Do you ever feel like more and more of your students come to your classroom not knowing how to study or what to do in order to be successful in your class? Some students come to college knowing the ropes, knowing what it takes to be successful as STEM students. But many do not. Research shows that students who are the first-generation in their family to attend or complete college are likely to arrive at your classroom not knowing what it takes to be successful. And data shows that more first-generation students are likely to be arriving on your doorstep in the near future. What can you do to help these students be successful? This book can provide you with some research based methods that are quick, easy, and effortless. These are steps that you can take to help first-generation college students succeed without having to change the way you teach. Why put in this effort in the first place? The payoff is truly worth it. First-generation college students are frequently low-income students and from ethnic groups underrepresented in STEM. With a little effort, you can enhance the retention of underrepresented groups in your discipline, at your institution and play a role in national efforts to enhance diversity in STEM. "This book provides an excellent description of dealing with immigrant and first generation college STEM students whose socioeconomic backgrounds often hinder them from reaching their full potential. The text touches on various aspects of student, faculty and mentor interaction that will lead to the exploitation of the student natural talents and provide life changing outcomes." ~ Paris Svoronos, Ph.D. Queensborough Community College of CUNY "Gail Horowitz’s new book Teaching STEM to First Generation College Students is a timely and important resource to improve the success of college students who come from families with little or no experience in the US higher education system. “First-gens” are a growing population whose academic success is important to both the institutions they attend and our nation’s economy. Dr. Horowitz, an experienced chemistry educator, describes in detail the challenges first-gens face in historically difficult STEM classes. In doing so, she is honest but also optimistic. First-gens encounter difficulty not merely with the technical subject matter they may have been poorly prepared for in high school, but also with their own wrong-headed beliefs about how to study and where to find help on campus. At the same time, Horowitz is also highly respectful of the strengths that many first-gens bring to college, strengths often under the radar of instructors who may only see inexplicable behaviors they attribute to first-gens being clueless, unmotivated, or irresponsible. Horowitz provides an excellent review of constructs from psychology about students’ and teachers’ beliefs about academic success and failure, demonstrating that first gens are too often tripped by self-defeating and often incorrect beliefs about their legitimacy as college students and what it takes to pass difficult STEM courses. These, she explains, fuel first-gen students’ fear about revealing their ignorance and illegitimacy as college students. With clear-eyed and experienced-based optimism about techniques that help first-gens succeed, she then gives excellent, specific suggestions for faculty, graduate teaching assistants, and the students themselves to help first-gens learn to “do” STEM courses and college successfully. This is an important and highly-recommended book, a gift of honesty and hope, by an experienced STEM instructor who clearly cares deeply about first-gen students and their college experience." ~ Dr. Louise Hainline CUNY - Brooklyn College Director, Center for Achievement in Science Education (CASE) Director of NYS Collegiate Science and Technology Entry Program (CSTEP) Director of NIH Minority Access to Research Careers (MARC) Director, NSF Improving Undergraduate STEM Education (IUSE) Peer-Assisted Team Research program Director, Brooklyn College subcontract, NSF Institutional Research and Academic Career Development Awards (IRACDA) to SUNY Stony Brook "As the college population becomes more diverse, STEM instructors have a responsibility to cultivate the success of all students. In this important and engaging book, Gail Horowitz provides a valuable resource for understanding the educational experiences of first-generation students and why they often struggle in STEM courses. The author persuasively conveys two important insights. First, that first-generation students can achieve success in STEM courses by becoming self-regulated learners. Second, that college faculty and graduate instructors can easily introduce effective learning strategies into their courses. These arguments are supported by extensive references to the research literature, which provide a wealth of additional resources. Just as important, however, is the deep humanity that the author brings to her subject—a sincere belief that our classrooms and colleges are made better by the aspirations, resilience, and experiences of first-generation students." ~ Dr. Trace Jordan New York University "G. Horowitz’s book should be required reading for both teachers and students. It provides valuable insights into the behaviors and coping mechanisms of not only many first-generation college students, but also continuing generation students who struggle with STEM coursework. Recognizing these behaviors and mindsets is the first step towards becoming a better educator." ~ Leda Lee, M.S. Brooklyn College
Once the world’s tallest skyscraper, the Woolworth Building is noted for its striking but incongruous synthesis of Beaux-Arts architecture, fanciful Gothic ornamentation, and audacious steel-framed engineering. Here, in the first history of this great urban landmark, Gail Fenske argues that its design serves as a compelling lens through which to view the distinctive urban culture of Progressive-era New York. Fenske shows here that the building’s multiplicity of meanings reflected the cultural contradictions that defined New York City’s modernity. For Frank Woolworth—founder of the famous five-and-dime store chain—the building served as a towering trademark, for advocates of the City Beautiful movement it suggested a majestic hotel de ville, for technological enthusiasts it represented the boldest of experiments in vertical construction, and for tenants it provided an evocative setting for high-style consumption. Tourists, meanwhile, experienced a spectacular sightseeing destination and avant-garde artists discovered a twentieth-century future. In emphasizing this faceted significance, Fenske illuminates the process of conceiving, financing, and constructing skyscrapers as well as the mass phenomena of consumerism, marketing, news media, and urban spectatorship that surround them. As the representative example of the skyscraper as a “cathedral of commerce,” the Woolworth Building remains a commanding presence in the skyline of lower Manhattan, and the generously illustrated Skyscraper and the City is a worthy testament to its importance in American culture.
THE #1 NEW YORK TIMES BESTSELLER Millions of readers literally defined their lives through Gail Sheehy's landmark bestseller Passages. Seven years ago she set out to write a sequel, but instead she discovered a historic revolution in the adult life cycle. . . People are taking longer to grow up and much longer to die. A fifty-year-old woman--who remains free of cancer and heart disease-- can expect to see her ninety-second birthday. Men, too, can expect a dramatically lengthened life span. The old demarcations and descriptions of adulthood--beginning at twenty-one and ending at sixty-five--are hopelessly out of date. In New Passages, Gail Sheehy discovers and maps out a completely new frontier--a Second Adulthood in middle life. "Stop and recalculate," Sheehy writes. "Imagine the day you turn forty-five as the infancy of another life." Instead of declining, men and women who embrace a Second Adulthood are progressing through entirely new passages into lives of deeper meaning, renewed playfulness, and creativity--beyond both male and female menopause. Through hundreds of personal and group interviews, national surveys of professionals and working-class people, and fresh findings extracted from fifty years of U.S. Census reports, Sheehy vividly dramatizes these newly developing stages. Combining the scholar's ability to synthesize data with the novelist's gift for storytelling, she allows us to make sense of our own lives by understanding others like us. New Passages tells us we have the ability to customize our own life cycle. This groundbreaking work is certain to awaken and permanently alter the way we think about ourselves. "SHEEHY CLEARLY STATES IDEAS ABOUT LIFE THAT HAVE NEVER BEFORE BEEN AS CLEARLY STATED." --Los Angeles Times Book Review "AN OPTIMISTIC ANALYSIS OF ADULT DEVELOPMENT IN PESSIMISTIC TIMES. . . It is grounded in the economic and psychological realities that make adult life so complex today." --The New York Times Book Review
A study of biopharmaceutical process validation. It aims to enable developers and producers to ensure safe products, reduce the risk of adverse reactions in patients, and avoid recalls by outlining sophisticated validation approaches to characterize processes, process intermediates, and final product fully. The text emphasizes cost effectiveness wh
This book takes an in-depth look at the theory and methods inherent in the tracing of riverine sediments. Examined tracers include multi-elemental concentration data, fallout radionuclides (e.g., 210Pb, 137Cs, 7Be), radiogenic isotopes (particularly those of Pb, Sr, and Nd), and novel (“non-traditional”) stable isotopes (e.g., Cd, Cu, Hg, and Zn), the latter of which owe their application to recent advances in analytical chemistry. The intended goal is not to replace more ‘traditional’ analyses of the riverine sediment system, but to show how tracer/fingerprinting studies can be used to gain insights into system functions that would not otherwise be possible. The text, then, provides researchers and catchment managers with a summary of the strengths and limitations of the examined techniques in terms of their temporal and spatial resolution, data requirements, and the uncertainties in the generated results. The use of environmental tracers has increased significantly during the past decade because it has become clear that documentation of sediment and sediment-associated contaminant provenance and dispersal is essential to mitigate their potentially harmful effects on aquatic ecosystems. Moreover, the use of monitoring programs to determine the source of sediments to a water body has proven to be a costly, labor intensive, long-term process with a spatial resolution that is limited by the number of monitoring sites that can be effectively maintained. Alternative approaches, including the identification and analysis of eroded upland areas and the use of distributed modeling routines also have proven problematic. The application of tracers within riverine environments has evolved such that they focus on sediments from two general sources: upland areas and specific, localized, anthropogenic point sources. Of particular importance to the former is the development of geochemical fingerprinting methods that quantify sediment provenance (and to a much lesser degree, sediment-associated contaminants) at the catchment scale. These methods have largely developed independently of the use of tracers to document the source and dispersal pathways of contaminated particles from point-sources of anthropogenic pollution at the reach- to river corridor-scale. Future studies are likely to begin merging the strengths of both approaches while relying on multiple tracer types to address management and regulatory issues, particularly within the context of the rapidly developing field of environmental forensics.
A single, thirty-year-old woman in the 1970s struggles to find her dream man and dream job in this hilarious & heartwarming classic. Three decades after its original bestselling publication, Sheila Levine is Dead and Living in New York is still completely on target as the most achingly funny book-length suicide note ever written by an agonizingly single thirty-year-old trying unsuccessfully to straddle two worlds: the one she’s been programmed for from birth—marriage first, life later—and the illusive swinging singles scene of liberated New York City. Meet Sheila Levine, she’s smart and funny, and her mother tells her she’s beautiful. . . . But her skirt’s always a bit wrinkled, she’s trying to lose fifteen—make that twenty-five—pounds, she just turned thirty . . . and she’s still single. She tries to date and mate, she really does, but disappointment turns to desperation, and after a flash of insight, Sheila calmly decides to kill herself. So she starts to get her affairs in order and writes a suicide note to her loving parents to explain it all . . . Praise for Sheila Levine is Dead and Living in New York “Sometimes heartbreaking, mostly hilarious, always full of life.” —Newsweek “A book about suicide shouldn’t be this entertaining, but this one is hilarious, due in large part to Sheila’s devil may care attitude and the frankness with which she talks about her life.” —The Bookbag
Use this convenient resource to formulate nursing diagnoses and create individualized care plans! Updated with the most recent NANDA-I approved nursing diagnoses, Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care, 9th Edition shows you how to build customized care plans using a three-step process: assess, diagnose, and plan care. It includes suggested nursing diagnoses for over 1,300 client symptoms, medical and psychiatric diagnoses, diagnostic procedures, surgical interventions, and clinical states. Authors Elizabeth Ackley and Gail Ladwig use Nursing Outcomes Classification (NOC) and Nursing Interventions Classification (NIC) information to guide you in creating care plans that include desired outcomes, interventions, patient teaching, and evidence-based rationales. Promotes evidence-based interventions and rationales by including recent or classic research that supports the use of each intervention. Unique! Provides care plans for every NANDA-I approved nursing diagnosis. Includes step-by-step instructions on how to use the Guide to Nursing Diagnoses and Guide to Planning Care sections to create a unique, individualized plan of care. Includes pediatric, geriatric, multicultural, and home care interventions as necessary for plans of care. Includes examples of and suggested NIC interventions and NOC outcomes in each care plan. Allows quick access to specific symptoms and nursing diagnoses with alphabetical thumb tabs. Unique! Includes a Care Plan Constructor on the companion Evolve website for hands-on practice in creating customized plans of care. Includes the new 2009-2011 NANDA-I approved nursing diagnoses including 21 new and 8 revised diagnoses. Illustrates the Problem-Etiology-Symptom format with an easy-to-follow, colored-coded box to help you in formulating diagnostic statements. Explains the difference between the three types of nursing diagnoses. Expands information explaining the difference between actual and potential problems in performing an assessment. Adds detailed information on the multidisciplinary and collaborative aspect of nursing and how it affects care planning. Shows how care planning is used in everyday nursing practice to provide effective nursing care.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.