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This text brings together writing and research on feminist experience in academia. It covers issues such as provision of care, maternalism in the academy and dynamics of interaction between women in higher eduction. There are challenging and provocative analyses of many questions: how large is the gap between rhetoric and reality in HE institutions? how do institutions behave towards disabled staff? how far is stereotyping still affecting the roles which women play in academia? what do women face when they combine motherhood with teaching or studying? coping mechanisms and survival tactics are brought under scrutiny, and the effect these have on the behaviour of female academics and their interactions with the institution of each other. This text should provide insight and evidence for researchers to further develop their own theories, and also many starting points for those wishing to undertake their own research. Written in collaboration with the Women in Higher Education Network.
"Entering college students are expected to have accountability for their academic development and progress; however, there are high expectations that these students will master this on their own (Perry, et al., 1993, 1994). There is a large population of students, however, who are not able to make such an adjustment. Until recently, the research efforts concerning these 'at risk' students have been off-base because they have concentrated mainly on improving instruction rather than on improving learning. In this research study, thirteen central students were chosen as research participants based on the results of the Perceived Self-Regulatory Efficacy for Writers Scale (based on Zimmerman & Bandura, 1994) administered as a pre-test and a post-test, combined with the students' scores received on a pre-instruction essay and an end-of-the-semester revision of the same essay. After the research participants had been chosen, several key pieces of data were collected and analyzed using qualitative methods of analysis. The goal of this study was to analyze the effects of a self-regulated strategy development (SRSD) approach to teaching basic writing on the perceived self-regulatory efficacy and the improvement in writing skills of thirteen basic writing students in four course sections of Basic Writing II at a 4-year, open-admissions, urban university. My intention as the researcher was to explore the connection between the students' perceived self-regulatory efficacy, their self-perceived sources of motivation, and what my influence as their basic writing teacher had on their perceived self-regulatory efficacy and their improvement in writing skills. This current study, demonstrated the importance of determining what the beliefs of basic writing students are at the onset of the semester concerning intelligence and perceived self-regulatory efficacy. This should be determined in conjunction with assessing the levels of the students' writing skills. This study establishes methods basic writing instructors can use to support 'at-risk' students with tapping into their potential by first exploring the students' levels of self-efficacy for successfully performing writing tasks and their levels of writing skills and then assisting the students in developing strategic learning plans which will hopefully and ultimately lead them to becoming successful learners in a higher-education setting."--Page iii-iv.
The side-splittingly funny Newbery Honor Book about a rebellious boy who is sent to a home-schooling program run by one family—the creative, kooky, loud, and loving Applewhites! Jake Semple is notorious. Rumor has it he managed to get kicked out of every school in Rhode Island, and actually burned the last one down to the ground. Only one place will take him now, and that's a home school run by the Applewhites, a chaotic and hilarious family of artists: poet Lucille, theater director Randolph, dancer Cordelia, and dreamy Destiny. The only one who doesn't fit the Applewhite mold is E.D.—a smart, sensible girl who immediately clashes with the defiant Jake. Jake thinks surviving this new school will be a breeze . . . but is he really as tough or as bad as he seems?
In her number one bestseller, You Just Don't Understand, Deborah Tannen showed why talking to someone of the other sex can be like talking to someone from another world. Her bestseller Talking from 9 to 5 did for workplace communication what You Just Don't Understand did for personal relationships. Now Tannen is back with another groundbreaking book, this time widening her lens to examine the way we communicate in public--in the media, in politics, in our courtrooms and classrooms--once again letting us see in a new way forces that have been powerfully shaping our lives. The Argument Culture is about a pervasive warlike atmosphere that makes us approach anything we need to accomplish as a fight between two opposing sides. The argument culture urges us to regard the world--and the people in it--in an adversarial frame of mind. It rests on the assumption that opposition is the best way to get anything done: The best way to explore an idea is to set up a debate; the best way to cover the news is to find spokespeople who express the most extreme, polarized views and present them as "both sides"; the best way to settle disputes is litigation that pits one party against the other; the best way to begin an essay is to oppose someone; and the best way to show you're really thinking is to criticize and attack. Sometimes these approaches work well, but often they create more problems than they solve. Our public encounters have become more and more like having an argument with a spouse: You're not trying to understand what the other person is saying; you're just trying to win the argument. But just as spouses have to learn ways of settling differences without inflicting real damage on each other, so we, as a society, have to find constructive and creative ways of resolving disputes and differences. Public discussions require making an argument for a point of view, not having an argument--as in having a fight. The war on drugs, the war on cancer, the battle of the sexes, politicians' turf battles--in the argument culture, war metaphors pervade our talk and shape our thinking. Tannen shows how deeply entrenched this cultural tendency is, the forms it takes, and how it affects us every day--sometimes in useful ways, but often causing, rather than avoiding, damage. In the argument culture, the quality of information we receive is compromised, and our spirits are corroded by living in an atmosphere of unrelenting contention. Tannen explores the roots of the argument culture, the role played by gender, and how other cultures suggest alternative ways to negotiate disagreement and mediate conflicts--and make things better, in public and in private, wherever people are trying to resolve differences and get things done. The Argument Culture is a remarkable book that will change forever the way you perceive the world. You will listen to our public voices in a whole new way.
"Publications of the Academy of Natural Sciences of Philadelphia": v. 53, 1901, p. 788-794.
Based on their study of families from the time of separation through five years after the break-up, two clinicians identify and discuss the factors involved in a child's adjustment to divorce

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