She was born Maria Jana Korbelova in Prague just before the outbreak of World War II, the first child of Czech Jewish parents. Almost sixty years later Madeleine Korbel Albright was sworn in as the United States secretary of state, the first woman to hold the position. Her dramatic life and rise to power are the focus of this meticulously documented biography, which expands on the ground-breaking research by Michael Dobbs, the Washington Post reporter who, in 1997, first disclosed the incredible and, until then, lost history of Madeleine Albright's early life.
A comprehensive study into the life and art of the twentieth-century American painter looks also at his drawings, sculpture and graphic works and focuses on his fascination with the human predicament as evidenced in his paintings of old people
A biography of the former U.S. ambassador to the United Nations, from her childhood in war-torn Prague, Czechoslovakia, to her appointment as the first woman Secretary of State.
The alien threat is real. They fly across our skies, under our oceans, and have disrupted our lives and our safety. At first, man looked upon the aliens with curiosity and a hope that they would be benevolent and improve life on Earth. While this optimistic view was embraced by many, just the opposite was the new reality. After capturing two passenger aircraft out of the sky, their real purpose was revealed. The horrific acts of desecration wrought on the passengers was their calling card. No longer aliens would be a curiosity, but their presence would be a threat to all mankind. In order to counter the alien presence and threat over the years, a top secret organization known as Space Command was born within the United States Navy. Upon its inception, Space Command armed itself with advanced weaponry and was staffed with the best of the best. Its new commander, Rear Admiral Michael Scott, had experience with the alien threat and was committed, as were the men and women of Space Command, to beat back and defeat the aliens no matter the cost. The aliens became more brazen in their attacks on mankind. From destroying a hotel in France, where an international conference on the alien threat was held, to intercepting and shooting down aircraft. It did not end there though. An alien attack was launched against a British and American combat fleet and then an attack on Space Command itself. Admiral Scott knew that a battle was coming. Space Command had to be an offensive force rather than being in a reactive position. The women and men of Space Command inwardly knew that an epic battle was shortly to be fought. It would be a battle fought not only on Earth but also in the cold emptiness of space.
On a bright, sunny day, a Transvaal passenger aircraft was on the last of its several trips across Zambia. The flight had, thus far, been largely uneventful when, suddenly, pure-white light appeared in front of the aircraft and moved to swallow it up. In mere seconds, the aircraft, its crew, and its passengers were surrounded by the light. Abruptly the aircraft rose vertically into the sky. An extensive air, land, and sea search of Zambia and the surrounding countries proved to be in vain. The aircraft and all the people in it had simply disappeared. Meanwhile, on the other side of the world, in Brazil, a country well-known for UFO sightings, a Brazilian passenger aircraft disappeared into the heavens. This time, however, the bodies of the missing were returned. Neatly arranged bodies were placed in multiple rows. When they were discovered, the horror became evident—all the internal organs had been removed. A young girl was left alive to give testament to the horrific acts of desecration. In response to the alien threat over the years, a top secret organization known as Space Command was established within the United States Navy. During the following years, Space Command armed itself with advanced weaponry and was staffed with the best of the best. Its new commander, Rear Admiral Michael Scott, had experience with the alien threat and was committed, as were the men and women of Space Command, to beat the threat back and defeat the aliens no matter the cost. No stone would be left unturned in their determination. It’s now time to buckle your seat belts as you, the reader, are about to embark on an international adventure fraught with danger, passion, and a willingness to save Earth.
Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to design courses, evaluate programs, and identify issues and trends affecting the field. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book and has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book is the importance of research to the development of effective courses and programs offered at a distance. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb,” but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a Distance is derived from Richard Clark’s famous quote published in the Review of Educational Research asserting that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education—in other words, we authors do not make the claim that education delivered at a distance is inherently better than other ways people learn. Distance delivered instruction is not a magical approach that makes learners achieve more. Equivalency theory is the fourth theme of the book. Here we present the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face-to-face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive—that it should cover as much of the various ways instruction is made available to distant learners as is possible. It can serve as a stand-alone source of information.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Teaching and Learning at a Distance: Foundations of Distance Education, 5th Edition, was awarded the 2011 Association for Educational Communications and Technology: Division of Distance Learning Distance Education Book Award ! Teaching and Learning at a Distance: Foundations of Distance Education, Fifth Edition, provides its readers with the most comprehensive coverage on the market today of information about distance education in the 21st century. Primarily written for pre-service teachers, corporate trainers, and staff development programs that discuss teaching distant learners or managing distance education systems. Readers will be better equipped with the knowledge and ability to select appropriate strategies for teaching the distant learner and how to implement this new knowledge in a distance learning program, so important to today's educational culture. Five over-arching themes support the text: 1) defining distance education, 2) the importance of research development, 3) distance learning is a viable and increasingly important alternative for teaching and learning, 4) equivalency theory, and 5) the book should be comprehensive–which means it should cover as much as is possible of the various ways instruction is made available to distant learners. Significantly revised and updated, the fifth edition now includes these noteworthy new features and more: chapter goals and objectives, chapter discussion questions, a look at best practice issues, new strategies and techniques, over thirty-percent new resources and references, and a stronger emphasis on how to design, deliver, and evaluate online instruction.
Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb”, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a distance is derived from Richard Clark’s famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education – in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a “magical” approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive – that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.
A definitive guide to energy systems engineering―thoroughly updated for the latest technologies Fully revised for the latest technologies and data, this hands-on guide clearly explains the design, evaluation, and environmental impact of both conventional and sustainable energy systems. You will get comprehensive coverage of all types of energy systems, from fossil fuels and nuclear energy to solar, wind, and biofuels. Energy Systems Engineering: Evaluation and Implementation, Fourth Edition lays out each technology and discusses applications, benefits, and liabilities. This edition contains brand-new chapters that cover energy conservation, small-scale hydropower, geothermal, and heat pump systems, among other subjects. Coverage includes: Engineering economic tools Climate change and climate modeling Fossil fuel resources Stationary combustion systems Energy conservation Carbon sequestration Nuclear energy systems Solar energy Solar photovoltaic technologies Active and passive solar thermal applications Wind energy systems Bioenergy resources and systems Transportation energy technologies, including electric vehicles Systems perspective on transportation energy Emerging technologies and systems Creating the twenty-first-century energy system
As correspondent for Newsweek, Michael Hirsh has traveled to every continent, reporting on American foreign policy. Now he draws on his experience to offer an original explanation of America's role in the world and the problems facing the nation today and in the future. Using colorful vignettes and up-close reporting from his coverage of the first two post-Cold War presidents, Bill Clinton and George W. Bush, Hirsh argues that America has a new role never before played by any nation: it is the world's Uberpower, overseeing the global system from the air, land, sea and, increasingly, from space as well. And that means America has a unique opportunity do what no great power in history has ever done--to perpetuate indefinitely the global system it has built, to create an international community with American power at its center that is so secure it may never be challenged. Yet Americans are squandering this chance by failing to realize what is at stake. At the same time that America as a nation possesses powers it barely comprehends, Americans as individuals have vulnerabilities they never before imagined. They desperately need the international community on their side. In an era when democracy and free markets have become the prevailing ideology, Hirsh argues, one of America's biggest problems will be "ideological blowback"--facing up to the flaws and contradictions of its own ideals. Hence, for example, the biggest threat to political stability is not totalitarianism, but the tricky task of instituting democracy in the Arab world without giving Islamic fundamentalists the reigns of power. The only way for Washington to avoid accusations of hypocrisy is to allow the global institutions it has built, like the U.N., to do the hard work of promoting U.S. values.
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