The book addresses a crucial issue for all involved in education and training: the transfer of learning to new and different contexts. Educators, employers and learners face the problem of ensuring that what is learnt in the classroom is able to be adapted and used in the workplace. It focuses on adult learners in professional and vocational contexts. The authors provide an accessible book on the transfer of learning which draws on multi-disciplinary perspectives from education, psychology and management. The Transfer of Learning will be useful both for postgraduate students and for practitioners wanting to deepen their understanding of transfer and for those interested in practical applications. It combines theory and practice from international research and the authors' own case studies of transfer involving learners engaged in professional development and study towards qualifications. Theories of adult learning, change and lifelong learning are discussed in relation to the transfer of learning. The purpose of this book is to emphasise to tertiary educators and trainers the importance of transfer and in doing so highlight the participants' voices as central foci in coming to an understanding of the process. By doing this it balances the literature which has to date emphasized transfer from a trainer's and/or organization's perspective. There has been little if any substantive material on tertiary transfer issues and yet demands are increasing for tertiary education providers to be more accountable and more focused on developing students' ability to use their learning in everyday work situations. The book is unique in that it adopts a phenomenological perspective and underscores the significance of the participants' voices in understanding issues.
There is consistent pressure on all academics to publish, publish, publish. But not unless they have been awarded their PhD – considered by most to be the starting step of an academic career. So while the pressure is on to obtain the title, and then obtain a permanent position, and then publish journal articles, there is little support available to researchers in the nascent stage of their careers. Publishing from Your PhD precisely focuses on providing early career researchers with emotional and collegial support that is often not available in academe. It seeks to dispel nepotistic notions of superiority that places Professors and such on a pedestal. It specifically clarifies the difficulty in having written the PhD thesis and then rewriting it to suit the genre of journal articles. It does not deal with the 'how' of academic writing in general. This book endeavours to shed light on the path one must take to navigate the jungles of academia. This is an untrodden path which is unique to every researcher – especially those who employ abstract or critical theories in their research – and each journey through the jungle is different. However, because there is little literature about this embryonic journey, this book illuminates the processes and difficulties of publishing in journals and culling one's finely honed thesis into small chunks – a difficult task to which few admit.
Now in its second edition, this internationally best-selling book has been revised and updated. It focuses on helping people overcome some of the most common obstacles to successful publication. Lack of time? An unconscious fear of rejection? Conflicting priorities? In this, the first book to address the subject, Abby Day explains how to overcome these obstacles and create publishable papers for journals most likely to publish them. She shows how to identify a suitable journal and how to plan, prepare and compile a paper that will satisfy its requirements. She pays particular attention to the creative aspects of the process. As an experienced journal editor and publisher, Dr Day is well placed to reveal the inside workings of the reviewing procedure - and the more fully you understand this, the greater the chance that what you submit will be accepted and published. For academic and research staff, in whatever discipline, a careful study of Dr Day's book could be your first step on the road to publication.
Author Alan Brown leads readers on a stomach-churning turn through Florida's dark side . Florida sunshine beckons, but in can be unrelenting, too. And in the shadows, tragedy strikes. Ted Bundy leads a cast of serial killers who wrought havoc on the state. Storms spin onto its shores with landscape altering fury. Sharks lurk in the sea, and snakes and alligators lie wait in the swamps. Gangsters like Al Capone hit Miami Beach for a respite, but gangsters like Al Capone take no breaks from their trade. A woman spontaneously bursts into flames in St. Petersburg. Anthrax claims a life in Palm Beach. The Bermuda Triangle disappears vessels off the coast. Indeed, Florida knows boundless leisure, but it's just as familiar with catastrophe .
Let the Good Book have the final word: “Young people, enjoy life while you can. Be happy and let your heart bubble over with joy. Follow your heart’s desire, but remember that every deed has its consequences either good or bad, for God will one day judge everything you have done. Don’t do things that will he hurt you, because you’re not young very long. Old age will come soon enough. Remember your Creator while you’re still young and enjoy your youth.” - Ecclesiastes 11:9 to 12:1.
Arizona State University was founded in 188527 years before statehoodas the Arizona Territorial Normal School. A modest school building was erected on donated pastureland outside Phoenix and was initially dedicated to training public school teachers. The school rapidly evolved through multiple name changes and grew to four campuses and from 33 to over 70,000 students. Currently, ASU is the largest public educational institution in the United States and is also an internationally recognized research university, offering hundreds of areas of study. This book offers a photographic narrative of the institutions dynamic transformation with glimpses of the committed faculty, staff, students, alumni, and citizens who helped make Arizona State University what it is today.
The research, writing and analysis in the pages of this work show the story of how Generation X grew-up during one of the greatest periods of technological, social, political, economic and educational change in US history. Included in that story is how the greater percentage of them grew-up in the church, but then walked away en masse. Today, Generation X is the smallest percentage of Main Line and Catholic Church membership, while the overwhelming majority of church membership is made up of an aging population of Baby Boomers and Silent Generation folk. In ten year's time, what will be the state of the church when many of the current membership has passed on to eternal life, or are no longer able to do what it is that they're doing today? Generation X could well be the answer to much of the solution. Generation X is generally at a more comfortable place in their lives and are asking the questions about the meaning of their lives while considering issues of mortality. Yet at the same time, they're having now to care for parents, grandchildren, and for many Gen Xers, their own children still. They're busy and committed, but they're also spiritually hungry. Having had a relationship at one point in their lives, they're not completely foreign to what the church can be, but the ball is really in the church's court. How the church chooses to respond to Generation X could mean life, or church closure. It's a conversation that needs to take place, and that conversation begins here.
With the character of the doctor as her subject, Tabitha Sparks follows the decline of the marriage plot in the Victorian novel. As Victorians came to terms with the scientific revolution in medicine of the mid-to-late nineteenth century, the novel's progressive distance from the conventions of the marriage plot can be indexed through a rising identification of the doctor with scientific empiricism. A narrative's stance towards scientific reason, Sparks argues, is revealed by the fictional doctor's relationship to the marriage plot. Thus, novels that feature romantic doctors almost invariably deny the authority of empiricism, as is the case in George MacDonald's Adela Cathcart. In contrast, works such as Wilkie Collins's Heart and Science, which highlight clinically minded or even sinister doctors, uphold the determining logic of science and, in turn, threaten the novel's romantic plot. By focusing on the figure of the doctor rather than on a scientific theme or medical field, Sparks emulates the Victorian novel's personalization of tropes and belief systems, using the realism associated with the doctor to chart the sustainability of the Victorian novel's central imaginative structure, the marriage plot. As the doctors Sparks examines increasingly stand in for the encroachment of empirical knowledge on a morally formulated artistic genre, their alienation from the marriage plot and its interrelated decline succinctly herald the end of the Victorian era and the beginning of Modernism.
Teaching and Learning Social Studies (The TALSS Method) By: Dr. James C. Rodkey Teaching and Learning Social Studies is a complete guide for a different way to teach American History in high school. The method detailed in this book does away with traditional teaching methods. These methods backed with scholarly research are student-centered and student-driven. Teaching and Learning Social Studies does away with the short term learning needed for tests and quizzes and focuses on teaching more important cognitive skills. The teacher is not just a lecturer to pass along information but rather a facilitator that directs learning through group work and activities. Teaching and Learning Social Studies is a complete guide including lesson plans, group activities, and rubrics for any high school Social Studies or American History teacher looking to enrich their students’ knowledge with lasting effects.
War is traditionally considered a male experience. By extension, the genre of war literature is a male-dominated field, and the tale of the battlefield remains the privileged (and only canonised) war story. In Australia, although women have written extensively about their wartime experiences, their voices have been distinctively silenced. Shooting Blanks at the Anzac Legend calls for a re-definition of war literature to include the numerous voices of women writers, and further recommends a re-reading of Australian national literatures, with women’s war writing foregrounded, to break the hold of a male-dominated literary tradition and pass on a vital, but unexplored, women’s tradition. Shooting Blanks at the Anzac Legend examines the rich body of World Wars I and II and Vietnam War literature by Australian women, providing the critical attention and treatment that they deserve. Donna Coates records the reaction of Australian women writers to these conflicts, illuminating the complex role of gender in the interpretation of war and in the cultural history of twentieth-century Australia. By visiting an astonishing number of unfamiliar, non-canonical texts, Shooting Blanks at the Anzac Legend profoundly alters our understanding of how Australian women writers have interpreted war, especially in a nation where the experience of colonising a frontier has spawned enduring myths of identity and statehood.
Smoothly blending performance theory, literary analysis, and historical insights, Cecilia Feilla explores the mutually dependent discourses of feeling and politics and their impact on the theatre and theatre audiences during the French Revolution. Remarkably, the most frequently performed and popular plays from 1789 to 1799 were not the political action pieces that have been the subject of much literary and historical criticism, but rather sentimental dramas and comedies, many of which originated on the stages of the Old Regime. Feilla suggests that theatre provided an important bridge from affective communities of sentimentality to active political communities of the nation, arguing that the performance of virtue on stage served to foster the passage from private emotion to public virtue and allowed groups such as women, children, and the poor who were excluded from direct political participation to imagine a new and inclusive social and political structure. Providing close readings of texts by, among others, Denis Diderot, Collot d'Herbois, and Voltaire, Feilla maps the ways in which continuities and innovations in the theatre from 1760 to 1800 set the stage for the nineteenth century. Her book revitalizes and enriches our understanding of the significance of sentimental drama, showing that it was central to the way that drama both shaped and was shaped by political culture.
This work represents the first comparative study of the folk revival movement in Anglophone Canada and the United States and combines this with discussion of the way folk music intersected with, and was structured by, conceptions of national affinity and national identity. Based on original archival research carried out principally in Toronto, Washington and Ottawa, it is a thematic, rather than general, study of the movement which has been influenced by various academic disciplines, including history, musicology and folklore. Dr Gillian Mitchell begins with an introduction that provides vital context for the subject by tracing the development of the idea of 'the folk', folklore and folk music since the nineteenth century, and how that idea has been applied in the North American context, before going on to examine links forged by folksong collectors, artists and musicians between folk music and national identity during the early twentieth century. With the 'boom' of the revival in the early sixties came the ways in which the movement in both countries proudly promoted a vision of nation that was inclusive, pluralistic and eclectic. It was a vision which proved compatible with both Canada and America, enabling both countries to explore a diversity of music without exclusiveness or narrowness of focus. It was also closely linked to the idealism of the grassroots political movements of the early 1960s, such as integrationist civil rights, and the early student movement. After 1965 this inclusive vision of nation in folk music began to wane. While the celebrations of the Centennial in Canada led to a re-emphasis on the 'Canadianness' of Canadian folk music, the turbulent events in the United States led many ex-revivalists to turn away from politics and embrace new identities as introspective singer-songwriters. Many of those who remained interested in traditional folk music styles, such as Celtic or Klezmer music, tended to be very insular and conservative in their approach, rather than linking their chosen genre to a wider world of folk music; however, more recent attempts at 'fusion' or 'world' music suggest a return to the eclectic spirit of the 1960s folk revival. Thus, from 1945 to 1980, folk music in Canada and America experienced an evolving and complex relationship with the concepts of nation and national identity. Students will find the book useful as an introduction, not only to key themes in the folk revival, but also to concepts in the study of national identity and to topics in American and Canadian cultural history. Academic specialists will encounter an alternative perspective from the more general, broad approach offered by earlier histories of the folk revival movement.
***The Instant National Bestseller*** A Next Big Idea Club must-read title for January 2024 The definitive, paradigm-shifting guide to healing intergenerational trauma—weaving together scientific research with practical exercises and stories from the therapy room—from Dr. Mariel Buqué, PhD, a Columbia University–trained trauma-informed psychologist and practitioner of holistic healing From Dr. Mariel Buqué, a leading trauma psychologist, comes this groundbreaking guide to transforming intergenerational pain into intergenerational abundance. With Break the Cycle, she delivers the definitive guide to healing inherited trauma. Weaving together scientific research with practical exercises and stories from the therapy room, Dr. Buqué teaches readers how trauma is transmitted from one generation to the next and how they can break the cycle through tangible therapeutic practices, learning to pass down strength instead of pain to future generations. When a physical wound is left unhealed, it continues to cause pain and can infect the whole body. When emotions are left unhealed, they similarly cause harm that spreads to other parts of our lives, hurting our family, friends, community members, and others. Eventually, this hurt can injure an entire lineage, metastasizing across years and generations. This is intergenerational trauma. This trauma is why some of us become estranged from our families, why some of us are people pleasers, why some of us find ourselves in codependent relationships. This trauma can be rooted in the experiences of ancestors, who may have suffered due to unhealthy family dynamics, and it can be collective, the result of a shared experience like systemic oppression, or harmful ingrained behaviors in a culture like the acceptance of physical discipline of children, or even a natural disaster like a pandemic. These wounds are complex, impacting our minds, bodies, and spirits. Healing requires a holistic approach that has so far been absent from the field of psychology. Until now.
The imperative question presented in this book is: Can our mind obey us when we do not like the thoughts which cross our mind? If we try to stop disturbing thoughts, often the mind will do the opposite, dwelling on those thoughts, and defying our wishes. Artists get rid of all unnecessary materials to form an art object. Likewise, we need to get rid of all the unnecessary conflicts which keep swimming in our mind, and hold onto the essential part of life. In other words, we polish our inner psyche, by cultivating the garden of our mind and removing all the weeds. We as humans have the capacity to clean the landscape of our mind and bring a different set of emotions to the scene. That is how we progressed from animalistic sensations to being creative individuals.
Enormous sacrifice on the battlefields and tireless effort on the homefront Pittsburgh answered the call to duty after the news of Pearl Harbor hit local airwaves that infamous afternoon. With its high enlistment rates and booming war industries, the city was instrumental in the Allied victory. Duquesne University professor Joseph F. Rishel has compiled the memories of seventeen residents who lived through the war years, from GIs serving overseas to real-life Rosie the Riveters who kept the mills and factories in operation. From stories of daring in all theaters of combat and hardships at home to recollections of schoolchildren collecting scrap metal, USO dances and wartime sweethearts, Pittsburgh Remembers World War II celebrates the citys perseverance and patriotism.
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