Fort DuPont is named in honor of Rear Adm. Samuel Francis Du Pont and located on the Reeden Point tract, land initially granted to Henry Ward in 1675. Fort DuPont originated during the Civil War as a heavily armed earthwork fortification. In 1864, Sgt. Bishop Crumrine wrote, "these guns command the channel and could blow to atoms any vessel rash enough to attempt to pass." In the decades to follow, the battery at Delaware City was gradually modernized into a formidable military post that remained active through World War II. Declared surplus, the site reopened in 1948 as the Governor Bacon Health Center. By 1996, over 300 acres were reestablished as Fort DuPont State Park.

Faculty in the science, technology, engineering, and mathematics (STEM) disciplines face intensifying pressures in the 21st century, including multiple roles as educator, researcher, and entrepreneur. In addition to continuously increasing teaching and service expectations, faculty are engaged in substantive research that requires securing external funding, mentoring other faculty and graduate students, and disseminating this work in a broad range of scholarly outlets. Societal needs of their expertise include discovery, innovation, and workforce development. It is critical to provide STEM faculty with the professional development to support their complex roles and to base this development on evidence derived from research. This edited handbook provides STEM stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings. More specifically, we include work that examines faculty development planning, techniques/models, experiences, and outcomes focused on supporting the teaching, research, service, and leadership responsibilities of STEM faculty. The Handbook is suited for researchers and practitioners in STEM, STEM Education, Mathematics, Science, Technology, and Engineering disciplines. It is also suited towards faculty developers, higher education administrators, funding agencies, industry leaders, and the STEM community at large. This handbook is organized around three constructs (INPUTS, MECHANISMS, and OUTPUTS). The STEM faculty development inputs construct focuses on topics related to the characteristics of faculty members and institutions that serve as barriers or supports to the adoption and implementation of holistic STEM faculty development programs. Questions addressed in the handbook around this topic include: What barriers/supports exist for STEM faculty? How are these barriers/supports being addressed through STEM FD? How do contexts (e.g., economic, political, historical) influence faculty/ administrative needs related to STEM FD? How do demographics (e.g., gender, ethnicity, age, family background) influence faculty/administrative needs related to STEM FD? The STEM faculty development mechanisms construct focuses on topics related to the actual implementation of STEM faculty development and we consider the potential models or structures of STEM faculty development that are currently in place or conceptualized in theory. Questions addressed in the handbook around this topic include: What are the processes for developing models of STEM FD? What are effective models of STEM FD? How is effectiveness determined? What roles do stakeholders (e.g., faculty, administration, consultants) play within STEM FD mechanisms? The STEM faculty development outputs construct focuses on how to best understand the influence of STEM faculty development on outcomes such as productivity, teacher quality, and identity in relation to faculty development. Questions addressed in the handbook around this topic include: How has STEM FD influenced higher education practices and settings? What are appropriate output measures and how are they used in practice? What collaborations emerge from STEM FD? How does STEM FD affect other STEM stakeholders (e.g. students, administration, business, community)? The aim for this handbook was to examine the multifaceted demands of faculty roles, and together with members of the STEM education community, envision pathways through which universities and individuals may support STEM colleagues, regardless of their experience or rank, to enjoy long and satisfying careers. Our hope is for these chapters to aid readers in deep reflection on challenges faculty face, to contemplate adaptations of models presented, and to draw inspiration for creating or engaging in new professional development programs. Chapters across this handbook highlight a variety of institutional contexts from 2-year technical colleges, to teaching-focused institutions, in addition to research-centric settings. Some chapters focus primarily on teaching and learning practices and offer models for improving STEM instruction. Others focus on barriers that emerge for STEM faculty when trying to engage in development experiences. There are chapters that examine tenure structures in relation to faculty development and how STEM FD efforts could support research endeavors. Mentorship and leadership models are also addressed along with a focus on equity issues that permeate higher education and impact STEM FD. It is our sincere hope that this Handbook sparks increased discourse and continued explorations related to STEM FD, and in particular, the intentional focus of faculty development initiatives to extend to the many facets of academic life.

From a review of the Second Edition
'If you are new to the field and want to know what "all this Verilog stuff is about," you've found the golden goose. The text here is straight forward, complete, and example rich -mega-multi-kudos to the author James Lee. Though not as detailed as the Verilog reference guides from Cadence, it likewise doesn't suffer from the excessive abstractness those make you wade through. This is a quick and easy read, and will serve as a desktop reference for as long as Verilog lives. Best testimonial: I'm buying my fourth and fifth copies tonight (I've loaned out/lost two of my others).'
Zach Coombes, AMD

Based on a case study carried out in the southern city of Guangzhou in China, this book describes the dramatic changes occurring at a large state owned enterprise as this socialist country undergoes market transition. It shows how these changes have led to the dismantling of the "iron rice bowl", the transformation of the socialist work unit and the life of its members, and the creation of a new model of occupational welfare.

This text focuses on developing an intimate acquaintance with the geometric meaning of curvature and thereby introduces and demonstrates all the main technical tools needed for a more advanced course on Riemannian manifolds. It covers proving the four most fundamental theorems relating curvature and topology: the Gauss-Bonnet Theorem, the Cartan-Hadamard Theorem, Bonnet 's Theorem, and a special case of the Cartan-Ambrose-Hicks Theorem.

As the world becomes increasingly dependent on the use of computers, the need for quality software which can be produced at reasonable cost increases. This IFIP proceedings brings together the work of leading researchers and practitioners who are concerned with the efficient production of quality software.

This book provides a broad overview how extremophiles can be used in biotechnology, including for the production and degradation of compounds. It reviews various recent discoveries and applications related to a large variety of extremophiles, considering both prokaryotes as well as eukaryotes.

New Directions in Rhetoric and Religion reflects the complex and fluid natures of religion, rhetoric, and public life in our globalized, digital, and politically polarized world by bringing together a diverse group of rhetorical scholars to provide a comprehensive and forward-looking collection on rhetoric and religion. This volume addresses these topics in three separate sections: 1. Rhetorics of religion at work in public activism, 2. Rhetorics of religion in contemporary public discourse, and 3. Ways that rhetoric scholars study religion. Scholars of rhetoric, religion, and social sciences will find this book particularly interesting.

Research Perspectives on Social Media Influencers and their Followers argues that the brands that find the most success on social media are the ones that acknowledge the real key to social media marketing-it's all about the followers. This collection, edited by Brandi Watkins, explores how social media has shifted power dynamics away from brands and to the consumers themselves, the social media users who choose to like, share, and engage with brands online. This dynamic has paved the way for the rise of the social media influencer (SMI)-while the influencers have the platform, the products, and the content, the followers are what keep them relevant and appealing to brands as a marketing strategy. Contributors discuss emerging trends in research related to the SMI and their followers; as the influencer marketing industry continues to grow and evolve, they argue, so too should our understanding of the influencer-follower relationship that makes this marketing strategy successful. Each chapter of this collection presents a variety of research perspectives, questions, and methodologies that can be used to analyze this trend. Scholars of media studies, communication, technology studies, celebrity studies, marketing, and economics will find this book particularly useful.