Search results for ""Author Karen Clark""

Book SynopsisBill Clinton, the first president born after the end of World War II, brought a new generations vision and attitude to the White House. His 1992 defeat of overwhelming favorite George H W Bush, who was running for a second term, is a fascinating story of the fickleness of presidential popularity. Clinton was an unknown Governor of Arkansas when he won the Democratic nomination, most big-name candidates having opted to forgo what they viewed as a hopeless race. Clinton emerged from a troubled childhood in Arkansas to become a Rhodes Scholar and a Yale Law School graduate. He was a man of great ambition, intellect and determination, but it was his charismatic personality and ability to reach out with empathy to others that made him such a popular president. While his inexperience led to bungling some legislative opportunities, he skillfully shepherded other measures through Congress while keeping the country peaceful and increasingly prosperous during his two terms in office. His presidency was marred by scandals created by his engagement in inappropriate sexual relationships with women, scandals for which he was relentlessly pursued by enemies willing to use scorched-earth tactics to try to destroy him. Clinton possessed unsurpassed resiliency, labelling himself the Comeback Kid, and managed to survive only the second impeachment in American history. Clinton left a legacy of peace and prosperity when he left office at the start of the 21st century, but the nation had become far more politically divisive.

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Book SynopsisEnvironmental Crime in the United States provides an introduction to the laws that govern environmental crime, how these laws are implemented and enforced, and the impact they have had since their passing in the twentieth century and their continued applications.Environmental crimes such as wildlife trafficking, overâfishing, artisanal mining, and deforestation are lucrative contributors to a global illicit trade market and sources of cheap resources for corporations to exploit. This book presents a review of U.S.âbased laws and regulations regarding such environmental crimes at the state and federal level, combined with examples of international convention or trade agreements which can be prosecuted within the United States. It examines attempts to modify these laws, the exceptions granted to prevent enforcement, and the ability of political and social groups to address inefficiencies of the laws or their implementations. Both criminal and administrative laws are re

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Book SynopsisThis book highlights the importance of academic staff having focused conversations about teaching. The emphasis is on using this approach to build individual and team capacity and to bring about institutional change. It emphasises the distributed nature of expertise in teaching which exists at all levels in universities and how conversation can be harnessed to develop and share this. Drawing on research related to dialogue, coaching, communities of practice and building learning organisations, the text identifies simple yet effective ways to engage in learning conversations, develop educational practice, and achieve institutional goals. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade ReviewPublished during the COVID-19 global pandemic, Conversations to Change Teaching is likely to be remembered by its readers far into the future. Readers will reflect and remember where they were when they first read this important and timely book. At home. At home and in isolation, physically removed and separated from their students and colleagues, missing the very thing this book investigates - conversation. Building on notions of reflective and collaborative practice, the authors have found ways to share their deep knowledge of and passion for the role of conversation in personal, professional and pedagogical practice. What is unique is the way they have surfaced, revealed and framed the contribution of the daily practices of work place conversations in higher education. The reader never loses sight of the students who are the raison d’être for the authors. As one reads the words of Jarvis, Clark and Smith something magical occurs as they describe, analyse and structure the way conversations can help individuals and institutions develop their understandings and practices of teaching. The joy of this book is the way it is written. A book about conversation is rendered in ways that are at once academically sinewy and delightfully accessible. The metaphor used for giving feedback on teaching - the popular television programme The Great British Bake Off - initially appears quirky and charming, but what it does is to nail what works and what doesn’t when talking about teaching with colleagues. Moreover, the power of this cleverly chosen popular reference will surely launch future conversations over a piece of cake about pedagogy. Here again, the authors render the complex business of development of teaching in accessible and memorable ways. Finally, an observation about this book’s written style. I read the book across a bank holiday weekend and found myself reading aloud huge chunks of written words. Somewhat surprised at first, I realised I was hearing and savouring the cadences, rhythms and tones of the writers’ voices and also appreciating the rich and generous content of the chapters. I have already shared this book with my colleagues in the university I lead. I am longing for the day when we can have conversations about this book, hopefully face to face, as we focus on the future of teaching and learning in higher education in an uncertain world. Conversations to Change Teaching will, I am sure, become a much read, well-thumbed, treasured and talked about book in many higher education contexts. -- Dr Keith Robert Thomas, Director General, University of Technology, MauritiusIn Conversations to Change Teaching, Jarvis and Clark provide rich illustrations of the different forms of conversations around teaching that can and are held formally and informally in universities today. Through examples from their own practice and drawing on some pertinent literature we are led through different strategies and approaches that reflect the potential strengths of conversations whilst being mindful of the power relations involved in some conversations, for example, teaching observations and the observee-observer dynamic. The authors bring to the fore the importance of paying close attention to our language and willingness to listen and learn by all involved with the conversations and how to use noticing as a way of structuring how we talk with each other about teaching and learning. Throughout the book, the authors reflect the values of the scholarship of teaching and learning to underpin teaching conversations so practice is enhanced based on evidence-informed approaches. Opportunities for staff to engage with the scholarship of teaching and learning through and as a consequence of their conversations are identified. Each chapter finished with a useful set of critical questions for practice and a short summary with 1 or 2 key articles suggested for the reader to follow up on. This short book would be of value to all staff involved in supporting and developing the teaching practice of peers, leading teaching development programmes and staff keen to maintain their own professional development with regards to their own teaching practice. -- Dr Jane Pritchard, Oxford Brookes UniversityTable of ContentsChapter 1 Why conversations to change teaching? Chapter 2 Conversations around peer review Chapter 3 Developing collegial conversations Chapter 4 Creating and sustaining group conversations Chapter 5 Conversations with students about teaching Chapter 6 Building reflective conversation in assessment of teaching Chapter 7 Leading conversations to change teaching

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