When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be. Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit. As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.
Northern Australia is one of few tropical places left on Earth in which biodiversity—and the ecological processes underpinning that biodiversity—is still relatively intact. However, scientific knowledge of that biodiversity is still in its infancy and the region remains a frontier for biological discovery. The butterfly and diurnal moth assemblages of the area, and their intimate associations with vascular plants (and sometimes ants), exemplify these points. However, the opportunity to fill knowledge gaps is quickly closing: proposals for substantial development and exploitation of Australia’s north will inevitably repeat the ecological devastation that has occurred in temperate southern Australia—loss of species, loss of ecological communities, fragmentation of populations, disruption of healthy ecosystem function and so on—all of which will diminish the value of the natural heritage of the region before it is fully understood and appreciated. Written by several experts in the field, the main purpose of this atlas is to compile a comprehensive inventory of the butterflies and diurnal moths of northern Australia to form the scientific baseline against which the extent and direction of change can be assessed in the future. Such information will also assist in identifying the region’s biological assets, to inform policy and management agencies and to set priorities for biodiversity conservation.
Explores fracking’s dual impact on settler colonial culture and sustainability Through meticulous research and poignant storytelling, Land of Extraction unravels the complex web of relationships between humans, places, and the environment, all bound by the concept of private property. It presents a thought-provoking analysis of how settler colonial culture imposes limits on environmental politics. Drawing on real-life events, fictional portrayals of fossil-fuel driven apocalypses, and firsthand ethnographic accounts of the fracking and pipeline boom in West Virginia, Rebecca R. Scott argues that the American dream’s promise of empowerment through property ownership actually restricts action against extractive industries and hampers the progress of environmental justice coalitions. As the ever-expanding reach of natural gas and pipeline industries takes its toll on communities, the book reveals the fractures in landowners’ reliance on private property, opening the door to more sustainable futures. A powerful call to reevaluate our perspectives and challenge the status quo, this book will leave readers questioning the foundations of our society and the possibilities that lie ahead.
A CD-ROM and DVD set extracted from the 'The Art of Africa: A Resource for Educators.' The CD-ROM "contains a PDF of 'The Art of Africa: A Resource for Educators, ' which features forty traditional works of African art in The Metropolitan Museum of Art. It includes a brief overview of the Metropolitan's collection of African art; a short introduction and history of Africa; an explanation of the role of visual expression in the continent; descriptions of the featured works of art and background about the materials and techniques that were used to created them ... The DVD, 'Ci Wara Invocation, ' "presents the highlights of a dozen ci wara performances in Bamana communities in present-day Mali that were recorded by five different observers between 1970-2002. Among the Bamana, oral traditions credit a mythical being named Ci Wara, a divine being half mortal and half antelope, with the introduction of agriculture to the Bamana. The ci wara performances are part of biannual celebrations that either launch or conclude the farming season."--Container
From the popular legend of Pocahontas to the Civil War soap opera Gone with the Wind to countless sculpted heads of George Washington that adorn homes and museums, whole industries have emerged to feed America’s addiction to imaginary histories that cover up the often violent acts of building a homogeneous nation. In Ersatz America, Rebecca Mark shows how this four-hundred-year-old obsession with false history has wounded democracy by creating language that is severed from material reality. Without the mediating touchstones of body and nature, creative representations of our history have been allowed to spin into dangerous abstraction. Other scholars have addressed the artificial qualities of the collective American memory, but what distinguishes Ersatz America is that it does more than simply deconstruct--it provides a map for regeneration. Mark contends that throughout American history, citizen artists have responded to the deadly memorialization of the past with artistic expressions and visual artifacts that exist outside the realm of official language, creating a counter narrative. These examples of what she calls visceral graphism are embodied in and connected to the human experience of indigenous peoples, enslaved Africans, and silenced women, giving form to the unspeakable. We must learn, Mark suggests, to read the markings of these works against the iconic national myths. In doing so, we can shift from being mesmerized by the monumentalism of this national mirage to embracing the regeneration and recovery of our human history.
The first Picador edition of Rebecca Miller’s debut book “remind[s] us that good material is everywhere” (The Washington Post). The vibrantly fresh and lustrous stories in Miller’s collection explore the multifaceted lives of women in seven arresting portraits. Modern and diverse, these women of different classes and ages struggle with sexuality, fate, motherhood, infidelity, desperation, and an overriding will to survive. We meet Greta, a cookbook editor who is chosen by Tavi, the hottest writer of his generation, to edit his new book. The book becomes a best-seller and Greta is propelled out of her marriage by her own ambition and success. Other characters include Paula, a pregnant twenty-one-year-old, who is on the run from the horror of a man who was hit by a car and died while walking her home from a nightclub; Delia, an abused working-class wife who goes into hiding with her children; and Louisa, a painter who moves rapidly from one lover to the next, acting out a self-perpetuating drama over which she has no control. Rebecca Miller, who also adapted Personal Velocity for the screen, has crafted an edgy, fearless, and beautifully spare collection of short fiction.
Genes, which are carried on chromosomes, are the basic physical and functional units of heredity. Genes are specific sequences of bases that encode instructions on how to make proteins. Although genes get a lot of attention, it's the proteins that perform most life functions and even make up the majority of cellular structures. When genes are altered so that the encoded proteins are unable to carry out their normal functions, genetic disorders can result. Gene therapy is an experimental treatment that involves introducing genetic material into a person's cells to fight disease. Gene therapy is being studied in clinical trials for many different types of cancer and for numerous other diseases. The volume presents significant new research results in this promising field.
More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
An invaluable text for dysphagia courses in speech-language pathology programs, Dysphagia Assessment and Treatment Planning: A Team Approach, Fifth Edition integrates the fundamentals of aerodigestive tract anatomy and physiology with objective assessment techniques and multidisciplinary treatment approaches. Contributors from speech-language pathology, otolaryngology, and gastroenterology present a variety of perspectives across domains of the professionals who serve patients with swallowing disorders. The in-depth, evidence-based assessment techniques and treatment models represent the most current dysphagia research and best practices. The book’s organization reflects the progression of most graduate-level dysphagia courses, with assessment techniques presented in the first half and special populations discussed in the latter half. The fifth edition has been thoroughly updated, with expanded references, perspectives on recently published literature reviews, and additional figures and tables. The authors have also added new pedagogical features and content revisions: * Treatment approaches have been updated to include new material on neuroplasticity, chin tuck against resistance (CTAR), and prophylactic strategies. * A new chapter on telehealth and dysphagia is available on the companion website and in the ebook version. * The chapter on endoscopy has been enhanced and expanded. * The chapters on fluoroscopy have been streamlined and condensed. * A new chapter focuses on the impact of dysphagia on the airway and how artificial airways may affect swallowing function. * The most recent nutrition guidelines have been updated, with a special focus on integration of texture modifications and dietary preferences with optimal nutrition. * The pediatrics chapter now provides a detailed discussion of thickeners and adequate nutrition. * End-of-chapter reflection questions have been updated. * Effective and well-documented examples of specific treatments have been included as supplementary boxes. * Additional videos with case studies are available. Also available is a separate companion workbook for students, Dysphagia Assessment and Treatment Planning Workbook, Fifth Edition. The workbook includes practical exercises aligned with each chapter of the textbook. The activities and questions are designed to clarify and expand on information presented in the text and should be of interest not only to students but also to practicing clinicians seeking fresh approaches. The workbook has been thoroughly updated to reflect the new organization and content of the textbook. Disclaimer: Please note that ancillary content such as bonus chapter material may not be included as published in the original print version of this book.
Through a detailed unpacking of the castaway genre’s appeal in English literature, Empire Islands forwards our understanding of the sociopsychology of British Empire. Rebecca Weaver-Hightower argues convincingly that by helping generations of readers to make sense of—and perhaps feel better about—imperial aggression, the castaway story in effect enabled the expansion and maintenance of European empire. Empire Islands asks why so many colonial authors chose islands as the setting for their stories of imperial adventure and why so many postcolonial writers “write back” to those island castaway narratives. Drawing on insightful readings of works from Thomas More’s Utopia to Caribbean novels like George Lamming’s Water with Berries, from canonical works such as Robinson Crusoe and The Tempest to the lesser-known A Narrative of the Life and Astonishing Adventures of John Daniel by Ralph Morris, Weaver-Hightower examines themes of cannibalism, piracy, monstrosity, imperial aggression, and the concept of going native. Ending with analysis of contemporary film and the role of the United States in global neoimperialism, Weaver-Hightower exposes how island narratives continue not only to describe but to justify colonialism. Rebecca Weaver-Hightower is assistant professor of English and postcolonial studies at the University of North Dakota.
Award-Winning Author Rebecca McLaughlin Explores Who Jesus Really Is in This Follow-Up to Confronting Christianity Jesus is the most famous human being in all of history. But while many people have a basic sketch of Jesus in their minds, comparatively few have taken time to read the four biographies of his life in the New Testament Gospels of Matthew, Mark, Luke, and John. In Confronting Jesus, Rebecca McLaughlin shares important biblical context to help all readers see why the Gospels should be taken seriously as historical documents. Exploring eyewitness testimony about Jesus, McLaughlin points to him as a first-century Jewish man who is the Son of God, King of the Jews, mighty healer, greatest teacher, lover of sinners, suffering servant, perfect sacrifice, and universal Lord. This follow-up to her first book, Confronting Christianity, helps readers understand the message of the Gospels and explore who Jesus really is. Individuals and groups can work through the ebook together with the Confronting Jesus Study Guide and the Confronting Jesus Video Lectures. Winsome and Informative: Mixes thorough research with an approachable writing style and cultural references to help readers grasp biblical truths Great for Apologetics and Evangelism: Presents the gospel clearly and invites readers to study with a friend Companion Resources for Personal and Small-Group Study: Confronting Jesus Study Guide and Confronting Jesus Video Study also available Follow-Up to Rebecca McLaughlin's Confronting Christianity: This ebook offers readers a next step and a helping hand as they explore who Jesus is Accessible: Assuming neither knowledge of the Bible or belief on the part of her readers, McLaughlin provides a clear explanation of the 4 Gospels Published in partnership with the Gospel Coalition
The television industry is changing, and with it, the small screen's potential to engage in debate and present valuable representations of American history. Founded in 1972, HBO has been at the forefront of these changes, leading the way for many network, cable, and streaming services into the "post-network" era. Despite this, most scholarship has been dedicated to analyzing historical feature films and documentary films, leaving TV and the long-form drama hungry for coverage. In History by HBO: Televising the American Past, Rebecca Weeks fills the gap in this area of media studies and defends the historiographic power of long-form dramas. By focusing on this change and its effects, History by HBO outlines how history is crafted on television and the diverse forms it can take. Weeks examines the capabilities of the long-form serial for engaging with historical stories, insisting that the shift away from the network model and toward narrowcasting has enabled challenging histories to thrive in home settings. As an examination of HBO's unique structure for producing quality historical dramas, Weeks provides four case studies of HBO series set during different periods of United States history: Band of Brothers (2001), Deadwood (2004–2007), Boardwalk Empire (2012–2014), and Treme (2010–2013). In each case, HBO's lack of advertiser influence, commitment to creative freedom, and generous budgets continue to draw and retain talent who want to tell historical stories. Balancing historical and film theories in her assessment of the roles of mise-en–scène, characterization, narrative complexity, and sound in the production of effective historical dramas, Weeks' evaluation acts as an ode to the most recent Golden Age of TV, as well as a critical look at the relationship between entertainment media and collective memory.
Details of the design and data analysis associated with the 1988 National Assessment of Educational Progress (NAEP) are presented. The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography. Small-scale studies were conducted for mathematics and science. Populations included public school students and private school students (aged 9, 13, and 17 years) as well as students in grades 4, 8, and 12. Geography was surveyed only at grade 12/age 17 years. The objective of these technical notes is to provide information to allow the reader to judge the utility of the design, quality of the NAEP data, reasonableness of the assumptions made, appropriateness of the data analyses, and generalizability of the inferences made from the data. Topics addressed include: development of objectives and items; sample design; assessment instruments; field administration; materials processing and database creation; processing assessment materials; professional scoring; data transcription systems; editing data; quality control of data entry; database products; weighting procedures and estimation of sampling variance; scaling procedures; data analysis for the various subject area assessments; and the statistical summary of the samples and estimates of proficiencies of U.S. students. A total of 204 data tables and 14 figures are provided. Appendices provide: a list of consultants for development of the 1988 NAEP objectives and items; distributions of weight components for the 1988 NAEP samples; contrast codings and estimated effects for 1988 NAEP conditioning variables; 1988 NAEP derived and composite conditioning variables; revision of 1984 NAEP post-stratification weights for grade 4/age 9 years and grade 8/age 13 years; 1988 NAEP item response theory parameters; and NAEP reporting subgroups, composite and derived common background variables, and subject-specific composite and derived reporting variables. A glossary of terms, a list of references cited in the text, and an index are included. (TJH)
When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be. Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit. As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.
Details of the design and data analysis associated with the 1988 National Assessment of Educational Progress (NAEP) are presented. The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography. Small-scale studies were conducted for mathematics and science. Populations included public school students and private school students (aged 9, 13, and 17 years) as well as students in grades 4, 8, and 12. Geography was surveyed only at grade 12/age 17 years. The objective of these technical notes is to provide information to allow the reader to judge the utility of the design, quality of the NAEP data, reasonableness of the assumptions made, appropriateness of the data analyses, and generalizability of the inferences made from the data. Topics addressed include: development of objectives and items; sample design; assessment instruments; field administration; materials processing and database creation; processing assessment materials; professional scoring; data transcription systems; editing data; quality control of data entry; database products; weighting procedures and estimation of sampling variance; scaling procedures; data analysis for the various subject area assessments; and the statistical summary of the samples and estimates of proficiencies of U.S. students. A total of 204 data tables and 14 figures are provided. Appendices provide: a list of consultants for development of the 1988 NAEP objectives and items; distributions of weight components for the 1988 NAEP samples; contrast codings and estimated effects for 1988 NAEP conditioning variables; 1988 NAEP derived and composite conditioning variables; revision of 1984 NAEP post-stratification weights for grade 4/age 9 years and grade 8/age 13 years; 1988 NAEP item response theory parameters; and NAEP reporting subgroups, composite and derived common background variables, and subject-specific composite and derived reporting variables. A glossary of terms, a list of references cited in the text, and an index are included. (TJH)
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