqi Zhou 23 The Investment in Learning Technologies: Evidencing Value for Money? 436Jane Massy 24 Technology Planning in Schools 455David C. Ensminger 25 Surviving the Next Generation of Organizations—as Leaders 484Eugene Kowch 26 Futureproofing 508Steve Harmon and Wayne Dennison 27 Towards a Research Agenda for Educational Technology Research 523Paul A. Kirschner and Liesbeth Kester 28 The Dystopian Futures 542Neil Selwyn 29 Utopian Futures for Learning Technologies 557Marcus Childress Index 571

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Book SynopsisA provocative and authoritative compendium of writings on leadership in education from distinguished scholar-educators worldwide.Table of ContentsNotes on Contributors ix Working Within Radical Pluralism: Reconstructing Educational Leadership 1Ira Bogotch and Duncan Waite 1 Educational Leadership for What? An Educational Examination 15Gert Biesta 2 The Question of Creativity for the Field of Educational Leadership 29Susan Field Waite and Kirsten Robbins 3 Educational Leadership and Emotion 45Gabriele Lakomski and Colin W. Evers 4 Leading With Consistency: How the Ends Don’t Always Justify the Means (and Vice Versa) 63Andy Hargreaves and Rebecca Lowenhaupt 5 Rethinking Gender and Socially Just Leadership in the Sociospatialized Context(s) of Global Edu]Capitalism 79Jill Blackmore 6 Politics, Activism, and Leadership for Social Justice in Education 103James Ryan and Katie Higginbottom 7 From “Data]Driven” to “Democracy]Driven” Educational Leadership: Navigating Market Bureaucracy and New Technology in a Post]Fordist Era 125Kenneth J. Saltman and Alexander J. Means 8 Educational Leadership and Environmental Justice in a Climate]Challenged World 139John Hardman 9 Resisting and Reclaiming the Global Discourse of Leadership: From Entrepreneurial to Advocacy Leadership 157Gary L. Anderson and Andrea López 10 The Political Economy of Leadership 175Peter Gronn, Anna Vignoles, and Sonia Ilie 11 Freedom to What Ends?— School Autonomy in Neoliberal Times 193Richard Niesche and Pat Thomson 12 Higher Education Leadership in Universities, Colleges, and Technical Schools Around the World 207Edward P. St. John, Cliona Hannon, and Wang Chen 13 Educational Leadership for Teaching and Learning 227Sally J. Zepeda, Oksana Parylo, and Hans W. Klar 14 Leading Schools Down Under: Where are the Real Decisions Made? 253Tony Townsend, Cathy Wylie, and Jane Wilkinson 15 Administrative Matters for African Educational Leaders: Illustrations from Women Secondary School Administrators in Tanzania and Ghana 271Beverly Lindsay, Susanna Kofie, and Joyce G. Mbepera 16 Privatizing Leadership in Education in England: The Multiple Meanings of School Principal Agency 295Steven J. Courtney and Helen M. Gunter 17 From Welfarism to Neo]Liberalism: Conceptualizing the Diversity of Leadership Models in Europe 311David Hall, Jorunn Møller, Michael Schratz, and Roberto Serpieri 18 The Importance of Leaders’ Discursive Positioning in Neocolonial Education Reform Aimed at Closing the Disparities for Indigenous Peoples 335Mere Berryman and Dawn Lawrence 19 The Characteristics of Educational Leadership in the Middle East: A Comparative Analysis of Three Nation]States 355Khalid Arar, Selahattin Turan, Maysaa Barakat, and Izhar Oplatka 20 Asian Geographies of Educational Leadership 375Darren A. Bryant, Allan Walker, and Qian Haiyan 21 Managing to Lead? Contemporary Perspectives on Principals’ Practices in Russia 397Alma Harris, Anatoly Kasprzhak, Michelle Jones, and Natalia Isaeva 22 Advances and Challenges of Educational Leadership in Latin America 415Joaquín Gairín Sallán, Rosa María Tafur Puente, and María Inés Vázquez Clavera 23 Contexts of Canadian Educational Leadership 433Robert E. White and Karyn Cooper 24 US Contexts of/for Educational Leadership 453Peter Demerath and Karen Seashore Louis Index 471

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Book SynopsisThe contributions to this special issue were selected from a wealth of studies presented at the first Workshop on Infant Language Development held in Europe (Donostia, Spain) including keynote talks by such prominent infant researchers as Jenny Saffran, Marilyn Vihman, Krista Byers-Heinlin, and Dick Aslin. One of the many goals of this meeting was to bring together researchers who work on the acquisition of various languages. For this reason, research reported in this special issue includes experimental data from German, Japanese, Basque, Spanish, Italian, French, British, English, and American English infants. By investigating various abilities of infants from all these linguistic backgrounds, the articles published within this volume cover the research fields of speech perception development, cognitive development, and the development of word comprehension and production.Table of ContentsForeword V Monika Molnar and Nuria Sebastian-Galles The Roots of Language Learning: Infant Language Acquisition 1–5 Fumitaka Homae, Hama Watanabe, and Gentaro Taga The Neural Substrates of Infant Speech Perception 6–26 Laurence White, Caroline Floccia, Jeremy Goslin, and Joseph Butler Utterance-Final Lengthening Is Predictive of Infants’ Discrimination of English Accents 27–44 Monika Molnar, Marie Lallier, and Manuel Carreiras The Amount of Language Exposure Determines Nonlinguistic Tone Grouping Biases in Infants From a Bilingual Environment 45–64 A´gnes M. Kova´cs Extracting Regularities From Noise: Do Infants Encode Patterns Based on Same and Different Relations? 65–85 Richard N. Aslin and Elissa L. Newport Distributional Language Learning: Mechanisms And Models of Category Formation 86–105 Jenny Saffran Sounds and Meanings Working Together: Word Learning as a Collaborative Effort 106–120 Marilyn May Vihman, Rory A. DePaolis, and Tamar Keren-Portnoy The Role of Production in Infant Word Learning 121–140 Barbara Höhle, Sabina Pauen, Volker Hesse, and Jürgen Weissenborn Discrimination of Rhythmic Pattern at 4 Months and Language Performance at 5 Years: A Longitudinal Analysis of Data From German-Learning Children 141–164 Amanda Seidl, Brian French, Yuanyuan Wang, and Alejandrina Cristia Toward Establishing Continuity in Linguistic Skills Within Early Infancy 165–183 Krista Byers-Heinlein Languages As Categories: Reframing the “One Language or Two” Question in Early Bilingual Development 184–201

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Book SynopsisThe Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices. The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the new managerialism in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning modelsTable of ContentsNotes on Contributors ix Introduction: Toward a Transformational Agenda for Global Education Reform 1Kenneth J. Saltman and Alexander J. Means 1 Capitalism and Global Education Reform 11Steven J. Klees 2 The Business Sector in Global Education Reform: The Case of the Global Business Coalition for Education 27Francine Menashy, Zeena Zakharia, and Sheetal Gowda 3 Venture Philanthropy and Education Policy‐Making: Charity, Profit,and the So‐Called “Democratic State” 47Antonio Olmedo 4 Nodes, Pipelines, and Policy Mobility: The Assembling of an Education Shadow State in India 71Stephen J. Ball and Shelina Thawer 5 Reframing Teachers’ Work for Global Competitiveness: New Global Hierarchies in the Governing of Education 87Tore Bernt Sørensen and Susan Lee Robertson 6 School Principals in Neoliberal Times: A Case of Luxury Leadership? 113Helen M. Gunter, Steven J. Courtney, David Hall, and Ruth McGinity 7 The Expansion of Private Schooling in Latin America: Multiple Manifestations and Trajectories of a Global Education Reform Movement 131Antoni Verger, Mauro Moschetti, and Clara Fontdevila 8 Global Education Policies and Taken‐For‐Granted Rationalities: Do the Poor Respond to Policy Incentives in the Same Way? 157Xavier Bonal 9 The Politics of Educational Change in the Middle East and North Africa:Nation‐Building, Postcolonial Reconstruction, Destabilized States, Societal Disintegration, and the Dispossessed 173Eugenie A. Samier 10 Profiting from the Poor: The Emergence of Multinational Edu‐Businesses in Hyderabad, India 199Carol Anne Spreen and Sangeeta Kamat 11 The Bait‐and‐Switch and Echo Chamber of School Privatization in South Africa 231Salim Vally 12 The Violence of Compassion: Education Reform, Race, and Neoliberalism’s Elite Rationale 243Noah De Lissovoy 13 Uncommon Knowledge: International Schools as Elite Educational Enclosures 259Marcea Ingersoll 14 Startup Schools, Fast Policies, and Full‐Stack Education Companies:Digitizing Education Reform in Silicon Valley 283Ben Williamson 15 Who Drives the Drivers?: Technology as the Ideology of Global Educational Reform 307Petar Jandrić and Sarah Hayes 16 Resurgent Behaviorism and the Rise of Neoliberal Schooling 323Mark J. Garrison 17 Educating Mathematizable, Self‐Serving, God‐Fearing, Self‐Made Entrepreneurs 351Jurjo Torres‐Santomé 18 Putting Homo Economicus to the Test: How Neoliberalism Measures the Value of Educational Life 371Graham B. Slater and Gardner Seawright 19 EcoJust STEM Education Mobilized Through Counter‐Hegemonic Globalization 389Larry Bencze, Lyn Carter, Ralph Levinson, Isabel Martins, Chantal Pouliot,Matthew Weinstein, and Majd Zouda 20 When the Idea of a Second Grade Education for the Marginalized Becomes the Dominant Discourse: Context, Policy, and Practice of Neoliberal Capitalism 413Ravi Kumar 21 Financial Literacy and Entrepreneurship Education: An Ethics for Capital or the Other? 435Chris Arthur 22 The Socially Just School: Transforming Young Lives 467John Smyth 23 Beyond Neoliberalism: Educating for a Just Sustainable Future 489David Hursh and Alice Jowett 24 When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto 503Henry A. Giroux Index 517

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Book SynopsisIlluminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance. Authored by some of the field's foremost scholars, as well as new and up-and-coming academics, this definitive handbook offers a range of cultural, economic, and political perspectives on the state of education policy today. It addresses historic, current, and future education policyincorporating changing social landscapes of education, economy, and policy. The Wiley Handbook of Educational Policy covers the role of politics in education governance; the politics of philanthropy and for-profits; the culture and economy of professional organizations; the governance of technology integration; and future political realities to global citizenry. Themes and topics range not only across early childhood, K-12, and tertiaryTable of ContentsNotes on Contributors ix Foreword xxiJohn M. Heffron Part I The Policy of Education Governance 1 1 A Discursive Analysis of Neoliberal Policies and Practices in Education 3Fenwick W. English and Rosemary Papa 2 The History of Educational Policy and Governance: Fundamental Questions About Citizens’ Rights, Roles, and Futures 29Jane Clark Lindle 3 Dominant Trends in the Evolution of K‐12 Education Policy in the United States 51Beverly J. Irby, Mario S. Torres, and Nahed Abdelrahman 4 Bridging the Research and Politics Gap to Set the Policy Agenda 73David R. Garcia 5 The Continuing Evolution of School Choice in America 97Mark Berends 6 The Training of School Leaders: The Standards Era 119James E. Berry 7 Potential Impacts on the Future of Public and Private Education in a Global Economy 141Arthur Shapiro 8 Leading the Way Out of Neoliberal Devastation: Luchar y vivir con dignidad (To Fight and to Live with Dignity): Mexican Teachers in Resistance 161Marta Sánchez 9 Should Education be Considered a Commodity?: Global Privatization of Education 185M. David Alexander Part II American Politics and Citizenship 223 10 The Impact of Education Policies on Black Students’ School Functioning 225Aletha M. Harven 11 Parents’ Social Justice Activism Shapes School Policy: An Ethnographic Perspective 245Concha Delgado Gaitan 12 Contemporary Decolonolization: Dismantling Policy Barriers to Systemic Equity and Self‐determination 267Hollie J. Mackey 13 Toward a New Democracy: Mexican Teachers of La CNTE in Resistance Constructing a Post‐neoliberal México 289Marta Sánchez 14 Potential Legal Challenges in Educating Undocumented Immigrant Populations 307James H. Young, III, Rebekah E. Young, and Thelma J. Roberson Part III Democracy in Action: Values in School Policy 333 15 Opening Doors: Do Our Policies and Leadership Actions Reflect Our Stated Core Values? 335Trudy T. Arriaga, Randall B. Lindsey, Delores B. Lindsey, and Raymond D. Terrell 16 Democracy in Action: Educational Organizing in the Neoliberal South 353Catherine Marshall and Mark Johnson 17 Gun Violence and School Safety in American Schools 383Daniel Eadens, Myron Labat, Rosemary Papa, Danielle Eadens, and Cherie Labat 18 Grade Retention: Precarious Public Policy? 407Pamela Powell 19 Who Is Caring for Our Youngest Citizens?: Discouraging Realities and Implications For the Future Economy 429Martha Muñoz, Nancy E. Barbour, and D. Reece Wilson Part IV Trending Education Policy Through Technology and Data 457 20 Technology as a Focus of Education Policy 459Neil Selwyn 21 Understanding Ethical Concerns Surrounding Big Data and Learning Analytics in Higher Education 479Jenni Swenson and Ann Hill Duin 22 Modeling the Virtuous: Toward More Ethical Educational Technology Policies 513Dawn M. Armfield and Shadow W. J. Armfield 23 Digital Lifelong‐Learning Literacy 531Chih‐Hsiung Tu, Cherng‐Jyh Yen, Laura Sujo‐Montes, and Karen Sealander 24 A Matrix to Address Ethical Concerns in the Design, Application, and Documentation of Learning Analytics in Postsecondary Education 551Jenni Swenson and Ann Hill Duin Index 575

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Book SynopsisThe International Handbook of Research in Children''s Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures Table of ContentsNotes on Contributors ix List of Reviewers xxvii Foreword xxix Kris D. Gutiérrez Editors’ Introduction: Literacy, Learning, and Culture xxxvii Kathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll Part I Society, Culture, and Community 1 Literacies in Homes and Communities 3 Kate Pahl and Cathy Burnett 2 Critical Multimodal Literacies: Synergistic Options and Opportunities 15 Margaret Mackey and Margaret Shane 3 Books, Toys, and Tablets: Playing and Learning in the Age of Digital Media 28 Helen Nixon and Erica Hateley 4 Literacy Education in the Age of New Media 42 Bill Green and Catherine Beavis 5 Connecting with Parents and the Community in an Urban Primary School: Creative Partnerships to Build Literacy/ies 54 Pat Thomson and Johanne Clifton 6 At Home and at School: Bridging Literacy for Children from Poor Rural or Marginalized Urban Communities 67 Celia R. Rosemberg, Alejandra Stein, and Florencia Alam 7 Temporality, Trajectory, and Early Literacy Learning 83 Catherine Compton-Lilly 8 ‘This is a Job for Hazmat Guy!’: Global Media Cultures and Children’s Everyday Lives 96 Victoria Carrington and Clare Dowdall 9 Literacy as Shared Consciousness: A Neurocultural Analysis 108 Alicia Curtin and Kathy Hall 10 An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities 121 Perry Gilmore and Leisy Wyman 11 Understanding English Language Learners’ Literacy from a Cultural Lens: An Asian Perspective 139 Guofang li 12 Exploring Multiple Literacies from Homes and Communities: A Cross-cultural Comparative Analysis 155 Iliana Reyes and Moisés Esteban-Guitart 13 Funds of Knowledge in Changing Communities 172 Luis C. Moll, Sandra L. Soto-Santiago, and Lisa Schwartz 14 The Hand of Play in Literacy Learning 184 Shirley Brice Heath Part II School, Culture, and Pedagogy 15 Building Word and World Knowledge in the Early Years 201 Susan B. Neuman, Ashley M. Pinkham, and Tanya Kaefer 16 The Unfulfilled Pedagogical Promise of the Dialogic in Writing: Intertextual Writing Instruction for Diverse Settings 215 Rebecca Jesson, Judy Parr, and Stuart McNaughton 17 Reading Engagement Research: Issues and Challenges 228 Sue Ellis and Cassandra S. Coddington 18 Opening the Classroom Door to Children’s Literature: A Review of Research 241 Evelyn Arizpe, Maureen Farrell, and Julie McAdam 19 Writing in Childhood Cultures 258 Anne Haas Dyson and Sophie Dewayani 20 Children’s and Teachers’ Creativity In and Through Language 275 Teresa Cremin and Janet Maybin 21 Educational Dialogues 291 Karen Littleton and Neil Mercer 22 Literacy and Curriculum: Language and Knowledge in the Classroom 304 Peter Freebody, Eveline Chan, and Georgina Barton 23 The Digital Challenge 319 Sandra Schamroth Abrams and Guy Merchant 24 Digital Literacies in the Primary Classroom 333 Rachael Levy, Dylan Yamada-Rice, and Jackie Marsh 25 Developing Online Reading Comprehension: Changes, Challenges, and Consequences 344 Bernadette Dwyer 26 Hybrid Literacies in a Post-hybrid World: Making a Case for Navigating 359 Elizabeth Birr Moje 27 Official Literacy Practices Co-construct Racialized Bodies: Three Key Ideas to Further Integrate Cultural and ‘Racially Literate’ Research 373 Karl Kitching 28 Emotional Investments and Crises of Truth: Gender, Class, and Literacies 388 Stephanie Jones and Kristy Shackelford 29 What Does Human Geography Have To Do With Classrooms? 400 Margaret Sheehy 30 Space, Place, and Power: The Spatial Turn in Literacy Research 412 Kathy A. Mills and Barbara Comber Part III Teachers, Culture, and Identity 31 On Becoming Teachers: Knowing and Believing 427 Jennifer I. Hathaway and Victoria J. Risko 32 Reforming How We Prepare Teachers to Teach Literacy: Why? What? How? 440 Brian Cambourne and Julie Kiggins 33 Teachers’ Literate Identities 456 Toni Gennrich and Hilary Janks 34 Constructing a Collective Identity: Professional Development for Twenty-first Century Pedagogy 469 Catherine M. Weber and Taffy E. Raphael 35 Raising Literacy Achievement Levels through Collaborative Professional Development 485 Eithne Kennedy and Gerry Shiel 36 Teacher Research on Literacy: Turning Around to Students and Technology 499 Christopher S. Walsh and Barbara Kamler Index 515

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Book SynopsisEducational Testing and Measurement: Classroom Application and Practice, 11th Editionby Tom Kubiszyn and Gary D. Borich, serves as an up-to-date, practical, reader-friendly resource that will help readers navigate today''s seemingly ever-changing and complex world of educational testing, assessment, and measurement. The 11th edition presents a balanced perspective of educational testing and assessment, informed by developments and the ever increasing research base.Table of ContentsChapter 1 An Introduction To Contemporary Educational Testing and Measurement 1 Tests are Only Tools; Their Usefulness Can Vary 2 Why We Developed This Text: Enhancing Test Usefulness 3 Technical Adequacy 3 Test User Competency 4 Matching the Test’s Intended Purpose 4 Matching Diverse Test-Takers to the Test 5 Test Results and Diversity Considerations 6 Tests are Only Tools: A Video Beats a Photo 7 The Difference Between Testing/Assessment and The Assessment Process 8 Tests and Assessments 9 Assessment Process 9 Types of Tests/Assessments 10 Objective, Essay, and Performance/Portfolio Tests/Assessments 11 Teacher-Made and Standardized Tests 12 Norm-Referenced Tests (NRTs) and Criterion-Referenced Tests (CRTs) 12 Curriculum-Based Measurements (CBMs) 13 Effects on the Classroom Teacher 13 About the Text 15 What If You Are “No Good in Math”? 16 Summary 16 For Discussion and Practice 17 Chapter 2 National Developments: Impact On Classroom Testing and Measurement 19 Education Reform 21 Regular Education Reform 21 Special Education Reform 23 Merging Regular and Special Education Reform: IDEIA and NCLB 24 Standards-Based Reform 25 Race to the Top (RTT) 27 The Future: NCLB, RTT, CCSS, and the CCSS-Aligned Tests 28 Other Trends: Computer-Adaptive Achievement Testing 29 Globalization and International Competitiveness 30 Competency Testing for Teachers 31 Teacher Evaluation Based on Student Test Scores: Value-Added Models (VAM) 32 Increased Interest from Professional Groups 32 A Professional Association–Book Publisher Information Initiative 33 Summary 33 For Discussion and Practice 35 Chapter 3 Response To Intervention (RTI) and the Regular Classroom Teacher 36 What is RTI? 37 What If You Have Not Heard of RTI Before? 37 How New is RTI? 38 Why Do Regular Education Teachers Need to Know About RTI? 38 An RTI Scenario 38 How Important is RTI to Regular Education Teachers? 40 How is RTI Supposed to Help Students and Schools? 41 RTI Definitions, Components, and Approaches 42 RTI Definitions 42 RTI Components 43 RTI Approaches 48 How Widely is RTI Being Implemented? 50 Some Benefits of RTI 51 RTI: The Promise and Some Controversies 52 Technical Issues: Reliability, Validity, and Fairness 52 Implementation Issues 52 Summary 53 For Discussion and Practice 54 Chapter 4 Testing and Educational Decision Making 56 Testing, Accountability, and The Classroom Teacher 57 Special Learners, the Regular Curriculum, and Annual Assessments 58 Types of Educational Decisions 59 A Pinch of Salt 62 “Pinching” in the Classroom 63 What to Measure 64 How to Measure 65 Written Tests 65 Summary 66 For Discussion and Practice 67 Chapter 5 Norm-Referenced and Criterion-Referenced Tests and Content Validity Evidence 68 Defining Norm-Referenced (NRT) and Criterion-Referenced (CRT) Tests 69 Comparing NRTs and CRTs 72 Differences in The Construction of NRTs and CRTs 73 NRTs, CRTs, and Linguistic and Cultural Diversity 74 NRTs, CRTs, and Validity Evidence 75 A Three-Stage Model of Classroom Measurement 76 Why Objectives? Why Not Just Write Test Items? 78 Where Do Goals Come From? 79 Are There Different Kinds of Goals and Objectives? 81 How Can Instructional Objectives Make a Teacher’s Job Easier? 83 Summary 84 For Discussion and Practice 86 Chapter 6 Measuring Learning Outcomes 87 Writing Instructional Objectives 88 Identifying Learning Outcomes 88 Identifying Observable and Directly Measurable Learning Outcomes 89 Stating Conditions 90 Stating Criterion Levels 90 Keeping It Simple and Straightforward 91 Matching Test Items to Instructional Objectives 92 Taxonomy of Educational Objectives 94 Cognitive Domain 94 Affective Domain 97 The Psychomotor Domain 99 The Test Blueprint 100 Content Outline 102 Categories 102 Number of Items 102 Functions 102 Summary 104 For Discussion and Practice 104 Chapter 7 Writing Objective Test Items 106 Which Format? 107 True–False Items 108 Suggestions for Writing True–False Items 110 Matching Items 111 Faults Inherent in Matching Items 111 Suggestions for Writing Matching Items 114 Multiple-Choice Items 114 Higher-Level Multiple-Choice Questions 119 Suggestions for Writing Multiple-Choice Items 123 Completion Items 123 Suggestions for Writing Completion Items 125 Gender and Racial Bias in Test Items 126 Guidelines for Writing Test Items 127 Advantages and Disadvantages of Different Objective Item Formats 128 True–False Tests 128 Matching Tests 129 Multiple-Choice Tests 129 Completion Tests 129 Summary 130 For Discussion and Practice 130 Chapter 8 Writing Essay Test Items 132 What is An Essay Item? 133 Essay Items Should Measure Complex Cognitive Skills or Processes 134 Essay Items: Extended or Restricted Response 135 Examples of Restricted Response Essays 136 Pros and Cons of Essay Items 138 Advantages of the Essay Item 138 Disadvantages of the Essay Item 138 Suggestions for Writing Essay Items 139 Scoring Essay Questions 140 Scoring Extended Response and Higher-Level Questions 142 General Essay Scoring Suggestions 146 Assessing Knowledge Organization 147 Open-Book Questions and Exams 149 Some Open-Book Techniques 149 Guidelines for Planning Essays, Knowledge Organization, and Open-Book Questions and Exams 153 Summary 154 For Discussion and Practice 155 Chapter 9 Performance-Based Assessment 156 Performance Tests: Direct Measures of Competence 157 Performance Tests Can Assess Processes and Products 157 Performance Tests Can Be Embedded in Lessons 158 Performance Tests Can Assess Affective and Social Skills 158 Developing Performance Tests for Your Learners 160 Step 1: Deciding What to Test 160 Step 2: Designing the Assessment Context 162 Step 3: Specifying the Scoring Rubrics 165 Step 4: Specifying Testing Constraints 170 A FinalWord 171 Summary 172 For Discussion and Practice 173 Chapter 10 Portfolio Assessment 174 Rationale for the Portfolio 175 Ensuring Validity of the Portfolio 176 Developing Portfolio Assessments 176 Step 1: Deciding on the Purposes for a Portfolio 177 Step 2: Identifying Cognitive Skills and Dispositions 177 Step 3: Deciding Who Will Plan the Portfolio 177 Step 4: Deciding Which Products to Put in the Portfolio and How Many Samples of Each Product 178 Step 5: Building the Portfolio Rubrics 179 Step 6: Developing a Procedure to Aggregate All Portfolio Ratings 184 Step 7: Determining the Logistics 185 Summary 188 For Discussion and Practice 189 Chapter 11 Administering, Analyzing, and Improving the Test or Assessment 190 Assembling the Test 191 Packaging the Paper-and-Pencil Test 191 Administering the Test 193 Scoring the Test 195 Analyzing the Test 196 Quantitative Item Analysis 196 Qualitative Item Analysis 202 Item Analysis Modifications for the Criterion-Referenced Test 203 Debriefing 207 Debriefing Guidelines 208 The Process of Evaluating Classroom Achievement 209 Summary 210 For Discussion and Practice 212 Chapter 12 Marks and Marking Systems 213 What is the Purpose of a Mark? 213 Why Be Concerned about Marking? 214 What Should a Mark Reflect? 214 Marking Systems 215 Types of Comparisons 216 Types of Symbols 219 Combining and Weighting the Components of a Mark 221 Who is the Better Teacher? 221 Combining Grades into a Single Mark 223 Practical Approaches to Equating Before Weighting in the Busy Classroom 225 Front-End Equating 226 Back-End Equating 226 Summary 229 For Discussion and Practice 230 Chapter 13 Summarizing Data and Measures of Central Tendency 231 What Are Statistics? 232 Why Use Statistics? 233 Tabulating Frequency Data 233 The List 234 The Simple Frequency Distribution 234 The Grouped Frequency Distribution 235 Steps in Constructing a Grouped Frequency Distribution 237 Graphing Data 239 The Bar Graph, or Histogram 240 The Frequency Polygon 240 The Smooth Curve 243 Measures of Central Tendency 246 The Mean 246 The Median 248 The Mode 252 The Measures of Central Tendency in Various Distributions 254 Summary 255 For Discussion and Practice 257 Chapter 14 Variability, The Normal Distribution, and Converted Scores 258 The Range 259 The Semi-Interquartile Range (SIQR) 260 The Standard Deviation 261 The Deviation Score Method for Computing the Standard Deviation 264 The Raw Score Method for Computing the Standard Deviation 265 The Normal Distribution 267 Properties of the Normal Distribution 268 Converted Scores 270 z-Scores 273 T-Scores 277 Summary 278 For Discussion and Practice 278 Chapter 15 Correlation 280 The Correlation Coefficient 282 Strength of a Correlation 282 Direction of a Correlation 282 Scatterplots 283 Where Does r Come From? 285 Causality 286 Other Interpretive Cautions 287 Summary 289 For Discussion and Practice 290 Chapter 16 Validity Evidence 292 Why Evaluate Tests? 292 Types of Validity Evidence 293 Content Validity Evidence 293 Criterion-Related Validity Evidence 294 Construct Validity Evidence 295 What Have We Been Saying? A Review 296 Interpreting Validity Coefficients 298 Content Validity Evidence 298 Concurrent and Predictive Validity Evidence 298 Summary 302 For Discussion and Practice 302 Chapter 17 Reliability 304 Methods of Estimating Score Reliability 305 Test–Retest or Stability 305 Alternate Forms or Equivalence 306 Internal Consistency 306 Interpreting Reliability Coefficients 309 Summary 312 For Discussion and Practice 313 Chapter 18 Accuracy and Error 315 Error—What is It? 316 The Standard Error of Measurement 317 Using the Standard Error of Measurement 318 More Applications 321 Standard Deviation or Standard Error of Measurement? 323 Why All the Fuss About Error? 324 Error Within Test-Takers 324 Error Within the Test 324 Error in Test Administration 325 Error in Scoring 325 Sources of Error Influencing Various Reliability Coefficients 325 Test–Retest 325 Alternate Forms 326 Internal Consistency 326 Band Interpretation 328 Steps: Band Interpretation 329 A Final Word 332 Summary 332 For Discussion and Practice 333 Chapter 19 Standardized Tests 335 What is a Standardized Test? 337 Do Test Stimuli, Administration, and Scoring Have to Be Standardized? 338 Standardized Testing: Effects of Accommodations and Alternative Assessments 339 Uses of Standardized Achievement Tests 340 Will Performance and Portfolio Assessment Make Standardized Tests Obsolete? 341 Administering Standardized Tests 341 Types of Scores Offered for Standardized Achievement Tests 343 Grade Equivalents 343 Age Equivalents 344 Percentile Ranks 345 Standard Scores 346 The Norms Table 347 Interpreting a Norms Table 349 Interpreting Standardized Tests: Test and Student Factors 350 Test-Related Factors 351 Student-Related Factors 354 Aptitude–Achievement Discrepancies 358 Interpreting Standardized Tests: Parent–Teacher Conferences and Educational Decision Making 361 An Example: Pressure to Change an Educational Placement 361 Interpreting Standardized Tests: Score Reports from Publishers 366 Report-Based Interpretive Scenarios 371 Authors’ Responses 372 Summary 373 For Discussion and Practice 375 Chapter 20 Types of Standardized Tests 377 Standardized Achievement Tests 378 Achievement Test Batteries, or Survey Batteries 379 Single-Subject Achievement Tests 380 Diagnostic Achievement Tests 380 Standardized Academic Aptitude Tests 381 The History of Academic Aptitude Testing 381 Stability of IQ Scores 382 What Do IQ Tests Predict? 383 Individually Administered Academic Aptitude Tests 384 Group-Administered Academic Aptitude Tests 384 Standardized Personality Assessment Instruments 385 What is Personality? 385 Objective Personality Tests 386 Projective Personality Tests 387 Summary 388 For Discussion and Practice 389 Chapter 21 In The Classroom: A Summary Dialogue 390 Appendix A Math Skills Review 396 Appendix B Answers For Discussion or Practice Questions 402 Suggested Readings 408 References 413 Credits 418 Index 419

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Book SynopsisTable of ContentsDVD Video Content ix DVD Additional Materials xiii Acknowledgments xix About the Author xxi Introduction 1 A Paradigm Shift: From Administration to Instruction 2 A “Practical Guide”: What You’ll Find in the Book 6 Who Should Use This Book—and How 11 The Path Ahead 13 PART 1 What to Coach 15 1 A Primer on Leverage Leadership 17 The Seven Levers of Leadership 20 See It. Name It. Do It. 22 How to Lift the Levers 23 Conclusion 26 2 Identifying the Right Action Steps 27 Criteria for Principal Action Steps 30 How to Use the Leverage Leadership Sequence of Action Steps for Principals 37 Case Studies—Try It Yourself 37 Conclusion 44 Pulling the Lever 66 PART 2 How to Coach 69 3 Coaching Data-Driven Instruction 71 Set the Table: A Primer on the Conditions for Success District Wide 75 Monitor the Learning 89 Coach by Example: Lead Data Meetings 104 Coach by Doing: Monitor Student Work 110 Conclusion 119 Pulling the Lever 124 4 Coaching Student Culture 127 Train the Rollout 130 Monitor Culture 133 Coach by Walking 136 Coach by Meeting 138 The 30-Day Playbook 146 Conclusion 149 Pulling the Lever 155 5 Coaching Teams of Principals 157 Establish the Norm—One School 159 Observe Each Other—Collaborative School Walkthroughs 161 Practice Together—Team Coaching 165 Conclusion 170 Pulling the Lever 170 PART 3 Systems 173 6 Finding the Time 175 Build Your Weekly Schedule 177 Defend Your Time 187 Manage Your Tasks 187 Conclusion 191 Pulling the Lever 192 7 A Superintendent’s Guide to Creating the Conditions for Success 195 Maximize Time in Schools 196 Build Data-Driven Instruction Systems 199 Provide Flexible Support for Turnarounds 200 Conclusion 201 Conclusion 203 PART 4 Professional Development 205 8 Workshops: Overview and Highlights 207 Workshop Overview: Data-Driven Instruction for Principal Managers 208 Workshop Overview: Leading Student Culture for Principal Managers 218 Notes 225 Index 229

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Book SynopsisGet on the right college path with the next-generation ACCUPLACER The next-generation ACCUPLACER is a compilation of computerized assessments that's designed to evaluate a student's skills in reading, writing, mathematics, and computer abilities. Next-generation ACCUPLACER determines how prepared students are for college courses, and places them in the appropriate course level where they will best succeed and grow as a learner. Next-Generation ACCUPLACER For Dummies with Online Practice is the one-stop guide for students who want to get a head start on scoring well on the important college placement tests for reading, writing, and math. With tips, tricks, and plenty of practice questions in the book, plus two full-length practice tests online, it helps you know what to expect and perform your absolute best on test day. Identify knowledge gaps and areas of strengthFind skill-building support with tools that improve your readiness for collegeGet placed into the right college courseTable of ContentsIntroduction 1 Part 1: Getting Started with the ACCUPLACER 5 Chapter 1: Getting to Know the ACCUPLACER 7 Chapter 2: Taking a Closer Look at What’s on the ACCUPLACER 13 Chapter 3: Preparation and Test Strategy 19 Part 2: The Reading Test 27 Chapter 4: Reading Passages 29 Chapter 5: Working through Reading Questions 33 Chapter 6: Reading Practice Questions 47 Part 3: The Writing Test 59 Chapter 7: Standard English Grammar Conventions 61 Chapter 8: Expression of Ideas 79 Chapter 9: Writing Practice Questions 93 Part 4: The Arithmetic Test 103 Chapter 10: Arithmetic: Whole Numbers and Fractions 105 Chapter 11: Decimals, Percents, and Word Problems 121 Chapter 12: Arithmetic Practice Questions 139 Part 5: The Quantitative Reasoning, Algebra, and Statistics Test 155 Chapter 13: Quantitative Reasoning and Pre-Algebra 157 Chapter 14: Algebra and Geometry 175 Chapter 15: Statistics, Probability, and Sets 205 Chapter 16: Quantitative Reasoning, Algebra, and Statistics Practice Questions 215 Part 6: The Advanced Algebra and Functions Test 237 Chapter 17: Factoring and Functions 239 Chapter 18: Polynomials and Other Functions 261 Chapter 19: Geometry and Trigonometry 289 Chapter 20: Advanced Algebra and Functions Practice Questions 311 Part 7: ACCUPLACER Practice Tests 339 Chapter 21: Practice Test 1 341 Chapter 22: Answers to Practice Test 1 375 Chapter 23: Practice Test 2 391 Chapter 24: Answers to Practice Test 2 429 Part 8: The Part of Tens 445 Chapter 25: Ten Ways College Is Different from High School 447 Chapter 26: Ten Ways to Boost Your Performance (and Your Score) on the ACCUPLACER 453 Index 457

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Book SynopsisExplore how students are disrupting education by using digital resources to support self-direct learning Free Agent Learning: Leveraging Students'' Self-Directed Learning to Transform K-12 Education explores an emerging cohort of students that are self-directing their learning around interest-driven topics, the tools they''re using to scaffold these experiences, and their motivations for these out-of-school learning behaviors. Readers will find new insights and frameworks for effectively leveraging the lived experiences of their students and transforming their schools'' cultures, norms and practices. In this book, readers will learn how education leaders can translate a newly emerged understanding about students'' self-directed learning into actionable knowledge to improve teaching and learning Free Agent Learners also offers: Info dispelling the myth that real learning only happens in a classroom Discussions of how modern students are usingTable of ContentsAbout the Author xi Acknowledgments xiii Introduction xvii 1 Understanding the Student Vision for Learning 1 2 Defining Free Agent Learnership 27 3 Motivations for Free Agent Learner Behaviors 55 4 Meet the Free Agent Learner 95 5 Free Agent Learning Activities and Behaviors 115 6 The Free Agent Learner’s Perspective on School, Learning, and Technology 143 7 Why Schools Are Not (Yet) Ready to Embrace Free Agent Learning 177 8 Why the Free Agent Learning Ecosystem Matters Today—Student Engagement 219 9 Why the Free Agent Learning Ecosystem Matters Today—Equity in Learning 259 10 Ten Things Education Leaders Can Do Today to Support Free Agent Learnership 287 Index 323

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Book SynopsisThe leading, no-nonsense guide to get you up to speed on the fundamentals of IT In CompTIA ITF+ CertMike: Prepare. Practice. Pass the Exam! Get Certified! Exam FC0-U61, experienced tech education guru Mike Chapple delivers an essential and efficient guide to acing the ITF+ (IT Fundamentals+) exam administered by CompTIA. In the book, you'll get access to every objective tested by the foundational exam, including IT concepts and terminology, infrastructure, applications and software, software development, database fundamentals, and security. Ace the test using the proven CertMike approach: Prepare -- CertMike is your personal study coach, guiding you through all the exam objectives and helping you gain an understanding of how they apply to on-the-job tasks! Practice -- Each chapter includes two multiple choice practice questions. Work through the detailed explanations to evaluate each answer option and understand the reason forTable of ContentsIntroduction xv PART I DOMAIN 1.0: IT CONCEPTS AND TERMINOLOGY 1 CHAPTER 1 Notational Systems 3 CHAPTER 2 Data Types 11 CHAPTER 3 Computing Basics 19 CHAPTER 4 Value of Data 25 CHAPTER 5 Units of Measure 33 CHAPTER 6 Troubleshooting Methodology 41 PART II DOMAIN 2.0: INFRASTRUCTURE 49 CHAPTER 7 Input/Output Device Interfaces 51 CHAPTER 8 Installing Peripherals 61 CHAPTER 9 Internal Computing Components 69 CHAPTER 10 Internet Service Types 79 CHAPTER 11 Storage 85 CHAPTER 12 Computing Devices 95 CHAPTER 13 TCP/IP Networking 107 CHAPTER 14 Application Protocols 117 CHAPTER 15 Network Devices 123 CHAPTER 16 Wireless Networks 131 PART III DOMAIN 3.0: APPLICATIONS AND SOFTWARE 143 CHAPTER 17 Operating Systems 145 CHAPTER 18 Virtualization 153 CHAPTER 19 Filesystems 159 CHAPTER 20 Services and Processes 169 CHAPTER 21 Drivers, Utilities, and Interfaces 175 CHAPTER 22 Software Types 183 CHAPTER 23 Application Architecture and Delivery 193 CHAPTER 24 Web Browsers 199 CHAPTER 25 Application Concepts and Uses 211 PART IV DOMAIN 4.0: SOFTWARE DEVELOPMENT CONCEPTS 217 CHAPTER 26 Programming Languages 219 CHAPTER 27 Programming Organizational Techniques 227 CHAPTER 28 Logic Components 233 CHAPTER 29 Programming Concepts 239 PART V DOMAIN 5.0: DATABASE FUNDAMENTALS 249 CHAPTER 30 Database Concepts 251 CHAPTER 31 Database Structures 259 CHAPTER 32 Database Interfaces 269 PART VI DOMAIN 6.0: SECURITY 277 CHAPTER 33 Confidentiality, Integrity, and Availability 279 CHAPTER 34 Securing Devices 287 CHAPTER 35 Behavioral Security 293 CHAPTER 36 Authentication, Authorization, Accounting, and Nonrepudiation 299 CHAPTER 37 Password Best Practices 313 CHAPTER 38 Encryption 319 CHAPTER 39 Business Continuity and Disaster Recovery 325 INDEX 331

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Book SynopsisTable of ContentsIntroduction 1 Benefits of teaching outdoors 1 Zones of accessibility 4 01 Planning and preparation 13 A place to gather 13 Safety considerations 17 Getting parents on board with outdoor learning 19 Planning classroom outdoor time and classroom management 19 Dressing for the weather: Gear for kids and adults 21 Creating a positive outdoor experience for students and teachers 29 Materials for outdoor learning 30 Final thoughts 33 02 Lessons in the schoolyard 34 The wonders of chalk 34 Learning games for the schoolyard 51 Using natural materials 68 Utilizing the schoolyard 93 Final thoughts 104 03 Visiting the neighborhood 105 Walking adventures 106 Final thoughts 149 04 Exploring farther afield 150 The plants and animals around us 150 Developing a sit spot practice 189 Final thoughts 196 05 Inviting nature indoors 197 A nature- inspired class meeting 197 Cultivating nature appreciation and curiosity throughout the year 204 Final thoughts 217 Acknowledgments 219 About the Website 220 Index 221

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Book SynopsisEvidence-based and effective clinical homework for adolescent clients and their caregivers In the newly updated sixth edition of The Adolescent Psychotherapy Homework Planner, a team of distinguished practitioners delivers a time-saving and hands-on practice tool designed to offer clients valuable homework assignments that will further their treatment goals for a wide variety of presenting problems. The Homework Planner addresses common and less-common disordersincluding anxiety, depression, substance use, eating, and panicallowing the client to work between sessions on issues that are the focus of therapy. This book provides evidence-based homework assignments that track the psychotherapeutic interventions suggested by the fifth edition of The Adolescent Psychotherapy Treatment Planner. They are easily photocopied, and a digital version is provided online for the therapist who would prefer to access them with a word processor. The Homework Planner also offers: Cross-referenced lists of suggested presenting problems for which each assignment may be appropriate (beyond its primary designation)Several brand-new assignments, as well as adapted assignments that have been shortened or modified to make them more adolescent-client-friendlyHomework assignments for the parents of adolescents in treatment, assignments for the adolescents themselves, and assignments for parents and adolescents to complete togetherAn essential and practical tool for therapists and practitioners treating adolescents, The Adolescent Psychotherapy Homework Planner, Sixth Edition will benefit social workers, psychologists, psychiatrists, and other clinicians seeking efficient and effective homework tools for their clients.Table of ContentsAbout the Downloadable Assignments xv PracticePlanners ® Series Preface xvi Acknowledgments xviii Introduction 1 Section 1: Academic Underachievement 4 Exercise 1.A Attitudes About Homework 5 Exercise 1.B Break It Down into Small Steps 11 Exercise 1.C Good Grade/Bad Grade Incident Reports 15 Section 2: Adoption 18 Exercise 2.A Beginning a Search for Birth Parents 19 Exercise 2.B Considering a Search for Birth Parents 22 Exercise 2.C My Child’s Search for Birth Parents 26 Exercise 2.D Questions and Concerns Around Being Adopted 29 Exercise 2.E Some Things I’d Like You to Know 31 Section 3: Anger Control Problems 34 Exercise 3.A Anger Checklist 35 Exercise 3.B Anger Control 39 Exercise 3.C Stop Yelling 45 Exercise 3.D Thought Stopping 48 Section 4: Anxiety 50 Exercise 4.A Finding and Losing Your Anxiety 51 Exercise 4.B Progressive Muscle Relaxation 54 Exercise 4.C Tools for Anxiety 58 Exercise 4.D What Makes Me Anxious 61 Exercise 4.E Worry Time 65 Section 5: Attention-Deficit/Hyperactivity Disorder (ADHD) 67 Exercise 5.A Channel Your Energy in a Positive Direction 68 Exercise 5.B Evaluating Medication Effects 72 Exercise 5.C Getting It Done 77 Exercise 5.D Problem- Solving Exercise 82 Exercise 5.E Social Skills Exercise 86 Section 6: Autism Spectrum Disorder 90 Exercise 6.A Managing the Meltdowns 91 Exercise 6.B Moving Toward Independence 94 Exercise 6.C Progress: Past, Present, and Future 97 Exercise 6.D Progress Survey 100 Section 7: Bipolar Disorder 103 Exercise 7.A Action Minus Thought Equals Painful Consequences 104 Exercise 7.B Clear Rules, Positive Reinforcement, Appropriate Consequences 107 Exercise 7.C Medication Resistance 110 Exercise 7.D Mood Disorders Symptom List 113 Section 8: Blended Family 115 Exercise 8.A A Few Things About Me 116 Exercise 8.B Assessing the Family— Present and Future 118 Exercise 8.C Interaction as a Family 121 Exercise 8.D Stepparent and Sibling Questionnaire 124 Section 9: Bullying/Aggression Perpetrator 127 Exercise 9.A Apology Letter for Bullying 128 Exercise 9.B Bullying Incident Report 131 Exercise 9.C Factors Contributing to Bullying 135 Exercise 9.D Reasons for Rage 138 Section 10: Bullying/Aggression Victim 141 Exercise 10.A Calm Response to Verbal Bullying 142 Exercise 10.B Effective Ways to Manage Cyberbullying 146 Exercise 10.C Identify Impact of Bullying 150 Section 11: Conduct Disorder/Delinquency 152 Exercise 11.A Catch Your Teen Being Responsible 153 Exercise 11.B Headed in the Right Direction 156 Exercise 11.C How My Behavior Hurts Others 160 Exercise 11.D Letter to Absent or Uninvolved Parent 163 Exercise 11.E Patterns of Stealing 166 Section 12: Depression—Unipolar 168 Exercise 12.A Bad Thoughts Lead to Depressed Feelings 169 Exercise 12.B Becoming Assertive 173 Exercise 12.C Home, School, and Community Activities I Enjoyed 177 Exercise 12.D Overcoming Helplessness and Hopelessness 181 Exercise 12.E Surface Behavior/Inner Feelings 185 Exercise 12.F Three Ways to Change the World 189 Exercise 12.G Unmet Emotional Needs— Identification and Satisfaction 192 Section 13: Divorce Reaction 195 Exercise 13.A Impact of Parents’ Separation/Divorce 196 Exercise 13.B Initial Reaction to Parents’ Separation 199 Exercise 13.C My Thoughts, Feelings, and Beliefs About Divorce 203 Exercise 13.D Stop the Fighting 206 Section 14: Eating Disorder 208 Exercise 14.A Body Image 209 Exercise 14.B Fears Beneath the Eating Disorder 212 Exercise 14.C Plan and Eat a Meal 216 Exercise 14.D Reality: Food Intake, Weight, Thoughts, and Feelings 219 Section 15: Gender Dysphoria 224 Exercise 15.A Exploring Development of Gender Identity 226 Exercise 15.B Current Experience of Gender Identity 232 Exercise 15.C Gender Identity: Future Me 236 Section 16: Grief/Loss Unresolved 238 Exercise 16.A Create a Memory Album 239 Exercise 16.B Grief Letter 241 Exercise 16.C Honoring the Anniversary of the Loss 245 Exercise 16.D Memorial Collage 247 Exercise 16.E Moving Closer to Resolution 249 Section 17: Intellectual Disability 252 Exercise 17.A Activities of Daily Living Program 253 Exercise 17.B A Sense of Belonging 259 Exercise 17.C Hopes and Dreams for Your Child 263 Exercise 17.D Supportive Services for Your Child 266 Section 18: Loneliness 269 Exercise 18.A What Do I Value? 270 Exercise 18.B Practice Being Mindful 276 Exercise 18.C Fusing and Defusing: What? 281 Section 19: Low Self-Esteem 284 Exercise 19.A Maintaining Your Self- Esteem 285 Exercise 19.B Recognizing Your Abilities, Traits, and Accomplishments 289 Exercise 19.C Three Ways to Change Yourself 293 Exercise 19.D Three Wishes Game 296 Section 20: Medical Condition 297 Exercise 20.A Attitudes About Medication or Medical Treatment 298 Exercise 20.B Coping with a Sibling’s Health Problems 301 Exercise 20.C Coping with Your Illness 305 Section 21: Negative Peer Influences 307 Exercise 21.A Choice of Friends Survey 308 Exercise 21.B I Want to Be Like 313 Exercise 21.C Reasons for Negative Peer Group Involvement 316 Section 22: Obsessive-Compulsive Disorder (OCD) 318 Exercise 22.A Decreasing What You Save and Collect 319 Exercise 22.B Refocus Attention Away from Obsessions and Compulsions 322 Section 23: Opioid Use 326 Exercise 23.A How My Thoughts and Feelings Link 328 Exercise 23.B Am I Ready for a Change? 333 Exercise 23.C How Do I Live with Chronic Pain? 336 Section 24: Oppositional Defiant Disorder 338 Exercise 24.A Changing School Rules 339 Exercise 24.B Cooperative Activity 343 Exercise 24.C Filing a Complaint 346 Exercise 24.D If I Could Run My Family 351 Exercise 24.E Switching from Defense to Offense 354 Section 25: Overweight/Obesity 357 Exercise 25.A Developing and Implementing a Healthier Diet 358 Exercise 25.B Increasing My Physical Activity 363 Exercise 25.C My Eating and Exercise Journal 367 Section 26: Panic/Agoraphobia 370 Exercise 26.A Panic Attack Rating Form 371 Exercise 26.B Panic Survey 374 Section 27: Parenting 376 Exercise 27.A Evaluating the Strength of Your Parenting Team 377 Exercise 27.B One- On- One 380 Exercise 27.C Parenting Report Card 384 Exercise 27.D Parents Understand the Roots of Their Parenting Methods 387 Exercise 27.E Plan and Evaluate a Family Activity 391 Exercise 27.F Transitioning from Parenting a Child to Parenting a Teen 394 Section 28: Peer/Sibling Conflict 397 Exercise 28.A Cloning the Perfect Sibling 398 Exercise 28.B How Parents Respond to Sibling Rivalry 401 Exercise 28.C Negotiating a Peace Treaty 404 Exercise 28.D Why I Fight with My Peers 407 Section 29: Physical/Emotional Abuse Victim 411 Exercise 29.A Identify the Nature of the Abuse 412 Exercise 29.B Letter of Empowerment 416 Exercise 29.C My Thoughts and Feelings 420 Exercise 29.D Self- Esteem Before, During, and After Abuse 423 Exercise 29.E Take the First Step 426 Section 30: Posttraumatic Stress Disorder (PTSD) 431 Exercise 30.A Describe the Trauma and Your Feelings 432 Exercise 30.B Describe Your PTSD Symptoms 435 Exercise 30.C Effects of Chronic or Long- Term Trauma/Stress 438 Exercise 30.D Impact of Frightening or Dangerous Event 441 Section 31: Runaway 443 Exercise 31.A Airing Your Grievances 444 Exercise 31.B Another Place to Live 447 Exercise 31.C Describe Life on the Run 450 Exercise 31.D Home by Another Name 453 Exercise 31.E Undercover Assignment 456 Section 32: Schizophrenia Spectrum 458 Exercise 32.A Describe Your Hallucinations 459 Exercise 32.B My Irrational Thoughts 463 Exercise 32.C Recognizing Early Warning Signs 466 Section 33: Sexual Abuse Perpetrator 468 Exercise 33.A Celebrity- Style Interview 469 Exercise 33.B Evaluating My Treatment Progress 473 Exercise 33.C Getting Started 477 Exercise 33.D Negative Effects of the Abuse 481 Exercise 33.E Your Feelings and Beyond 485 Section 34: Sexual Abuse Victim 489 Exercise 34.A Denial Within the Family 490 Exercise 34.B Letter of Forgiveness 493 Exercise 34.C My Story 497 Exercise 34.D Perpetrator Apology to the Victim 500 Exercise 34.E You Are Not Alone 505 Section 35: Sexual Orientation Confusion 509 Exercise 35.A Disclosing Same-Sex Orientation 510 Exercise 35.B Parents’ Thoughts and Feelings About Their Teen’s Sexual Orientation 514 Exercise 35.C Unsure 518 Section 36: Sexual Promiscuity 521 Exercise 36.A Connecting Sexual Behavior with Needs 522 Exercise 36.B Looking Closer at My Sexual Behavior 526 Exercise 36.C Pros and Cons of Having Sex 529 Section 37: Sleep Disturbance 531 Exercise 37.A Sleep Assessment 533 Exercise 37.B My Plan for Better Sleep 537 Section 38: Social Anxiety 540 Exercise 38.A Developing Conversational Skills 541 Exercise 38.B Greeting Peers 544 Exercise 38.C Observe Positive Social Behaviors 548 Exercise 38.D Show Your Strengths 552 Section 39: Specific Phobia 554 Exercise 39.A Finding a Strategy to Minimize My Fear 555 Exercise 39.B Gradual Exposure to Fear 558 Exercise 39.C School Fear Reduction 562 Section 40: Substance Use 565 Exercise 40.A Keeping Straight 566 Exercise 40.B Maintaining My Therapeutic Gains 571 Exercise 40.C Saying Goodbye to My Drug 575 Exercise 40.D Taking Your First Step 579 Exercise 40.E The Many Changes Necessary for Recovery 584 Exercise 40.F Welcome to Recovery 587 Section 41: Suicidal Ideation 590 Exercise 41.A No Self- Harm Contract 591 Exercise 41.B Painful Effects of Suicide 596 Exercise 41.C Past and Present Hurt— Hope for the Future 600 Exercise 41.D Symbols of Self- Worth 604 Appendix A: Alternate Assignments for Presenting Problems 607 Appendix B: Alphabetical Index of Exercises 631

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Book SynopsisPractical and easy to understand, SAFETY, HEALTH, AND ENVIRONMENTAL CONCEPTS FOR THE PROCESS INDUSTRY, Second Edition is an essential text for anyone who apsires to work in process technology. Through a hands-on approach and direct writing style, the author succinctly covers all of the safety and regulatory issues essential to the industry. In addition, relevant topics such as OSHA regulations and analyzer technology are discussed in detail. Each chapter includes learning objectives, a list of the key terms , a chapter summary, and review questions. This thoroughly revised second edition also includes a chapter specific to OSHA and DOT, upgraded artwork, and relevant articles to enhance your understanding and demonstrate real world relevance.Trade Review1. The Process Employee's Role in SH&E. 2. History of the Safety and Health Movement. 3. Workplace Accidents and the Human Factor. 4. Hazard Recognition. 5. Toxic Hazards. 6. Fire and Fire Hazards. 7. Process Hazards: Pressure, Steam, Electricity. 8. Noise and Vibration Hazards. 9. Hazards of Temperature. 10. Hazards of Process Sampling. 11. Control of Hazards: Engineering Controls. 12. Control of hazards: Administrative Controls. 13. Personal Protective Equipment (PPE). 14. Hazard Communication (HAZCOM). 15. Respiratory Protection. 16. Process Safety Management (PSM). 17. Permit Systems. 18. Hazardous Waste Operations (HAZWOPER). 19. OSHA and DOT. 20. The Environmental Protection Agency. 21. Stress, Drugs and Violence. 22. Hurricanes, Plant Security. Glossary. Bibliography.Table of Contents1. The Process Employee's Role in SH&E. 2. History of the Safety and Health Movement. 3. Workplace Accidents and the Human Factor. 4. Hazard Recognition. 5. Toxic Hazards. 6. Fire and Fire Hazards. 7. Process Hazards: Pressure, Steam, Electricity. 8. Noise and Vibration Hazards. 9. Hazards of Temperature. 10. Hazards of Process Sampling. 11. Control of Hazards: Engineering Controls. 12. Control of hazards: Administrative Controls. 13. Personal Protective Equipment (PPE). 14. Hazard Communication (HAZCOM). 15. Respiratory Protection. 16. Process Safety Management (PSM). 17. Permit Systems. 18. Hazardous Waste Operations (HAZWOPER). 19. OSHA and DOT. 20. The Environmental Protection Agency. 21. Stress, Drugs and Violence. 22. Hurricanes, Plant Security. Glossary. Bibliography.

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Book SynopsisGain a practical and comprehensive understanding of the juvenile justice system with JUVENILE JUSTICE, Sixth Edition. Highly accessible and reader friendly, this book explores various programs and processes that exist in today's juvenile justice system, including prevention efforts through school and community-based programs. The Sixth edition features a prestigious new coauthor--John Paul Wright from the University of Cincinnati--and provides a new emphasis on evidence-based practice and other cutting-edge issues such as cyberbullying, school violence, female delinquency, and more.Table of Contents1. Juvenile Justice: Definitions, Measurement and Process. 2. The History and Philosophy behind the Juvenile Justice System. 3. Theories of Delinquency and Juvenile Offending. 4. Youth in Society: Developmental Risks and Protective Factors. 5. Juvenile Victims. 6. Juvenile Offenders. 7. Youth Gangs. 8. The Police and Juveniles. 9. Pretrial Services and Diversion. 10. The Juvenile Court. 11. Juvenile Corrections. 12. Preventing Delinquency and Recidivism. 13. Juvenile Justice at a Crossroads: The Accelerating Call for Reform.

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Book SynopsisThis essential text provides choral music educators with a well-organized, practical introduction to directing choirs and managing choral programs at the middle-school through high-school level. It offers step-by-step advice on designing and administering a choral program, from curricula to repertoire to performance, and helps instructors develop a personal philosophy of music education.Table of Contents1. THE MEANING AND VALUE OF CHORAL MUSIC. 2. RECRUITING AND RETAINING SINGERS. 3. DESIGNING YOUR CHORAL PROGRAM. What choirs to offer. Scheduling. Auditions. Voice Placement. Standing Arrangements. 4. CHORAL CURRICULUM AND ASSESSMENT. The Standard Curriculum. Spiral curriculum. National Standards. Learning from the Repertoire. Assessment in the Choral Classroom. 5. SELECTING REPERTOIRE. 6. PROGRAMMING AND PRODUCING CONCERTS. 7. GROUP VOCAL TECHNIQUES. Knowledge of singing voice. Warmups. Approaches to presenting warmups. 8. THE CHANGING VOICE. 9. BUILDING MUSICIANSHIP SKILLS. Sightreading. Chamber Music. Technology. 10. ANALYZING MUSIC AND PREPARING SCORES. 11. PLANNING THE REHEARSAL. 12. CONDUCTING THE REHEARSAL. 13. MANAGING THE CHORAL CLASSROOM. 14. SMALL ENSEMBLES AND MUSICAL THEATER. 15. ADMINISTERING THE CHORAL PROGRAM. Choral Library. Parent Organization. Student Leadership. Performing Attire. Budget. Technology, instruments, and equipment. Festivals and Travel. Professional organizations. 16. BUILDING YOUR CAREER. Preparation for Student Teaching. Preparation for the First Job. Lifelong Learning.

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Book SynopsisETHICS ON THE JOB guides the reader through a step-by-step analysis to help them make good decisions in the face of ethical conflict. With the RESOLVEDD strategy, the authors have devised a powerful system for ethical decision-making in the workplace, which they teach students to implement through timely case studies and detailed analyses. Students develop a working grasp of important philosophical principles and their application in ethical conflicts, and learn to apply the RESOLVEDD strategy to ethical issues in their own lives. A classic text in ethical decision-making, ETHICS ON THE JOB is widely used in business ethics classes and corporate training programs across the country.Trade Review1. ETHICS AND ETHICAL DECISION-MAKING. What You Will Learn in This Chapter. A Personal Ethical Problem: The Case of The Not So Great Gatsby. Ethics, Judgments, Principles and Values. An Ethical Point of View: The Principle of Equal Consideration of Interests. Conflicting Goals. Ethical Justification. Ethical Values: Justifiable Exceptions. Why Should I Act Ethically? The Context of Ethical Decision-Making in Business: Elements of a Capitalist System. Key Terms. Exercise. 2. ETHICAL PRINCIPLES. What You Learn in This Chapter. The Importance of Ethical Principles. Some Ethical Rules. Rights and Duties. Some Important Ethical Rights. Codes of Ethics and Professionalism. Justice. Self-interest. Network of Value. Key Terms. Exercise. 3. THE RESOLVEDD STRATEGY OF ETHICAL DECISION-MAKING. What You Will Learn in This Chapter. Introduction. An Overview of the RESOLVEDD Strategy. Applying the RESOLVEDD Strategy to the Case of "The Not So Great Gatsby". Unknown Facts. Lacking Time. A Checklist. Key Terms. Exercise. 4. DETAILS OF THE STRATEGY. What You Will Learn in This Chapter. When Is an Ethical Principle Upheld By a Given Solution? A Solution Can Uphold and Violate the Same Ethical Principle. Who Should I Consider When Doing the O and L Stages? Understanding Evaluation. Avoiding Moral Arithmetic: Ethics is Qualitative. Moral and Other Ideals Are Rarely Helpful. Conscience and Intuitions. Defending Your Decision Against Remaining Objections. Evaluation is Essential, with an Exercise. Tips and Reminders for Writing a Case Analysis. Key Terms. Exercise. 5. TWO ANALYSES OF PERSONAL ETHICAL CONFLICTS. What You Will Learn in This Chapter. Must a Reporter Be a Ghoul? An Analysis of "Must a Reporter Be a Ghoul?". Sin of Omission. An Analysis of "Sin of Omission". Exercise. 6. PERSONAL ETHICAL PROBLEMS FOR ANALYSIS. Not Fired? No Benefits for You. It's Not My Union. Reporting a Professional Irregularity. Too Late to Transfer? Report Welfare Cheaters? Buying a Car for Less? The Price of Honesty. Promote an Evil Employee? Spies on Our Team? Spying the Spies. A Martini for Rossi. To Reward or Retire? Embezzler!. Loyalty to the Company or the Claimants? Lose it or Move it. Mega Bucks from Micromax. Affirmative Action and Promotion Policies. A Damaging Ad or an Effective Message? Is This Doctor Sick? Worth the Effort? Is Nothing Private? Your Boss's Personal Expectations. Profit and Pornography. Employment at Will, YesBut Is It Fair? Padding or Profit. Language Police in the Workplace? An Offer to Spy. Blow the Whistle or Breathe Insulation? Repair Quotas. Piece Work or Peace? Personal Beliefs, Public Policy. Vigilant or Vigilante? Coffee, Tea, or the Sale? Office Gossip. U Tube, No Tube, or Me, Too? An Ethical Survey. Drug Tests as Preventive Maintenance. Buying Stock and Selling One's Soul. Toys May Not Be Us. Too Personal to Ask? Promote the Business or the Environment? Double Bad Luck. Anti-Nepotism Policies Abroad. Fair Pricing? Friends, Family or Profit?Table of Contents1. ETHICS AND ETHICAL DECISION-MAKING. What You Will Learn in This Chapter. A Personal Ethical Problem: The Case of The Not So Great Gatsby. Ethics, Judgments, Principles and Values. An Ethical Point of View: The Principle of Equal Consideration of Interests. Conflicting Goals. Ethical Justification. Ethical Values: Justifiable Exceptions. Why Should I Act Ethically? The Context of Ethical Decision-Making in Business: Elements of a Capitalist System. Key Terms. Exercise. 2. ETHICAL PRINCIPLES. What You Learn in This Chapter. The Importance of Ethical Principles. Some Ethical Rules. Rights and Duties. Some Important Ethical Rights. Codes of Ethics and Professionalism. Justice. Self-interest. Network of Value. Key Terms. Exercise. 3. THE RESOLVEDD STRATEGY OF ETHICAL DECISION-MAKING. What You Will Learn in This Chapter. Introduction. An Overview of the RESOLVEDD Strategy. Applying the RESOLVEDD Strategy to the Case of The Not So Great Gatsby". Unknown Facts. Lacking Time. A Checklist. Key Terms. Exercise. 4. DETAILS OF THE STRATEGY. What You Will Learn in This Chapter. When Is an Ethical Principle Upheld By a Given Solution? A Solution Can Uphold and Violate the Same Ethical Principle. Who Should I Consider When Doing the O and L Stages? Understanding Evaluation. Avoiding Moral Arithmetic: Ethics is Qualitative. Moral and Other Ideals Are Rarely Helpful. Conscience and Intuitions. Defending Your Decision Against Remaining Objections. Evaluation is Essential, with an Exercise. Tips and Reminders for Writing a Case Analysis. Key Terms. Exercise. 5. TWO ANALYSES OF PERSONAL ETHICAL CONFLICTS. What You Will Learn in This Chapter. Must a Reporter Be a Ghoul? An Analysis of "Must a Reporter Be a Ghoul?". Sin of Omission. An Analysis of "Sin of Omission". Exercise. 6. PERSONAL ETHICAL PROBLEMS FOR ANALYSIS. Not Fired? No Benefits for You. It's Not My Union. Reporting a Professional Irregularity. Too Late to Transfer? Report Welfare Cheaters? Buying a Car for Less? The Price of Honesty. Promote an Evil Employee? Spies on Our Team? Spying the Spies. A Martini for Rossi. To Reward or Retire? Embezzler!. Loyalty to the Company or the Claimants? Lose it or Move it. Mega Bucks from Micromax. Affirmative Action and Promotion Policies. A Damaging Ad or an Effective Message? Is This Doctor Sick? Worth the Effort? Is Nothing Private? Your Boss's Personal Expectations. Profit and Pornography. Employment at Will, YesBut Is It Fair? Padding or Profit. Language Police in the Workplace? An Offer to Spy. Blow the Whistle or Breathe Insulation? Repair Quotas. Piece Work or Peace? Personal Beliefs, Public Policy. Vigilant or Vigilante? Coffee, Tea, or the Sale? Office Gossip. U Tube, No Tube, or Me, Too? An Ethical Survey. Drug Tests as Preventive Maintenance. Buying Stock and Selling One's Soul. Toys May Not Be Us. Too Personal to Ask? Promote the Business or the Environment? Double Bad Luck. Anti-Nepotism Policies Abroad. Fair Pricing? Friends, Family or Profit?"

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Book SynopsisThe Annual Editions series is designed to provide convenient inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. Each Annual Editions volume has a number of features designed to make them especially valuable for classroom use; including a brief overview for each unit, as well as Learning Outcomes, Critical Thinking questions, and Internet References to accompany each article. Go to the McGraw-Hill Create Annual Editions Article Collection at http://www.mcgrawhillcreate.com/annualeditions to browse the entire collection. Select individual Annual Editions articles to enhance your course, or access and select the Table of ContentsUNIT: School Reform in the Twenty-First CenturyIs Test-Based Accountability Dead? Morgan S. Polikoff, Jay P. Greene, and Kevin Huffman, Education Next, 2017Experts weigh in the prospects for standards-based education under a regime of high-stakes testing.Holding Teachers Accountable Without Adequate Teacher Prep Programs Is a Set-Up, Zachary Wright, Education Post, 2019A proponent of value-added student growth metrics, Zachary Wright argues that holding teachers accountable on this basis is a reasonable expectation. He argues that teacher preparation should be modified to include one-on-one video-based coaching that equips teacher candidates with the requisite skills. Charter School Reform: Doublethink and the Assault on the Vulnerable, Morgan Anderson, Journal of Thought, 2016Anderson discusses the relationship between the erosion of public schools and the genealogy of charter schools. Their proliferation poses the greatest threat to the children of families who are already on the societal margins. The Paradox of Success at a No-Excuses School, Joanne W. Golann, Sociology of Education, 2015Using ethnography and fieldwork, Golan studied an urban school reform model that has gained a great deal of prominence for closing the achievement gap between minoritized students and members of the dominant population. Her findings suggest that these setting reproduce a “worker-learner” that is loath to challenge authority.Pedagogy against the Dead Zones of the Imagination, Henry A. Giroux, Transformations, 2016Giroux proposes that the ultimate aim of neo-liberal school reform is to eradicate public schools as a democratic institution. In so doing, a primary source of developing basic civic virtues in our children will have been silenced.The Myth of Accountability: How Data (Mis)Use Is Reinforcing the Problems of Public Education, Claire Fontaine, Data & Society, 2016The history of standardized testing and data collection in American education has placed disproportionate emphasis on quantification and statistical analysis to measure learning. Accountability fails to address the sources of the achievement gap that has a basis in the different kinds of education available according to socioeconomic status.A Nation at Risk: The Imperative for Educational Reform, The National Commission on Excellence in Education, 1983This report provided an argument for the view that American education was in crisis. Ponting to diminishing American global influence and superiority, the authors of the report advocated radical reform in education in order to hold schools accountable for student performance on the academic areas that provided basic skills.UNIT: Educational EquityThe Radical Middle: The Limits and Advantages of Teaching Grit in Schools, Vicka Bell-Robinson, The Journal of School & Society, 2016Bell-Robinson highlights the benefits of the growth mindset for students facing academic challenges but offers cautions about the unconditional embrace of grit as its motivation. Where there is systemic inequality, school reforms ought to support the individual student in breaking down these barriers. …And a Child Shall Lead Them…, Eurydice Stanley, Journal of Language and Literacy, 2018Stanley urges her audience to revisit the contentious school desegregation issue after the Brown vs. Board of Education of Topeka (1954) ruling. Together, with Elizabeth Stanley, who was one of the Little Rock Nine, she underscores that qualities of respect and tenacity that were essential then are also necessary in the present day. Strong Teams, Strong Results: Formative Assessment Helps Teacher Teams Strengthen Equity, Nancy Love and Michelle Crowell, The Learning Professional, 2018Actions involved in formative assessment can be pivotal in advancing educational equity. The data provided is a sound basis for ongoing monitoring of whether instructional strategies are effective in building on students’ prior knowledge. Overcoming the Challenges of Poverty, Julie Landsman, Educational Leadership, 2014Landsman states that we may have forgotten our duty to provide basic needs and an education for all children in the United States. She reminds us of the conditions with which many children live on a daily basis and provides a list of ways we can cultivate a more nurturing classroom environment for all students.Creating a Climate for Achievement, Deborah D. Brennan, Educational Leadership, 2015In an effort to turn around a failing school population, the teachers in one school decided to create a climate for achievement. They began by strengthening their academics with goal setting and sharing, tracking learning, and intervening early. They also strengthen social-emotional learning by building relationships, grading for hope, and using proactive discipline. Brown v. Board of Education of Topeka, Kansas, U.S. Supreme Court, 1954This landmark decision ended school desegregation across the nation. The plaintiff argued that education was a property right that was being denied to black students who were forced to attend subpar schools farther away than the white schools that were closer. The plaintiffs argued that school segregation failed to extend to minority children equal protection under the law that the Fourteenth Amendment guaranteed. The ruling, which was unanimous, made school segregation unconstitutional. UNIT: Literacy Is the Cornerstone of Participatory DemocracyMaking the Case for More Civics in the Classroom, Tom Chorneau, Education Digest, 2017The Every Student Succeeds Act (ESSA) has funding provisions for civic education in its Title IV. Although the most recently elected Presidential administration did not fund the law, there are promising signs from the legislative branch. There is an urgency in light of polls showing that a significant percent of high school students are uniformed about the basic structure of American government. The Challenges of Gaming for Democratic Education: The Case of iCivics, Jeremy Stoddard et al., Democracy and Education, 2016The authors evaluate a game platform delivery format for civics education.The Common Core and Democratic Education: Examining Potential Costs and Benefits to Public and Private Autonomy, Benjamin J. Bindewald, Rory P. Tannebaum, Patrick Womac, Democracy and Education, 2016The Common Core is national curriculum that claims to represent all of the approved knowledge that is required for literacy. The authors argue that imposing these standards hampers the autonomy of local schools.Digital Literacy: The Quest of an Inclusive Definition, James K. Njenga, Reading & Writing, 2018This article evaluates the universal and transcultural meaning of digital learning. The paper proposes an alternate conception that accommodates the economic realities of developing countries.UNIT: Teaching English Language LearnersBecoming Sociocultural Mediators: What All Educators Can Learn from Bilingual and ESL Teachers, Sonia Nieto, Issues in Teacher Education, 2017The best ESL teachers serve as bridges between the child’s home culture and that of the school. Non-specialists can learn from the solidarity that this instruction involves.ESL and Classroom Teachers Team Up to Teach Common Core, Lesli A. Maxwell, Education Week, 2013Diversity in an inclusive school presents challenges. In this article, two teachers explain what led them to become co-teachers to meet the needs of English language learners. Other teachers explain their strategies for meeting the needs of students, professional learning communities, and the “push-in” model.The Path to Excelencia: In Los Angeles, One School Leader’s Mission to Motivate English Language Learners to Succeed, Esmeralda Fabián Romero, The 74million.org, 2018The author shares the reasons that he was motivated to lead a charter school in the same area from which he left to graduate from ivy league schools. His commitment to the children’s well-being inspires him to persist in the face of resistance from the local public schools.A Better Chance to Learn: Bilingual Bicultural Education, United States Commission on Civil Rights, 1975According to the 1964 Civil Rights Act Title VI, schools should accommodate English Language Learners. This report discusses permutations of various pedagogical arrangements to advance this goal. These include a discussion of students’ rights to learn in their first language and the effectiveness of bicultural-bilingual education where students are pulled out of regular classrooms for instruction.UNIT: Twenty-First Century Learning Technology and IntegrationContinuing Mister Rogers’ Neighborhood: Returning Compassion, Connection, and Social Presence to Teaching and Learning, Aimee L. Whiteside, EduCause Review, 2018Social presence, or connectedness among instructors and learners, offers a pathway for cultivating meaningful learning experiences. Educators can honor Mister Rogers’s legacy by challenging themselves to integrate social presence into their practice—leading with compassion, celebrating diversity and creativity, and simultaneously modeling the importance of inquiry, problem-solving, and critical thinking.Standards-based Technology Integration for Emergent Bilinguals, Briana Ronan, Multicultural Education, 2018In a standards-driven K-12 environment, teachers of emergent bilinguals face the ongoing challenge of complying with standards in multiple domains. Using the Technological, Pedagogical, and Content Knowledge (TPACK) model, the article discusses ways in which bilingual curriculum can advance literacy through technology integration.Utilizing Technology in Physical Education: Addressing the Obstacles of Integration, Beth Pyle and Keri Esslinger, Delta Kappa Gamma Bulletin, 2014Perhaps you have wondered why teachers in physical education, the arts, and other activity-centered classes need to be concerned with technology standards? This article explains why technology is important in physical education and obstacle to technology integration.Implications of Shifting Technology in Education, Janet Holland and John Holland, TechTrends, 2014Recently many of us feel that every day brings newer, bigger, and better technology devices. This explosion of technology choices comes with increased quality of the tools and more research to practice articles for integrating technology. How are teachers to implement meaningful integration of new technologies while aligning research to practice?Assistive Tech for Everyone? Michelle R. Davis, Education Week, 2014What were once technology tools designed for and used by persons with disabilities are moving into the mainstream and being used by students who do not have an identified disability. A primary reason is the adoption of Universal Design for Learning methods and materials for all students.UNIT: Special & Exceptional EducationInclusive Education: Lessons from History, Barbara. Boroson, Educational Leadership, 2017Boroson aligns advocacy for inclusive placements for students with disabilities with the advocacy of persons from previous civil rights efforts that were anti-desegregation.Text-to-Speech: Not Just for Special Education Students! Kristine Napper, McGraw-Hill, 2019The benefits of text-to-speech for students who are blind or vision-impaired are well known. However, all students can benefit from the independence and confidences that it fosters.Mobile Apps the Educational Solution for Autistic Students in Secondary Education, Agathi Stathopoulou, et al., International Journal of Interactive Mobile Technologies, 2019This article explores the extent to which autistic children can be served by mobile apps that compensate for their gap and comfort level with social skills. These apps allow for self-guided instruction and have a structured approach that is compatible with the way that autistic students learn.5 Strategies for Inclusivity in Special Education, Karen Achtman, McGraw-Hill, 2018Instructional strategies to promote inclusivity offer a broad pedagogical umbrella that increases the likelihood that every child in the classroom overcomes hurdles to learning. Fostering an inclusive classroom environment requires the teacher to have a high level of awareness of the needs of all children in her classroom.Education of All Handicapped Children Act, U.S. Congress, Public Law 94-142, 1975This legislation established the nomenclature and policy basis for extending equal rights to children with disabilities in their education. It mandated that individualized education plans (IEP) be standard for all identified special education students as part of a comprehensive plan that was designed to meet their educational needs.UNIT: Ethics & Community EngagementThe Next “Evolution” of Civic Learning, Tania D. Mitchell, Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 2017Community-engaged learning is a new buzz term in higher education; Mitchell reflects on whether there is true reciprocity of commitment between university and the community and whether sufficient efforts are being made to foster community leadership. Using Appreciative Inquiry to Foster Intergenerational Collaboration for Positive Change in a Struggling School System, Megan Tschannen-Moran et al., Center for School Transformation, 2015Using a case study method, the authors describe what happened in a community that adopted Appreciative Inquiry (AI) to build a climate of positive change through intergenerational collaboration. Their story includes the steps they took to build trust and a sense of community.Democracy in Education, John Dewey, The Elementary School Teacher, 1903This excerpt from John Dewey’s tome still stands as the most in-depth and thorough theorization of democracy and the role of schools within it. The work centers the consistently of democratic ends with groups who are seeking to be stable and sustainable.UNIT: Identity & Intersectionality in EducationBuilding LGBTQ Awareness and Allies in Our Teacher Education Community and Beyond, Laura-Lee Kearns, Jennifer Mitton Kukner, and Joanne Tompkins, Collected Essays on Learning and Teaching, 2014The authors discuss how they work to build awareness and allies within the higher-education context. They developed a curriculum to use in their pre-service teacher education program with the purpose of creating a pedagogy that embraces, celebrates, and honors all learners.Here’s What I Wish White Teachers Knew When Teaching My Black Children, Afrika Afeni Mills, Education Post, 2019Afrika Afeni Mills challenges predominantly white teachers in K-12 schools to broaden their cultural competence of America history in the context of the experience of minoritized persons. Only by disrupting their predominant cultural lens can they be effective teachers of all students.UNIT: STEMElements of Making: A Framework to Support Making in the Science Classroom, Shelly Rodriguez et al., Science Teacher, 2018Making is a curricular innovation that fosters a do-it-yourself mindset in problem-solving from design to production. The authors offer a matrix for lesson develop and implementation.Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior, Anna Öqvist and Per Högström, Journal of Technology Education, 2018This research study examines the correlation between the attitudes that preschool teachers have toward the underlying elements of implementing technology in the classroom and their confidence in guiding their students’ learning.The U.S. Is Falling Way Behind in STEM But Kentucky’s Powering the Comeback, Garris Landon Stroud, Education Post, 2018Reliable strategies for expansion of rigorous STEM education are well documented but not broadly implemented in the United States. Through making schools accountable for science education, providing cutting edge computer science classes and partnering with community and business stakeholders, Kentucky K-12 schools are bucking the downward national trend.

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Book SynopsisThis trusted book provides a focused, practical introduction to the key principles and practices guiding the operations of modern police departments. While maintaining its proven instructional approach and strong focus on community- and problem-oriented policing, the sixth edition of POLICE OPERATIONS: THEORY AND PRACTICE reflects the latest trends and research shaping the day-to-day operations of progressive police departments. A new "Perspectives from a First-Line Supervisor" feature shares practical, applied information. Highlights include new and revised information on evolving technology, the police officer hiring process, how police use websites and social media to communicate with the public, patrol techniques, cultural diversity, cell phone use and laws, hazardous materials response, federal emergency response agencies, and cyberterrorism. The authors complement this wealth of information with an appealing writing style, numerous photos and illustrations, and real-life examplesTrade ReviewPart I: THE BASICS BEHIND EFFECTIVE POLICE OPERATIONS. 1. Police Operations in Context. 2. Communication: The Foundation of Police Operations. 3. Operational Skills: Performing within the Law. Part II: GETTING THE JOB DONE: BASIC POLICE OPERATIONS. 4. Patrol: The Backbone of Police Operations. 5. Traffic: Policing in a Country on the Move. 6. Crime, Disorder and Quality-of-Life Issues: Responding to the Call. 7. Violence: At Home, in the Classroom, on the Job. 8. Emergency Situations: When Disaster Strikes. 9. Terrorism: From Hometown Security to Homeland Security. Part III: SPECIALIZED POLICE OPERATIONS. 10. Criminal Investigation. 11. Responding to Children and Juveniles: Our Nation's Future. 12. Gangs and Drugs: Two National Threats. Part IV: THE PERSONAL SIDE OF POLICE OPERATIONS. 13. Physical and Mental Health Issues: Keeping Fit for Duty. 14. Liability and Ethics: Is It Legal? Is It Moral?Table of ContentsPart I: THE BASICS BEHIND EFFECTIVE POLICE OPERATIONS. 1. Police Operations in Context. 2. Communication: The Foundation of Police Operations. 3. Operational Skills: Performing within the Law. Part II: GETTING THE JOB DONE: BASIC POLICE OPERATIONS. 4. Patrol: The Backbone of Police Operations. 5. Traffic: Policing in a Country on the Move. 6. Crime, Disorder and Quality-of-Life Issues: Responding to the Call. 7. Violence: At Home, in the Classroom, on the Job. 8. Emergency Situations: When Disaster Strikes. 9. Terrorism: From Hometown Security to Homeland Security. Part III: SPECIALIZED POLICE OPERATIONS. 10. Criminal Investigation. 11. Responding to Children and Juveniles: Our Nation's Future. 12. Gangs and Drugs: Two National Threats. Part IV: THE PERSONAL SIDE OF POLICE OPERATIONS. 13. Physical and Mental Health Issues: Keeping Fit for Duty. 14. Liability and Ethics: Is It Legal? Is It Moral?

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Book SynopsisENVIRONMENTAL ETHICS, 7th Edition presents the main issues in environmental ethics using a diverse set of readings arranged in dialogue format. The seventh edition of this popular anthology features selections from contemporary authors as well as readings from classic writers, all chosen for their clarity and accessibility. By exploring both sides of every topic, this edition helps students quickly grasp each subject and move from theory to application. Making this textbook even more enjoyable to read include new sections on Environmental Justice, Climate Change, Food Ethics, Nature and Naturalness, Sustainability, Population and Consumption, Future Generations, and Holism.Table of ContentsPart I: THEORY. 1. Introduction. Clare Palmer, Contested Frameworks in Environmental Ethics. Thomas E. Hill, Jr., Ideals of Human Excellence and Preserving Natural Environments. Henry Shue, Global Environment and International Inequality. 2. Future Generations. Derek Parfit, Energy Policy and the Further Future: The Identity Problem. Annette Baier, The Rights of Past and Future Persons. Richard B. Howarth, Intergenerational Justice. 3. Animal Rights. Immanuel Kant, Rational Beings Alone Have Moral Worth. Holly L Wilson, Green Kant: Kant���s Treatment of Animals. Peter Singer, A Utilitarian Defense of Animal Liberation. Tom Regan, The Radical Egalitarian Case for Animal Rights. Mary Anne Warren, A Critique of Regan���s Animal Rights Theory. Dale Jamieson, Against Zoos. 4. Nature and Naturalness. Holmes Rolston, III, Naturalizing Values: Organisms and Species. Ned Hettinger, Comments on Holmes Rolston���s Naturalizing Values". John Stuart Mill, Nature. Steven Vogel, Environmental Philosophy after the End of Nature. 5. Individualist Biocentrism. Albert Schweitzer, Reverence for Life. Paul Taylor, Biocentric Egalitarianism. Robin Attfield, Biocentrism and Artificial Life. Jason Kawall, Reverence for Life as a Viable Environmental Virtue. 6. Holism. Arne Naess, The Shallow and the Deep, Long-Range Ecological Movement. Arne Naess, Ecosophy T: Deep Versus Shallow Ecology. Bill Devall and George Sessions, Deep Ecology. Aldo Leopold, The Land Ethic. J. Baird Callicott, The Conceptual Foundations of the Land Ethic. Lawrence E. Johnson, Eco-Interests. Harley Cahen, Against the Moral Considerability of Ecosystems. Lilly-Marlene Russow, Why Do Species Matter? Christopher D. Stone, Should Trees Have Standing? Toward Legal Rights for Natural Objects. 7. Environmental Justice. Ramachandra Guha, Radical Environmentalism and Wilderness Preservation: A Third World Critique. Robert Bullard, Overcoming Racism in Environmental Decision Making. Peter S. Wenz, Just Garbage: The Problem of Environmental Racism. Marie Mies, Deceiving the Third World: The Myth of Catching-Up Development. Laura Westra, Environmental Risks, Rights, and the Failure of Liberal Democracy: Some Possible Remedies. Linda Robyn, Indigenous Knowledge and Technology: Creating Environmental Justice in the Twenty-First Century. Vandana Shiva, Women���s Indigenous Knowledge and Biodiversity Conservation. Karen Warren, The Power and Promise of Ecological Feminism. Laura Westra, The Earth Charter: From Global Ethics to International Law Instrument. 8. Sustainability. World Commission on Environment and Development, Towards Sustainable Development. William Rees, Sustainable Development: Economic Myths and Global Realities. Mark Sagoff, At the Shrine of Our Lady of Fatima, or Why Political Questions Are Not All Economic. John B. Cobb, Jr., Toward a Just and Sustainable Economic Order. Fred Magdoff & John Bellamy Foster, Capitalism: What Every Environmentalist Needs to Know. Alan Thein Durning, An Ecological Critique of Global Advertising. Louis P. Pojman, The Challenge of the Future: Private Property, the City, the Globe, and a Sustainable Society. Part II: PRACTICE. 9. Food Ethics. Mylan Engel, Jr., Hunger, Duty and Ecology: On What We Owe Starving Human Beings. Tristram Coffin, The World Food Supply: The Damage Done by Cattle-Raising. Michael Fox, Vegetarianism and Planetary Health. Jonathan Rauch, Can Frankenfood Save the Planet? Mae Ho, Unholy Alliance: Critiques of Genetically Modified Foods. The ETC Report, The Poor can Feed Themselves. Marion Nestle, From "Eat More" to "Eat Less": 1900-1990. Alice Waters, Slow Food Nation. Eric Schlosser et al., One Thing to Do About Food. 10. Climate Change. Naomi Oreskes, The Scientific Consensus on Climate Change: How Do We Know We���re Not Wrong? UN Report on Climate Change Pollution, Livestock's role in Climate Change and Air Pollution. Ashley Dawson, Climate Justice: The Emerging Movement against Green Capitalism. Evelyn Wright and Paul Pojman, Evaluating Technology Options. Stephen Gardiner, Ethics and Climate Change: An Introduction. David W. Keith, Engineering the Planet. Christopher J. Preston, Re-Thinking the Unthinkable: Environmental Ethics and the Presumptive Argument Against Geoengineering. 11. Population and Consumption. Bill McKibben, A Special Moment in History: The Challenge of Overpopulation and Overconsumption. Garrett Hardin, The Tragedy of the Commons. Elinor Ostrom, Joanna Burger, Christopher B. Field, Richard B. Norgaard, David Policansky: Revisiting the Commons: Local Lessons, Global Challenges. Jacqueline Kasun, The Unjust War against Population. Garrett Hardin, Lifeboat Ethics. William Murdoch and Allan Oaten, Population and Food: A Critique of Lifeboat Ethics. 12. Pollution. Hilary French, You Are What You Breathe. George Bradford, We All Live in Bhopal. William F. Baxter, People or Penguins: The Case for Optimal Pollution. David Pimentel, Is Silent Spring Beyond Us?"

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Book SynopsisPHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E uses a balanced blend of classic and contemporary articles to make the philosophy of religion easy to understand. This engaging textbook begins by outlining the traditional concepts of God, then moves into other interesting topics, such as the problem of evil, feminist perspectives of God, and mystical experiences. In addition, PHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E presents readers with both the traditional proofs of God's existence, and the counter arguments. This edition also discusses the interplay between religion and science, religion and faith, and religion and "knowing".Table of ContentsPreface. PART I: THE CONCEPT OF GOD. I.A Concepts of God and the Ultimate. I.A.1 Selections from Ancient Greek Philosophers. I.A.2 The Concept of God. Thomas V. Morris. I.A.3 The Openness of God--Systematic Theology. Clark H. Pinnock. I.A.4 God and the World. Sallie McFague. I.A.5 The Reality of God. Paul Tillich. I.A.6 The Love of God and the Idea of Deity. Martin Buber. I.A.7 The Vedic-Upanisadic Conception of Brahman (The Highest God). Sushanta Sen. I.A.8 Emptiness: Soteriology and Ethics in Mahayana Buddhism. Christopher Ives. I.B Classical Theistic Attributes. I.B.1 Temporal Eternity. Stephen T. Davis. I.B.2 The God Beyond Time. Hugh J. McCann. I.B.3 Is God's Power Limited? St. Thomas Aquinas. I.B.4 Some Puzzles Concerning Omnipotence. George Mavrodes. I.B.5 The Logic of Omnipotence. Harry G. Frankfurt. I.B.6 Divine Foreknowledge and Human Free Will. St. Augustine. I.B.7 God's Foreknowledge and Human Free Will Are Incompatible. Nelson Pike. I.B.8 God's Foreknowledge and Human Free Will Are Compatible. Alvin Plantinga. I.B.9 Can God Be Free? William Rowe I.B.10 The Freedom of God Edward Wierenga PART II: TRADITIONAL ARGUMENTS FOR THE EXISTENCE OF GOD. II.A The Ontological Argument for the Existence of God. II.A.1 The Ontological Argument. St. Anselm. II.A.2 A Critique of the Ontological Argument. Immanuel Kant. II.B The Cosmological Argument for the Existence of God. II.B.1 The Five Ways. Thomas Aquinas. II.B.2 The Argument from Contingency. Samuel Clarke. II.B.3 An Examination of the Cosmological Argument. William Rowe. II.B.4 The Kal��m Cosmological Argument. William Lane Craig and J. P. Moreland. II.B.5 A Critique of the Kal��m Cosmological Argument. Paul Draper. II.C The Teleological Argument for the Existence of God. II.C.1 The Watch and the Watchmaker. William Paley. II.C.2 A Critique of the Design Argument. David Hume. II.C.3 Arguments from Design. Richard Swinburne. II.C.4 A Scientific Argument for the Existence of God. Robin Collins. PART III: EVIL AND THE HIDDENNESS OF GOD. III.A Historical and Literary Perspectives. III.A.1 The Argument from Evil. David Hume. III.A.2 Theodicy: A Defense of Theism. Gottfried Leibniz. III.A.3 Rebellion. Fyodor Dostoevsky. III.A.4 The Ones Who Walk Away from Omelas. Ursula K. LeGuin. III.B The Problems of Evil and Divine Hiddenness. III.B.1 Evil and Omnipotence. J. L. Mackie. III.B.2 The Inductive Argument from Evil against the Existence of God. William Rowe. III.B.3 Evolution and the Problem of Evil. Paul Draper. III.B.4 Whose Problem is the Problem of Evil? Grace Jantzen. III.B.5. Divine Hiddenness Justifies Atheism. J. L. Schellenberg. III.C Responses. III.C.1 The Free Will Defense. Alvin Plantinga. III.C.2 Evil and Soul-Making. John Hick. III.C.3 Epistemic Humility, Arguments from Evil, and Moral Skepticism. Daniel Howard-Snyder. III.C.4 The Problem of Evil and the Desires of the Heart. Eleonore Stump. III.C.5 Horrendous Evils and the Goodness of God. Marilyn McCord Adams. III.C.6 Suffering as Religious Experience. Laura Waddell Ekstrom. III.C.7 Deus Absconditus. Michael J. Murray. III.C.8 Divine Hiddenness, Divine Silence. Michael Rea. PART IV: RELIGION AND EXPERIENCE. IV.A Mystical Experience and the Perception of God. IV.A.1 Selections of Mystical Experiences. IV.A.2 Mysticism. William James. IV.A.3 Mysticism and Experience. Grace Jantzen. IV.A.4 Perceiving God. William P. Alston. IV.A.5 Do Mystics See God? Evan Fales. IV.A.6 Religious Experience and Naturalistic Explanations. Jeffrey Jordan. IV.B Miracles and Testimony. IV.B.1 Against Miracles. David Hume. IV.B.2 Miracles and Testimony. J. L. Mackie. IV.B.3 Of 'Of Miracles'. Peter van Inwagen. IV.C Religion and Science. IV.C.1 Science Versus Religion. Richard Dawkins. IV.C.2 Non-Overlapping Magisteria. Stephen Jay Gould. IV.C.3 Faith and Science. Pope John Paul II. PART V: FAITH AND RATIONALITY. V.A The Nature of Faith. V.A.1 The Nature of Faith. Richard Swinburne. V.A.2 Can Faith be Rational? Lara Buchak. V.A.3 Propositional Faith. Daniel Howard-Snyder. V.B Pragmatic Justification of Religious Belief. V.B.1 The Wager. Blaise Pascal. V.B.2 The Ethics of Belief. W. K. Clifford. V.B.3 The Will to Believe. William James. V.C Rationality and Justified Religious Belief. V.C.1 Rational Theistic Belief Without Proof. John Hick. V.C.2 The Presumption of Atheism. Anthony Flew. V.C.3 Rational Religious Belief Without Arguments. Michael Bergmann. V.C.4 Intellectual Virtue in Religious Epistemology. Linda Zagzebski. V.C.5 Faith, Hope, and Doubt. Louis P. Pojman. PART VI: RELIGIOUS PLURALISM. VI.1 Religious Pluralism and Ultimate Reality. John Hick. VI.2 A Defense of Religious Exclusivism. Alvin Plantinga. VI.3 Hick's Religious Pluralism and Reformed Epistemology"--A Middle Ground. David Basinger. VI.4 Buddhism, Christianity, and the Prospects for World Religion. Dalai Lama. PART VII: DEATH AND IMMORTALITY. VII.1 The Finality of Death. Bertrand Russell. VII.2 Immortality of the Soul. Plato. VII.3 Personal Identity and Immortality. Jeffrey Olen. VII.4 Death and the Afterlife. Lynne Rudder Baker. VII.5 A Hindu Theory of Life, Death, and Reincarnation. Prasannatma Das. Bibliography."

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Book SynopsisClear and extremely readable, CRIMINAL PROCEDURE, Seventh Edition, is packed with current cases and real-world examples. The text couples a classic organization and traditional presentation of case law with cutting-edge coverage of recent trends in law and procedure. The authors' combined academic and practical legal experience gives you firsthand insights into the American legal system. Utilizing extensive case material, the text covers the historical background of criminal procedure and includes the latest Supreme Court decisions and other developments in criminal justice today.Table of ContentsPart I: LEGAL FOUNDATIONS OF CRIMINAL JUSTICE. 1. Fundamentals of Criminal Law and Procedure. 2. Organization of the Criminal Justice System. Part II: LAW ENFORCEMENT AND CRIMINAL PROCEDURE. 3. Search and Seizure. 4. Arrest, Interrogation, and Identification Procedures. 5. The Pretrial Process. 6. The Criminal Trial. 7. Sentencing and Punishment. 8. Appeal and Post-Conviction Relief. Appendix A: The Constitution of the United States.

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