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Presents a comprehensive yet concise examination of issues related to media and communication law in Arkansas. This book is designed to be a valuable reference to state law affecting communication professionals and students. The series examines issues that rise in daily news-gathering and reporting activities. Such issues include privacy, obscenity, and advertising laws as well as open meeting, open records, trial access, and newspersons privilege provisions. This is an important, easy source for all those whose life or profession makes them vulnerable to potential lawsuits due to infractions of the media/communication laws. Help protect yourself with this book!

"BATTLEFIELD 44" is offered in three volumes covering successive periods of the 1st Battalion, 52nd Infantry's deployment to Vietnam: - Volume I - October 26, 1967 through April 20, 1969; - Volume II - April 21, 1969 through June 30, 1970; - Volume III - July 1, 1970 through October 10, 1971. Each volume contains written accounts and photos from veterans of the Battalion, as well as Army newspaper articles of the periods covered, and the comlete set of the Battalion Tactical Operations Center Daily Journal entries, recording detailed actions of the units and soldiers. Veterans of the Battalion will be able to trace the events related to their service while in Vietnam.

High impact practices are a twenty-first-century phenomenon, but if you've read any of the authors' books, you know, for instance, that for many years they have been collaborating, instructing undergraduates how to research like full professors, and teaching writing intensive courses-in short, employing some high impact practices, even though, back then, they were merely effective teaching strategies.What impresses the authors the most about HIPs is that they have been rigorously assessed, and no doubt remains that they work, resulting in deeper learning. Moreover, what started as a top-ten practices list has already grown to eleven with the demonstrated efficacy of the e-portfolio. And that list will surely grow as more and more research is performed.For this title, there is one point the authors would like to stress: No law exists that prevents you from using more than one HIP at a time in a learning experience. In fact, as their PLC experience proved, piggybacking the HIPs makes them even more effective, or, as Mae West said, "Too much of a good thing can be . . . wonderful."

Aging is an ongoing process that begins following birth. Both physical and mental changes occur throughout every life stage, becoming even more pronounced in older ages. This process occurs unevenly and in different ways among individuals so that the evidence of aging becomes apparent early in some while others lead an active, healthy life far into what is considered really old age. Researchers are looking at all aspects of aging, both physiological and psychological, to identify those factors considered most important regarding causes of aging but also what we do throughout life that impacts our state of health in old age.In this book, two of the major factors shown to impact the health and overall fitness of older adults are emphasized. Good nutritional habits, along with exercise that is specifically tailored for seniors, are discussed as they are practiced at a leading retirement center. Lifestyle factors are now shown to be as important, possibly even more so than genetics in how a person ages and even the length of life.Hopefully, the information presented may spark further interest on the part of all seniors.

In a world of uncertainties, particularly in higher education, one thing is certain: fundraising is vital to the operation, and even survival, of universities-private and public. Higher education leaders realize tuition revenue and legislative support alone will not build a great university, and only through private gift support can substantial endowments be built and scholarships provided for students, endowed faculty chairs and professorships created, and capital support to maintain bricks and mortar-not to mention the importance of annual giving which can provide unrestricted support for an institution. Private gift support is essential for any organization to advance in today's highly constrained resource environment.The case method of study has been around since the time of Cicero and can be in contrast to other teaching methods. These cases do not have 'right' and 'wrong' answers or easy solutions. They present team members and students with an opportunity to explore multiple avenues under difficult circumstances. The cases in this book are complex and difficult, and team members and students will need plenty of questioning to absorb the complexities and nuances of each case.Includes These Case Studies, by Institutional Type: Community CollegeCommunity College Donor Dilemma / 5Comprehensive Regional UniversityAngry Heirs / 47Beware of Arbitrage / 115Community College Donor Dilemma / 5Perils of Life Insurance / 87Philanthropy Intersects with Eminent Domain / 155Research UniversityAthletics and Academics / 73Paying for the Campaign / 19Protection of Donor Information / 141System and Campus Administration / 61Private College/UniversityDemise of a College / 127Internal Strife / 183The Lost Merger / 197The Vanishing Name / 169Two Donors, One Building / 33White Elephants and Gifts that Eat / 101

This book is designed primarily to help higher education instructors identify and clarify the philosophical and definitional issues related to cultural competency, understand and appreciate multiple perspectives and ways of knowing, and provide strategies and recommendations for inclusive teaching and learning practices for faculty who are designing curriculum. Additionally, many chapters include instructional strategies that can be used in the classroom.

"BATTLEFIELD 44" is offered in three volumes covering successive periods of the 1st Battalion, 52nd Infantry's deployment to Vietnam: - Volume I - October 26, 1967 through April 20, 1969; - Volume II - April 21, 1969 through June 30, 1970; - Volume III - July 1, 1970 through October 10, 1971. Each volume contains written accounts and photos from veterans of the Battalion, as well as Army newspaper articles of the periods covered, and the comlete set of the Battalion Tactical Operations Center Daily Journal entries, recording detailed actions of the units and soldiers. Veterans of the Battalion will be able to trace the events related to their service while in Vietnam.

"Joseph Deely's Hints for Success are practical, easy to understand, and get right to the point. All students (and teachers and parents too) can look through these hints to find ones that can help them. If you're already successful in school, read through the hints and pat yourself on the back when you recognize what you're doing right. I'll use Joe's hints to help students improve their goal setting and self-affirmation skills."Mark HopkinsM.A.Ed., Special Education Teacher, New York StateStudents will appreciate these key benefits of the book: -Provides practical hints teachers can use to help their students.-Great quotes from interesting people.-"Try this" suggestions to put hints into practice.-Inspirational for grade improvements.-Provides skills that students can immediately apply.-Easy to understand with examples of success.The ContentsIntroduction / ixSection 1 - Hints Students Can Be Successful at Today / 1Section 2 - Hints That Change Bad Habits into Good Habits / 23Section 3 - Hints That You Can Work On Outside of School / 47Section 4 - Hints That Require Internal Change / 73Section 5 - Hints That Require Some Help from Others / 99Section 6 - Hints That May Take a While / 119Last Thoughts / 143About the Author / 145

This book is intended to aid you in the climb from your formal education experience to the real world of the scholar. Through a combined total of over 150 years of experience in scholarly productivity, the authors have discovered some key steps toward becoming a scholar. In the pages that follow, they will share these steps through explanations, examples, and exercises.Since the authors have also edited several publications in the past, and one currently serves as editor of the prestigious Journal of Faculty Development, we had decided to include a special section in this book to further aid you in scaling the scholarship mountain. "From the Editor's Desk" Post 'Ems are timely observations made in reference to important concepts introduced in the text. Each comment is designed to call attention to a specific point, establishing its place in the successful ascent to scholarly productivity.

Here is a book of Rodeo Cowboys. True stories from way back in the mist of time of memories and friendships that will never grow old. The rugged color of their lives glistens for all to appreciate, like gold coins saved over the years in an old trunk.This tribute to Rodeo Cowboys now belongs to every one who has a fondness for the days of exceptional courage, hard work, raw-boned character and bonds of friendship, told by Rodeo Cowboys themselves. They achieved distinction competing with the best in the arenas of rodeo.This restoration of the Glory Days of the past will now never be forgotten. Every reader can appreciate the nature of Rodeo Cowboy life and the way it was lived by those whose stories are now committed to these pages. They might have been forgotten, but will now live on forever.

The authors wrote this book, the tenth in their "It Works for Me" Series, to encourage scholars to attempt to produce the fastest growing form of research, the Scholarship of Teaching and Learning, or SoTL. The collection begins with their essay on the rapid growth of this form from one of Boyer's four types of scholarship to today's SoTL, and they even provide a succinct rationale for attempting such scholarship, including personal discussions on the best articles they have written on the subject. The next section in the book covers historical and theoretical perspectives on the scholarship of teaching and learning. Following that, another section offers actual tips for the production of SoTL, which is followed by a section describing some SoTL projects. The authors then put forth a step-by-step guide to help you with a SoTL project and conclude with their speculations on future developments in this form.

Thinking about entering college or embarking on a new educational path but hesitating because the faculty and other students will likely be around the ages of children or grandchildren? This collection of inspiring stories from 15 individuals who made a successful academic comeback after age 50 and continue to build their knowledge prove you're never too old to learn. These scholars, ranging from age 55 to 98, include a former garment factory worker who tested for the GED at age 52 then made her way through college to become a special education teacher and an engineer who left a 30-year career in his late fifties to enter medical school. Their stories are filled with success strategies that will help the mature student navigate various systems of education, carry on through criticism, tackle new technologies, and manage the human dynamics associated with intergenerational learning. They also show how abundant life and professional experiences can work to your advantage. This little book belongs on the reading list of anyone thinking about heading back to school or planning for a life of continued learning.

Here is an insightful work - part autobiography and part practical guide -- about working as a change-agent in higher education. In this thought-provoking book the author shares what he has learned over his life that seems particularly useful, at least in his experience, for aspiring change-agents? The author organizes these experiences into seven themes, each of which is explored in a single chapter: development, change, systems, vision, motivation, arcs, and balance. The chapters follow a pattern of integrating ideas and experience, theory and practice that the reader will find useful and engaging."With unwavering frankness, the author reveals what works and too often doesn't work at American universities, and he offers real-life solutions that have been earned through years of experience." - Timothy M. Renick, Vice Provost and Professor, Georgia State University.

We hope readers will consider these threads when reviewing the teaching tips in this collection:1. Teaching metacognition demands intention and modeling of the strategies.2. Using metacognition in the classroom requires establishing the students as willing and interested learners in the first place.3. Teaching students how to apply metacognitive strategies also means that we are teaching students to learn about the learning process.4. Teaching metacognition encourages students to become active, critical, and creative learners.In short, metacognition offers a way for you to rethink instruction while also, as the authors learned at their own institution, reconsidering the relationship between teaching and learning. As you read, however, we encourage you to think differently about the ways you apply metacognitive strategies in your teaching and the ways you ask students to incorporate these concepts in your assignment, course, and service or administrative work on campus. No doubt you'll develop your own effective metacognitive strategies, and referring to this title will go a long way in the right direction.

From The Authors: Is the term "innovative faculty development" actually redundant? In our way of thinking, faculty development-mostly because of its youth-necessitates innovation. In fact, any new field depends upon creative thinking and its implementation into innovation to progress.In our academic careers, despite a background in traditional studies in English, we have helped develop three new disciplines-pop culture (especially comic book theory), creative writing, and now faculty development. Our careers have coincided with the rise of these three fields.But here we want to focus on faculty development. While the more formal structure we think of as faculty development began around 50 years ago, way back in 1810 Harvard University granted its first sabbatical, and many claim that action as the first instance of faculty development. In Creating the Future of Faculty Development (2006), Sorcinelli et al. posit that faculty development has evolved through five ages: The Age of the Scholar (1960s-mid 70s), The Age of the Teacher (mid-to-late 70s), The Age of the Developer (1980s), The Age of the Learner (1990s), and The Age of the Network (21st century).Obviously such constant change necessitates innovation. It must be done, and within the pages of this work, we're going to demonstrate how. The book's first section contains essays addressing the fundamental theories underlying creative thinking and then its application to faculty development, while the following sections treat practical concerns. For these pedagogical essays, we often include a set of ancillaries to aid the reader in reflecting about and implementing the strategies presented. While we have created an extensive approach to innovating faculty development, we encourage you to take a risk and attempt a few of them at first. If those innovations succeed, feel free to keep borrowing more and more from our suggestions. They work for us.

Our primary goal in assembling this collection is to convince faculty to experiment with the "flipped" classroom. Given the techtonic shift, providing educators with an abundance of electronic resources, as well as the nature of today's students, every faculty member needs to consider the possibilities of the flip. Now that active learning has been demonstrated by research to be more effective than the pure sage-on-the-stage paradigm, flipping is a natural outgrowth with its recognition that classroom time needs to be dedicated to activities by the instructor, the individual students, and groups that promote a deeper learning of the material. This book offers a guide for those faculty members wishing to make the first steps, taking the instructor from preparation for the flipped class experience through actual out-of-class assignments, in-class activities, electronic resources available for support, and even assessment of student performance and class effectiveness.