For the first time, medical knowledge took on a precision that had formerly belonged only to mathematics. The body became something that could be mapped. Disease became subject to new rules of classification. And doctors begin to describe phenomena that for centuries had remained below the threshold of the visible and expressible.In The Birth of the Clinic the philosopher and intellectual historian who may be the true heir to Nietzsche charts this dramatic transformation of medical knowledge. As in his classic Madness and Civilization, Michel Foucault shows how much what we think of as pure science owes to social and cultural attitudes — in this case, to the climate of the French Revolution. Brilliant, provocative, and omnivorously learned, his book sheds new light on the origins of our current notions of health and sickness, life and death.

    Illuminating the confidential process of academic evaluation, this text reveals the inner workings of this secretive, powerful and peculiar world.

    It has sold 30,000 copies in each edition and will continue to reach a huge academic audience.In this renowned book, Everett M. Rogers, professor and chair of the Department of Communication & Journalism at the University of New Mexico, explains how new ideas spread via communication channels over time. Such innovations are initially perceived as uncertain and even risky. To overcome this uncertainty, most people seek out others like themselves who have already adopted the new idea. Thus the diffusion process consists of a few individuals who first adopt an innovation, then spread the word among their circle of acquaintances--a process which typically takes months or years. But there are exceptions: use of the Internet in the 1990s, for example, may have spread more rapidly than any other innovation in the history of humankind. Furthermore, the Internet is changing the very nature of diffusion by decreasing the importance of physical distance between people. The fifth edition addresses the spread of the Internet, and how it has transformed the way human beings communicate and adopt new ideas.

    While this has had the positive effect of equalizing access to knowledge, it also has lowered the bar on what depth of knowledge is required to consider oneself an "expert." A cult of anti-expertise sentiment has coincided with anti-intellectualism, resulting in massively viral yet poorly informed debates ranging from the anti-vaccination movement to attacks on GMOs. This surge in intellectual egalitarianism has altered the landscape of debates-all voices are equal, and "fact" is a subjective term. Browsing WebMD puts one on equal footing with doctors, and Wikipedia allows all to be foreign policy experts, scientists, and more. As Tom Nichols shows in The Death of Expertise, there are a number of reasons why this has occurred-ranging from easy access to Internet search engines to a customer satisfaction model within higher education. The product of these interrelated trends, Nichols argues, is a pervasive distrust of expertise among the public coinciding with an unfounded belief among non-experts that their opinions should have equal standing with those of the experts. The experts are not always right, of course, and Nichols discusses expert failure. The crucial point is that bad decisions by experts can and have been effectively challenged by other well-informed experts. The issue now is that the democratization of information dissemination has created an army of ill-informed citizens who denounce expertise.When challenged, non-experts resort to the false argument that the experts are often wrong. Though it may be true, but the solution is not to jettison expertise as an ideal; it is to improve our expertise. Nichols is certainly not opposed to information democratization, but rather the enlightenment people believe they achieve after superficial internet research. He shows in vivid detail the ways in which this impulse is coursing through our culture and body politic, but the larger goal is to explain the benefits that expertise and rigorous learning regimes bestow upon all societies.

    Based on the work of W. Edwards Deming and on Dr. Glasser's own choice theory, it is written for teachers who are trying to abandon the old system of boss-managing, which is effective for less than half of all students. William Glasser, M.D., explains that only through lead-management can teachers create classrooms in which all students not only do competent work but begin to do quality work. These classrooms are the core of a quality school. The book begins by explaining that to persuade students to do quality schoolwork, teachers must first establish warm, totally noncoercive relationships with their students; teach only useful material, which means stressing skills rather than asking students to memorize information; and move from teacher evaluation to student self-evaluation. There are no generalities in this book: It provides the specifics that classroom teachers seek as they begin the move to quality schools.

    Spurred by her personal experience and extensive exploration of brain-based learning, author Marilee Sprenger explains how brain science--what we know about how the brain works--can be applied to social-emotional learning. Specifically, she addresses how to- Build strong, caring relationships with students to give them a sense of belonging. - Teach and model empathy, so students feel understood and can better understand others. - Awaken students' self-awareness, including the ability to name their own emotions, have accurate self-perceptions, and display self-confidence and self-efficacy. - Help students manage their behavior through impulse control, stress management, and other positive skills. - Improve students' social awareness and interaction with others. - Teach students how to handle relationships, including with people whose backgrounds differ from their own. - Guide students in making responsible decisions.Offering clear, easy-to-understand explanations of brain activity and dozens of specific strategies for all grade levels, Social-Emotional Learning and the Brain is an essential guide to creating supportive classroom environments and improving outcomes for all our students.

    The average young person in the UK will spend 10,000 hours gaming by the age of twenty-one. What's causing this mass exodus? According to world-renowned game designer Jane McGonigal the answer is simple: videogames are fulfilling genuine human needs. Drawing on positive psychology, cognitive science and sociology, Reality is Broken shows how game designers have hit on core truths about what makes us happy, and utilized these discoveries to astonishing effect in virtual environments. But why, McGonigal asks, should we use the power of games for escapist entertainment alone? In this groundbreaking exploration of the power and future of gaming, she reveals how gamers have become expert problem solvers and collaborators, and shows how we can use the lessons of game design to socially positive ends, be it in our own lives, our communities or our businesses. Written for gamers and non-gamers alike, Reality is Broken sends a clear and provocative message: the future will belong to those who can understand, design and play games.

    Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.It's time for a change in course.Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach — called Collaborative Problem Solving — can help challenging kids at school.His lively, compelling narrative includes:• tools to identify the triggers and lagging skills underlying challenging behavior.• explicit guidance on how to radically improve interactions with challenging kids — along with many examples showing how it's done.• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.

    With deft use of examples of humor and wordplay, Steven Pinker weaves our vast knowledge of language into a compelling story: language is a human instinct, wired into our brains by evolution. The Language Instinct received the William James Book Prize from the American Psychological Association and the Public Interest Award from the Linguistics Society of America. This edition includes an update on advances in the science of language since The Language Instinct was first published.

    In essays that show how her groundbreaking work in queer theory has developed into a deep interest in affect, Sedgwick offers what she calls "tools and techniques for nondualistic thought," in the process touching and transforming such theoretical discourses as psychoanalysis, speech-act theory, Western Buddhism, and the Foucauldian "hermeneutics of suspicion." In prose sometimes somber, often high-spirited, and always accessible and moving, Touching Feeling interrogates—through virtuoso readings of works by Henry James, J. L. Austin, Judith Butler, the psychologist Silvan Tomkins and others—emotion in many forms. What links the work of teaching to the experience of illness? How can shame become an engine for queer politics, performance, and pleasure? Is sexuality more like an affect or a drive? Is paranoia the only realistic epistemology for modern intellectuals? Ultimately, Sedgwick's unfashionable commitment to the truth of happiness propels a book as open-hearted as it is intellectually daring.

    In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner

    The reality of being poor brings out a survival mentality, and turns attention away from opportunities taken for granted by everyone else. If you work with people from poverty, some understanding of how different their world is from yours will be invaluable. Whether you're an educator--or a social, health, or legal services professional--this breakthrough book gives you practical, real-world support and guidance to improve your effectiveness in working with people from all socioeconomic backgrounds. Since 1995 A Framework for Understanding Poverty has guided hundreds of thousands of educators and other professionals through the pitfalls and barriers faced by all classes, especially the poor. Carefully researched and packed with charts, tables, and questionnaires, Framework not only documents the facts of poverty, it provides practical yet compassionate strategies for addressing its impact on people's lives.

    Survey Methodology describes the basic principles of survey design discovered in methodological research over recent years and offers guidance for making successful decisions in the design and execution of high quality surveys. Written by six nationally recognized experts in the field, this book covers the major considerations in designing and conducting a sample survey. Topical, accessible, and succinct, this book represents the state of the science in survey methodology. Employing the "total survey error" paradigm as an organizing framework, it merges the science of surveys with state-of-the-art practices. End-of-chapter terms, references, and exercises enhance its value as a reference for practitioners and as a text for advanced students.

    In this book, James Paul Gee introduces the field and presents his unique integrated approach to it.Assuming no prior knowledge of linguistics, the author presents both a theory of language-in-use and a method of research. Clearly structured and written in a highly accessible style, An Introduction to Discourse Analysis incorporates perspectives from a variety of approaches and disciplines, including applied linguistics, education, psychology, anthropology and communication to help students and scholars from a range of backgrounds to formulate their own views on discourse and engage in their own discourse analysis. The second edition has been completely revised and updated and contains substantial new material and examples of oral and written language, ranging from group discussions with children, adults, students and teachers to conversations, interviews, academic texts and policy documents.

    Busy people fail to manage their time efficiently for the same reasons the poor and those maxed out on credit cards fail to manage their money. The dynamics of scarcity reveal why dieters find it hard to resist temptation, why students and busy executives mismanage their time, and why sugarcane farmers are smarter after harvest than before. Once we start thinking in terms of scarcity and the strategies it imposes, the problems of modern life come into sharper focus.Mullainathan and Shafir discuss how scarcity affects our daily lives, recounting anecdotes of their own foibles and making surprising connections that bring this research alive. Their book provides a new way of understanding why the poor stay poor and the busy stay busy, and it reveals not only how scarcity leads us astray but also how individuals and organizations can better manage scarcity for greater satisfaction and success.http://us.macmillan.com/scarcity/Send...