The Scientist's Guide to Writing provides practical advice to help scientists become more effective writers so that their ideas have the greatest possible impact.Drawing on his own experience as a scientist, graduate adviser, and editor, Stephen Heard emphasizes that the goal of all scientific writing should be absolute clarity; that good writing takes deliberate practice; and that what many scientists need are not long lists of prescriptive rules but rather direct engagement with their behaviors and attitudes when they write. He combines advice on such topics as how to generate and maintain writing momentum with practical tips on structuring a scientific paper, revising a first draft, handling citations, responding to peer reviews, managing coauthorships, and more.In an accessible, informal tone, The Scientist's Guide to Writing explains essential techniques that students, postdoctoral researchers, and early-career scientists need to write more clearly, efficiently, and easily.Emphasizes writing as a process, not just a productEncourages habits that improve motivation and productivityExplains the structure of the scientific paper and the function of each partProvides detailed guidance on submission, review, revision, and publicationAddresses issues related to coauthorship, English as a second language, and more

    There will soon be a very juicy story involving this woman." Soon afterwards, Sinedu Tadesse stabbed to death her roommate, Trang Phuong Ho, and then hung herself. This book recounts the stories of these women, whose admission to Harvard was "halfway heaven," a bridge to the American dream after lives of hardship. But they met instead with the darkest of all fates: a tragedy that might have been prevented.Sinedu grew up under communist tyranny in Ethiopia. Trang was born in a Vietnamese forced labor camp, and fled the country with her father and sister to end up on welfare in Boston. Despite their similarities, the two were never friends; Trang was friendly and outgoing, while Sinedu, awkward and shy, had trouble adjusting to a culture vastly different from her own. Drawing upon her astonishing diaries, Thernstrom, a Harvard graduate herself, reconstructs Sinedu's inner life to reveal a girl struggling against isolation and depression. The book reveals Harvard as an institution ill-equipped to deal with mental illness on campus that apparently cared more for its reputation than for its student body. A brilliant synthesis of cultural analysis, psychological study, and first-rate investigative journalism, Halfway Heaven is a haunting exploration of the power of profound loneliness and an expose of one of America's most distinguished universities.

    Little does she realize the mystery and peril that await her in the small town of Bayou Teche when she begins to investigate an unsolved murder that happened decades before....Sheriff Shiloh Harper has lived in Bayou Teche all his life, comfortable with its simple, easy lifestyle. So when Boston-born newcomer Gwen Taylor arrives in town, he is surprised to find that he's not only attracted to her, but that she is the only one to stir his passion since his ex-wife. What he doesn't know is that their paths and their passions are destined to cross.

    Five actual journal articles are reproduced in the appendix as examples of the different research designs.

    Sex has its own administrative unit. It is a bureaucratic progression. —from Campus Sex, Campus SecurityThe psychic life of the university campus is ugly. The idyllic green quad is framed by paranoid cops and an anxious risk-management team. A student is beaten, another is soaked with pepper spray. A professor is thrown to the ground and arrested, charged with felony assault. As the campus is fiscally strip-mined, the country is seized by a crisis of conscience: the student makes headlines now as rape victim and rapist. An administrator writes a report. The crisis is managed.Campus Sex, Campus Security is Jennifer Doyle's clear-eyed critique of collegiate jurisprudence, in the era of campus corporatization, “less-lethal” weaponry, ubiquitous rape discourse, and litigious anxiety. Today's university administrator rides a wave of institutional insecurity, as the process of administering student protests and sexual-assault complaints rolls along a Möbius strip of shifting legality. One thing (a crime) flips into another (a violation) and back again. On campus, the criminal and civil converge, usually in the form of a hearing that mimics the rituals of a military court, with its secret committees and secret reports, and its sanctions and appeals.What is the university campus in this world? Who is it for? What sort of psychic space does it simultaneously produce and police? What is it that we want, really, when we call campus security?

    Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.

    Drawing on a decade of experience battling for freedom of speech on campus, First Amendment lawyer Greg Lukianoff reveals how higher education fails to teach its students to become critical thinkers by supercharging ideological divisions, promoting groupthink, and encouraging an unscholarly certainty about complex issues.Lukianoff walks readers through the life of a modern-day college student, from orientation to the end of freshman year. Through this lens, he describes startling violations of free speech rights: a student in Indiana punished for publicly reading a book, a student in Georgia expelled for a pro-environment collage he posted on Facebook, students at Yale banned from putting an F. Scott Fitzgerald quote on a t-shirt, and students across the country banished to tiny “free speech zones.” But Lukianoff goes further, demonstrating how this culture of censorship is bleeding into the larger society. As he explores public controversies involving Juan Williams, Rush Limbaugh, Bill Maher, Richard Dawkins, and Larry Summers, along with campus uproars in which Dave Barry and Jon Stewart's The Daily Show played a role, Lukianoff paints a stark picture of our ability as a nation to rationally discuss important issues. Unlearning Liberty: Campus Censorship and the End of American Debate reveals how the intolerance for dissent and debate on today’s campus threatens the freedom of every citizen—and makes us all just a little bit dumber.

    

    Numerous examples throughout the book show students what should and should not be done when writing reviews.- Emphasizes critical analysis of reports of empirical research in academic journals--making it ideal as a supplement for research methods courses. This book makes it possible for students to work independently on a critical literature review as a term project.- Nine model literature reviews at the end of the book provide the stimulus for homework assignments and classroom discussions.- The activities at the end of each chapter keep students moving toward their goal of writing a polished, professional review of academic literature.- Most examples include material from recently published research. Includes nine model literature reviews for discussion and evaluation.Table of ContentsChapters1 Writing Reviews of Academic Literature: An Overview2 Considerations in Writing Reviews for Specific Purposes3 Selecting a Topic and Identifying Literature for Review4 General Guidelines for Analyzing Literature5 Analyzing Quantitative Research Literature6 Analyzing Qualitative Research Literature7 Building Tables to Summarize Literature8 Synthesizing Literature Prior to Writing a Review9 Guidelines for Writing a First Draft10 Guidelines for Developing a Coherent Essay11 Guidelines on Style, Mechanics, and Language Usage12 Incorporating Feedback and Refining the First Draft13 Preparing a Reference List14 Comprehensive Self-Editing Checklist for Refining the Final DraftModel Literature Reviews for Discussion and EvaluationReview A: Cyberbullying Among College StudentsJournal of School ViolenceReview B: Waterpipe Smoking Among College Students in the United StatesJournal of American College HealthReview C: The Effect of Student Discussion Frequency on Mathematics AchievementThe Journal of Experimental EducationReview D: Behaviors in Couples With a History of InfidelityJournal of Family PsychologyReview E: The Prevalence of Stalking Among College StudentsJournal of American College HealthReview F: School Social Workers' Experiences With Youth Suicidal BehaviorChildren & SchoolsReview G: Demographic and Academic Trends in Drinking Patterns and Alcohol-Related ProblemsJournal of Alcohol and Drug EducationReview H: Overnight Stays and Children's Relationships With Resident and Nonresident Parents After DivorceJournal of Family IssuesReview I: Language Brokering: An Integrative Review of the LiteratureHispanic Journal of Behavioral SciencesProfessor Reviews"Students have found Writing "Literature reviews one of the most helpful books.... Even students not in the course have gone to the bookstore looking for this book."-- Kathleen N. Bondy, University of Central Arkansas"Lucid, readable, and concise. Excellent detailed table of contents. Good full-length examples of literature reviews."-- Paul K. Dezendorf, East Carolina University"Excellent. A concise, 'task analytic' presentation of the complex steps necessary in writing literature reviews."-- Tom Cooke, Sonoma State University"Readable, concise, clear overview of the subject. My students rave about it. One said, 'I will keep this book for my whole master's [in nursing] program.'"-- Madge M. D

    A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

    Gender is changing in ways we can scarcely comprehend, and millions of students already live lives that break the gender binary and contest what Nicolazzo calls 'compulsory heterogenderism.' We owe it to those students to acknowledge their reality, and reflect it in our pedagogy, curriculum, and institutional practices.--Susan Stryker, Associate Professor of Gender and Women's Studies, University of Arizona, and founding co-editor of TSQ: Transgender Studies Quarterly A must-read resource for higher education administrators, faculty, and those providing support services. Summing Up: Highly recommended."--CHOICE WINNER of 2017 AERA DIVISION J OUTSTANDING PUBLICATION AWARDCHOICE 2017 Outstanding Academic Title

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.

    If students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize "naked" face-to-face contact with faculty. "Teaching Naked" shows how technology is most powerfully used "outside "the classroom and when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. Jose Bowen introduces a new way to think about learning and technology that prioritizes the benefits of the human dimension in education. Here he offers practical advice for faculty and administrators on how to engage students with new technology, while restructuring classes into more active learning environments.

    In this now-classic and profoundly influential study, the New Yorker's Lawrence Weschler probes these dilemmas across two gripping narratives (set in Brazil and Uruguay, among the first places to face such concerns), true-life thrillers in which torture victims, faced with the paralysis of the new regime, themselves band together to settle accounts with their former tormentors. "Disturbing and often enthralling."—New York Times Book Review"Extraordinarily moving. . . . Weschler writes brilliantly."—Newsday"Implausible, intricate and dazzling."—Times Literary Supplement"As Weschler's interviewees told their tales, I paced agitatedly, choked back tears. . . . Weschler narrates these two episodes with skill and tact. . . . An inspiring book."—George Scialabba, Los Angeles Weekly

    Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." --Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching"This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." --Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education"Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." --Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching"As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." --From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning