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Commemorating traumatic events means attempting to activate collective memory. By examining images, metonymic invocations, built environments and digital outreach interventions, this book establishes some of the cognitive and emotional responses that make us incorporate the past suffering of others as a painful legacy of our own. Margarita Saona is Associate Professor of Latin American Literature and Culture at the University of Illinois at Chicago, USA. She is the author of Novelas Familiares: Figuraciones de la nación en la novela latinoamericana contemporánea and numerous articles on gender, memory, and national identity.
Dying is what changed Mary O´Reilly´s life. Well, actually, coming back from the dead and having the ability to communicate with ghosts is really what did it. Now, a private investigator in rural Freeport, Illinois, Mary´s trying to learn how to incorporate her experience as a Chicago cop and new-found talent into a real job. Her challenge is to solve the mysteries, get real evidence (a ghost´s word just doesn´t hold up in court), and be sure the folks in town, especially the handsome new police chief, don´t think she´s nuts. Twenty-four years ago, a young woman drowned in the swimming pool of a newly elected state senator. It was ruled an accident. But now, as the senator prepares to move on to higher positions, the ghost of the woman is appearing to the Senator´s wife. Mary is hired to discover the truth behind the death. She unearths a connection between the murder and the disappearance of five little girls whose cases, 24 years later, are still all unsolved. As she digs further, she becomes the next target for the serial killers´ quest to tie up all his loose ends. 1. Language: English. Narrator: Erin Spencer. Audio sample: http://samples.audible.de/bk/acx0/005371de/bk_rhde_002536_sample.mp3. Digital audiobook in aax.
Learning styles are highly relevant for students in the online environment. Designing Effective Library Tutorials provides examples of, and steps for, how to create tutorials that match learning styles, based on usability studies of students from various cultural groups and styles of learning. The book presents studies, practical suggestions, and examples to assist librarians and faculty as they develop online programs for students from diverse learning styles. Research on learning style preferences in the online environment emphasizes the need to provide a variety of methods that include text, aural, visual, and kinesthetic examples. Geared for the practitioner working in online learning, the book summarizes current literature, and presents best practices for designing effective online tools for diverse learners, including suggestions for assessment of learning objects. This title is structured into twelve chapters, covering: The learning style debate: do we need to match up learning styles with presentation styles? Overview of learning style theories and learning style results from various studies; The intersection of culture and learning styles; The need for learning object development; Current practice: categories and features of library tutorials; Effective design of learning objects; Pedagogical considerations for tutorials; Interactivity options for tutorials; Assessment of learning objects; The value and process of usability studies; Marketing learning objects for broad visibility; and a section on resources. Provides results from usability studies conducted with students that assess learning style and the resulting effectiveness of tutorials based on their preferred style Compares approaches and software used by librarians and educators to create tutorials, along with examples of pitfalls and benefits of each for various learning styles Incorporates examples of ways to use software while including learning objects to match learning style Lori S. Mestre is an Associate Professor of Library Administration and the Head of the Undergraduate Library at the University of Illinois at Urbana-Champaign. In addition to her M.A.L.S. degree, she has a doctorate specializing in language, culture and curriculum and has devoted the last 15 years to exploring the intersection between multicultural librarianship and online learning environments that best reflect the diverse needs of students.
This book examines race, ethnicity, crime and criminal justice in the Americas and moves beyond the traditional focus on North America to incorporate societies in Central America, South America and the Caribbean. MARIKA DAWKINS Doctoral student in the College of Juvenile Justice and Psychology at Prairie View A&M University, USA KINGSLEY EJIOGU Doctoral Candidate in the Department of Administration of Justice, Texas Southern University, USA GABRIEL FERREYRA-OROZCO Graduate Researcher at Arizona State University, USA CAMILLE GIBSON Associate Professor at Prairie View A&M University, Texas, USA MARK HARRIS Senior Lecturer in the School of Law at La Trobe University, Melbourne, Australia LOUISE HENRY Doctoral Candidate in Juvenile Justice at Prairie View A&M, Texas, USA DEVON JOHNSON Professor at Grace Mason University, USA DANIEL MIGUEZ Professor at the University of the State of Buenos Aires, Argentina, and a researcher at the National Council for Scientific and Technological Research of Argentina AKWASI OWUSU-BEMPAH Researcher at the University of Toronto, Canada JAMES PALOMBO Social Worker, Professor, Writer and Editor of Ragazine TAMMY RINEHART KOCHEL Assistant Professor at Southern Illinois University Carbondale, USA FERNANDO URREA GIRALDO Professor at the University of Valle, Colombia SCOT WORTLEY Associate Professor of Criminology at the Centre for Criminology and Sociolegal Studies, University of Toronto, Canada
The role of behavioral and social sciences in the courtroom setting has expanded exponentially in the past few decades. It is now widely recognized that scientists in these areas provide critical contextual information for legal decision making, and that there is a reliable knowledge base for doing so. While there are many handbooks of forensic psychology, this is the first such volume to incorporate sociological findings, broadening the conceptual basis for examining cases in both the civil and criminal realms, including immigration issues, personal injury, child custody, and sexual harassment. This volume will examine the responsibilities of expert witnesses and consultants, and how they may utilize principles, theories and methods from both sociology and psychology. It will show these disciplines together can improve the identification and apprehension of criminals, as well as enhance the administration of justice by clarifying profiles of criminal behavior, particularly in cases of serial killers, death threat makers, stalkers, and kidnappers. The volume is quite comprehensive, covering a range of medical, school, environmental and business settings. Throughout it links basic ideas to real applications and their impact on the justice system. Dr. Stephen J. Morewitz is President of the forensic sociology consulting firm, STEPHEN J. MOREWITZ, Ph.D., & ASSOCIATES, Buffalo Grove, IL, San Francisco & Tarzana, CA. Founded in 1988, his firm consults in civil, criminal, and immigration court litigation. He is a Lecturer in the Department of Nursing and Health Sciences at California State University, East Bay, and is a Lecturer in the Sociology Department at San Jose State University. Dr. Morewitz has been on the faculty or staffs of Michael Reese Hospital and Medical Center, University of Illinois at Chicago, College of Medicine and School of Public Health, DePaul University, Argonne National Laboratory, and the California School of Podiatric Medicine. Dr. Morewitz is the author or co-author of eight books and over 100 other publications, including the award-winning book, Domestic Violence and Maternal and Child Health (New York: Kluwer Academic/Plenum Publishers/Springer Science+Business Media, LLC, 2004), the award-winning book, Stalking and Violence. New Patterns of Trauma and Obsession (New York: Kluwer Academic/Plenum Publishers/Springer Science+Business Media, LLC, 2003), Death Threats and Violence. New Research and Clinical Perspectives (New York: Springer Science+Business Media, LLC, 2008), and Sexual Harassment and Social Change in American Society (Bethesda, MD: Austin & Winfield, Rowman and Littlefield Publishing Group, 1996). He is past Chair of the Society for the Study of Social Problems (SSSP) Law and Society Division and the SSSP Crime and Delinquency Division and has served on a variety of SSSP committees. He was elected to Sigma Xi, the Scientific Research Society, and to Pi Gamma Mu, the International Honor Society in Social Sciences. Dr. Morewitz earned his A.B. and M.A. from The College of William & Mary in Virginia and his Ph.D. from The University of Chicago. Mark L. Goldstein, Ph.D. is a licensed clinical psychologist in Illinois. He has conducted over 1100 child custody evaluations and presented at numerous national and international conferences on child custody topics. Dr. Goldstein is the co-author of 3 books, including Chronic Disorders in Children and Adolescents . He received his Ph.D. from the University of Florida and has served on the faculty of the University of Illinois, College of Medicine, Roosevelt University, the Illinois School of Professional Psychology, and the Chicago School of Professional Psychology.
The elaboration of linguistic theories depends on the existence of adequate descriptions of particular languages; otherwise theories will be poorly grounded on empirical data. This book starts from theoretical points of wide acceptance among linguists and goes on to present a descriptive metalanguage, able to express the facts of verb valency, which constitute one of the core areas in linguistic description. Most of the data come from an extensive survey under way of the valency of Portuguese verbs; but the present works relevance goes well beyond that, and incorporates a proposal applicable to other European languages, illustrated by the wealth of English examples included in the exposition. Among the topics discussed are the syntactic component of constructions (following here a proposal recently published in Culicover and Jackendoffs Simpler Syntax ); delimitation and definition of semantic roles; the role of linking rules and their relation to prototypes; and the connection between linguistic expressions and cognitive units such as frames and schemata. The result is a notational system flexible and robust enough to describe all aspects of verb valency. Mário A. Perini holds a PhD in Linguistics from the University of Texas and did postdoctoral work at the University of Illinois. He taught Linguistics and Portuguese at three Brazilian universities (UFMG, UNICAMP and PUC-Minas) and two American ones (Illinois and Mississippi). To date, he has published twelve books on Linguistics and on the Portuguese language, including the first ever grammar of spoken Brazilian Portuguese. His main areas of interest are Portuguese Grammar, Cognition, Construction Grammars, Methodology, and Linguistic Theory and Analysis. He is currently developing research on verb valencies at Federal University of Minas Gerais, Brazil (UFMG), where he leads a project involving researchers from four Brazilian universities; the project aims at the construction of a valency dictionary of Brazilian Portuguese.
This volume focuses on how family-school partnerships are conceptualized, defined, and operationalized as well as the research that is needed to advance these foundational issues. Each chapter integrates prevailing approaches into a research-based framework for supporting learning from pre-K through high school. The book incorporates structural and relational methods into the larger context of educational processes to promote research about collaboration and to improve the academic and behavioral development of students. Diverse theories and models of family-school alliances demonstrate approaches and interventions that are goal-directed and strengths-based, respectful and responsive. In addition, the book analyzes cognitive, behavioral, and interpersonal aspects of partnership and discusses different methods of assessing parental involvement and student outcomes. Included in the coverage are innovative, agenda-setting discussions on: Definitions and conceptual frameworks of family-school partnerships. Need-satisfying partnerships. Diverse parent perspectives and participation. Measurement of family-school partnership constructs over time. Foundational Aspects of Family-School Partnership Research is an essential resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology. Susan M. Sheridan, Ph.D., is a George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, well known for her research on family-school partnerships and family engagement. She has managed numerous significant federal grants investigating the efficacy of a consultation-based partnership model, which have resulted in several publications and professional presentations. She has received several professional awards and has served in many leadership positions in the fields of school and educational psychology. Elizabeth Moorman Kim, Ph.D., received her doctorate in Developmental Psychology from the University of Illinois at Urbana-Champaign. She is currently co-principal investigator of a federally funded research project examining the effects of interventions targeting parental involvement in childrens learning and family-school partnerships housed at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln. Her research interests include family-school partnerships, parenting, and childrens motivation and achievement in school.