Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

This book contains a collection of inspirational poetry. It is my desire that every person who reads it will find it joyful and encouraging to their mind and soul.

This is a year of Sicilian life, its seasons and its sacred festivals, its gorgeous fruits and demanding family life, its casual assassinations and village feasts, its weather and the neighbours. It chronicles a life divided between an apartment in the city of Palermo with the weekends and summer devoted to sustaining life in an old family farm. What makes this journal truly exceptional is that Mary Simeti is both an outsider, (an American who had studied medieval history and worked as a volunteer on a social welfare programme) and an insider. For this journal was written after twenty years of immersion in Sicilian life, as wife to a Sicilian, mother to two Sicilian teenagers, as gardener, cook and carer for a suspicious mother-in- law.

Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.

Informed by the scholarship of teaching and learning (SOTL), Connected Science presents a new approach to college science education for the 21st century. This interdisciplinary approach stresses integrative learning and pedagogies that engage students through open-ended inquiry, compelling real-world questions, and data-rich experiences. Faculty from a variety of disciplines and institutions present case studies based on research in the classroom, offering insights into student learning goals and best practices in curriculum design. Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward. -- Indiana University Press

The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research. -- Indiana University Press

Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students learning, this volume contributes to the growing field of the scholarship of teaching and learning."

Although the products of globalization are far from new, globalization as a process in the Pacific-Asian Region is both dynamic and problematic. Pacific-Asia globalization outcomes at present include: intensification of changes linked to the influences of capitalism; information technology and innovative technological systems; migration, transnationalism, and refugees; tourism for those with newly apparent disposable incomes; altered philosophical and religious perspectives, including the new fundamentalism; paradigm shifts within indigenous languages and cultures; lifestyles that embrace and/or disengage from all of the globalizing factors listed above; and others. The Challenges of Globalization defines globalization as "supra-national ideas and processes that cross national borders with impunity." Such "ideas and processes" may appear to possess a will of their own, fostering closer links between cultures, societies, and economies. But, do they? How do individuals, communities, and nation-states actually respond to the forces of globalization? This book explores globalization within the natural sciences, social sciences, humanities, and education.

From the 1930s to the 1960s, the Popular Front produced a significant era in African American literary radicalism. While scholars have long associated the black radicalism of the Popular Front with the literary left and the working class, Christin Marie Taylor considers how black radicalism influenced southern fiction about black workers, offering a new view of work and labor. At the height of the New Deal era and its legacies, Taylor examines how southern literature of the Popular Front not only addressed the familiar stakes of race and labor but also called upon an imagined black folk to explore questions of feeling and desire. By poring over tropes of black workers across genres of southern literature in the works of George Wylie Henderson, William Attaway, Eudora Welty, and Sarah Elizabeth Wright, Taylor reveals the broad reach of black radicalism into experiments with portraying human feelings. These writers grounded interrelationships and stoked emotions to present the social issues of their times in deeply human terms. Taylor emphasizes the multidimensional use of the sensual and the sexual, which many protest writers of the period, such as Richard Wright, avoided. She suggests Henderson and company used feeling to touch readers while also questioning and reimagining the political contexts and apparent victories of their times. Taylor shows how these fictions adopted the aesthetics and politics of feeling as a response to New Deal-era policy reforms, both in their successes and their failures. In effect, these writers, some who are not considered a part of an African American protest tradition, illuminated an alternative form of protest through poignant paradigms.

The human aspect plays an important role in the social sciences. The behaviour of people has become a vital area of focus in the social sciences as well. Recent Trends in Social and Behaviour Sciences contains papers that were originally presented at the International Congress on Interdisciplinary Behavior and Social Sciences, held 4-5 November 2013, in Jakarta, Indonesia. The contributions deal with various interdisciplinary research topics, particularly in the fields of social sciences, economics and arts. The papers focus especially on such topics as language, cultural studies, economics, behaviour studies, political sciences, media and communication, psychology and human development. This printed abstracts volume comes with a full paper CD-ROM (634pp).

This book addresses the all-important dimensions of collaboration in the study of learning raised by such questions as: Should teachers engage students directly in discussions and inquiry about learning? To what extent? What is gained by the collaboration? Does it improve learning, and what do shared responsibilities mean for classroom dynamics, and beyond?Practicing what it advocates, a faculty-student team co-edited this book, and faculty-student (or former student) teams co-authored eight of its eleven chapters. The opening section of this book explores such dimensions of student voices in the scholarship of teaching and learning (SoTL) as power and authority in the classroom, collaborative meaning-making, and the role of students as both learners and experts on their own learning. It opens up the process of knowledge-building to a wider group of participants, and expands our conception of who has expertise to contribute for instance recognizing students insider knowledge of themselves as learners. Using various institutional models to illustrate these foundational concepts, part one provides a context for understanding the detailed examples that follow. The case studies in the second half of the volume illustrate how these concepts play out inside and outside the classroom when students shift from serving as research subjects in a SoTL study to working as independent researchers or as partners with faculty in such work as studying curricular design/redesign, readings, requirements, and assessment. This co-inquiry brings the principles and benefits of the broader undergraduate research movement to the topic of teaching and learning. It also increases student researchers sense of themselves as independent learners. While recognizing the impossibility of engaging every student in the scholarship of teaching and learning in every course, the editors and contributors make the case for making such opportunities available as broadly as possible because, as this volume also makes clear, this is transformational work with the potential to produce paradigm shifts, turning points, new insights, and changes in classroom culture for both faculty and students. The contributors demonstrate how they validated student voices in theory, method, and methodology across a wide variety of disciplines and while engaging with different pedagogies. Disciplinary examples include: anthropology, communication, chemistry, criminal science, education, English, geography, history, human services, mathematics, psychology, sociology, theater arts, philosophy, and political science."

Drawing on interviews with Dan Bernstein (psychology, University of Nebraska), Brian Coppola (chemistry, University of Michigan), Sheri Sheppard (mechanical engineering, Stanford University), Randy Bass (American literature, Georgetown University), and colleagues within and outside their institutions and fields, the author looks at the routes these pathfinders have traveled through the scholarship of teaching and learning and at the consequences that this unusual work has had for the advancement of their careers, especially tenure and promotion. In collaboration with the Carnegie Foundation for the Advancement of Teaching

Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary 'styles' influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to 'contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work.' Disciplines represented are: chemistry communication studies, engineering, English studies, history, interdisciplinary studies, management sciences, mathematics, psychology, and sociology. This work is a collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE.

Throughout the age of Western colonial expansion, Christian missionaries were important participants in the encounter between the West and peoples throughout the rest of the world. Mission schools, health services, and other cultural technologies helped secure Western colonialism, and in some cases transformed or even undermined colonialism's effect. The very breadth of missionaries's focus, however, made the involvement of women in missionary work both possible and necessary.
Missionary groups thus faced more immediately the destabilizing challenges that colonial experience posed to their own ways of organizing relations between women and men. Examining the changing prospects for professional women in the missions, the contributors to "Gendered Missions" ask how these shaped, and were shaped by, crucial practical, political, and religious developments at home and abroad. While the focus is on the tumultuous period that historian Eric Hobsbawm calls "The Age of Empire" (1875-1914), attention also is paid to how gender has been debated in later colonial and post-colonial missions.
Scholars from any field concerned with colonial and postcolonial societies or with gender and women's history should find this book of special interest. In addition, "Gendered Missions" should appeal to readers in church history, mission studies, and the sociology of religion.
Mary Taylor Huber is Senior Scholar, The Carnegie Foundation for the Advancement of Teaching. Nancy C. Lutkehaus is Associate Professor of Anthropology, University of Southern California.