|
Showing 1 - 7 of
7 matches in All Departments
According to the U.S .Department of Justice, more than six million
people are stalked each year in the United States alone. Don't
become one of them International cybercrime expert Alexis Moore can
help protect you from the spurned lovers, angry neighbors, and
jealous coworkers who use the Internet as the perfect way to exact
revenge and wreak havoc on your life. In her essential book, she
introduces the ten most common personality profiles of
cyberstalkers--such as Attention-Getting, Jealous, Manipulative,
Controlling, and Narcissistic--and their threatening online
behaviors. Each chapter includes a quiz to help you identify the
signs of that personality type in order to determine if you are in
a potentially vulnerable relationship. Case studies illustrate how
that particular cybercriminal operates, and Moore offers tips to
prevent and/or recover from each type of cybercrime. She also
provides strategies to help victims protect themselves, reestablish
their reputations and credentials, recover from financial losses,
and rebuild their lives. The techniques range from recovering data,
monitoring online profiles and social media information, and
regaining self-esteem to changing identities and even going
underground.
The first ever interdisciplinary handbook in the field, this vital
resource offers wide-ranging analysis of health research
regulation. The chapters confront gaps between documented law and
research in practice, and draw on legal, ethical and social
theories about what counts as robust research regulation to make
recommendations for future directions. The Handbook provides an
account and analysis of current regulatory tools - such as consent
to participation in research and the anonymization of data to
protection participants' privacy - as well as commentary on the
roles of the actors and stakeholders who are involved in human
health research and its regulation. Drawing on a range of
international examples of research using patient data, tissue and
other human materials, the collective contribution of the volume is
to explore current challenges in delivering good medical research
for the public good and to provide insights on how to design better
regulatory approaches. This title is also available as Open Access
on Cambridge Core.
The purpose of the book is to establish a common language for, and
understanding of, embodiment as it applies to mathematical
thinking, and to link mathematics education research to recent work
in gesture studies, cognitive linguistics and the theory of
embodied cognition. Just as in past decades, mathematics education
experienced a ""turn to the social"" in which socio-cultural
factors were explored, in recent years there has been a nascent
""turn to the body."" An increasing number of researchers and
theorists in mathematics education have become interested in the
fact that, although mathematics may be socially constructed, this
construction is not arbitrary or unconstrained, but rather is
rooted in, and shaped by, the body. All those who engage with
mathematics, whether at an elementary or advanced level, share the
same basic biological and cognitive capabilities, as well as
certain common physical experiences that come with being humans
living in a material world. In addition, the doing and
communicating of mathematics is never a purely intellectual
activity: it involves a wide range of bodily actions, from
committing inscriptions to paper or whiteboard, to speaking,
listening, gesturing and gazing. This volume will present recent
research on gesture and mathematics, within a framework that
addresses several levels of mathematical development. The chapters
will begin with contributions that examine early mathematical and
proto-mathematical knowledge, for example, the conservation of
volume and counting. The role of gesture in teaching and learning
arithmetic procedures will be addressed. Core concepts and tools
from secondary level mathematics will be investigated, including
algebra, functions and graphing. And finally, research into the
embodied understanding of advanced topics in geometry and calculus
will be presented. The overall goal for the volume is to
acknowledge the multimodal nature of mathematical knowing, and to
contribute to the creation of a model of the interactions and
mutual influences of bodily motion, spatial thinking, gesture,
speech and external inscriptions on mathematical thinking,
communication and learning. The intended audience is researchers
and theorists in mathematics education as well as graduate students
in the field.
The purpose of the book is to establish a common language for, and
understanding of, embodiment as it applies to mathematical
thinking, and to link mathematics education research to recent work
in gesture studies, cognitive linguistics and the theory of
embodied cognition. Just as in past decades, mathematics education
experienced a ""turn to the social"" in which socio-cultural
factors were explored, in recent years there has been a nascent
""turn to the body."" An increasing number of researchers and
theorists in mathematics education have become interested in the
fact that, although mathematics may be socially constructed, this
construction is not arbitrary or unconstrained, but rather is
rooted in, and shaped by, the body. All those who engage with
mathematics, whether at an elementary or advanced level, share the
same basic biological and cognitive capabilities, as well as
certain common physical experiences that come with being humans
living in a material world. In addition, the doing and
communicating of mathematics is never a purely intellectual
activity: it involves a wide range of bodily actions, from
committing inscriptions to paper or whiteboard, to speaking,
listening, gesturing and gazing. This volume will present recent
research on gesture and mathematics, within a framework that
addresses several levels of mathematical development. The chapters
will begin with contributions that examine early mathematical and
proto-mathematical knowledge, for example, the conservation of
volume and counting. The role of gesture in teaching and learning
arithmetic procedures will be addressed. Core concepts and tools
from secondary level mathematics will be investigated, including
algebra, functions and graphing. And finally, research into the
embodied understanding of advanced topics in geometry and calculus
will be presented. The overall goal for the volume is to
acknowledge the multimodal nature of mathematical knowing, and to
contribute to the creation of a model of the interactions and
mutual influences of bodily motion, spatial thinking, gesture,
speech and external inscriptions on mathematical thinking,
communication and learning. The intended audience is researchers
and theorists in mathematics education as well as graduate students
in the field.
Pirates Through the Ages Reference Library explores the history of
piracy from ancient times to the present day. The set includes
Almanac, Biographies and Primary Sources volumes, covering topics
including piracy in antiquity and the Middle Ages; the golden age
of piracy in the Caribbean; female pirates; the pirate code of
conduct and pirate slang; strongholds and hideouts; ships,
weaponry, and sea battles; pirates in literature and film, modern
maritime piracy; and more. The set includes standard U-X-L(R)
Reference Library features such as a chronology, glossary, research
and activity ideas, and more. Also includes a comprehensive index.
Intended primarily for middle school students, U*X*L World Eras
examines major civilizations that have flourished from antiquity to
modern times, with a strong emphasis on daily life and social
history. This set consists of ten full-color, thematically arranged
volumes, with each volume providing in-depth coverage of a given
era, focusing on a cultural group and its interaction with other
peoples of the world. With its emphasis on daily life and cultural
institutions, U*X*L World Eras engages students interest and
enriches traditional studies of history. The global perspective of
this set prompts comparison of the lives people led in different
parts of the world, in different cultures, and at different times,
contributing significantly to students global literacy.
|
|