As initially planned in 1939 by Owen J. Gromme, then curator of birds at the Milwaukee Public Museum, Wisconsin Birdlife would not only describe and document every species of bird known to have visited this state, but would also depict each species with his own original paintings. During the next two decades, Gromme concentrated primarily on the latter, resulting in the separate publication in 1963 of his now classic Birds of Wisconsin. Work on the present volume was assumed in the late 1960s by Samuel D. Robbins, whose labors of more than 20 years give us a veritable encyclopedia of the state's ornithological knowledge. A complement and supplement to field guides, picture books, and recordings, the book is designed to enlarge the reader's understanding and appreciation of statewide history, abundance, and habitat preference of every species reliably recorded in Wisconsin. The volume opens with a summary of the ornithological history of the state and an exposition of its ecological setting. The heart of Wisconsin Birdlife ensues: detailed accounts of nearly 400 species, with information on status (population and distribution), habitat, migration dates, breeding data, and wintering presence, followed by extensive discussion and commentary. Dr. James Hall Zimmerman, Senior Lecturer in Landscape Architecture at the University of Wisconsin-Madison, provides a special discussion of bird habitats for the book. In addition, Wisconsin Birdlife features a comprehensive status and seasonal distribution chart, a detailed habitat preference chart, and an exhaustive bibliography. The ultimate resource, Wisconsin Birdlife belongs within easy reach of everyone from armchair appreciators and casual birdwatchers to ardent birders and professional ornithologists.
A practical manual of the key characteristics of the bacteria likely to be encountered in microbiology laboratories and in medical and veterinary practice.
What is African theology? What are its distinctive traits and characteristics, modes of investigation, and style of expression? Can African theology reach wider and run deeper than simple propositional articulation? What concerns and special circumstances have shaped its outlook? What unique burdens or hurdles imposed by the past must African theology surmount? What challenges and opportunities lie before it? What are African theology’s prospects? As a field of Christian engagement, is it condemned to be only an appendage to theology imported from the West and the North? Or does it have a distinctive contribution to make and gifts to share, not just within the continent of Africa, but also with the Christian world at large? These questions exercise the mind and soul of the African church. A worthy capstone to a lifetime of service as a theologian, educator, and ecumenical leader, this volume offers John Samuel Pobee’s considered and mature reflections on issues he raised nearly forty years ago when he published Toward an African Theology.
The approach to motivational interviewing discussed in this book will be useful to student affairs professionals and academic advisors working in a variety of higher education positions. It begins in Chapter 1 by providing a description and a brief history of MI, noting some of its connections to counseling and social psychology. Chapter 2 explores in more detail the spirit of MI—the key relational components that the professional using MI is attuned to. This interpersonal attitude can be summarized within four key principles: partnership, acceptance, compassion, and evocation. Chapter 3 presents an overview of some contemporary models of academic advising and student affairs practice. Chapter 4 covers the basic MI skill set, which is referred to by the shorthand OARS. Chapter 5 discusses the four processes in MI conversations about change: engaging, focusing, evoking, and planning. Chapter 6 elaborates on the evoking stage and provide an expanded discussion concerning “change talk” and “sustain talk.” Change talk refers to student statements that express a desire, need, or readiness to change, while sustain talk refers to student statements that indicate maintenance of the status quo or a reluctance to change. In addition to providing more in-depth definitions of these concepts and examples of student statements, strategies are presented for increasing or evoking change talk and softening sustain talk. In Chapter 7, intermediate to advanced MI skills are addressed to prepare the highly motivated staff member for higher-level training that can be obtained through workshops, observation, and coaching. Chapter 8 puts everything together in two case examples. Chapter 9 provides some additional exercises that can be used to practice and develop MI basic and intermediate skills. Lastly, some brief concluding remarks are provided in Chapter 10.
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