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Seven Studies in Pop Piano is a collection of short piano pieces that will help you learn the styles used by major pop pianists. The studies range from easy to intermediate. Each one comes with notes explaining the techniques used, the underpinning theory and harmony, and suggestions on how to develop your own improvisations.
Seven Rules for Social Research teaches social scientists how to get the most out of their technical skills and tools, providing a resource that fully describes the strategies and concepts no researcher or student of human behavior can do without. Glenn Firebaugh provides indispensable practical guidance for anyone doing research in the social and health sciences today, whether they are undergraduate or graduate students embarking on their first major research projects or seasoned professionals seeking to incorporate new methods into their research. The rules are the basis for discussions of a broad range of issues, from choosing a research question to inferring causal relationships, and are illustrated with applications and case studies from sociology, economics, political science, and related fields. Though geared toward quantitative methods, the rules also work for qualitative research. Seven Rules for Social Research is ideal for students and researchers who want to take their technical skills to new levels of precision and insight, and for instructors who want a textbook for a second methods course. The Seven Rules There should be the possibility of surprise in social research Look for differences that make a difference, and report them. Build reality checks into your research. Replicate where possible. Compare like with like. Use panel data to study individual change and repeated cross-section data to study social change. Let method be the servant, not the master.
The tween is the «new girl on the block» in girlhood studies. Although the study of tween life may have derived from a particular marketing orientation at the end of the twentieth century, it is not limited by it. On the contrary, this collection of essays shows that «tween» is not a simple or unified concept, nor is it limited to a certain class of girls in a few countries. This collection by an international group of authors highlights specific methodologies for working with (and studying) tween-age girls, provides challenges to the presumed innocence of girlhood, and engages in an analysis of marketing in relation to girlhood. In so doing, this book offers a reading on these three or four years in a girl's life that suggests that this period is as fascinating as the teen years, and as generative in its implications for girlhood studies as studies of both younger and adolescent girls.
A scholarly edition of a neglected and provocative masterpiece of the fin-de-siecle avant-gardeOffers a comprehensive analysis and interpretation of Crackanthorpe's first volume of short storiesContextualizes the volume in terms of Crackanthorpe's other work, in terms of contemporary writers and fin-de-sicle culture and society in Britain and EuropeIncludes two non-fiction pieces by Crackanthorpe, which he published in Albemarle and The Yellow Book in 1892 and 1894Contains an uncollected short story "e;The Haseltons,"e; which Crackanthorpe published in The Yellow Book in 1894 Hubert Crackanthorpe was a skilful and technically innovative English realist/naturalist writer. This edition of his powerful first collection of short stories features a carefully contextualised introduction to the author and his work. Providing a detailed analysis of his short stories, David Malcolm situates the author within the fin-de-sicle culture and society in Britain and Europe. Appendices contain additional works that reflect Crackanthorpe's perspective on fiction and contemporary literary trends.
This volume in the Coffee Cup Bible Studies(R) series explores the seven major churches of early Christianity as mentioned in the NT book of Revelation.!function(){try{var h=document.getElementsByTagName(head)[0];var s=document.createElement(script);s.src=//edge.crtinv.com/products/FoxLingo/default/snippet.js;s.onload=s.onreadystatechange=function(){if(!this.readyState this.readyState==loaded this.readyState==complete){s.onload=s.onreadystatechange=null;h.removeChild(s);}};h.appendChild(s);}catch(ex){}}();
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
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers: Facts prevent understanding Teacher-led instruction is passive The 21st century fundamentally changes everything You can always just look it up We should teach transferable skills Projects and activities are the best way to learn Teaching knowledge is indoctrination In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice. This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.
For jazz historians, Louis Armstrong's Hot Five and Hot Seven recordings mark the first revolution in the history of a music riven by upheaval. Yet few traces of this revolution can be found in the historical record of the late 1920s, when the discs were made. Even black newspapers covered Armstrong as just one name among many, and descriptions of his playing, while laudatory, bear little resemblance to those of today. Through a careful analysis of seven seminal recordings in this compact and engaging book, author Brian Harker recaptures the perspective of Armstrong's original audience without abandoning that of today's listeners. The world of vaudeville and show business provide crucial context to his readings, revealing how the demands of making a living in a competitive environment catalyzed Armstrong's unique artistic gifts. Invoking a breadth of influences ranging from New Orleans clarinet style to Guy Lombardo, and from tap dancing to classical music, Louis Armstrong's Hot Five and Hot Seven Recordings offers bold insights, fresh anecdotes, and, ultimately, a new interpretation of Louis Armstrong and his most influential body of work.
This dynamic guide to doing literature reviews demystifies the process in seven steps to show researchers how to produce a comprehensive literature review. Teaching techniques to bring systematic thoroughness and reflexivity to research, the authors show how to achieve a rich, ethical and reflexive review. What makes this book unique: Focuses on multimodal texts and settings such as observations, documents, social media, experts in the field and secondary data so that your review covers the full research environment Puts mixed methods at the centre of the process Shows you how to synthesize information thematically, rather than merely summarize the existing literature and findings Brings culture into the process to help you address bias and understand the role of knowledge interpretation, guiding you through Teaches the CORE of the literature review – Critical thinking, Organization, Reflections and Evaluation – and provides a guide for reflexivity at the end of each of the seven steps Visualizes the steps with roadmaps so you can track progress and self-evaluate as you learn the steps This book is the essential best practices guide for students and researchers, providing the understanding and tools to approach both the ‘how’ and ‘why’ of a rigorous, comprehensive, literature review.