Download Free Continuin On Book in PDF and EPUB Free Download. You can read online Continuin On and write the review.

Continuing to Engage the Online Learner Contributing to both the theoretical and practical literature, Continuing to Engage the Online Learner expands on the work of Conrad and Donaldson's bestselling Engaging the Online Learner. This next-step resource introduces a new phase to their proven model, the Phases of Engagement, and addresses a wide range of online and hybrid learning environments, technology tools, and communication styles. Comprehensive in scope, the book provides an introduction to the theory of engaged learning and its design, assessment, and management in online and blended learning environments and describes the types of activities that motivate the online learner in each phase of engagement. This down-to-earth resource also includes 50 new and illustrative activities paired with each phase of engagement. In Continuing to Engage the Online Learner Rita-Marie Conrad and J. Ana Donaldson provide relevant and theoretically-sound information to enhance teaching and engage learners, offering a practical handbook for instructors. "Conrad and Donaldson have done it again! Not only have they presented a solid and useful discussion of the phases of engagement, they have brought the theory alive through the presentation of practical activities that would work well in any online or hybrid course." Rena Palloff, faculty, Fielding Graduate University and author, The Excellent Online Instructor
First published in 1996. This new book gives voice to an emerging consensus among bereavement scholars that our understanding of the grief process needs to be expanded. The dominant 20th century model holds that the function of grief and mourning is to cut bonds with the deceased, thereby freeing the survivor to reinvest in new relationships in the present. Pathological grief has been defined in terms of holding on to the deceased. Close examination reveals that this model is based more on the cultural values of modernity than on any substantial data of what people actually do. Presenting data from several populations, 22 authors - among the most respected in their fields - demonstrate that the health resolution of grief enables one to maintain a continuing bond with the deceased. Despite cultural disapproval and lack of validation by professionals, survivors find places for the dead in their on-going lives and even in their communities. Such bonds are not denial: the deceased can provide resources for enriched functioning in the present. Chapters examine widows and widowers, bereaved children, parents and siblings, and a population previously excluded from bereavement research: adoptees and their birth parents. Bereavement in Japanese culture is also discussed, as are meanings and implications of this new model of grief. Opening new areas of research and scholarly dialogue, this work provides the basis for significant developments in clinical practice in the field.
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
As their infatuation with President Obama fades, millions of Americans anxiously ask, Is this the change we were waiting for? The current administration represents change, for sure, Steven Malanga argues - a momentous transformation of the fundamental structure of American politics. A self-interested coalition of public-sector unions and government-financed community activists (like the young Barack Obama) has become our era''s characteristic political machine. In Shakedown, Mr. Malanga shows how this machine''s single-minded goal is always bigger government and more public spending. The bill, he says, is now coming due for the relentless rise of this new political powerhouse. He chronicles how public-sector unions and the corrupt political hacks beholden to them have all but bankrupted once-rich states like California and New Jersey. He details the campaigns to undermine the successful and popular 1990s welfare reform and to revitalize the failed, wasteful War on Poverty programs that funnel taxpayer money to the advocacy groups that are integral cogs in the new political machine. And he provides a comprehensive summary of how these same advocacy groups spent decades helping undermine mortgage standards in the name of helping the poor - in the process enriching themselves and enabling the housing meltdown. As Americans anxiously ponder the future direction of their government and their economy, Shakedown explores the questions of who got us in this mess and why we need change - constructive change - more than ever.
The Pulitzer Prize-winning history of the Scopes Trial and the battle over evolution and creation in America's schools In the summer of 1925, the sleepy hamlet of Dayton, Tennessee, became the setting for one of the twentieth century's most contentious courtroom dramas, pitting William Jennings Bryan and the anti-Darwinists against a teacher named John Scopes, represented by Clarence Darrow and the ACLU, in a famous debate over science, religion, and their place in public education. That trial marked the start of a battle that continues to this day-in cities and states throughout the country. Edward Larson's classic Summer for the Gods -- winner of the Pulitzer Prize in History -- is the single most authoritative account of this pivotal event. An afterword assesses the state of the battle between creationism and evolution, and points the way to how it might potentially be resolved.
Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches. The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign. CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.