Sharon Rady Rolfes received her MS in nutrition and food science from Florida State University. She is a founding member of Nutrition and Health Associates, an information resource center that maintains a research database on more than 1000 nutrition-related topics. She has taught at Florida State University and coauthored several other college textbooks, including Understanding Normal and Clinical Nutrition. In addition to writing, she serves as a consultant for various educational projects. She maintains her registration as a dietitian nutritionist and membership in the Academy of Nutrition and Dietetics.
Nutrition is an active science, and staying current is paramount. To that end, the second Canadian edition of Understanding Nutrition builds on the science of previous U.S. editions as well as the first Canadian edition with the latest in nutrition research. The second Canadian edition presents the core information of an introductory nutrition course. The early chapters introduce the nutrients and their work in the body, and the later chapters apply that information to people?s lives ? describing the role of foods and nutrients in energy balance and weight control, in physical activity, in the life cycle, in disease prevention, in food safety, and in hunger. The mission of this text is to reveal the fascination of science in nutrition and provide readers with an understanding of nutrition so that they can make healthy choices in their daily lives.
Reading the Art in Caldecott Award Books is a practical and easy-to-use reference handbook explaining what makes the art in Caldecott Medal and Honor books distinguished. It is a useful manual for librarians, teachers, and others who want to better understand picture book illustration. This book includes many useful components: Short entries about fifty-six books Information on styles and media Artistic analysis of the illustrations Appendixes on selected sources for further reading, Randolph Caldecott Medal terms and criteria, bibliography of entries, and a list of Caldecott winners Glossary of art terms Indexes of author-illustrator-title, media, and style This book, used as a handbook in conjunction with Caldecott Award books, provides readers with ready-to-use information they can share with children and others, while helping to build confidence in one’s ability to talk about art in all picture books.
The study of children's illustrated books is located within the broad histories of print culture, publishing, the book trade, and concepts of childhood. An interdisciplinary history, Picturing Canada provides a critical understanding of the changing geographical, historical, and cultural aspects of Canadian identity, as seen through the lens of children's publishing over two centuries. Gail Edwards and Judith Saltman illuminate the connection between children's publishing and Canadian nationalism, analyse the gendered history of children's librarianship, identify changes and continuities in narrative themes and artistic styles, and explore recent changes in the creation and consumption of children's illustrated books. Over 130 interviews with Canadian authors, illustrators, editors, librarians, booksellers, critics, and other contributors to Canadian children's book publishing, document the experiences of those who worked in the industry. An important and wholly original work, Picturing Canada is fundamental to our understanding of publishing history and the history of childhood itself in Canada.
By mandating high standards for all students, the No Child Left Behind Act has promised to close the achievement gap and bring all students up to proficient levels by 2014. The challenge is in connecting the goals of NCLB legislation with the realities of change in the classroom.
How does thinking affect doing? There is a widely held view--both in academia and in the popular press--that thinking about what you are doing, as you are doing it, hinders performance. Once you have acquired the ability to putt a golf ball, play an arpeggio on the piano, or parallel-park, reflecting on your actions leads to inaccuracies, blunders, and sometimes even utter paralysis--that's what is widely believed. Experts, according to this view, don't need to try to do it; they just do it. But is this true? After exploring some of the contemporary and historical manifestations of the idea that highly accomplished skills are automatic and effortless, Barbara Gail Montero develops a theory of expertise which emphasizes the role of the conscious mind in expert action. She aims to dispel various myths about experts who proceed without any understanding of what guides their action. (For example, that proverbial chicken sexer who can't explain why he makes his judgments? He simply doesn't exist.) Montero's critical task also involves analyzing research in both philosophy and psychology that is taken to show that conscious control and explicit monitoring of one's movements impedes well practiced skills. She explores a wide range of real-life examples of optimal performance-culled from sports, the performing arts, chess, nursing, medicine, the military and elsewhere-and draws from psychology, neuroscience, and literature to offer a refreshing and persuasive view of expertise, according to which expert action generally is and ought to be thoughtful, effortful, and reflective.
Literacy for the 21st Century, 2e, gives students the strategies and ability to teach literacy effectively in Australian classrooms. Linking the theory and research to classroom practice, and with a greater emphasis on the use of digital literacies, students will gain a practical understanding of teaching reading and writing.
Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.
Four months before the attack on Pearl Harbor on December 7, 1941, Mildred McClellan Melville, a member of the Denver Woman’s Press Club, predicted that war would come for the United States and that its long arm would reach into the lives of all Americans. And reach it did. Colorado women from every corner of the state enlisted in the military, joined the workforce, and volunteered on the home front. As military women, they served as nurses and in hundreds of noncombat positions. In defense plants they riveted steel, made bullets, inspected bombs, operated cranes, and stored projectiles. They hosted USO canteens, nursed in civilian hospitals, donated blood, drove Red Cross vehicles, and led scrap drives; and they processed hundreds of thousands of forms and reports. Whether or not they worked outside the home, they wholeheartedly participated in a kaleidoscope of activities to support the war effort. In Colorado Women in World War II Gail M. Beaton interweaves nearly eighty oral histories—including interviews, historical studies, newspaper accounts, and organizational records—and historical photographs (many from the interviewees themselves) to shed light on women’s participation in the war, exploring the dangers and triumphs they felt, the nature of their work, and the lasting ways in which the war influenced their lives. Beaton offers a new perspective on World War II—views from field hospitals, small steel companies, ammunition plants, college classrooms, and sugar beet fields—giving a rare look at how the war profoundly transformed the women of this state and will be a compelling new resource for readers, scholars, and students interested in Colorado history and women’s roles in World War II.
The beloved New York Times columnist "inspires women to embrace aging and look at it with a new sense of hope" in this lively, fascinating, eye-opening look at women and aging in America (Parade Magazine). "You're not getting older, you're getting better," or so promised the famous 1970's ad -- for women's hair dye. Americans have always had a complicated relationship with aging: embrace it, deny it, defer it -- and women have been on the front lines of the battle, willingly or not. In her lively social history of American women and aging, acclaimed New York Times columnist Gail Collins illustrates the ways in which age is an arbitrary concept that has swung back and forth over the centuries. From Plymouth Rock (when a woman was considered marriageable if "civil and under fifty years of age"), to a few generations later, when they were quietly retired to elderdom once they had passed the optimum age for reproduction, to recent decades when freedom from striving in the workplace and caretaking at home is often celebrated, to the first female nominee for president, American attitudes towards age have been a moving target. Gail Collins gives women reason to expect the best of their golden years.
Commentators writing soon after the outbreak of the First World War about the classic problems of women’s employment (low pay, lack of career structure, exclusion from "men’s jobs") frequently went on to say that the war had "changed all this", and that women’s position would never be the same again. This book looks at how and why women were employed, and in what ways society’s attitudes towards women workers did or did not change during the war. Contrary to the mythology of the war, which portrayed women as popular workers, rewarded with the vote for their splendid work, the author shows that most employers were extremely reluctant to take on women workers, and remained cynical about their performance. The book considers attitudes towards women’s work as held throughout society. It examines the prejudices of government, trade unions and employers, and considers society’s views about the kinds of work women should be doing, and their "wider role" as the "mothers of the race". First published in 1981, this is an important book for anyone interested in women’s history, or the social history of the twentieth century. Companion volumes, Women Workers in the Second World War by Penny Summerfield, and Out of the Cage: Women's Experiences in Two World Wars by Gail Braybon and Penny Summerfield, are also published by Routledge.
A laser-beam focus on improving instruction to improve learning Saying "teaching matters most" is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy—in fact, it′s messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old "assign-and-assess" model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions. Unlike other books that stop at evaluating teachers and instruction, this work demonstrates how to grow schools′ instructional capacities with a three-step process that involves: Envisioning what good teaching looks like Measuring the quality of current instruction against this standard Working relentlessly to move the quality of instruction closer and closer to the ideal The authors provide helpful guidance on issues such as hiring, induction, professional development, mentoring, and teacher evaluation. Each chapter offers specific action steps toward building the blueprint for improvement. Also included are frameworks for completing instructional audits in schools, and probes, instruments, and protocols for measuring and tracking the quality of instruction. Leaders will find excellent guidance for spearheading and sustaining a focused and aligned effort to improve the quality of teaching to impact all learners.
This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.
To better understand how high-stakes accountability has influenced teaching and learning, this book takes an in-depth look at the myriad consequences that high-stakes tests hold for students, teachers, administrators, and the public. By focusing on these tests and spending large amounts of time on test preparation and driving teachers to teach low-level, rote memorization, schools are essentially wiping out non-tested subjects such as science, social studies, physical education, and the arts. Although testing is promoted as a strategy for improving education for all, research shows that testing has differential effects on students with special needs, minority students, students living in poverty, and those for whom English is a second language. The Unintended Consequences of High Stakes Testing unpacks the assumptions and philosophical foundations on which testing policies are based. The authors' arguments are grounded in extensive interviews and research. Through an examination of research, these authors show that high-stakes testing promotes students' dependence on extrinsic motivation at the cost of intrinsic motivation and the associated love of learning—which has tangible impacts on their education and lives. Features: -Examines how high stakes testing from the perspectives of teachers, students, and adminstrators. -Considers how testing impacts the curriculum including tested subjects such as reading, writing, and mathematics as well as non-tested subjects such as science, social studies, physical education, and the arts. -Documents how teachers and administrators engage in test preparation and discusses ethical and unethical test preparation practices. -Reviews the evolution of testing through history and how it mpacts the curriculum. -Examines the differential effects of testing on students with special needs, minority students, students living in poverty, and those for whom English is a second language.
This volume provides reviews and details of the quality, safety and efficacy for some of the top-selling botanicals worldwide, including black cohosh, chamomile, comfrey, echinacea, garlic, ginkgo, ginseng, kava, milk thistle, St John's wort and valerian. The work was written based on a systematic review of the scientific literature from 1975-2000.;Each review includes a brief introduction, a section on quality including a definition of the crude drug, geographical distribution, and a listing of the major chemical constituents. The safety and efficacy sections summarize the medical uses, pharmacology, contraindications, warnings, precautions, adverse reactions, dose and dosage forms. The safety and efficacy sections were written for a busy health-care professional, and should enable one to ascertain which clinical uses are supported by clinical data, without having to read through all the pharmacology. Each chapter is fully referenced, enabling the reader to access further information when necessary.
This groundbreaking reference — created by an internationally respected team of clinical and research experts — provides quick access to concise summaries of the body of nursing research for 192 common medical-surgical interventions. Each nursing care guideline classifies specific nursing activities as Effective, Possibly Effective, or Possibly Harmful, providing a bridge between research and clinical practice. Ideal for both nursing students and practicing nurses, this evidence-based reference is your key to confidently evaluating the latest research findings and effectively applying best practices in the clinical setting. Synthesizing the current state of research evidence, each nursing care guideline classifies specific activities as Effective, Possibly Effective, Not Effective, or Possibly Harmful. Easy-to-recognize icons for each cited study help you differentiate between findings that are based on nursing research (NR), multidisciplinary research (MR), or expert opinion (EO), or those activities that represent established standards of practice (SP). Each nursing activity is rated by level of evidence, allowing you to gauge the validity of the research and weigh additional evidence you may encounter. Guidelines are identified by NIC intervention labels wherever appropriate, and NOC outcome measurements are incorporated throughout. An Evolve website provides additional evidence-based nursing resources.
Using models from social anthropology as its basis, this book looks at the role of personal relationships in classical Greece and their bearing on interstate politics. It begins with a discussion of what friendship meant in the Greek world of the classical period, and then shows how the models for friendship in the private sphere were mirrored in the public sphere at both domestic and interstate level. As well as relations between Greeks (in particular those in Athens and Sparta), Dr Mitchell looks at Greek relations with those on the margins of the Greek world, particularly the state of Macedon, and with neighbouring non-Greeks such as the Thracians and the Persians. She finds that these other cultures did not always have the same understanding of what friendship was, and that this led to misunderstandings and difficulties in the relations between non-Greeks and Greeks.
Since first contact, Natives and newcomers have been involved in an increasingly complex struggle over power and identity. Modern “Indian wars” are fought over land and treaty rights, artistic appropriation, and academic analysis, while Native communities struggle among themselves over membership, money, and cultural meaning. In cultural and political arenas across North America, Natives enact and newcomers protest issues of traditionalism, sovereignty, and self-determination. In these struggles over domination and resistance, over different ideologies and Indian identities, neither Natives nor other North Americans recognize the significance of being rooted together in history and culture, or how representations of “Indianness” set them in opposition to each other. In Indian Country: Essays on Contemporary Native Culture, Gail Guthrie Valaskakis uses a cultural studies approach to offer a unique perspective on Native political struggle and cultural conflict in both Canada and the United States. She reflects on treaty rights and traditionalism, media warriors, Indian princesses, powwow, museums, art, and nationhood. According to Valaskakis, Native and non-Native people construct both who they are and their relations with each other in narratives that circulate through art, anthropological method, cultural appropriation, and Native reappropriation. For Native peoples and Others, untangling the past—personal, political, and cultural—can help to make sense of current struggles over power and identity that define the Native experience today. Grounded in theory and threaded with Native voices and evocative descriptions of “Indian” experience (including the author’s), the essays interweave historical and political process, personal narrative, and cultural critique. This book is an important contribution to Native studies that will appeal to anyone interested in First Nations’ experience and popular culture.
Winner of the 2012 ASHE/CAHEP Barbara Townsend Lecture AwardTo prosper and thrive in an increasingly unpredictable national and global environment, U.S. higher education will need to adapt, innovate, and evolve once again, as it has during every major societal change over the past four centuries.The purpose of this new edition, published a turbulent decade after the first, is to provide institutional leaders -- from department chairs to trustees -- with a broad understanding of the academic enterprise, strategic guidance, and key principles, to assist them in navigating the future and drive the success of their institutions as they confront the unimagined.Recognizing that the hallmark of higher education in the U.S. is the diversity of institution types, each of which is affected differently by external and internal influences, the authors provide examples and ideas drawn from the spectrum of colleges and universities in the not-for-profit sector.This book covers the major functions and constituent departments and units within institutions; the stakeholders from students and faculty through the echelons of administration; the external environment of elected officials, foundations, philanthropists, and the new changing media; and innovations in teaching, technology, data analytics, legal frameworks, as well as economic, demographic, and political pressures.The book is informed by the proposition that adhering to four principles--which the authors identify as having enabled institutions of higher education to successfully navigate ever-changing and volatile pasts--will enable them to flourish in the coming decades:The four principles are:1. Be mission centric by making all key decisions based on a core mission and set of values.2. Be able to adapt to environmental change in alignment with the mission and core values.3. Be committed to democratic ideals by seeking to promote them and modeling democratic practices on and off campus.4. Be models for inclusion, equity, and positive social change.
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