The QuickStudy Books linecovers the key information on some of the toughest courses today, helping students boost their grades. The books are presented in the clear, concise format readers have come to expect from QuickStudy.
Chemistry essentials for all students, including laboratory basics.
Easy-to-use reference for concepts designed specifically to aid science students.
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The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students' levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura's Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures-to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students' level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a "math person." As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.

This comprehensive guide to writing journal articles addresses all the stages and recurring challenges, from targeting a journal to dealing with reviewer feedback. Drawing on many years of running 'Writing for Publication' workshops, Murray explores not only style and structure but also behaviours and emotions. As a key component of both research courses and careers, this timely text also addresses the struggle to make time for high quality academic writing and how to ensure a writing-life balance. Examining a variety of approaches, relevant to many different academic disciplines, this core text demystifies and defines writing practices and makes this form of high-stakes academic writing seem manageable. Writing for journals has never been more competitive, and writers, researchers, practitioners and students need expert guidance on productive practices and ways of maintaining focus and motivation, which Murray provides. This latest edition is completely updated and more relevant than ever for clinicians, practitioners and students. "This book was already a classic, but the update makes it even more useful. From finding time to write, doing a short literature review and identifying scam journals, Rowena Murray provides an excellent, concise and accessible companion for writing academic journal papers, which is appropriate for both students and working academics." Associate Professor Inger Mewburn, Director of Research Training, The Australian National University, Australia "Rowena Murray has approached publishing in a journal with scientific rigour. Following this book's recommendations will make it impossible to find a convincing excuse for failure to publish. She herself writes with a high level of artisanal skill; this book is fast paced, stylish and highly readable. Her own extensive experience in supporting journal article writers tempers this book with the credibility of a seasoned veteran. Best of all, there is a wealth of wisdom here-in advising on how to publish, Murray is also advising on how to live a satisfying life as a writer." Associate Professor Susan Carter, University of Auckland, New Zealand "In Writing for Academic Journals (4th edition), Rowena Murray's voice is direct, down-to-earth and wise. Drawing on a depth of practical experience as both published author and writing teacher, she conveys the message that, yes, publishing in academic journals is demanding, but it's also very possible. And that once you are successful, there is still much to be learned from reading books like this one and hanging out with others in writing groups and workshops. To that end, the book is a trove of tips and techniques helpful to all who pursue the challenging craft of (good) academic writing." Barbara Grant, Associate Professor in the School of Critical Studies in Education at the University of Auckland, New Zealand, and author of Academic writing retreats: A facilitator's uide

This book (hardcover) is part of the TREDITION CLASSICS. It contains classical literature works from over two thousand years. Most of these titles have been out of print and off the bookstore shelves for decades. The book series is intended to preserve the cultural legacy and to promote the timeless works of classical literature. Readers of a TREDITION CLASSICS book support the mission to save many of the amazing works of world literature from oblivion. With this series, tredition intends to make thousands of international literature classics available in printed format again - worldwide.

Fundamentals of Good Writing A HANDBOOK OF MODERN RHETORIC Cleanth Brooks Robert Perm Warren Harcourt, Brace and Company New York COPYRIGHT, 1949, I95O, BY HARCOURT, BRACE AND COMPANY, INC. All rights reserved, including the right to reproduce this book or portions thereof in any form. TO DAVID M. CLAY CONTENTS Introduction THE MAIN CONSIDERATIONS 1 THE MOTIVATION OF THE WRITER 3 THE NATURE OF THE READER 5 THE RELATIONSHIP BETWEEN READER AND WRITER 5 THE FUSION OF MEDIUM, SUBJECT AND OCCASION 6 YOUR BACKGROUND FOR SUCCESSFUL WRITING 7 1. SOME GENERAL PROBLEMS FINDING A TRUE SUBJECT 11 UNITY 13 COHERENCE 15 EMPHASIS 19 THE MAIN DIVISIONS OF A DISCOURSE 23 PROPORTIONING THE MAIN DIVISIONS 25 1HE OUTLINE 26 2. THE KINDS OF DISCOURSE THE MAIN INTENTION 29 THE FOUR KINDS OF DISCOURSE 30 MIXTURE OF THE KINDS OF DISCOURSE 30 OBJECTIVE AND SUBJECTIVE DISCOURSE 31 x CONTENTS 3. EXPOSITION INTEREST 38 THE METHODS OF EXPOSITION 41 IDENTIFICATION 41 EXPOSITORY DESCRIPTION TECHNICAL DESCRIPTION 42 THE RELATION BETWEEN THE TECHNICAL-SUGGESTIVE DISTINCTION AND THE OBJECTIVE-SUBJECTIVE DISTINCTION 53 THE USES OF TECHNICAL AND SUGGESTIVE DESCRIPTION 55 EXPOSITORY NARRATION 57 ILLUSTRATION 57 COMPARISON AND CONTRAST 61 CLASSIFICATION AND DIVISION 67 DEFINITION 83 EXTENDED DEFINITION 91 ANALYSIS THE TWO KINDS 98 ANALYSIS AND STRUCTURE 99 ANALYSIS RELATION AMONG PARTS 100 ANALYSIS AND EXPOSITORY DESCRIPTION 101 EXPOSITORY METHODS AND THEIR USES 119 SUMMARY 120 4. ARGUMENT THE APPEAL OF ARGUMENT 125 ARGUMENT AND CONFLICT 125 ARGUMENT AND THE UNDERSTANDING 127 WHAT ARGUMENT IS ABOUT 128 THE PROPOSITION TWO KINDS 131 THE STATEMENT OF THE PROPOSITION 131 HISTORY OF THE QUESTION 134 ISSUES 135 PROPOSITIONS OFFACT 146 EVIDENCE 148 CONTENTS xi KINDS OF EVIDENCE FACT AND OPINION 148 REASONING 154 INDUCTION GENERALIZATION 155 DEDUCTION 159 FALLACIES 167 FALLACIES AND REFUTATION 170 THE IMPLIED SYLLOGISM 170 EXTENDED ARGUMENT THE BRIEF 172 ORDER OF THE BRIEF AND ORDER OF THE ARGUMENT 183 PERSUASION 183 SUMMARY 189 5. DESCRIPTION RELATION OF SUGGESTIVE DESCRIPTION TO OTHER KINDS OF DISCOURSE 195 THE DOMINANT IMPRESSION 200 PATTERN AND TEXTURE IN DESCRIPTION 200 TEXTURE SELECTION IN DESCRIPTION 211 DESCRIPTION OF FEELINGS AND STATES OF MIND 220 FIGURATIVE LANGUAGE IN THE DESCRIPTION OF FEELINGS AND STATES OF MIND 223 CHOICE OF WORDS IN THE TEXTURE OF DESCRIPTION 226 SUMMARY 229 6. NARRATION MOVEMENT 237 TIME 238 MEANING 239 NARRATIVE AND NARRATION 240 NARRATION AND THE OTHER KINDS OF DISCOURSE 242 PATTERN IN NARRATION 250 EXAMPLES OF NARRATIVE PATTERN 255 PROPORTION 262 xii CONTENTS TEXTURE AND SELECTION 264 POINT OF VIEW 267 SCALE 273 DIALOGUE 275 CHARACTERIZATION 281 SUMMARY 285 7. THE PARAGRAPH THE PARAGRAPH AS A CONVENIENCE TO THE READER 290 THE PARAGRAPH AS A UNIT OF THOUGHT 291 THE STRUCTURE OF THE PARAGRAPH 292 SOME TYPICAL STRUCTURAL PRINCIPLES 294 LINKING PARAGRAPHS TOGETHER 299 USE OF THE PARAGRAPH TO INDICATE DIALOGUE 302 SUMMARY 302 8. THE SENTENCE RHETORIC AND GRAMMAR 304 THE FIXED WORD ORDER OF THE NORMAL SENTENCE 307 POSITION OF THE MODIFIERS 311 GENERAL PRINCIPLES OF SENTENCE STRUCTURE 318 SENTENCE LENGTH AND SENTENCE VARIATION 323 SUMMARY 327 9. STYLE GENERAL DEFINITION OF STYLE 329 THREE ASPECTS OF LITERARY STYLE 330 STYLE AS AN INTERPLAY OF ELEMENTS 331 THE PLAN OF THE FOLLOWING CHAPTERS ON STYLE 332 10. DICTION DENOTATION AND CONNOTATION 335 LANGUAGE GROWTH BY EXTENSION OFMEANING 342 CONTENTS xiii THE COMPANY A WORD KEEPS COLLOQUIAL, INFORMAL, AND FORMAL 348 HOW CONNOTATIONS CONTROL MEANINGS 349 WORN-OUT WORDS AND CLICHES 353 SUMMARY 359 11. METAPHOR METAPHOR DEFINED 361 IMPORTANCE OF METAPHOR IN EVERYDAY LANGUAGE 362 THE FUNCTION OF METAPHOR 371 METAPHOR AS ESSENTIAL STATEMENT 374 WHAT MAKES A GOOD METAPHOR 378 METAPHOR AND SYMBOL 385 METAPHOR AND THE CREATIVE IMAGINATION 386 SUMMARY 388 12...

This practical, "how-to" book on co-operative learning is designed to serve as a resource for faculty members at colleges and universities. It offers an overview of the co-operative learning process, including its rationale, its research base, its value, and its practical implementation. The authors also describe a variety of approaches to co-operative learning drawn from complementary movements such as classroom research, writing across-the-curriculum, computer technology and critical thinking. They begin with a basic structure for implementing a co-operative learning programme, then move progressively through more complex activities. Numerous examples of actual co-operative learning programmes are included which span a wide variety of disciplines. These examples underscore how a successful programme can bolster student achievement, increase self-esteem, and foster the spirit of teamwork. This book should appeal to those new to the cooperative learning process, as well as to established practitioners in the field.

While there are some books and articles about the importance of understanding in-school learning style and the benefits in achievement and attitude toward learning that accrue from matching learning style to learning environment, this is the first book on homework style. Homework style is the personal preference for doing the tasks assigned by teachers and learning new material outside of the formal school setting.

Learning style and homework style have been found to be related yet empirically distinguishable, indicating the unique situation the home variable plays in forming individual learning styles. This guide will help parents, teachers, and counselors understand homework style and gain an awareness of the relationship between homework style, homework achievement, and school achievement.

This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University's faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.

Technology has become an integral part of our everyday lives. As today's teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but "how?" The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology.

Hi, Hope you enjoy my horrid 'Whoops Apostrophe' findings - WHOOP'S in the title for the humour; ... in the title as there are lots of other errors in here, shock

Apostrophe errors are my favourite horror, but I have 'snapped' so many others...and have 'chaptered' them, to file similar types of errors together. I suppose that you could say some spelling errors are more typesetting mistakes...but hey somebody's to blame in there, every time

Plenty more in my mobile phone's memory, and every day I see and capture more...for posterity ? In shop windows, in cafes, in businesses, in pubs; on cars, vans, on the TV...in Scotland, England, Ireland; in Amsterdam recently, and all over Europe ('and' Turkey ). Australia...

Thought long and hard about adding witty and / or informative 'captions' under many of the images, especially as regards locations; but in the final analysis decided to let the visual nature of the 'humour' speak for itself

And oh I know it's our modern world's 'fault' really, really? Technology - texting, e-mails, Facebook...leads to phonetic spellings and not 'bothering' with Capital letters... Mobile phones especially - I've got to press at least 6 times to even get to an '

Apostrophes don't seem even to be taught anymore either, certainly not in any continuous form.

Smile, and learn?

MLP (March '13)

(Read any of MLP's BOYLE-BREATH series of books yet? Three so far; 4 and 5 on their way All also published by authorhouse.com).

The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.