For those who teach students in psychology, education, and the social sciences, the "Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition" provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in "Teaching of Psychology," the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association.
Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections (one for each specialty), the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume III consists of 95 articles about teaching personality, abnormal, clinical-counseling, and social psychology. Divided into four sections (one for each specialty), the book suggests ways to work with case studies, advocate a research perspective, use the arts and literature as teaching tools, and otherwise facilitate understanding of theoretical concepts.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections (one for each specialty), the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume II consists of 99 articles about teaching physiology, perception, learning, memory, and developmental psychology. Divided into eight sections (four devoted to developmental psychology and one for each of the other specialties), the book suggests ways to stimulate interest, promote participation, collect data, structure field experience, and observe and interact with patients.

For those who teach students in psychology, education, and the social sciences, the "Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition" provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in "Teaching of Psychology"--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, "Teaching of Psychology" is a highly respected publication devoted to improving teaching and learning at all educational levels.
Volume II consists of 99 articles about teaching physiology, perception, learning, memory, and developmental psychology. Divided into eight sections (four devoted to developmental psychology and one for each of the other specialties), the book suggests ways to stimulate interest, promote participation, collect data, structure field experience, and observe and interact with patients.

For those who teach students in psychology, education, and the social sciences, the i Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition /i provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in i Teaching of Psychology /i --especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, i Teaching of Psychology /i is a highly respected publication devoted to improving teaching and learning at all educational levels. br br Volume III consists of 95 articles about teaching personality, abnormal, clinical-counseling, and social psychology. Divided into four sections (one for each specialty), the book suggests ways to work with case studies, advocate a research perspective, use the arts and literature as teaching tools, and otherwise facilitate understanding of theoretical concepts. br

Reclaiming the notion of literature as an institution essential for reflecting on the violence of culture, history, and politics, Violence and Naming exposes the tension between the irreducible, constitutive violence of language and the reducible, empirical violation of others. Focusing on an array of literary artifacts, from works by journalists such as Elena Poniatowska and Sergio Gonzalez Rodriguez to the Zapatista communiques to Roberto Bolano's The Savage Detectives and 2666, this examination demonstrates that Mexican culture takes place as a struggle over naming-with severe implications for the rights and lives of women and indigenous persons. Through rereadings of the Conquest of Mexico, the northern Mexican feminicide, the Zapatista uprising in Chiapas, the disappearance of the forty-three students at Iguala in 2014, and the 1999 abortion-rights scandal centering on "Paulina," which revealed the tenuousness of women's constitutionally protected reproductive rights in Mexico, Violence and Naming asks how societies can respond to violence without violating the other. This essential question is relevant not only to contemporary Mexico but to all struggles for democracy that promise equality but instead perpetuate incessant cycles of repression.

Posing a powerful challenge to dominant trends in cultural analysis, this book covers the whole history of the concept of culture, providing the broadest study of this notion to date. Johnson and Michaelsen examine the principal methodological strategies or metaphors of anthropology in the past two decades (embodied in works by Edward Said, James Clifford, George Marcus, V. Y. Mudimbe, and others) and argues that they do not manage to escape anthropologyas grounding in representational practices. To the extent that it remains a practice of representation, anthropology, however complex, critical, or self-reflexive, cannot avoid objectifying its others.Extending beyond a critique of anthropology, the book reads the twinned notions of the human and culture across the long history of the human sciences broadly conceived, including anthropology, cultural studies, history, literature, and philosophy. Although there is no chance, they argue, for a anewa anthropology that would not repeat the old anthropologyas problem of disciplining the other, they also recognize that there may be no way out of anthropology. We are always writing, thinking, and living in anthropologyas wake, within its specific compass or horizon. Moreover, they demonstrate, we have been doing so for a very long time, since at least the beginning of the institution of philosophy in Plato and Aristotle.

Posing a powerful challenge to dominant trends in cultural analysis, this book covers the whole history of the concept of culture, providing the broadest study of this notion to date. Johnson and Michaelsen examine the principal methodological strategies or metaphors of anthropology in the past two decades (embodied in works by Edward Said, James Clifford, George Marcus, V. Y. Mudimbe, and others) and argues that they do not manage to escape anthropologyas grounding in representational practices. To the extent that it remains a practice of representation, anthropology, however complex, critical, or self-reflexive, cannot avoid objectifying its others.Extending beyond a critique of anthropology, the book reads the twinned notions of the human and culture across the long history of the human sciences broadly conceived, including anthropology, cultural studies, history, literature, and philosophy. Although there is no chance, they argue, for a anewa anthropology that would not repeat the old anthropologyas problem of disciplining the other, they also recognize that there may be no way out of anthropology. We are always writing, thinking, and living in anthropologyas wake, within its specific compass or horizon. Moreover, they demonstrate, we have been doing so for a very long time, since at least the beginning of the institution of philosophy in Plato and Aristotle.

The relative roles of U.S. ground and air power in major operations and campaigns have shifted since the end of the Cold War. To assess this shift (i.e., between the Army and Air Force, respectively), this executive summary discusses four of the five post-Cold War conflicts analyzed in the larger monograph: Iraq (1991), Kosovo (1999), Afghanistan (2001), and Iraq (2003).

Arc pair grammar is a new, extensively formalized, theory of the grammatical structure of natural languages. As an outgrowth of relational grammar, it constitutes a theoretical alternative to the long-dominant generative transformational approach to linguistics. In this work, David Johnson and Paul Postal offer the first comprehensive presentation of this theoretical framework, which provides entirely new notions of all the basic concepts of grammatical theory: sentence, language, rule, and grammar.

Originally published in 1981.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Arc pair grammar is a new, extensively formalized, theory of the grammatical structure of natural languages. As an outgrowth of relational grammar, it constitutes a theoretical alternative to the long-dominant generative transformational approach to linguistics. In this work, David Johnson and Paul Postal offer the first comprehensive presentation of this theoretical framework, which provides entirely new notions of all the basic concepts of grammatical theory: sentence, language, rule, and grammar. Originally published in 1981. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

On November 30, 1995, Secretary of Defense William J. Perry testified before the House International Relations and National Security committees on the commitment of U.S. ground forces to the Former Yugoslavia. The commitment, crafted in Dayton, Ohio, has been avoided for some 4 years. Perry carefully discussed the mission, rules of engagement, and exit strategy for U.S. forces.

This is a book for the average person that does not think about the subject of security as much as they should. Several aspects of life have security components that need attention and various degrees of preparation and planning. If nothing else, just the matter of awareness regarding security issues is important to everyday life. I have put together the viewpoints and outlook that cops use in their constant efforts to enhance security and how you might adopt some of them to improve your security as a civilian. Cops educate, train, and experience methods to prevent crime and deal with security as a full time job. It is second nature for them to know and use these attributes to do their job protecting the community. A cop deals with crime and criminals so much they start to think like them and use those thoughts against them to keep themselves safe as well as the people they work for; you the public. I have been asked many times what should be done to enhance security whether it is in the home, business, or personal. As a career cop, I have answered these questions and added some that have not been asked, but should have. If this book helps one person in a security situation, I will feel fulfilled in the purpose of writing it.

CONTENTS: Introduction Forging the Paradigms The Army Paradigm The Navy Paradigm The Air Power Paradigm Paradigms Triumphant: World War II From Triumph to Crisis: World War II to Vietnam Service Roles and Missions Testing the Paradigms: The Korean War Limited War: A New Paradigm? To the Brink of Crisis Limits of American Power The Years in the Wilderness The Armed Forces The Air Force The Navy The Marine Corps The Army Resurgence Years of Plenty and the Emergence of the Joint Paradigm The Joint Paradigm Triumphant: Panama and the Gulf War A Challenge to the Paradigm: Somalia Conclusion About the Author

Naval deck logs require young officers to record mundane details of a ship's condition every few hours. According to a U.S. Navy tradition, the New Year's midwatch log--covering midnight to early morning of January 1--can be entered as poetry. Each chapter of this first book-length examination of midwatch poems presents verses written 1941-1946 aboard a ship engaged in combat during World War II, including celebrated warships like the USS Enterprise and nameless vessels like PC 1264. Historical overviews of the ships' operations, along with biographical sketches of the author(s), relate each poem to its moment in history.

The U.S. Army entered World War II unprepared. In addition, lacking Germany's blitzkrieg approach of coordinated armor and air power, the army was organized to fight two wars: one on the ground and one in the air. Previous commentators have blamed Congressional funding and public apathy for the army's unprepared state. David E. Johnson believes instead that the principal causes were internal: army culture and bureaucracy, and their combined impact on the development of weapons and doctrine.

Johnson examines the U.S. Army's innovations for both armor and aviation between the world wars, arguing that the tank became a captive of the conservative infantry and cavalry branches, while the airplane's development was channeled by air power insurgents bent on creating an independent air force. He maintains that as a consequence, the tank's potential was hindered by the traditional arms, while air power advocates focused mainly on proving the decisiveness of strategic bombing, neglecting the mission of tactical support for ground troops. Minimal interaction between ground and air officers resulted in insufficient cooperation between armored forces and air forces.

Fast Tanks and Heavy Bombers makes a major contribution to a new understanding of both the creation of the modern U.S. Army and the Army's performance in World War II. The book also provides important insights for future military innovation.

A series of Army Medical Command workshops assessed the effect of the Future Force doctrine on the Health Service Support system's ability to deliver medical care on the battlefield. The authors summarize these assessments and present conclusions based on the scenarios and the data gathered during the workshops.

The U.S. Army entered World War II unprepared. In addition, lacking Germany's blitzkrieg approach of coordinated armor and air power, the army was organized to fight two wars: one on the ground and one in the air. Previous commentators have blamed Congressional funding and public apathy for the army's unprepared state. David E. Johnson believes instead that the principal causes were internal: army culture and bureaucracy, and their combined impact on the development of weapons and doctrine.

Johnson examines the U.S. Army's innovations for both armor and aviation between the world wars, arguing that the tank became a captive of the conservative infantry and cavalry branches, while the airplane's development was channeled by air power insurgents bent on creating an independent air force. He maintains that as a consequence, the tank's potential was hindered by the traditional arms, while air power advocates focused mainly on proving the decisiveness of strategic bombing, neglecting the mission of tactical support for ground troops. Minimal interaction between ground and air officers resulted in insufficient cooperation between armored forces and air forces.

Fast Tanks and Heavy Bombers makes a major contribution to a new understanding of both the creation of the modern U.S. Army and the Army's performance in World War II. The book also provides important insights for future military innovation.