A SCHOLARLY BOOK REPOSITORY36 start with C start with C
This edition is a collection of chapters from An Introduction to Interdisciplinary Research (2016), edited by Steph Menken and Machiel Keestra, and Academic Skills for Interdisciplinary Studies. Revised edition (2019), by Koen van der Gaast, Laura Koenders and Ger Post, published by Amsterdam University Press.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
Color and light are the focus of this long-awaited fifth volume in the Chemical Demonstrations series, which describes demonstrations that effectively communicate science to both students and general audiences. Using full color illustrations, the book provides meticulous instructions for safely demonstrating colorful phenomena and illustrating scientific principles. A rich introductory section explores the science of color and light, outlines the chemical processes of vision, and explains what happens when visual information enters the human eye and is perceived by the brain. With more than fifty demonstrations and multiple procedures included, this volume offers abundant opportunities to arouse and sustain interest in science for both classroom and public presentations.
Each demonstration includes:
• a brief description of the demonstration
• a materials list
• a step-by-step account of procedures to be used
• an explanation of the potential hazards involved
• information on safely storing and disposing the chemicals used
• a full discussion of the phenomena displayed and principles illustrated
• a list of references.
Created by acclaimed chemists and science educators Bassam Shakhashiri and his collaborators Rodney Schreiner and Jerry Bell, these demonstrations make an impressive addition to the earlier volumes, which have been lauded for guiding teachers and scientists in effectively communicating science. Like all volumes in the series, Volume 5 communicates chemistry using pedagogical knowledge to enhance the effectiveness of demonstrations to all audiences.
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
This book is a collection of essays originally presented at Ann Arbor Symposium IV, Teaching and Learning Popular Music, at the University of Michigan. Organized into four sections of similar-themed writings, the essays trace numerous discourses, principles, methods, and prospects for popular music education in academia. Additionally, the book contains several features that are useful for modern-day scholars and their institutions. First, it acknowledges the gradual liquidation of traditional disciplinary boundaries, signaling the likely future dominance of interdisciplinary research and collaborations. Second, it values international perspectives of music teaching and learning. Third, the selected topics, methodologies, and predictions provide a working agenda for the future development and success of popular music teaching and learning.
Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.
Features:
- Ideas that may be adapted for teaching any biblical text
- Diverse perspectives from nine experts in their fields
- Essays include tips, ideas, and lesson plans for the classroom
Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits.
This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.
Kimberly A. Scott explores this question and others as she details the National Science Foundation-funded enrichment project COMPUGIRLS. This groundbreaking initiative teaches tech skills to adolescent girls of color but, as importantly, offers a setting that emphasizes empowerment, community advancement, and self-discovery. Scott draws on her experience as an architect of COMPUGIRLS to detail the difficulties of translating participants' lives into a digital context while tracing how the program evolved. The dramatic stories of the participants show them blending newly developed technical and communication skills in ways designed to spark effective action and bring about important change.
A compelling merger of theory and storytelling, COMPUGIRLS provides a much-needed roadmap for understanding how girls of color can find and define their selves in today's digital age.
Brewer argues that conceptions of literacy undergird the work of writing instructors and that many of the anxieties around composition studies’ disciplinary status are related to the differences perceived between the field’s conceptions of literacy and those of the graduate instructors and adjuncts who teach the majority of composition courses. Conceptions of Literacy makes practical recommendations for how new graduate instructors can begin to perceive and interrogate their conceptions of literacy, which, while influential, are often too personal to recognize.
The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL®. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.
The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.
This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).
As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.
Thematically arranged chapters embody the interconnected aspects of culture work, from amplifying local voices to galvanizing community from within, from preservation of cultural knowledge to its creative repurposing for a desired future. These inventive projects provide concrete examples and accessible theory grounded in practice, encourage readers to embark on their own public culture work, and create new forward-looking inspiration for community leaders and scholars in the field.
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