Challenge the scientific denial of the soul's existence with a book that proves that the brain is not the sole explanation behind human thought and behavior.

Casimir J. Bonk, a longtime engineer and student of metaphysics, has found physical scientific evidence of the nonphysical soul through his investigations of reincarnated subjects who can recall experiences from previous lives.

Discover why Descartes Was Right Souls Do Exist and Reincarnation Proves It. For instance: Dr. Ian Stevenson and others have shown that reincarnated subjects can recall details from past lives, proving that the brain is not the prime location of memory. If memory were physical, it would cease upon death. By contrasting metaphysical views of the world with scientific theories, an original description of human duality explains the true nature of humanity. Using an engineer's approach, uncover how the brain really works and why science fails to explain the memories of the reincarnated. Close the gap between the physical and nonphysical worlds and answer the questions about human nature that have haunted the world forever in Descartes Was Right Souls Do Exist and Reincarnation Proves It.

Underdetermination. An Essay on Evidence and the Limits of Natural Knowledge is a wide-ranging study of the thesis that scientific theories are systematically "underdetermined" by the data they account for. This much-debated thesis is a thorn in the side of scientific realists and methodologists of science alike and of late has been vigorously attacked. After analyzing the epistemological and ontological aspects of the controversy in detail, and reviewing pertinent logical facts and selected scientific cases, Bonk carefully examines the merits of arguments for and against the thesis. Along the way, he investigates methodological proposals and recent theories of confirmation, which promise to discriminate among observationally equivalent theories on evidential grounds. He explores sympathetically but critically W.V.Quine and H. Putnama (TM)s arguments for the thesis, the relationship between indeterminacy and underdetermination, and possibilities for a conventionalist solution.

An inspiring collection of quotes from The Talks, a much-loved online magazine featuring candid interviews with visionaries Over the last decade, The Talks has conducted more than 500 interviews with cultural visionaries - illuminating conversations with artists, actors, directors, chefs, fashion designers, architects, authors, musicians, and athletes. For this book, The Talks' founders Sven Schumann and Johannes Bonke have selected the finest quotes from those conversations and arranged them by category - including acting, advice, age, beauty, creativity, inspiration, love, money, nature, rebellion, and more. The result: a fast-paced, insightful look into the lives and minds of the creative voices of our time.

Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities.
As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments.
Three key objectives underlie this volume:
*to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches;
*to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and
*to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective.
This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

A guide through the maze of the pharmaceutical research and development process, Medical Writing in Drug Development fills a gap in the libraries of technical writers, college instructors, and corporate professionals associated with the pharmaceutical process. As it discusses critical information, such as strategies and techniques pivotal to crafting documents for drug development, it also overviews drug research, document types, the roles of professional writers, and information technology. In no time at all, you will be creating persuasive technical documents, building complex facts into coherent messages, and contributing to the effective marketing of new products with promotional pieces that meet legal and ethical standards.Medical Writing in Drug Development helps medical writers and scientific, regulatory, and marketing professionals develop a working knowledge of the technical documents crucial to successful drug research. New and seasoned professional writers alike will benefit from the book's detailed discussions of: using abstracts, slides, and posters to present up-to-the-minute research how patient-education materials, health-economic assessments, and electronic journals provide ongoing challenges in medical writing a dossier approach that expedites regulatory submissions for international drug development structural constraints and rhetorical approaches toward regulatory documents presenting intricate information in scientifically unbiased, yet technically convincing language the effects of electronic publishing, computer graphics, and related technology on the practice of medical writing within pharmaceutical research Practical as a foundation text for undergraduate, graduate, and certificate programs in pharmaceutical or medical technical writing, Medical Writing in Drug Development will help you develop practical strategies for handling journal manuscripts, conference materials, and promotional pieces. No other text will clarify the main aspects of the pharmaceutical research and development process while offering you insight on the key issues dominating the healthcare arena.

This collection will prove a valuable resource for our understanding of the historic Carnap and the living philosophical issues with which he grappled. It arose out of a symposium on Carnap's work (Vienna, 2001). With essays by Graham H. Bird, Jaakko Hintikka, Ilkka Niiniluoto, Jan Wolenski, this volume will interest graduate students of the philosophy of language and logic, as well as professional philosophers, historians of analytic philosophy, and philosophically inclined logicians.

Transformative Teaching Around the World compiles inspiring stories from Fulbright-awarded teachers whose instructional practices have impacted schools and communities globally. Whether thriving or struggling in their classrooms, instructing in person or online, or pushing for changes at high or low costs and risk levels, teachers devote intense energy and careful decision-making to their students and fellow staff. This book showcases an expansive variety of educational practices fostered across international contexts by real teachers: active and empowering learning strategies, critical thinking and creative problem-solving, cultural responsiveness and sustainability, humanistic integration of technology, and more. Pre- and in-service teachers, teacher educators, online/blended instructors, and other stakeholders will find a wealth of grounded, motivating approaches for transforming the lives of learners and their communities.

Transformative Teaching Around the World compiles inspiring stories from Fulbright-awarded teachers whose instructional practices have impacted schools and communities globally. Whether thriving or struggling in their classrooms, instructing in person or online, or pushing for changes at high or low costs and risk levels, teachers devote intense energy and careful decision-making to their students and fellow staff. This book showcases an expansive variety of educational practices fostered across international contexts by real teachers: active and empowering learning strategies, critical thinking and creative problem-solving, cultural responsiveness and sustainability, humanistic integration of technology, and more. Pre- and in-service teachers, teacher educators, online/blended instructors, and other stakeholders will find a wealth of grounded, motivating approaches for transforming the lives of learners and their communities.

As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future.

In June 1775 the Continental Congress, leading the American rebellion against the British Crown, created the Continental Army to serve in the line of battle alongside militia and "Provincial" units. Although supply problems, issues with discipline, and poor training hampered the Continentals' effectiveness in combat, they were able to inflict a decisive defeat on the British at Yorktown. In contrast, the backbone of the British forces in North America were long-service regular infantrymen, serving for the most part in single-battalion regiments. They had earned a formidable reputation on Europe's battlefields during the Seven Years' War, but in fighting the French in North America during that conflict had already learned a great deal about the very different fighting conditions prevalent in the New World.
In a host of encounters ranging from skirmishes to decisive pitched battles, the infantrymen of both sides would be tested to the limit, with supply problems, hostile terrain, and poor weather all adding to the horrors of close-quarter combat. Featuring full-color artwork, specially drawn maps, and archive illustrations, this engaging study offers key insights into the tactics, leadership, combat performance, and subsequent reputations of six representative Continental and Redcoat infantry regiments pitched into three pivotal actions that shaped the outcome of the American Revolutionary War.

This is an essential resource for anyone designing or facilitating online learning. It introduces an easy, practical model (R2D2: read, reflect, display, and do) that will show online educators how to deliver content in ways that benefit all types of learners (visual, auditory, observational, and kinesthetic) from a wide variety of backgrounds and skill levels. With a solid theoretical foundation and concrete guidance and examples, this book can be used as a handy reference, a professional guidebook, or a course text. The authors intend for it to help online instructors and instructional designers as well as those contemplating such positions design, develop, and deliver learner-centered online instruction.

Empowering Online Learning has 25 unique activities for each phase of the R2D2 model as well as summary tables helping you pick and choose what to use whenever you need it. Each activity lists a description, skills addressed, advice, variations, cost, risk, and time index, and much more.

This title is loaded with current information about emerging technologies (e.g., simulations, podcasts, wikis, blogs) and the Web 2.0. With a useful model, more than 100 online activities, the latest information on emerging technologies, hundreds of quickly accessible Web resources, and relevance to all types and ages of learners--Empowering Online Learning is a book whose time has come.

Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities.
As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments.
Three key objectives underlie this volume:
*to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches;
*to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and
*to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective.
This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

Explores the basics of social policy and program analysis, such as designing new programs or evaluating and improving existing ones. Social Policy and Social Programs is distinctive in providing specific criteria for judging the effectiveness of social policies and programs. These criteria can be applied to the analysis of widely different social services such as counseling and therapeutic services, supportive assistance, and hard benefits like food stamps, cash, and housing vouchers. By focusing especially on social problems, policies, and programs in major practice areas like child welfare, health, poverty, and mental illness, the author provides students with the tools they need to understand and evaluate the programs in which they are doing their field placements. Upon completing this book readers will be able to: * Analyze the effectiveness of current social programs* Create new programs based on the criteria provided* Apply what they have learned to evaluate their field placement programs Note: MySearchLab does not come automatically packaged with this text. To purchase MySearchLab, please visit: www.mysearchlab.com or you can purchase a ValuePack of the text + MySearchLab (at no additional cost): ValuePack ISBN-10: 0205222943 / ValuePack ISBN-13: 9780205222940.

This timely book offers a wide-ranging study of the thesis that scientific theories are systematically "underdetermined" by the data they account for. After analyzing the epistemological and ontological aspects of the topic in detail, and reviewing pertinent logical facts and selected scientific cases, the author carefully examines the merits of arguments for and against the thesis. Along the way, he investigates methodological proposals and recent theories of confirmation.

For the clinician the sinus node is more or less a hidden structure and only by indirect assessment he is able to say something about the function of this center of pacemaker activity. The morphologist, however, is able to describe the structural microscopic and even electronmicroscopic features of this structure. The only disadvantage is that, as soon as he is coming into the picture, the tissue is dead. The physiologist tries to investigate the electrophysiological behavior of the sinus node. Since there is not a human being willing to give his sinus node for research, he has to do his investigation on isolated preparations of animals. Though there are a lot of experts in the field of the sinus node they nearly never speak the same 'language'. Therefore, it was my dream to bring all those people - or at least some of them -together on a workshop. I had the feeling that it was important to organize such a meeting without an audience but only with 'experts'.

This collection will prove a valuable resource for our understanding of the historic Carnap and the living philosophical issues with which he grappled. It arose out of a symposium on Carnap's work (Vienna, 2001). With essays by Graham H. Bird, Jaakko Hintikka, Ilkka Niiniluoto, Jan Wolenski, this volume will interest graduate students of the philosophy of language and logic, as well as professional philosophers, historians of analytic philosophy, and philosophically inclined logicians.

Following the battle of White River and the fall of Forts Washington and Lee, George Washington withdrew his army, crossing the Delaware River to regroup. However, with morale at a critical low and the terms of enlistment of many of his troops set to expire, Washington decided on one more strike before the winter weather made military operations impossible. Re-crossing the Delaware on Christmas night, 1776, Washington's army surprised the Hessian garrison at Trenton and managed to kill, wound or capture 1,000 of the enemy for the loss of only four men. Then, avoiding a major engagement with the British Army under General Cornwallis that had been sent to track him down, Washington attacked and defeated another small British force at Princeton. Having inflicted two costly and embarrassing defeats on the British forces, Washington withdrew his army into winter quarters at Morristown.
Using a combination of modern photographs and period artwork, this book tells the story of the legendary campaign that restored the morale of American forces, caused the British to abandon large parts of New Jersey, and established General George Washington's reputation as a daring military strategist.

This reorganized and updated edition of Writing for Today's Healthcare Audiences provides new digital supports for students and course instructors. Designed primarily for students seeking careers in healthcare communication, this book also serves as a useful guide for nascent practitioners. Healthcare writing audiences are diversifying, from traditional physicians and patients to administrators in government and insurance groups and to technical practitioners in a widening range of fields. Writing for these increasingly diverse healthcare audiences is the focus of this book, which has just enough theory to lay groundwork, plentiful examples to illustrate how theory is practiced, summaries that highlight key points, and realistic practice exercises. The second edition has been reorganized and expanded; new examples throughout refer to the special challenges of healthcare writing in a pandemic. A new companion website for students and general readers provides larger-scale examples by audience, more details on the review and revision processes, and communications skills toolkits; a separate site provides support for instructors planning courses around the book.

As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future.

With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.