Visitors gazing out over the Highlands of coastal New Jersey might never guess that these rolling hills have been a stage for mankind s darkest deeds. In his thrilling new book, "Murder & Mayhem in the Highlands," John King shines a spotlight on the region s violent history of kidnapping, murder, smuggling and extortion. From axe-wielding lunatics to killers who leave calling cards, King presents each case with the care of a criminal investigator, including details from coroners reports and witness testimonies.

In this sensational and gripping read, uncover the gritty history of the Highlands, where a suspicious death usually meant foul play and staying in a hotel might cost you your life.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong LearningSeries Editor: Kathleen P. King, Fordham UniversityThis handbook is a much expanded version of the original Learning Activities Survey published byDr. Kathleen P. King of Fordham University in 1998. Based on her ground breaking research in this fieldwhere she used a mixed methodology research approach to study transformative learning, the book willprovide a model of research, firsthand perspective of how research design develops, reprints of articles basedon the related research and specific assistance in conducting further research in this area. Over 50 studiesaround the world have been conducted base on King's original research, and her work has extended acrossmore than 12 studies since the original publication.Moreover, this volume is a vital research companion book to King's popular book, Bringing Transformative Learning to Life (Krieger, 2005). Based on our history with the prior edition (it is sold out); this book will have wide appeal among adult education human resource development, psychology and counseling researchers, students, professors, and practitioners, and it serve as an excellent textbook or personal introduction studies offoundations of adult learning, applied research or transformative learning. Professors and students of adult learning, counseling, human resourcedevelopment, staff development, educational administration and leadership, psychology and other social sciences use this as a guide for researchstudies especially in the area of adult learning and/or transformative learning.Readers will find that this handbook provides an overview of King's transformative learning research dating back to 1997, a manual for useof the research tools, a research methodology and an approach to open new vistas of research. The first manual (published in 1998) is now out of printand this 10th anniversary edition not only fills the gap, but also continues where it stopped. This handbook delineates the original model and theexpanding and evolving research which has developed from 1997 to 2008.More than a manual, instead this book uses a variety of formats to accomplish this goal: reflection, formal discussion, instructions, technical information, personal and learner stories, selectedresearch articles, and several modified forms of the original Learning Activities Survey (LAS)instrument.

Willis P. King was a doctor working for an American railroad company in the late 1800s - he examined patients who sued for compensation due to injury, finding many fabricated claims in order to gain money. Dr. King confronts the charge of favorable bias toward his employer, or that his employer might have paid him to write a book. Prior to becoming examining physician at the railroad firm, King was a trusted family doctor with a strong reputation for ethical practice. He contrasts his record to that of litigants, many of whom coached friends or relatives to lie in court in pursuit of financial gain. Cases reported on by King were notorious at the time; examples including apparently crippled defendants who, upon gaining cash settlements, discard crutches and limb braces within weeks of receiving the money. Dr. King himself reports resisting anger and confrontation when seeing such individuals walking in public, sometimes mere streets away from the courthouse that delivered verdicts in their favor.

Podcasting for Teachers is the first volume of a new series from Dr. Kathleen P. King and Mark Gura- Emerging Technologies for Evolving Learners and is based on their successful educational technology podcast, Podcast for Teachers, Techpod (sm). Their podcast work has reached over 600,000 people as of 9/06 and branched into virtual seminars, and additional innovations. This book introduces and explains this important new technology from the perspective of educators. It also provides new insights into the ways that technology can provide solutions to instructional needs that have not been sufficiently addressed until now. Not only does it provide concrete explanations, examples, models, and details about methods and resources that are not currently illustrated in other publications, but it also reveals a new rationale for the use of technology in education. This book helps readers apprehend critical issues essential to understanding and taking advantage of podcasting and related technologies as an educational resource: . What podcasting is . How ""to do"" podcasting . How to plan podcasting-based activities for students . How to create podcasts as teaching resources .How to use podcasting for professional development . Models developed specifically by the authors regarding: . Podcast development . Educators' learning curve in podcasting . Cost/benefit decision making regarding podcasting projects K - 12 school district directors of curriculum and instruction and directors of professional development, as well as classroom teachers, principals, and instructional supervisors across the core curriculum and in the area of Instructional Technology; and teacher educators and other college faculty will find this book a valuable resource. Readers may use the book as part of their own efforts to expand their teaching or staff development practice. It can also be an important resource for Education courses in content instruction and Instructional Technology and serve as a valuable reference for educators interested in educational applications of technology.

Many of us trained mainly in the humanities and liberal arts may respect mathematics as an essential scientific discipline, but have done very little mathematics and often feel intimidated by its rigors. If you've ever wondered what mathematicians mean by the aesthetic elegance of their subject, here is your chance to experience firsthand mathematics' intellectual pleasures.
Martin Gardner, in his review of Jerry King's The Art of Mathematics, praised King:
"Creative mathematicians seldom write for outsiders, but when they do, they usually do it well. Jerry King, a professor at Lehigh University, is no exception."
For his new book, Jerry P. King has designed a grand tour of mathematics in ten essential lessons for the general reader who wants to know how mathematics is done. Almost no prior mathematical knowledge is assumed and through lively exposition and lucid explanations real mathematics is made not only palatable, but even enjoyable to the uninitiated.
Professor King begins by establishing two key points: first, all mathematics flows from a few fundamental principles. Second, aesthetic considerations provide both the motivation for mathematics research and the standards for evaluating that research. The book is structured so that the reader gradually builds up an ever-greater skill set as each lesson is mastered.
The essential concepts introduced include symbolic logic, infinity, rational numbers, number theory, real and imaginary numbers, function, probability, calculus, and the building of mathematical models in applied mathematics. Throughout his exposition, King provides brief historical digressions, which highlight key developments made by the giants in the field of mathematics.
Eloquently written and clearly presented, Mathematics in 10 Lessons will inspire the reader to go on to learn more and will instill a true appreciation for mathematics as both an art and a science.

A volume in the series: Adult Education Special Topics, Research & Practice in Lifelong Learning, Series Editor: Kathleen P. King Women's lives are often written on our bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors-teachers, students, and administrators-who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces. Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge us to consider the emBODYment of women's learning. Join us on the journey as we travel across many arenas and discover significant ways to comprehend and support best practices in teaching and learning, especially for women.

A Volume in the Series: Instructional Innovations in Teaching and Learning Series Editor(s): Kathleen P. King, University of South Florida and Mark Gura, Fordham University This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching. We are excited that more people will be able to benefit from the powerful help and guidance contained in this book. We are even more exhilarated as we anticipate how each of you will discover applications and new directions we would never anticipate, and look forward. We look forward to your innovations as you use the material you discover here. This book responds to the needs of our changing world and students by revealing innovative technology applications and how faculty are and can use digital media in teaching in higher education because faculty make the quickest changes and learn how to do it best. It is a valuable resource for faculty from faculty, because it allows the sharing of successful teaching experiences with digital media with our worldwide colleagues so they may modify it, extend it, and improve it. Moreover, in our work with faculty across all disciplines, we also find that many struggle to think about teaching in ways in which they can incorporate technology meaningfully. While we might be experts in our discipline (chemistry, philosophy, music, etc) due to the curriculum of terminal degrees, we might not have strong preparation in instructional design. We have been fortunate to bring together faculty experts across different disciplines to specifically speak about how and why to use digital media in higher education settings. We realize we are asking you to think about your way of teaching with new ideas and strategies. Therefore, we try to illustrate them with clear examples. These different approaches include clear descriptions of what these activities look like, why to develop and implement them, and how to do so for your specific needs.

A volume in Emerging Technologies for Evolving Learners Series Editors Kathleen P. King and Mark Gura, Fordham University This book introduces and explains this important new technology from the perspective of educators. It also provides new insights into the ways that technology can provide solutions to instructional needs that have not been sufficiently addressed until now. Not only does it provide concrete explanations, examples, models, and details about methods and resources that are not currently illustrated in other publications, but it also reveals a new rationale for the use of technology in education.This book helps readers apprehend critical issues essential to understanding and taking advantage of podcasting and related technologies as an educational resource: What podcasting is How ""to do"" podcasting How to plan podcasting-based activities for students How to create podcasts as teaching resources How to use podcasting for professional development Models developed specifically by the authors regarding: Podcast development Educators' learning curve in podcasting Cost/benefit decision making regarding podcasting projects K -- 12 school district directors of curriculum and instruction and directors of professional development, as well as classroom teachers, principals, and instructional supervisors across the core curriculum and in the area of Instructional Technology; and teacher educators and other college faculty will find this book a valuable resource. Readers may use the book as part of their own efforts to expand their teaching or staff development practice. It can also be an important resource for Education courses in content instruction and Instructional Technology and serve as a valuable reference for educators interested in educational applications of technology.What you will find in this revised and updated edition? New for this edition are valuable additional insights and updates related to our additional years of experience in podcasting and new media. Critical updated URLs, screenshots, software comparisons, data, some fresh new curricular examples, and included references to our new series, The Teachers' Podcast and Transformation Education LIVE! We have also upgraded statistical information, advancements from the podcasting world, references, and biographical information. In short, the book is better than ever, in part because of suggestions form our many readers who are, teachers learners, and podcast listeners of course! The 16 chapters of the book are divided into the following major sections: PART I. A REVOLUTION IN OUR POCKETS PART II. PODCASTING ""HOW TO"" BASICS PART III. BECOMING A PODCASTING EDUCATOR

Buridan was a brilliant logician in an age of brilliant logicians, sensitive to formal and philosophical considerations. There is a need for critical editions and accurate translations of his works, for his philosophical voice speaks directly across the ages to problems of concern to analytic philosophers today. But his idiom is unfamiliar, so editions and trans lations alone will not bridge the gap of centuries. I have tried to make Buridan accessible to philosophers and logicians today by the introduc tory essay, in which I survey Buridan's philosophy of logic. Several problems which Buridan touches on only marginally in the works trans lated herein are developed and discussed, citing other works of Buridan; some topics which he treats at length in the translated works, such as the semantic theory of oblique terms, I have touched on lightly or not at all. Such distortions are inevitable, and I hope that the idiosyncracies of my choice of philosophically relevant topics will not blind the reader to other topics of value Buridan considers. My goal in translating has been to produce an accurate renaering of the Latin. Often Buridan will couch a logical rule in terms of the grammatical form of a sentence, and I have endeavored to keep the translation consistent. Some strained phrases result, such as "A man I know" having a different logic from "I know a man. " This awkwardness cannot always be avoided, and I beg the reader's indulgence. All of the translations here are my own."

Statistics for Biomedical Engineers and Scientists: How to Analyze and Visualize Data provides an intuitive understanding of the concepts of basic statistics, with a focus on solving biomedical problems. Readers will learn how to understand the fundamental concepts of descriptive and inferential statistics, analyze data and choose an appropriate hypothesis test to answer a given question, compute numerical statistical measures and perform hypothesis tests 'by hand', and visualize data and perform statistical analysis using MATLAB. Practical activities and exercises are provided, making this an ideal resource for students in biomedical engineering and the biomedical sciences who are in a course on basic statistics.

This text consists of a debate between a political theorist and an economist on decision making in housing. Each author develops a normative argument linking theoretical and policy analyses to establish the abilities of the state and individuals to determine housing outcomes. The issues of redistribution and choice are seen as crucial to this debate. Following these initial contributions, the authors engage with each other on specific proposals for the reform of housing policy in the UK.

The first in-depth history of philanthropy in Indiana. Philanthropy has been central to the development of public life in Indiana over the past two centuries. Hoosier Philanthropy explores the role of philanthropy in the Hoosier state, showing how voluntary action within Indiana has created and supported multiple visions of societal good. Featuring 15 articles, Hoosier Philanthropy charts the influence of different types of nonprofit Hoosier organizations and people, including foundations, service providers, volunteers, and individual donors.

This book evaluates some of the most common ethical issues confronted by reproductive endocrinologists, embryologists, and their teams. The authors apply core ethical principles and approaches to problem solving to each of the cases raised. This work is a guide for both those on the front lines of patient care as well as for students in the field, whatever their background.  By outlining sample cases, the book is an instigator for ethical discussions among ethicists, medical practitioners and students.

The purpose of this book is to reach out to teachers, parents, coaches, and students who may be hoping to, or just investigating the possibility of, how to get started with robotics. At the same time, we hope to leverage the efforts of those who have been hard at work and "play" in this massive movement for many years, applaud their efforts, and provide them with documentation, support, and additional resources to reach further into the possibilities they can help create for all of us in bringing the power and potential of learning through robotics to more students, to the classroom and beyond. Not only does this book provide resources and firsthand insight into this exciting field, but it also provides one-of-a-kind perspectives of curricular applications of robotics for student learning.

This volume continues IAP's dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences. It is an edited and refereed collection and part of the larger body of scholarly publications associated with professional organizations such as AAACE, MAACE, We Learn, Women Studies Association, African Studies Association, Gender Studies Association and Global Studies network. Literacy as gendered discourse is important because it fills a unique niche in the canon of studies that investigate the challenges and prevailing norms associated with women and literacy studies, adult learning and development. It also offers a current volume for scholars and practitioners based on both research and practice-based research. This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult literacy studies, women/gender and development studies. In order to create this valuable contribution to the literacy and women's studies literature, international scholars have contributed their research in which they study and explore the lives of women in various countries. Their work establishes findings that help to illuminate and analyse the different manifestations of women's global experiences through the unique lens of local respondents or through their own lens as academic researchers. In these ways the results provide powerful insight and useful lessons applicable to the fields of gender study, women's studies, adult literacy, development studies, international studies, etc..

This volume continues IAP's dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences. It is an edited and refereed collection and part of the larger body of scholarly publications associated with professional organizations such as AAACE, MAACE, We Learn, Women Studies Association, African Studies Association, Gender Studies Association and Global Studies network. Literacy as gendered discourse is important because it fills a unique niche in the canon of studies that investigate the challenges and prevailing norms associated with women and literacy studies, adult learning and development. It also offers a current volume for scholars and practitioners based on both research and practice-based research. This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult literacy studies, women/gender and development studies. In order to create this valuable contribution to the literacy and women's studies literature, international scholars have contributed their research in which they study and explore the lives of women in various countries. Their work establishes findings that help to illuminate and analyse the different manifestations of women's global experiences through the unique lens of local respondents or through their own lens as academic researchers. In these ways the results provide powerful insight and useful lessons applicable to the fields of gender study, women's studies, adult literacy, development studies, international studies, etc..

For many academics preparing to enter into the world of teaching and scholarly work in higher education institutions, formal graduate education provides discipline specific content. However, there is a practical side of academic preparation that goes unaddressed. The overall objective of Case Studies for the New Professor: Surviving the Jungle of the Academy is to provide case studies ("what if" scenarios) that augment the discipline specific content of those preparing to become professors. The significance of this volume lies in its usefulness as a "go to" book that addresses situations, contexts, and examples of issues that new professors or administrators in higher education face. The case studies focus on issues that professors may face with students, colleagues, administrators, and other constituencies with whom they may have contact. This "case studies" approach is significant also in that each one pays special attention to providing a complete narrative to the extent that it is the eyes and ears for an outside reader to understand what happened in that situation. Each case is followed by reflective and analytical questions for readers to begin shaping their own professional responses and reactions in order to cultivate understanding and decision making skills which will result in positive and productive experiences.

For many academics preparing to enter into the world of teaching and scholarly work in higher education institutions, formal graduate education provides discipline specific content. However, there is a practical side of academic preparation that goes unaddressed. The overall objective of Case Studies for the New Professor: Surviving the Jungle of the Academy is to provide case studies ("what if" scenarios) that augment the discipline specific content of those preparing to become professors. The significance of this volume lies in its usefulness as a "go to" book that addresses situations, contexts, and examples of issues that new professors or administrators in higher education face. The case studies focus on issues that professors may face with students, colleagues, administrators, and other constituencies with whom they may have contact. This "case studies" approach is significant also in that each one pays special attention to providing a complete narrative to the extent that it is the eyes and ears for an outside reader to understand what happened in that situation. Each case is followed by reflective and analytical questions for readers to begin shaping their own professional responses and reactions in order to cultivate understanding and decision making skills which will result in positive and productive experiences.

Religion in Philanthropic Organizations explores the tensions inherent in religious philanthropies across a variety of organizations and examines the effect assumptions about "professional, scientific, nonsectarian" philanthropy have had on how religious philanthropies carry out their activities. The organizations examined include the American Friends Service Committee, the American Soviet Jewry Movement, Catholic Charities USA, the Salvation Army, the World Council of Churches, and World Vision (in global comparative context). The book also looks at Robert Pierce, founder of World Vision and Samaritan's Purse, and at matters not bounded by a single religious philanthropy: philanthropy and Jewish identity, American Muslim philanthropy since 9/11, and the complexities of the federal program that funds faith-based initiatives. These essays shed light on how religion and philanthropy function in American society, shaping and being shaped by the culture and its notions of the "common good."