Bøger udgivet af New Forums Press

This is a book that speaks to educational professionals, parents, healthcare providers and a general readership about how sensory integration difficulties, including autism, interfere with learning. The book provides practical, hands-on applications that teachers, aides, parents, therapists and family members can use to help young people with these difficulties learn and engage socially. The book is based, in part, on the clinical studies the author has conducted as well as her experience. There are numerous case studies in the book. The manuscript has been reviewed in its entirety by experts in the field.New Frontiers in Sensory Integration focuses on providing support for children with autism and sensory needs though the resources contained here can be used effectively for all children. The causes behind what we call Sensory Processing Disorders remain unknown despite ongoing research. This is because causation is likely a mixed bag of genetic, epigenetic, environmental, neurodevelopmental and cultural factors. The important question that this book addresses is what we as parents, therapists, educators and care-providers can do about this growing epidemic in an empowered and sustainable way, no matter the causation.

Aging is an ongoing process that literally begins following birth. Both physical and mental changes occur throughout every life stage until af ter about age 65 when the changes become even more pronounced. This process occurs unevenly and in very diff erent ways among individuals so that evidences of aging become apparent early in some while others lead an active, healthy life far into what we consider really old age. Researchers are looking at all aspects of aging - both physiological and psychological - to identify those factors considered most important about causes aging but also what we do throughout life that im pacts our state of health in old age.In this book, the emphasis is on the factors that have been shown to have an eff ect on the aging pro cess. Nutrition is stressed - that is the author's pri mary area of interest - but other lifestyle factors are also discussed. Each chapter is referenced as to sourc es of information. Realizing that our state of knowl edge concerning health is constantly progressing, there will no doubt be much more yet to be learned. Perhaps the information presented here will spark an by the reader interest in delving further.

This series of articles published in the Drumright Gusher in 1995 was awarded first place in the "Distinguished Service Award For Preservation of State and Local History" by the Oklahoma Heritage Association.

This second edition of A Survey of American Thought is designed to introduce students of American history to the words that have shaped American political and social thought. Excerpts from key documents from the colonial period to the late twentieth century are included.

Articles that for years have delighted readers of Linc. Fisch's column in The Journal of Staff, Program, & Organization Development are now complied in a single source. The author's unusual perspectives, ability to make connections, and highly readable, thought-provoking style have made these articles popular material for reprinting or excerpting in The Teaching Professor and faculty newsletters on many campuses. In his short essays, Fisch spans a broad range of topics: from the first day of class to cross-country trucking, from coaching to teaching calculus, from seven great truths of teaching to Mozart -- and a multitude more of interest and value. According to Wilbert J. McKeachie, these essays "are the best combination of wit and wisdom in all of higher education!"

The second edition of this title represents a compilation of work completed by Jim Cooper and his colleagues in the Network for Cooperative Learning in higher education over the last fifteen years, including eight new chapters were written specifically for this edition. It presents a look at the history of small group instruction research, theory and practice and offers a glimpse at the future of this powerful instructional strategy.

The authors' purpose in this seventh book in the "It Works for Me" series is to demonstrate that "everyone possesses creative talent, though it may be latent in some and difficult to bring out in others. It's not just a talent possessed by artists and engineers, mind you, but everyone." Furthermore, "Creative people have figured out consciously or un- that a small seed of creativity can be made to grow by having the proper environment and a minimal set of skills. And people can be taught or self-taught this process."The authors/editors also believe that "all creative ideas link themselves to other creative ideas to develop something new and useful, be it a concept, a process, or a product. In order to disseminate and perpetuate [their] belief that the creative impulse resides in all of us, [they] have asked a host of friends to demonstrate it with essays and practical tips touching on supportive creative environments, strategies that foster and enhance creativity, and assessments that demonstrate creativity has indeed taken place."This easy-to-follow guide is separated into several sections: -Overviews-The Creative Process-The Creative Environment-The Creative Product-Assessing Creativity.Hal Blythe and Charlie Sweet have each won the prestigious Acorn Award, which is presented annually to the outstanding college professor in the state of Kentucky. In addition, they have over 800 publications, including 12 books, articles running the gamut from literary criticism to educational research, and popular fiction.Other books in the "It Works for Me" series can be ordered from New Forums Press.

This book is about organizing and conducting a yearlong professional development program for new faculty. The length of time for the program is a significant departure from current practice at all but a few institutions. Typical programs for new faculty are limited to orientations around the start of a school year and last from one day to one week. Being a new faculty member should not be a "trial by fire" but rather a development process. An academic year allows enough time for the new faculty to be presented with new ideas, practice what they are learning, to share what they know, to get acquainted with the culture and systems of the new institution, in short, to make the transition to their new profession and institution.

This book focuses on the terms "collaborative learning," "cooperative learning," and "learning community" in which they have been bandied about in American higher education with great frequency and enthusiasm. One primary purpose of this monograph is to provide a more precise delineation of postsecondary practices that are subsumed or assumed to be embraced by the umbrella terms, collaborative learning, cooperative learning, and learning community, and organize these practices into a coherent classification system or taxonomy.

It Works For Me, Online is designed primarily to aid instructors in two major types of classes: fully online and web-enhanced/hybrid courses. Those who teach fully online classes will find tips on such things as tricks you can use with synchronous chats, how to use blogging in your classroom to replace traditional chat-rooms (talk about your superannuation), and even ways of adapting Blackboard to meet administrative needs. Those who prefer web enhancements to the traditional classroom will find advice to navigate between the virtual and real world. And, truthfully, we are hopeful that even dyed-in-the-wool, card-carrying Luddites will skim through these pages and realize it is possible for old dogs to learn new tricks (we and many of our contributors are either retiring or nearing retirement, yet found the brave new world of technology as exciting as we did our Erector Sets as kids or learning to beat our own kids at Pac-Man).Use It Works For Me, Online both as a handy desk companion filled with practical strategies and as a springboard for generating your own strategies for making your classes as effective as possible. Like the first two books in this series, It Works For Me and It Works For Me, Too, this handbook runs the gamut from short to long pieces, from very course-specific suggestions to general pieces, from some theoretical applications to down-to-earth tactics. But the following tips share one important common characteristic-they all work.

These writings provide a thematic examination of how faculty are involved in the governance process in different areas of higher education management. Although this text offers different styles and tones in various chapters, the discussions of involvement in academic and student affairs, athletics, advancement, and institutional effectiveness and planning are helpful to all of those interested in a setting where group input is valued and respected. Administrators, faculty, and policy makers will find this discussion useful and meaningful.

International Teaching Assistants are (largely) Chinese, Indian, and Korean biology, chemistry, math, and physics graduate students in the U.S. and Canada who are supported by teaching undergraduate courses in their areas of study. In 2010, their numbers increased to 242,061 in the U.S. and they comprised 15.5% of all graduate students. Many undergraduate science, math, and engineering courses are taught by ITAs. Indeed, ITAs make undergraduate education possible, and as instructional faculty are active contributors to the learning of North American undergraduates. ITAs teach in English, which is often their second language. This presents formidable challenges for ITAs' ability to engage in sustained talk and communication as they explain difficult content and manage classrooms in an educational culture different from their own. Talking Matters authors take ITA research into new areas using new perspectives with the purpose of improving the communication skills of ITAs and undergraduates, thus enhancing undergraduate learning outcomes. The book:1. Showcases recent applied research on the professional talk and communication of ITAs, and their interactions with undergraduates. 2. Was developed for on-the-ground use by ITA educators, faculty members in academic departments, and other staff members charged with ITA support.3. Includes "In a Nutshell" sections which highlight action points that can be taken on the basis of each chapter's findings and recommendations.4. Provides photocopiable learning materials offered by chapter authors.

If your class is ever bored, hostile, aggressive or just not quite right, this teaching improvement manual is for you! Packed with proven tips for making small class teaching more effective, it is full of advice that is easy to apply and aimed at solving day-to-day teaching problems quickly. Well organized and designed to help lift flagging classroom morale and interaction, the book provides specific practical suggestions for a broad range of problems that teachers of all age groups regularly encounter, including: * dealing with problems of group goals, whether goals are unclear, unattainable, or unacceptable;* solving problems of group interaction, whether the group lacks interaction, is dominated by the group leader, or fails to share the interaction;* motivating the group and yourself when either begins to "tune out" or when students don't cooperate.

There are many books available that will guide the academic to substantive academic writing. However, approximately 85% of publications are written by 15% of the academic population. Many academics experience the writing process as very difficult and painful, and give up writing rather than trying to surmount the obstacles. Writing Your Way to Success takes a fresh look at the publishing game and offers tried and true strategies that allowed two new academics to experience publishing success. It certainly will help you too!

This edited book series serves as a guide to the study of improved training, employment and administration of graduate and professional student development programs. A new publication that addresses a critical need in higher education. The series is designed to highlight all aspects of professional development of graduate and professional students.

A comprehensive financial literacy education resource for young adults ranging in age from 17 to 25 was almost non-existent -- until now. In fun, interesting, and relevant workbook format, each chapter of Dollars & Sense contains to-the-point instructional text and practical worksheets and examples. This hands-on application allows the student to become better acclimated to the realities of managing his or her own personal finances as well as serve as a resource for obtaining information and assistance. Additionally, the book can become a permanent fixture of a student's library, as a means of reference long after it is first read and the worksheets completed. Dollars & Sense fills an obvious curriculum gap in schools, colleges, and universities throughout the nation. It serves as a teaching and discussion resource for parents and educators, many of whom may still be perplexed by financial literacy themselves.

This book presents a national award-winning approach to encouraging dialogue among interdisciplinary faculty about ways to reflect on and broaden their repertoire of teaching skills. Based on the "Dear Abby" advice column format, the process was developed to initiate a dialogue on best practices, successes, and ways to address frustrations in teaching.

This volume contains material on research based teaching techniques for use in higher education. The focus is on small group learning procedures. None of this material has previously appeared in book form. Twenty of the articles first appeared in the Cooperative Learning and College Teaching newsletter that Jim Cooper and Pamela Robinson edited from 1990 to 1999. These articles address applications of small group learning within a variety of academic disciplines.Authors of the articles in this work include David and Roger Johnson, Karl Smith, Joe Cuseo, Susan Prescott Johnston, Spencer Kagan, Rachel Hertz-Lazarowitz, Richard Felder, Barbara Millis and Lisa Gray-Shellberg. Twelve chapters, never before published, were solicited for this volume. Some of these works focus on research and theory in active and small group learning and others address more applied group work in teaching and learning in the college classroom. The chapters are more comprehensive than the newsletter articles and include contributions by David and Roger Johnson, Karl Smith, Spencer Kagan, Barbara Millis, Joe Cuseo, Susan Prescott Johnston, Cynthia Desrochers, Mark Maier, Philip Abrami and Donald Bligh. Topics treated in the new chapters contain recent work in brain-based learning, critical thinking, student engagement, information technology, distance education, and learning communities.Readers of the 2003 book edited by Jim, Pamela and David Ball, Small Group Instruction in Higher Education: Lessons from the Past, Visions of the Future, will want to add this text to their libraries, since none of the material in the current volume appeared in the 2003 book or the 2009 second edition.

Here is a book that will describe the connection of the Common Core Standards to higher education teaching and learning and offer a process through which higher education faculty can use these standards (or their own state standards) to improve instruction and learning at their institution. We expect the readers will be members of Faculty Learning Communities and study groups, academic administrators and department chairs, or even individual college-level faculty who want to ensure their programs are standards based and value collaboration with the P-12 schools.

From one student's off hand remark, the idea of a casebook for use in adult education grew into a reality. Regina Lopata Logan and Robert M. Fromberg have collected twenty cases representing various experiences of faculty, students, and administrators which, while not necessarily representing historical facts, are all true. These cases convey a sense of the dynamism and complexity that educators of adults and adult students experience when they return to school in the midst of busy adult roles and responsibilities. This is an ideal workbook for those involved in higher education, especially faculty developers, deans, department chairs, or anyone else who teaches about adults in the classroom.

These readings from the literature of western philosophy have been collected to serve a practical home and classroom purposes: to make available to readers a sampling of the ideas of some of history's great thinkers on the subject of human values. The selection is eclectic but not random. The excerpts included have been used in philosophy classes and have been the basis for thoughtful and spirited discussions.The intent of the anthologists is not to instill values but to encourage readers to test their own assumptions and opinions against a variety of ideas and to emerge from the encounter better prepared to shape the values by which they will live their own lives.This book contains selected passages from significant works by some of the most influential thinkers in western civilization, such as: Socrates, Bacon, Kant, Plato, Hobbes, Hegel, Aristotle, Descartes, Schopenhauer, Epicurus, Spinoza, Mill, Epictetus, Locke, Kierkegaard, Marcus, Aurelius, Rousseau, Nietzsche, Augustine, Hume, Jam

Finally, here is a first-rate nuts-'n-bolts how-to guide to the next generation of strategic planning! Strategic Planning for Smart Leadership reviews relevant planning, management, and leadership literature to create the context for a heterarchical planning system within the theoretical framework of contemporary leadership, planning, human resource development, and systems thinking. It is designed to provide institutions - that enter the planning process with no idea of where it might take them - achievable ideals of where their planning process should lead them.

In June of 2008, teams from diverse campuses across the country came together to explore and create programs aimed at enhancing the religious literacy of their students. The Society for Values in Higher Education sponsored this Institute for Religion on Campus and Community, with funding from the Jesse Ball DuPont foundation. This publication is a description of the diverse curricular and co-curricular projects developed at these institutions.

Seldom do readers have an opportunity to see inside the worlds of other writers. This makes "It Works for Me: Becoming a Publishing Scholar/Researcher" very special. The contributors to this book are inviting us to visit their private worlds. Before you begin exploring their worlds, think about your own world of scholarship, and sort out the topics that you find the most exciting. This reflection will prepare you to do more than visit these other worlds; once inside each world, you want to immediately look around and take something back with you. Knowing your passions in advance will enable you to capture those ideas that connect to your own world.

This book contains selected passages from significant works by some of the most influential thinkers in European history, to include: Machiavelli Descartes Marx Luther Spinoza Engels Calvin Kant Darwin Voltaire De Tocqueville Zwingli Rousseau Bismarck Locke Paine Lenin Newton Burke Churchill More . . . The biographical sketches that accompany these documents are designed to help students place each source in its proper context. Readers are urged to contemplate why, when, where, and how these words were first delivered. In some cases students may discern that the cares and concerns of those who have gone before us are not substantially different from our own concerns. It is the aim of the text for readers to see how these words have influenced the modern world.This work is designed to introduce readers to some of the main currents of European thought from the Renaissance to the modern era. While not comprehensive, it includes some of the most influential thinkers of the modern era. It is the opinion of the editors that exposure to these primary sources will enhance oneÕs study of European history. The editors take full responsibility for any omissions that have occurred or for any errors that have taken place in the editing process.

Teaching Inclusively brings together a broad array of current "best practices" in the design, implementation, and assessment of multicultural change initiatives on college and university campuses. Readers will find that this volume advocates for more transparent connections between change initiatives at individual, departmental, and college-wide levels by highlighting the ways in which such practices and change goals can relate to and support each other, thus addressing a noticeable absence in the current available literature.

Lack of time may be the single most commonly experienced problem among American faculty. The objective of this book is to elevate our awareness of how we use our time and how we might improve that use of time. In Making Time, Making Change, author Douglas Reimondo Robertson leads you on the road to a more rewarding, and less harried, teaching life!

This fine sourcebook provides college and university teachers, across the curriculum, with specific classroom-tested activities and assignments to stimulate and develop student critical thinking. The book consists of fifty modules, each containing: a description of a critical thinking assignment, an explanation of the assignment's purposes and benefits, a discussion of ways to use or modify the assignment in the classroom, and suggested related activities, including relevant bibliographical sources.

MASS COMMUNICATION LAW IN RHODE ISLAND brings between two covers a valuable reference to state law affecting communication professionals and students. Written for the layperson, it examines issues that occur in daily news-gathering activities, such as libel, open records, and reporter privilege.

Studies in Graduate and Professional Student Development, Number 15. This edited book series serves as a guide to the study of improved training, employment and administration of graduate and professional student development programs. A new publication that addresses a critical need in higher education, the series is designed to highlight all aspects of professional development of graduate and professional students.In this number, we turn to a relatively new development in graduate student professional development: the implementation of award programs to reward excellent teachers among our graduate student populations. For many graduate students, teaching is a central component of the training they receive during their course of study, but literature on graduate student teaching awards is sparse. In this volume, the articles cover a range of topics from what kinds of award programs exist, to best practices in creating your own award, to the tools needed to assess excellent teaching while also encouraging graduate student professional development. We are fortunate to have authors who can report on teaching assistant award programs across North America.