Professors Vinnicombe, Burke, Blake-Beard, and Moore have assembled an internationally and intellectually diverse cast of contributors to chronicle and examine the implications of the seismic shift in women's roles in the global workforce. Collectively, they make a strong case for why advancing women s careers is a key business as well as societal issue that must be addressed if the full potential of all societal members is to be tapped. This book belongs on the bookshelf of all scholars of gender and career issues as an essential reference.' - Gary N. Powell, University of Connecticut, US'This is an excellent book posing key questions about women and careers in leadership, such as why do women have less access to the top jobs. It presents research on women's experiences in leadership, discusses the barriers they face as well as initiatives to promote their career advancement. I can see this being a critical resource for those who research and teach women in management.' - Fiona Wilson, University of Glasgow, UK 'As more women take on highly visible leadership roles, such as CEO or C-suite executive, I am often asked whether there continues to be a need for research on women's career development. This book effectively answers the challenge behind that question by documenting the status of women in business and by marshaling empirical evidence of gender effects on careers. The chapters provide a rich, theoretically grounded overview of women's career development and action steps for accelerating the growth of women's representation in leadership.' - Alison M. Konrad, Western University, Canada Why is it that relatively few women achieve senior management positions despite their increasing levels of education and years of work experience? How can we change this? In a changing world where women have dominated as graduates from universities in the West, recent research has shown that the same trend is also strikingly evident in the newly emerging markets. Tapping into this female talent pool is extremely important and advancing women s careers has become a key business issue. This Handbook lays out a number of promising approaches. First the business case for doing so is presented. The challenges facing women are reviewed, followed by various programs that address particular needs such as mentoring, leadership development programs for women, work and family initiatives, and succession planning. Finally, case studies of award-winning organizational initiatives are described. The book identifies obstacles women face in career advancement and possible initiatives to address them. The work will be highly sought by scholars and doctoral students interested in women in organizations. Human resource managers and consultants will also find plenty of invaluable information in this resource. Contributors: D. Anderson, S.M. Barnett, S.A. Berry, G. Bhattacharya, D. Bilimoria, S. Blake-Beard, L. Brook, R.J. Burke, S. Caleo, S.D. Carter, S.S. Case, S. Dinolfo, E. Doldor, S.L. Fielden, K. Giscombe, J. Graham, A. Gupta, C.E.J. Hartel, G.F. Hartel, S.A. Haslam, R. Hawarden, M.E. Heilman, M.M. Hopkins, S.V. Horner, C.M. Hunt, M.M.S. Kats, S. Kumra, X. Liang, S. Mavin, L.L. Moore, J.T. Nadler, S.M. Nkomo, J.S. Nugent, A.J. Oetama-Paul, D.M. Ohse, D.A. O Neil, K. Peters, C. Quental, M.K. Ryan, R. Sealy, F. Sheridan, V. Srinivasan, M.S. Stockdale, N. Sultana, R. Sumner, J.M. Turell, A. Valenti, H. van Emmerik, S. Vinnicombe, J. Williams, W.M. Williams, A. Wittenberg-Cox

This QRG in the new set of Strategies for Distance Learning Guides explains how to get your students to engage with you, with the content, and with each other during online learning. It is all about bridging "transactional distance"-psychological rather than physical-in the onscreen environment, by using carefully crafted lesson design and teaching strategies. Written by an expert in instructional design, this guide is packed with ideas and tips across grade levels, to help: create community facilitate interactions adjust assessment Replete with examples and suggested tools, this QRG is an indispensable resource for teachers grappling with how to keep students motivated when learning from a distance. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Online instruction has become an easy target to blame for learning loss during the pandemic. But in fact, it is a rich resource that can strengthen current classroom teaching and also prepare schools to weather future school closings. In Online By Choice, Stephanie Moore and Michael Barbour argue persuasively that online learning is a precious source of resilience and flexibility for schools now and going forward—an important feature of a robust ecosystem along with face-to-face and blended instruction—and that failing to incorporate online is strategically impoverished. Choosing online instruction is very different from rushing to remote learning in an emergency manner, however, and doing it well involves a myriad of decisions. These authors provide essential guidance and tools for teachers and school leaders as they select, design and implement online education solutions, including the “handshakes” needed to align instructional needs with school or district-level infrastructure and supports.

Nearly sixty years after the end of World War II the Third Reich continues to fascinate both authors and readers. Nazi propaganda, in particular, has been the topic of countless books, as have the personalities involved in the German propaganda machine. Yet, despite all of the efforts in this regard, one aspect of that propaganda study has remained largely unexamined. It is the regime's use of postal materials as a tool for expressing its propaganda message. In this new, profusely illustrated book, Albert L. Moore offers readers an overview of the images and messages that filled the mailboxes of Hitler's subjects and victims. As official documents of Nazi Germany, the stamps, postcards, and even postmarks used during the time provide the reader with an explicit picture of the types of propaganda messages every German was expected to see and act upon on a daily basis. Moore's groundbreaking work helps us to better understand this powerful, yet heretofore unrecognized, weapon in Hitler's propaganda arsenal. This is not merely a book for those interested in stamps or postcards as collectibles, it is a book for those who desire to better understand what it was like to live inside the Third Reich!

Race, Power and Social Segmentation in Colonial Society (1987) studies Guyanese society after slavery and specifically examines the area of social classes and ethnic groups. It also focuses on the theoretical issues in the debate on pluralism versus stratification and provides a detailed interdisciplinary analysis of the process of structural change in a composite colonial society over a significantly long historical period – over half a century.

Canada is a big country to travel across without your favorite bear by your side -- but that's just what 4-year-old Sophie has to do! Unable to find Bear as her family prepares to leave St. John's to visit her grandmother on Vancouver Island, Sophie must brave the country herself. But when misplaced Bear realizes what's happened, he sets off on his own adventure -- chasing after Sophie. What follows is a madcap ABC journey across Canada that takes the two separated pals through all 13 provinces and territories. Along the way, Sophie and Bear encounter all sorts of animals, people, sights, sounds, tastes, and icons of Canada. From a polar bear in Nunavut to a steaming bowl of chowder in Nova Scotia, the whole country is in on the trip.

Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.

-Thorough and accessible coverage of both law and ethics in the communication and media professions -Can be used for undergraduate and graduate course focused specifically on law, and is also ideal for programs that incorporate ethics into law course -Practical case study driven approach with fresh coverage of international law, social media, and digital communication technologies -Online resources include PowerPoint slides, study guides, and instructor materials

This book emerges from the author's ongoing work as director of Elon University's Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices: - Acknowledging and building on students' prior knowledge and experiences - Facilitating relationships - Offering feedback - Framing connections to broader contexts - Fostering reflection and metacognition - Promoting integration and transfer of knowledge and skills. Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach.

This book emerges from the author's ongoing work as director of Elon University's Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices: - Acknowledging and building on students' prior knowledge and experiences - Facilitating relationships - Offering feedback - Framing connections to broader contexts - Fostering reflection and metacognition - Promoting integration and transfer of knowledge and skills. Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach.

'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA

'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA

This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean.
For example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of longstanding anthropological debate about 'African witchcraft, while simultaneously raising broader concerns about the theories of the western social sciences.

eBook available with sample pages: 0203398254

'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA

'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA

This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean.
Using recent ethnographic materials from across the continent, the volume explores how witchcraft articulates with particular modern settings for example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of long-standing anthropological debates about 'African witchcraft', while simultaneously raising broader concerns about the theories of the western social sciences.

African American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and successes for this student population. The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research, practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females.

Covering the essentials of normal and abnormal human development for students in a variety of health science disciplines, Before We Are Born: Essentials of Embryology and Birth Defects, 10th Edition, reflects new research findings and current clinical practice through concise text and abundant illustrations. This edition has been fully updated by the world's foremost embryologists and is based on the popular text, The Developing Human, written by the same author team. It provides an easily accessible understanding of all of the latest advances in embryology, including normal and abnormal embryogenesis, causes of birth defects, and the role of genes in human development. Features streamlined content throughout, numerous photographs of common clinical cases and embryological explanations, didactic illustrations, and nearly 700 USMLE-style questions with full answers and explanations to help prepare for professional exams. Includes interactive clinical cases in every chapter that make important connections between human development and clinical practice-ideal for preparing for USMLE Step 1. Features access to 18 full-color, expertly narrated animations that guide students through key concepts in learning the complexities of embryologic development. Includes many new color photographs, new diagnostic images (3D ultrasound, CT scans, and MR images), an updated teratology section, revised and highlighted information on molecular aspects of developmental biology, and new information on the cellular and molecular basis of embryonic development. Follows the official international list of embryological terms (Terminologia Embryonica, 2013). Enhanced eBook version included with purchase. Your enhanced eBook allows you to access all of the text, figures, and references from the book on a variety of devices.

Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers' own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations. Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.

Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers' own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations. Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.

The onset of the COVID-19 pandemic posed multiple dilemmas for educators; the most immediate one, when schools closed their physical doors, was how to switch nimbly from classroom instruction to emergency remote teaching. But educators also face a related, ongoing challenge: how to meet the social and emotional needs of their learners when separated by distance, whether in the middle of a traumatic event or on an unremarkable day of schooling. In this essential volume of the SEL Solutions Series, online learning expert Stephanie Louise Moore shows how teachers can seamlessly integrate effective SEL practices into their online instruction, beginning with the all-important creation of a social learning community. Strategies and resources are provided throughout to help with every step, including: understanding the individual needs of diverse distanced learners; developing students' navigational and focusing skills in the digital learning environment; increasing the level of interaction in online lessons; building in flexibility and choice; and assessing learning in a remote context.

Over the course of the past thirty years, there has been an explosion of work on sexuality, both conceptually and methodologically. From a relatively limited, specialist field, the study of sexuality has expanded across a wide range of social sciences. Yet as the field has grown, it has become apparent that a number of leading edge critical issues remain. This theory-building book explores some of the areas in which there is major and continuing debate, for example, about the relationship between sexuality and gender; about the nature and status of heterosexuality; about hetero- and homo-normativity; about the influence and intersection of class, race, age and other factors in sexual trajectories, identities and lifestyles; and about how best to understand the new forms of sexuality that are emerging in both rich world and developing world contexts. With contributions from leading and new scholars and activists from across the globe, this book highlights tensions or 'flash-points' in contemporary debate, and offers some innovative ways forward in terms of thinking about sexuality - both theoretically and with respect to policy and programme development. An extended essay by Henrietta Moore introduces the volume, and an afterword by Jeffrey Weeks offers pointers for the future. The contributors bring together a range of experiences and a variety of disciplinary perspectives in engaging with three key themes of sexual subjectivity and global transformations, sexualities in practice, and advancing new thinking on sexuality in policy and programmatic contexts. It is of interest to students, researchers and activists in sexuality, sexual health and gender studies, especially those working from public health, sociological and anthropological perspectives.

This new edition of the casebook includes extensive excerpts from 25 major decisions by the Supreme Court of the United States in media law or related to media law. The cases are presented in the order in which they are discussed in the third edition of Media Law and Ethics<$> by Roy L. Moore and Michael D. Murray, but the casebook is designed to be used as a supplemental text in any media law course. Each case includes a brief overview and has been edited to delete detailed citations and highly technical material. However, every effort has been made to preserve the Court's original language, including its recitation of the facts, its reasoning and the holding in the case. Most of the cases also include excerpts from the Court's syllabus, a summary prepared by the Court's Reporter of Decisions. A few of the cases include excerpts from concurring and/or dissenting opinions, where those opinions illustrate the complexity of the case or were influential in later decisions.

We are beginning to learn that the success of educational technologies lies less in the technologies themselves than in our ability to engage in thoughtful, ethical design around the system into which we are introducing innovations. As a result, the interactions between technology and social systems must be more carefully considered. Ethics for Educational Technology and Instructional Design approaches those considerations through an applied ethics lens, providing a practical guide for students, researchers, and professionals to learn how to intentionally achieve desired results and safeguard against undesirable results. This innovative new book provides:

• Original contributions from leading experts in the field that explain particularly complex or difficult concepts
• Case studies that give practitioners & students examples of real world applications
• Instructor and Student Resources via a companion website

To situate ethics as a design activity, Moore provides a model for thinking about ethics in educational technology in an applied, practical manner and how it relates to the instructional design process. This book is an essential addition to the practitioner or researcher's library, as well as a valuable textbook for graduate courses on ethics in educational technology, e-learning, and instructional design.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

We live in a global society, wherein our dependence on our neighbors is growing more intensely each year. Technology, travel, and interdependent economic systems require that nations know more and share more of their natural resources. Among the most precious of these resources is the intellectual talent that resides in their countries. This edited volume sheds light on the unique challenges, trends, and intersecting issues related to identifying intellectual potential of children of color around the world, providing access to appropriate curriculum and instructional opportunities, addressing the professional capacities of teachers working with these students, and the role of diverse families and communities in the talent development process in these communities. To achieve the volume 'EUROs' objectives, the editors bring together expert scholars from around the world who have a vested interest in gifted children of color.