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1000 tulosta hakusanalla Keith C Lee
This revised text describes the theory substantiating adventure therapy, demonstrates best practices in the field, and presents research validating the immediate and long-term effects of adventure therapy.A leading text in the field of adventure therapy, outdoor behavioral healthcare, and wilderness therapy, the book is written by three professionals who have been at the forefront of the field since its infancy. This new edition includes fully updated chapters to reflect the immense changes in the field since the first edition was written in 2010. It serves to provide information detailing what is occurring with clients as well as how it occurs.This book provides an invaluable reference for the seasoned professional and is a required source of information and examination for the beginning professional. It is a great training resource for adventure therapy practices in the field of mental health.
This revised text describes the theory substantiating adventure therapy, demonstrates best practices in the field, and presents research validating the immediate and long-term effects of adventure therapy.A leading text in the field of adventure therapy, outdoor behavioral healthcare, and wilderness therapy, the book is written by three professionals who have been at the forefront of the field since its infancy. This new edition includes fully updated chapters to reflect the immense changes in the field since the first edition was written in 2010. It serves to provide information detailing what is occurring with clients as well as how it occurs.This book provides an invaluable reference for the seasoned professional and is a required source of information and examination for the beginning professional. It is a great training resource for adventure therapy practices in the field of mental health.
Core Objective-C in 24 Hours provides a clear and concise overview of the programming language, describes its key features and APIs, and presents recommendations for developing Objective-C programs on the Mac. It is written for readers who want a general understanding of Objective-C technology on the Mac along with developers who want to quickly get started with the language. Within 24 hours, you will have a solid understanding of Objective-C and be ready to begin using it on your projects! The book includes a complete overview of the latest enhancements to the Objective-C language, including automatic reference counting, blocks, and other powerful features.
The Objective-C programming language continues to grow in popularity and usage because of the power and ease-of-use of the language itself, along with the numerous features that continue to be added to the platform. If you have a basic knowledge of the language and want to further your expertise, Pro Objective-C is the book for you.Pro Objective-C provides an in-depth, comprehensive guide to the language, its runtime, and key API’s. It explains the key concepts of Objective-C in a clear, easy to understand manner, and also provides detailed coverage of its more complex features. In addition, the book includes numerous practical examples--code excerpts and complete applications--that demonstrate how to apply in code what you’re learning. The book begins with an exploration of Objective-C's basic features and key language elements. After reviewing the basics, it proceeds with an in-depth examination of the Objective-C dynamic programming features and runtime system. Next the book covers the Foundation Framework, the base layer of APIs that can be used for any Objective-C program. Finally, new and advanced features of Objective-C are introduced and shown how they make the Objective-C language even more powerful and expressive.Each topic is covered thoroughly and is packed with the details you need to develop Objective-C code effectively. The most important features are given in-depth treatment, and each chapter contains numerous examples that demonstrate both the power and the subtlety of Objective-C. Start reading Pro Objective-C and begin developing high-quality, professional apps on the OS X and iOS platforms using the Objective-C programming language!
Materials Science for Engineers
J.C. Anderson; Keith D. Leaver; Rees D. Rawlings; Patrick S. Leevers
Nelson Thornes Ltd
2003
nidottu
This fifth edition of a successful textbook continues to provide students with an introduction to the basic principles of materials science over a broad range of topics. The authors have revised and updated this edition to include many new applications and recently developed materials. The book is presented in three parts. The first section discusses the physics, chemistry, and internal structure of materials. The second part examines the mechanical properties of materials and their application in engineering situations. The final section presents the electromagnetic properties of materials and their application. Each chapter begins with an outline of the relevance of its topics and ends with problems that require an understanding of the theory and some reasoning ability to resolve. These are followed by self-assessment questions, which test students' understanding of the principles of materials science and are designed to quickly cover the subject area of the chapter. This edition of Materials Science for Engineers includes an expanded treatment of many materials, particulary polymers, foams, composites and functional materials. Of the latter, superconductors and magnetics have received greater coverage to account for the considerable development in these fields in recent years. New sections on liquid crystals, superalloys, and organic semiconductors have also been added to provide a comprehensive overview of the field of materials science.
Building a More Resilient Haitian State
Keith Crane; James Dobbins; Laurel E. Miller; Charles P. Ries; Christopher S. Chivvis; Marla C. Haims; Marco Overhaus; Heather Lee Schwartz; Elizabeth Wilke
RAND
2010
pokkari
Hope for a prosperous and peaceful future for Haiti lies in building a more effective, resilient state. This report identifies the main challenges to more capable governance, evaluates existing plans for improving the delivery of public services, and proposes a realistic set of critical actions. The proposed state-building priorities merit the greatest degree of Haiti's and international donors' policy attention and financial commitment.
Pantera: Vulgar Display of Power
Steve Niles; Burton C Bell; Tony Lee; Keith Buckley
Z2 Comics
2024
pokkari
The 30th anniversary edition of The Vulgar Display of Power from Pantera celebrates the now landmark work of heavy art!In the grand tradition established by Z2, the Vulgar Display of Power 30th anniversary graphic novel unites famous fans of the band throughout comics and music to team up on adaptations of all eleven of the album’s tracks. Creators including Alan Robert (Life of Agony), Eric Peterson (Testament), Keith Buckley (Every Time I Die), Burton C. Bell (Fear Factory), Steve Niles (30 Days of Night), Ryan J. Downey (MTV News), Tony Lee (Dr. Who) and illustrators Paul Booth, Erik Rodriguez, Ryan Kelly, Steve Chanks, Kevin Mellon, John Pearson and Danijel Zezelj will each offer a unique interpretation inspired by the lyrics and music to create a whole new way to experience this landmark work of heavy art.
The Complete Guide to Gay and Lesbian Weddings
Keith C David
Saint Martin's Griffin,U.S.
2005
nidottu
"Get out your gay/lesbian rice and celebrate Taking you from the wedding announcement to the thank you notes, this is the ultimate guide to same-sex ceremonies."-Michael Musto, "Village Voice"Your wedding team is here Let GayWeddings.com help you and your partner plan a ceremony that suits your taste and budget without losing your mind in the process. The absolute authority for same-sex unions on the web, K.C. David and his devoted staff of experts are at your side from the proposal to the honeymoon.- Marriage, civil union, or domestic partnership: protecting your rights and assets together- Finding gay-friendly venues, caterers, and yes, even clergy- Tips for notifying friends and family, and which newspapers run same-sex announcements- Ideas from folks who have already tied the knotPLUS: A wedding timeline checklist, vow writing exercise, sample menus, budget worksheet and more.
Barton and Ho present a global vision of social and civic education, one that reorients the field toward justice and harmony. Drawing from diverse philosophical and cultural traditions, as well as empirical research, they introduce curriculum principles designed to motivate and inform students’ thoughtful and compassionate deliberation of public issues. This book argues that the curriculum must prepare young people to take action on issues of justice and harmony—societal ideals that are central to all communities. Effective action depends on deliberation characterized by emotional commitment, collaborative problem-solving, and engagement with diverse perspectives and forms of expression. Deliberation for public action also requires knowledge—of people’s lives and experiences, their insights into social issues, and strategies for advancing justice and harmony. These curriculum principles are illustrated through case studies of public housing, food insecurity, climate change, gender bias, public health, exploitation of domestic workers, incarceration of racialized minorities, the impact of development and environmental change on Indigenous communities, and other pressing global concerns. For additional resources and related information, please visit the authors’ website, www.justiceandharmony.com.
Barton and Ho present a global vision of social and civic education, one that reorients the field toward justice and harmony. Drawing from diverse philosophical and cultural traditions, as well as empirical research, they introduce curriculum principles designed to motivate and inform students’ thoughtful and compassionate deliberation of public issues. This book argues that the curriculum must prepare young people to take action on issues of justice and harmony—societal ideals that are central to all communities. Effective action depends on deliberation characterized by emotional commitment, collaborative problem-solving, and engagement with diverse perspectives and forms of expression. Deliberation for public action also requires knowledge—of people’s lives and experiences, their insights into social issues, and strategies for advancing justice and harmony. These curriculum principles are illustrated through case studies of public housing, food insecurity, climate change, gender bias, public health, exploitation of domestic workers, incarceration of racialized minorities, the impact of development and environmental change on Indigenous communities, and other pressing global concerns. For additional resources and related information, please visit the authors’ website, www.justiceandharmony.com.
Is there something hidden inside your deepest memories? What if you could relive any event from your past in picture-perfect detail? The possibilities would be endless. Would you want to revisit your fondest memories? That time you scored the winning touchdown? That perfect family vacation when you were a child? That time you had your first kiss? Or would you use this ability to dig deeper into your past, to try to understand how exactly you became the person you are today? Would you be afraid of what you might find? Kyle Drake is a young professional working in management at a high-tech laboratory in the San Francisco Bay Area. Losing sight of the motivation that helped him achieve his status, he has found himself reverting back to the lifestyle of his wilder younger days, driven in no small part by his long-time friend, Travis. When a remarkable discovery at the lab one day forces Kyle to snap out his destructive pattern of behavior, Kyle does everything he can to try to clean up his act and lead his project to a successful outcome. Though when Kyle and his friends realize the true impact of what his team has discovered, they struggle to put the interests of the project before their own selfish needs. Soon, Kyle finds himself tangled in a web of deception and sabotage that threaten to ruin his one chance at setting his life on the right path.
Teaching History for the Common Good
Keith C. Barton; Linda S. Levstik
Routledge Member of the Taylor and Francis Group
2004
sidottu
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Teaching History for the Common Good
Keith C. Barton; Linda S. Levstik
Routledge Member of the Taylor and Francis Group
2004
nidottu
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Motivational Interviewing in Schools
Keith C. Herman; Wendy M. Reinke; Andy J. Frey
Springer Publishing Co Inc
2020
nidottu
Note to Readers: Publisher does not guarantee quality or access to any included digital components if book is purchased through a third-party seller. Praise for the first edition: “The authors of this book have made a very important contribution in producing a book that literally provides a roadmap for how to realize MI’s potential in school and family contexts. They are the acknowledged leaders of MI in schools and deserve much credit for adapting this approach so well for effective use by educators…I recommend it unconditionally as an invaluable resource for today’s related services professional.” -Hill Walker, PhD, University of Oregon The second edition of this seminal reference is still the only book available that provides detailed, step-by-step guidance for using Motivational Interviewing (MI) to facilitate positive change in schools by working with parents, teachers, and students. Featuring readily accessible, proven strategies for promoting academic enabling behaviors, this text describes the defining principles, processes, and skills of MI. The new edition illuminates research-based strategies for building teacher, student, and parent engagement in school-based services, and identifies best-practice MI consultation skills, and tailors these interventions to the specific needs of teachers, students, and parents. Additionally, the book identifies methods for combining MI with other school-based intervention models as well as defining procedures for integrating MI within a school or across a school district. New to the second edition is the innovative coaching framework HomeBase, important literature updates on the science and practice of MI in schools, and expanded information on new applications of MI with students. The second edition also includes new strategies for motivating MI participants, MI applications with school problem-solving teams, and a major update to the sections on Learning MI and Monitoring Implementation Quality. Purchase of the print edition includes access to Ebook format. New to the Second Edition:Includes new HomeBase intervention program designed as a collaboration between parents and teachers to support children Delivers a new MI coaching framework Significantly updates sections on Learning MI and Monitoring Implementation Quality Reflects latest science regarding proper implementation of MI Expands coverage of MI applications with school problem-solving teams Includes strategies for learning and improving MI skills Provides new dialogues/scripts from successful parent, teacher, and student interactions Highlights specific interventions for gifted youth, applications for student self-monitoring and for support in alternative settings Key Features:Demonstrates how to apply motivational interviewing to K-12 to help school professionals improve effectiveness Delivers expert tips for working with challenging families, students, and teachers Covers implementation and dissemination strategies for learning MI and monitoring fidelity Includes abundant opportunities for practice Includes examples of MI that promote everyday conversations about change Provides dozens of handouts to use with students, teachers, and parents
Judicial Review and Constitutional Politics
Keith C. Whittington
American Historical Association
2015
nidottu
Keith Whittington discusses the history and development of judicial review. Analyzing the arguments for and against judicial review, Whittington also relates its impact on Constiutional law throughout American history.
At a bend in the Palouse River, in the shadow of Gold Hill, rests the town of Potlatch, Idaho. It projects an image of gritty, working-class living. But its ordinary appearance belies an unusual past. Potlatch was a company town--a town completely owned by a large lumber company.Company Town, however, is more than just another community history. It is a history of the Pacific Northwest in microcosm--the exploitation of natural resources; the impact of big business upon the development of a rural area; and ordinary people making a place their home.Company Town gives us insights into the life of a rural community and follows its progress through the decades. It shows the close ties between community life and the larger spheres of the timber industry, regional and national economics, and international events. The book imparts a sense of what it was like to work in the sawmill and live in what the Potlatch Lumber Company had planned as a model town.Keith Petersen received the 1987 Award of Merit from the American Association for State and Local History for his work on Company Town. Co-published with the Latah County Historical Society, Moscow, Idaho.