Children from poor families generally do a lot worse than children from affluent families. They are more likely to develop behavior problems, to score lower on standardized tests, and to become adults in need of public assistance. Susan Mayer asks whether income directly affects children's life chances, as many experts believe, or if the factors that cause parents to have low incomes also impede their children's life chances. She explores the question of causation with remarkable ingenuity. First, she compares the value of income from different sources to determine, for instance, if a dollar from welfare is as valuable as a dollar from wages. She then investigates whether parents' income after an event, such as teenage childbearing, can predict that event. If it can, this suggests that income is a proxy for unmeasured characteristics that affect both income and the event. Next she compares children living in states that pay high welfare benefits with children living in states with low benefits. Finally, she examines whether national income trends have the expected impact on children. Regardless of the research technique, the author finds that the effect of income on children's outcomes is smaller than many experts have thought. Mayer then shows that the things families purchase as their income increases, such as cars and restaurant meals, seldom help children succeed. On the other hand, many of the things that do benefit children, such as books and educational outings, cost so little that their consumption depends on taste rather than income. Money alone, Mayer concludes, does not buy either the material or the psychological well-being that children require to succeed.
Children from poor families generally do a lot worse than children from affluent families. They are more likely to develop behavior problems, to score lower on standardized tests, and to become adults in need of public assistance. Susan Mayer asks whether income directly affects children's life chances, as many experts believe, or if the factors that cause parents to have low incomes also impede their children's life chances. She explores the question of causation with remarkable ingenuity. First, she compares the value of income from different sources to determine, for instance, if a dollar from welfare is as valuable as a dollar from wages. She then investigates whether parents' income after an event, such as teenage childbearing, can predict that event. If it can, this suggests that income is a proxy for unmeasured characteristics that affect both income and the event. Next she compares children living in states that pay high welfare benefits with children living in states with low benefits. Finally, she examines whether national income trends have the expected impact on children. Regardless of the research technique, the author finds that the effect of income on children's outcomes is smaller than many experts have thought. Mayer then shows that the things families purchase as their income increases, such as cars and restaurant meals, seldom help children succeed. On the other hand, many of the things that do benefit children, such as books and educational outings, cost so little that their consumption depends on taste rather than income. Money alone, Mayer concludes, does not buy either the material or the psychological well-being that children require to succeed.
What Type Are You? ·Do you crave foods such as chocolate and feel you can't stop eating them? (Phenotype A = Addictive) ·Does high blood pressure run in your family? (Phenotype B = Blood pressure) ·Do you have a strong family history of heart disease? (Phenotype C = Cardiovascular) ·Do you have an apple- instead of a pear-shaped body? (Phenotype D = Diabetic) ·Do you find that food calms you down? (Phenotype E = Emotional) ·Do you suffer monthly from PMS bloat, have leftover pregnancy pounds, or a menopause tummy? (Phenotype H = Hormonal) Take the phenotype quiz and learn how to manage your weight based on your individual type! Your Personal Blueprint For Permanent Weight Loss Have you tried diet after diet only to lose weight and then gain it right back? It's easy to blame yourself for this yo-yo dieting, but the truth is that no diet works the same way for everyone. Scientists have now discovered that your genes may be making you fat! What you really need to battle the bulge is an eating plan specifically tailored to the needs of your genetic blueprint. Dr. Susan Mitchell and Dr. Catherine Christie, using cutting-edge genetic research, have created diet plans that have helped scores of clients lose weight and keep it off. In Fat Is Not Your Fate, they give you the tools you need to outsmart your own genes. An in-depth questionnaire will help you identify which of the six gene-based phenotypes best applies to you. A = Addictive B = Blood pressure C = Cardiovascular D = Diabetic E = Emotional H = Hormonal From there you'll be able to follow your own personal nutrition plan designed to satisfy your physical and emotional needs. The program can be put to work immediately and includes: ·Menu plans for when you have a lot of time and when you don't ·Your optimum caloric intake ·Your optimum fat-protein-carb balance ·Which supplements to take for best results Your plan will also detail when you should eat, which food combinations work best, how to avoid dieting pitfalls and handle relapses, how to manage environmental triggers, and the most effective ways to exercise. Having put this diet to work with scores of clients (whose testimonials appear throughout the book), Drs. Mitchell and Christie have refined a scientifically based plan that really achieves weight loss. This diet will not only get the weight off but will also improve your health, lower your risk of disease, and help you feel great. Fat Is Not Your Fate is the only book tailored to your genes and the last diet book you will ever need.
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
INSTANT NEW YORK TIMES BESTSELLER "[The] rare biography of a public figure that's not only beautifully written, but also shockingly revelatory." -- The Atlantic A vivid biography of former First Lady Barbara Bush, one of the most influential and under-appreciated women in American political history. Barbara Pierce Bush was one of the country's most popular and powerful figures, yet her full story has never been told. THE MATRIARCH tells the riveting tale of a woman who helped define two American presidencies and an entire political era. Written by USA TODAY's Washington Bureau chief Susan Page, this biography is informed by more than one hundred interviews with Bush friends and family members, hours of conversation with Mrs. Bush herself in the final six months of her life, and access to her diaries that spanned decades. THE MATRIARCH examines not only her public persona but also less well-known aspects of her remarkable life. As a girl in Rye, New York, Barbara Bush weathered criticism of her weight from her mother, barbs that left lifelong scars. As a young wife, she coped with the death of her three-year-old daughter from leukemia, a loss that changed her forever. In middle age, she grappled with depression so serious that she contemplated suicide. And as first the wife and then the mother of American presidents, she made history as the only woman to see -- and advise -- both her husband and son in the Oval Office. As with many women of her era, Barbara Bush was routinely underestimated, her contributions often neither recognized nor acknowledged. But she became an astute and trusted political campaign strategist and a beloved First Lady. She invested herself deeply in expanding literacy programs in America, played a critical role in the end of the Cold War, and led the way in demonstrating love and compassion to those with HIV/AIDS. With her cooperation, this book offers Barbara Bush's last words for history -- on the evolution of her party, on the role of women, on Donald Trump, and on her family's legacy. Barbara Bush's accomplishments, struggles, and contributions are many. Now, Susan Page explores them all in THE MATRIARCH, a groundbreaking book certain to cement Barbara Bush as one of the most unique and influential women in American history.
This volume celebrates Peter Edbury’s career by bringing together seventeen essays by colleagues, former students and friends which focus on three of his major research interests: the great historian of the Kingdom of Jerusalem, William of Tyre, and his Historia rerum in partibus transmarinis gestarum and its continuations; medieval Cyprus, in particular under the Lusignans; and the Military Orders in the Middle Ages. All based on original research, the contributions to this volume include new work on manuscripts, ranging from a Hospitaller rental document of the twelfth century to a seventeenth-century manuscript of Cypriot interest; studies of language and terminology in William of Tyre’s chronicle and its continuations; thematic surveys; legal and commercial investigations pertaining to Cyprus; aspects of memorialization, and biographical studies. These contributions are bracketed by a foreword written by Peter Edbury’s PhD supervisor, Jonathan Riley-Smith, and an appreciation of Peter’s own publications by Christopher Tyerman.
Looks at the way corporations and advertisers target children as a profitable demographic, as well as their methods for getting past parental safeguards to make products of all kinds appeal directly to even the youngest children.
Moving to Opportunity tackles one of America's most enduring dilemmas: the great, unresolved question of how to overcome persistent ghetto poverty. Launched in 1994, the MTO program took a largely untested approach: helping families move from high-poverty, inner-city public housing to low-poverty neighborhoods, some in the suburbs. The book's innovative methodology emphasizes the voices and choices of the program's participants but also rigorously analyzes the changing structures of regional opportunity and constraint that shaped the fortunes of those who "signed up." It shines a light on the hopes, surprises, achievements, and limitations of a major social experiment. As the authors make clear, for all its ambition, MTO is a uniquely American experiment, and this book brings home its powerful lessons for policymakers and advocates, scholars, students, journalists, and all who share a deep concern for opportunity and inequality in our country.
Apply these eight learning principles for more effective teaching As educators in the ever-evolving landscape of higher education, we are continuously challenged to keep our courses effective, engaging, relevant, and inclusive. The updated and expanded second edition of How Learning Works can help! It incorporates the latest research, provides a wider range of strategies, and adds a new principle to your toolkit. Readers will find eight essential learning principles that distill the overwhelming research literature into: Real-world teaching and learning scenarios Examples that reflect a diverse set of teaching environments and learner populations 150 practical strategies you can apply to your teaching context With these practical, broadly applicable insights, you can: Understand why your successful teaching approaches work Solve common teaching and learning problems Adapt your teaching to new modalities (e.g., online, hybrid) and challenges Ground your innovations in evidence-based practice Based on research from cognitive psychology, developmental psychology, education, anthropology, and more—this book makes learning work...for you and your students.
The future will belong to children with innovative minds. Which is why this team of education experts have drawn on their decades of applied research in creativity, individuality, play, and media to craft an engaging guide for parents who understand that creative thinking skills are no longer a luxury, but a necessity for success in the new, grown-up world of work. The book introduces the Sensory Alphabet, basic building blocks that are as powerful for building twenty-first-century literacies as the ABCs are for reading—and that are lacking in schools today. The Missing Alphabet also offers foundational knowledge, current research and a pragmatic path for parents to understand the individual strengths and creative potential that will help their own children learn productively in the future. To turn these ideas into action, there is a Field Guide full of resources and activities for parents and kids to explore together at home, in museums, and around the neighborhood. This tried-and-true approach engages children with the creative thinking process, the capacity to invent with many media, the ability to think across disciplines, and the reliance on (and joy in) the imagination. Over the past forty years, the authors have developed highly successful programs for both in and out-of-school settings based on these concepts. Now, they offer parents a comprehensive guide for building the confidence and creative thinking skills for their own children—and now urgently needed for our collective future.
This volume brings together articles (including two hitherto unpublished pieces) that Susan Reynolds has written since the publication of her Fiefs and Vassals (1994). There she argued that the concepts of the fief and of vassalage, as generally understood by historians of medieval Europe, were constructed by post-medieval historians from the works of medieval academic lawyers and the writers of medieval epics and romances. Six of the essays reprinted here continue her argument that feudalism is unhelpful to understanding medieval society, while eight more discuss other aspects of medieval society, law, and politics which she argues provide a better insight into the history of western Europe in the Middle Ages. Three range outside the Middle Ages and western Europe in considering the idea of the nation, the idea of empire, and the problem of finding a consistent and comprehensible vocabulary for comparative and interdisciplinary history.
In a compelling first-hand account of development assistance gone awry, Susan Walsh recounts how national, international, and multilateral organizations failed the Jalq'a people in the Bolivian Andes during the early millennium. Intent on assisting potato farmers, development organizations pushed for changes that ultimately served their own interests, paradoxically undermining local resilience and pushing farmers off their lands. Trojan-Horse Aid challenges the idea of Western capacity-building, particularly the notion that introduced technologies related to food production are essential ingredients for sustainable livelihoods among farmers. Walsh argues that the well-intentioned organizations working in Jalq'a communities paid insufficient attention to longstanding knowledge that has supported human survival in regions where the natural world has the upper hand. Walsh goes beyond a critical review of misguided aid to offer reflections on the relationship between indigenous knowledge and resilience theory, the hopeful future of development assistance, and the contradictions in her own hybrid role as researcher and development-practitioner. In light of growing global concern over the worsening food crisis and interconnected climate extremes, Trojan-Horse Aid offers an important critique of development practices that undermine peasant strategies as well as suggestions for more effective approaches for the future.
This book examines the Accademia degli Arcadi in its heyday, a little known phenomenon in Italian history in the first part of the eighteenth century. The Roman academy aimed for a peninsula-wide cultural renewal induced by literary reform. Operating within a papal-court society, it eschewed extant patronage systems and social hierarchies and introduced enlightened ideas to its members. By about 1730, the Arcadi was on the wane, the reform largely unmet. It was an easy target for critics, both its proponents and opponents, in part because of the visible role it assigned to women. By attending to the institution's policies, this book provides a rich understanding of the Arcadi's goals. It locates the organization's interest in theater, including the physical environment of the theatrical drama, as central to its operations.
This insightful book tracks the concept of culture across a range of scholarly disciplines and much of the twentieth and early twenty-first centuries—years that saw the emergence of new fields and subfields (cultural studies, the new cultural history, literary new historicism, as well as ethnic and minority studies) and came to be called "the cultural turn." Since the 1990s, however, the idea of culture has fallen out of scholarly favor. Susan Hegeman engages with a diversity of disciplines, including anthropology, literary studies, sociology, philosophy, psychology, and political science, to historicize the rise and fall of the cultural turn and to propose ways that culture may still be a vital concept in the global present.
From a world-renowned expert on creative play and the impact of commercial marketing on children, a timely investigation into how big tech is hijacking childhood—and what we can do about it “Engrossing and insightful . . . rich with details that paint a full portrait of contemporary child-corporate relations.” —Zephyr Teachout, The New York Times Book Review Even before COVID-19, digital technologies had become deeply embedded in children’s lives, despite a growing body of research detailing the harms of excessive immersion in the unregulated, powerfully seductive world of the “kid-tech” industry. In the “must read” (Library Journal, starred review) Who’s Raising the Kids?, Susan Linn—one of the world’s leading experts on the impact of Big Tech and big business on children—weaves an “eye-opening and disturbing exploration of how marketing tech to children is creating a passive, dysfunctional generation” (Kirkus Reviews, starred review). From birth, kids have become lucrative fodder for tech, media, and toy companies, from producers of exploitative games and social media platforms to “educational” technology and branded school curricula of dubious efficacy. Written with humor and compassion, Who’s Raising the Kids? is a unique and highly readable social critique and guide to protecting kids from exploitation by the tech, toy, and entertainment industries. Two hopeful chapters—“Resistance Parenting” and “Making a Difference for Everybody’s Kids”—chart a path to allowing kids to be the children they need to be.
The bible for pottery and porcelain collectibles, the third edition is all new from cover to cover. The only price guide of its kind, it features 300 photos, more than 200 categories and more than 10,000 price listings of today's hottest collectibles in the antiques marketplace.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1974.
Susan Turner Meiklejohn’s Wages, Race, Skills and Space: Lessons from Employers in Detroit’s Auto Industry is an important study of wage and employment differences between blacks and whites in an urban economy. The book presents the results of a Detroit-based research endeavor which sought to understand the role of employer practices, geography, job skills, and the characteristics of workers in explaining economic disparities between black and white workers.
Since publication of the first edition of Web-Based Instruction, many significant advances in Web-based instruction have occurred. New technologies and tools have emerged, different ways of accessing the Internet are available, and virtual reference trends are redefining some library users' idea of the "library," and information literacy skills are recognized as essential to students' success. Expanding on the popular, practical how-to Web guide for public, academic, school, and special libraries, technology expert Smith has thoroughly updated the discussion to include new tools and trends, including browsers, access methods, hardware and software programs. She also supplies tips to secure project funding and provides strategic information for different libraries types, including K-12, public, academic, and corporate libraries. This completely revised edition also: Includes a new section on learning theory applied to Web-based instruction Translates Web-speak and defines the lingo, with expanded glossary and acronym list Illustrates new procedures with fresh screen shots and URLs from top library Web programs Addresses the limitations and benefits of Web-based instruction with clear criteria for decision-making A proven winner, this thoroughly updated hands-on manual is a must-have for owners of the first edition. Librarians facing the challenge of creating a Web-based project will find easy-to-understand guidance to create an educational and interactive Web site-from start to finish.
What if the answer to motivating people is to stop trying to motivate them? The second edition of this bestseller reveals how motivation science is essential for solving the most vexing leadership issues-from hybrid work and retention to employee engagement. Leaders face a motivation dilemma. Traditional command-and-control management styles and carrot-and-stick motivation techniques have been proven ineffective. Motivation researcher and leadership consultant Susan Fowler expands on her groundbreaking Spectrum of Motivation model in this updated post-pandemic edition. New chapters tackle motivation science's role in managing remote and hybrid work; expose overused tactics, such as gamification and tokens; and tell the fascinating backstory behind the great resignation and quiet quitting. Fowler's approach to leadership is fresh, pragmatic, and inspiring. But it's also empirically sound. Her framework builds on Self-Determination Theory, equipping leaders with skills to encourage choice, deepen connection, and build competence. Leaders who mastered this method have experienced breakthroughs with higher retention, lower turnover, greater acceptance of DEIJ initiatives, and a more vital, creative, and resilient workforce. Through her experiences working with organizations and leaders around the world, Fowler reminds us that motivation is at the heart of everything people do and everything they don't do but wish they did. When managers integrate motivation science into their everyday leadership practice, an evolutionary truth emerges: people can be highly productive and flourish simultaneously.
[This book] is written to be the primary text for a college-level public speaking course. [The authors] offer strategies that are anchored in ethical principles to assist speakers in articulating a message that connects with their audience. [They] emphasize that an effective speaker is an ethical speaker ... Audience-centered speakers articulate truthful messages that give audience members free choice in responding to a message, while also using effective means of ensuring message clarity and credibility.-Pref.
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