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Over the past century, the explosive growth of scientific, technical, and cultural disciplines has profoundly affected our daily lives. However, processes of enculturation in sites such as graduate education that have helped to form these disciplines have received very limited research attention. In those sites, graduate students write diverse documents, including course papers, departmental examinations, theses and dissertations, grant and fellowship applications, and disciplinary publications. Thus, writing is one of the central domains of enculturation--an activity through which graduate students and professors display and negotiate disciplinary knowledge, genres, identities, and institutional contexts. This volume explores this intersection of writing and disciplinary enculturation through a series of ethnographic case studies. These case studies provide the most thorough descriptions available today of the lived experience of graduate seminars, combining analysis of classroom talk, students' texts and professor's written responses, institutional contexts, students' representations of their writing and its contexts, and professors' representations of their tasks and their students. Given the complexities that the ethnographic data displayed, the author found that conventional notions of writing as a process of transcription and of disciplines as unified discourse communities were inadequate. As such, this book also offers an in-depth exploration of sociohistoric theory in relation to writing and disciplinary enculturation. Specific case studies introduce, apply, and further elaborate notions of: * writing as literate activity, * authorship as mediated by other people and artifacts, * classroom tasks as speech genres, * enculturation as the interplay of authoritative and internally persuasive discourses, and * disciplinarity as a deeply heterogeneous, laminated, and dialogic process. This blend of research and theory should be of interest to scholars and students in such fields as writing studies, rhetoric, writing across the curriculum, applied linguistics, English for academic purposes, science and technology studies, higher education, and the ethnography of communication.
This volume is based on the symposium "Psychology and Productivity: Bringing Together Research and Practice" held at the University of Arkansas at Little Rock in August 1987. The conference was made possible by the Marie Wilson Howell's bequest to the UALR Psychology Department. The symposium participants (and others invited to contribute to this volume) came from three different perspectives. There were basic researchers with a broad range of theoretical interests, applied researchers with an industrial-organizational orientation, and practitioIlers who apply psychological principles in business settings. The conference was organized into three sessions, each consisting of presentations and discussions from one of the perspectives. This book follows the same format. It was our hope that the symposium would serve as a forum for communication across different areas that can contribute to understanding and improving white collar productivity. We hope that this volume helps to continue, on a broader scale, the communication established at the symposium.
The 'Comprehensive Textbook of AIDS Psychiatry' provides insight into the interface between the psychiatric, medical, and social dimensions of HIV and AIDS and the need for a compassionate, integrated, and approach to the HIV pandemic with an emphasis on humanizing destigmatizing HIV
Everyone with a professional interest in the flora of Texas will welcome this checklist of the vascular plants. This comprehensive list also includes crops, persistent perennials, and naturalized plants and encompasses over 1,000 changes to the previous (Hatch, 1990) checklist. The authors have arranged this checklist phylogenetically by classes following the Cronquist system. Several features make this checklist especially useful. Chief among them is the relative synonymy (name history). An extensive index makes current classification and correct nomenclature readily accessible, while the botanical bibliography is the most extensive ever compiled for Texas. The authors also note which plants have been listed as threatened or endangered by the Texas Organization of Endangered Species, which are designated as Federal Noxious Weeds, and which have been chosen as state tree, flower, fruit, etc. by the Texas Legislature.
An inspiring story from a humanitarian role model and WWE superstar, known to fans as Titus O’Neil One caring person can change the course of a child’s life — Titus O’Neil knows that first-hand. Growing up, he was repeatedly confronted with negativity. By the time he was a teenager, he figured that he was the bad kid everyone said he was — until an adult looked him in the eye and said, “There is no such thing as a bad kid.” Unfortunately, many children across North America are labeled “bad.” They may have short attention spans, unstable home environments, or learning difficulties. Often, these young people are diagnosed with an emotional or behavioral disorder and placed in special classes. They internalize these labels, and the imposed limitations affect their ability to learn, behave, and fit in. There’s No Such Thing as a Bad Kid chronicles Titus’s turbulent childhood years as he was helped to shed the label and realize his unique greatness, his value and potential. His remarkable story will provide hope and inspiration to children in similar circumstances and will help guide well-meaning adults in how to pay forward their successes to a generation of disadvantaged children.
Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theory—we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge—that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear “best practice” information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.
In the spring of 1917 the Arras offensive was begun to break the stalemate of the Western Front by piercing the formidable German defences of the Hindenburg Line. The village of Bullecourt lay at the southern end of the battle front, and the fighting there over a period of six weeks from 11 April until late May 1917, epitomised the awful trench warfare of World War I. In Bullecourt 1917, Paul Kendall tells the stories of the fierce battles fought by three British and three Australian divisions in an attempt to aid Allenby’s Third Army break out from Arras. Approximately 10,000 Australian and 7,000 British soldiers died, many of whom were listed as missing and have no known grave. The battle caused much consternation due to the failure of British tanks in supporting Australian infantry on 11 April, but despite the lack of tank and artillery support the Australian infantry valiantly fought their way into the German trenches. It took a further six weeks for British and Australian infantry to capture the village. This book tells the story of this bitter battle and pays tribute to the men who took part. Crucially, Paul Kendall has contacted as many of the surviving relatives of the combatants as he could, to gain new insight into those terrible events on the Hindenburg Line.
In the past, while visiting the First World War battlefields, the author often wondered where the various Victoria Cross actions took place. He resolved to find out. In 1988, in the midst of his army career, research for this book commenced and over the years numerous sources have been consulted. Victoria Crosses on the Western Front: Battles of the Hindenburg Line - St Quentin, Beaurevoir, Cambrai 1918 and the Pursuit to the Selle is designed for the battlefield visitor as much as the armchair reader. A thorough account of each VC action is set within the wider strategic and tactical context. Detailed sketch maps show the area today, together with the battle-lines and movements of the combatants. It will allow visitors to stand upon the spot, or very close to, where each VC was won. Photographs of the battle sites richly illustrate the accounts. There is also a comprehensive biography for each recipient, covering every aspect of their lives warts and all parents and siblings, education, civilian employment, military career, wife and children, death and burial/commemoration. A host of other information, much of it published for the first time, reveals some fascinating characters, with numerous links to many famous people and events.
The French revolution had an electrifying impact on Irish society. The 1790s saw the birth of modern Irish republicanism and Orangeism, whose antagonism remains a defining feature of Irish political life. The 1790s also saw the birth of a new approach to Ireland within important elements of the British political elite, men like Pitt and Castlereagh. Strongly influenced by Edmund Burke, they argued that Britain's strategic interests were best served by a policy of catholic emancipation and political integration in Ireland. Britain's failure to achieve this objective, dramatised by the horrifying tragedy of the Irish famine of 1846-50, in which a million Irish died, set the context for the emergence of a popular mass nationalism, expressed in the Fenian, Parnell, and Sinn Fein movements, which eventually expelled Britain from the greater part of the island. This book reassesses all the key leaders of Irish nationalism - Tone, O'Connell, Butt, Parnell, Collins, and de Valera - alongside key British political leaders such as Peel and Gladstone in the nineteenth century, or Winston Churchill and Tony Blair in the twentieth century. A study of the changing ideological passions of the modern Irish question, this analysis is, however, firmly placed in the context of changing social and economic realities. Using a vast range of original sources, Paul Bew holds together the worlds of political class in London, Dublin, and Belfast in one coherent analysis which takes the reader all the way from the society of the United Irishman to the crisis of the Good Friday Agreement.
Not only did I learn more substantive law than in any other course I've taken, but I learned why I needed to learn all those things." Alumnus of a legal simulation courseSimulations create and use a complete environment within which students can interact to apply theory and practice skills to real-world issues related to their discipline. Simulations constitute a powerful tool for learning. They allow teachers simultaneously to integrate multiple teaching objectives in a single process. They motivate students, provide opportunities for active participation to promote deep learning, develop interactive and communication skills, and link knowledge and theory to application.This book provides an introduction to the use of simulations - from creating simple scenarios that can be completed in a single class period, to extended, complex simulations that may encompass a semester's curriculum. Assuming no prior experience in their use, the authors provide a recipe approach to selecting and designing scenarios for all sizes of class; offer guidance on creating simulated environments to meet learning objectives; and practical advice on managing the process in the classroom through to the crucial processes of debriefing and assessment. The detailed concluding description of how to plan and manage a complex simulation -- complete with its sample scenario and examples of documentation - provides a rich demonstration of the process. This book will appeal to anyone, in virtually any field of study, looking for effective ways to bridge the gap between academic learning and discipline-specific practice.
The Handbook of Software for Engineers and Scientists is a single-volume, ready reference for the practicing engineer and scientist in industry, government, and academia as well as the novice computer user. It provides the most up-to-date information in a variety of areas such as common platforms and operating systems, applications programs, networking, and many other problem-solving tools necessary to effectively use computers on a daily basis. Specific platforms and environments thoroughly discussed include MS-DOS®, Microsoft® WindowsTM, the Macintosh® and its various systems, UNIXTM, DEC VAXTM, IBM® mainframes, OS/2®, WindowsTM NT, and NeXTSTEPTM. Word processing, desktop publishing, spreadsheets, databases, integrated packages, computer presentation systems, groupware, and a number of useful utilities are also covered. Several extensive sections in the book are devoted to mathematical and statistical software. Information is provided on circuits and control simulation programs, finite element tools, and solid modeling tools.
Law and Society in England 1750–1950 is an indispensable text for those wishing to study English legal history and to understand the foundations of the modern British state. In this new updated edition the authors explore the complex relationship between legal and social change. They consider the ways in which those in power themselves imagined and initiated reform and the ways in which they were obliged to respond to demands for change from outside the legal and political classes. What emerges is a lively and critical account of the evolution of modern rights and expectations, and an engaging study of the formation of contemporary social, administrative and legal institutions and ideas, and the road that was travelled to create them. The book is divided into eight chapters: Institutions and Ideas; Land; Commerce and Industry; Labour Relations; The Family; Poverty and Education; Accidents; and Crime. This extensively referenced analysis of modern social and legal history will be invaluable to students and teachers of English law, political science, and social history.
With the growth of work based learning and practitioner research this book leads the way by addressing key issues faced by ′insider-researchers′ - learners, practitioners and managers doing research projects in the organizations and communities in which they themselves work, or where they are already familiar with the setting. The authors explore the implications of these research contexts, and discuss approaches and methodologies that work based researchers might adopt, with a particular focus on ethics - one of the key concerns for those undertaking a research project of this type. This book is an authoritative and readable guide to the theory and practice of work based research. It is for anyone undertaking a research project based on work practice, including learners on postgraduate, undergraduate and doctoral programmes. Practitioners, managers and participants in work based courses or modules in education, healthcare and business management, will find it particularly useful.
Charles Hodge (1797-1878) was one of nineteenth-century America's leading theologians, whom some have called the "Pope of Presbyterianism." Paul Gutjahr's book is the first modern critical biography of this towering figure.
Telling It Like It Is' is a collection of quotations that either give good advice or are useful truths. Of course there will be quotations that you disagree with or don't identify with, but with about 700 pages how could it be otherwise! Taken as a whole though, the book tries to present a coherent view of life that has honesty and integrity and is true. Ultimately, however, you must decide for yourself whether each quote strikes a chord with you and whether all the quotes taken together present a picture of human affairs and behavior that you recognize and agree with. Whatever your final opinion, you will find this collection of quotations both fascinating and provocative.
In a world gone mad with standardized curricula and the degradation of the profession of teaching, P. L. Thomas and Joe Kincheloe attempt to bring sanity back to the discussion of the teaching of some of the basic features of the educational process. In Reading, Writing, and Thinking: The Postformal Basics the authors take on the “rational irrationality” of current imperial pedagogical practices, providing readers with provocative insights into the bizarre assumptions surrounding the contemporary teaching of reading, writing, and thinking.
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