National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. While online learning has ...become pervasive in many fields in education, it has been somewhat slow to catch on in K-12 settings. The "Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning" is a collection of innovative research on the applications of technology in online and blended learning environments in order to develop quality courses, explore how content is delivered across disciplines and settings, and support the formation of relationships and enrichment opportunities. While highlighting topics including learning initiatives, institutional policies, and program structures, this book is ideally designed for teachers, principals, early childhood development centers, university faculty, administrators, policymakers, researchers, and practitioners.
Current fundamental electronic-structure theory allows for the accurate prediction and characterization of elemental metals adopting any allotropic structure, intermetallic compounds, and other ...metal-rich phases. From an engineering perspective, there is a need for structural materials that are suitable for mechanical and civil engineering as well as energy production and conversion. While different microstructural features influence the macroscopic behaviour, quantum-mechanical simulation may enormously accelerate and guide the entire development process since atomistic modelling allows for the generation of structural models and the calculation of enthalpies and other free energies as a function of pressure and temperature. Among other things, this volume covers high-manganese steels, some of which have come to light within Collaborative Research Centre 761 (“Steel ab initio”). In particular, it deals with short-range ordering from experiment and theory, also highlighting carbide-like precipitates, and it bridges the gap between atomistic and continuum levels, in particular for hydrogen embrittlement. Molecular dynamics simulates crack propagation, and first-principles theory helps in growing better intermetallic thin films and predicts structural and elastic properties. Eventually, multiscale modelling of hydrogen transport is provided, and the chemical reasons for H-trapping κ-carbides are highlighted. First-principles theory has acquired a powerful role in the fundamental and applied research of metals, alloys, and metallic compounds.
Modern fiscal issues Head, John, G; Bird, Richard, M
Modern fiscal issues,
1972, 20150529, 1972, 2014, 1972-01-01, 1972-12-15
eBook
The contributors to this work, all leading economists in their own right, are a few of the many colleagues, former students, and friends of Carl Shoup who have benefitted from his many years as a ...leading teacher and scholar of public finance. They dedicate this book to their mentor on the occasion of his seventieth birthday, in recognition of his intellectual probity and wide influence on thinking about public finance throughout the last forty years.
Matching the breadth of interest of Professor Shoup's life-long work in the field, this collection of essays covers the range of modern thinking on public finance from theoretical concepts such as public goods to eminently practical fiscal issues like value added tax. The traditional but still relevant fiscal issues-government accounting, international taxation, taxation in developing countries, metropolitan fiscal problems, income taxation, and tax structure-are discussed along with new concerns such as modern public expenditure theory and environmental theory.
The book will be a useful addition to university and college libraries and will prove invaluable to public finance scholars and others interested in modern thinking on vital fiscal issues.
1. Healthy soils that contain an active microbiome and food web are critical to sustainably produce food for a growing global human population. Many studies have focussed on the role of microbial ...species diversity and the presence of key functional groups as important controls on the many functions that a sustainable food system relies on. 2. Here, we synthesise recent ecological empirical evidence and theory to propose that the interactions between organisms in the soil food web are the critical determinant of soil function. 3. We propose the Rhizosphere Interactions for Sustainable Agriculture Model, in which crop roots recruit small, modular, highly connected soil rhizosphere networks from large, static, relatively unconnected and diverse bulk soil networks. We argue that conventional agricultural management disrupts the connections between rhizosphere and bulk soil networks. 4. Synthesis. We identify future research directions for optimising ecological connections between roots and rhizosphere microbial and faunal networks, and between rhizosphere networks and bulk soil networks in agricultural production systems. Knowledge on these connections can be applied in agricultural systems to sustainability produce food for a growing global population.
The lectures presented in this volume were given during the summer of 1970 under the sponsorship of the CIC Summer Program on South Asia and the Center for South and Southeast Asian Studies of the ...University of Michigan. It should be recognized that these essays appear in revised lecture form, and not as fully polished scholarly papers. They carry nevertheless the authority—and no little verve—of experienced scholars concerned with both the traditions and the changes so characteristic of modern India. v
"Turning Points" invites readers to join in a dialogue about creating more responsive studio art pedagogies for all, following a global pandemic that forced art educators to do what many believed to ...be impossible: teach studio art online. Amidst this sudden shift, long-simmering social and political challenges pushed to the forefront, such as racial injustice, access to educational resources, economic inequality, and environmental degradation. As these issues compounded, art educators and art students navigated a radical shift in priorities--rethinking the materials, spaces, and relationships that form the foundation of the discipline. This collection of essays brings together international voices from across the field to share the lived experience of responsive teaching during the pandemic, and how we might rebuild a better educational ecosystem. Chapters address how new technologies, more inclusive spaces, and a heightened focus on relationships will reshape the studio art programs of the future. Book Features: (1) Synthesizes diverse cultural viewpoints from both leaders and practitioners in the field of art education; (2) Focuses on the impact of the pandemic and its aftermath on studio art teaching and learning; (3) Connects art education to sociocultural world issues, student wellness, mentorship, equity, and racial inequality; and (4) Offers suggestions for how to move the field forward to meet the challenges of the 21st century.
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality ...affect the educational attainment and life chances of low-income children? In "Whither Opportunity?" a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education--the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, "Whither Opportunity?" analyzes how social and economic conditions surrounding schools affect school performance and children's educational achievement. The book shows that from earliest childhood, parental investments in children's learning affect reading, math, and other attainments later in life. This book contains six parts. Part I, Overview, contains: (1) Introduction: The American Dream, Then and Now (Greg J. Duncan and Richard J. Murnane). Part II, The Developing Child and Adolescent, contains: (2) Lessons from Neuroscience Research for Understanding Causal Links Between Family and Neighborhood Characteristics and Educational Outcomes (Charles A. Nelson III and Margaret A. Sheridan); (3) The Nature and Impact of Early Achievement Skills, Attention Skills, and Behavior Problems (Greg J. Duncan and Katherine Magnuson); (4) Middle and High School Skills, Behaviors, Attitudes, and Curriculum Enrollment, and Their Consequences (George Farkas); (5) The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations (Sean F. Reardon); (6) Inequality in Postsecondary Education (Martha J. Bailey and Susan M. Dynarski); and (7) Educational Expectations and Attainment (Brian A. Jacob and Tamara Wilder Linkow). Part III, The Family, contains: (8) Educational Mobility in the United States Since the 1930s (Michael Hout and Alexander Janus); (9) How Is Family Income Related to Investments in Children's Learning? (Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel); (10) Parenting, Time Use, and Disparities in Academic Outcomes (Meredith Phillips); and (11) Family-Structure Instability and Adolescent Educational Outcomes: A Focus on Families with Stepfathers (Megan M. Sweeney). Part IV, Neighborhoods, contains: (12) Converging Evidence for Neighborhood Effects on Children's Test Scores: An Experimental, Quasi-Experimental, and Observational Comparison (Julia Burdick-Will, Jens Ludwig, Stephen W. Raudenbush, Robert J. Sampson, Lisa Sanbonmatsu, and Patrick Sharkey); and (13) Unpacking Neighborhood Influences on Education Outcomes: Setting the Stage for Future Research (David Harding, Lisa Gennetian, Christopher Winship, Lisa Sanbonmatsu, and Jeffrey Kling). Part V, Labor Markets, contains: (14) The Effects of Local Employment Losses on Children's Educational Achievement (Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis); and (15) How Does Parental Unemployment Affect Children's Educational Performance? (Phillip B. Levine). Part VI, Schools, contains: (16) The Role of Family, School, and Community Characteristics in Inequality in Education and Labor-Market Outcomes (Joseph G. Altonji and Richard K. Mansfield); (17) Year-by-Year and Cumulative Impacts of Attending a High-Mobility Elementary School on Children's Mathematics Achievement in Chicago, 1995 to 2005 (Stephen W. Raudenbush, Marshall Jean, and Emily Art); (18) The Effect of School Neighborhoods on Teachers' Career Decisions (Don Boyd, Hamp Lankford, Susanna Loeb, Matthew Ronfeldt, and Jim Wyckoff); (19) Crime and the Production of Safe Schools (David S. Kirk and Robert J. Sampson); (20) Immigrants and Inequality in Public Schools (Amy Ellen Schwartz and Leanna Stiefel); (21) School Desegregation and the Black-White Test Score Gap (Jacob L. Vigdor); (22) The Challenges of Finding Causal Links Between Family Educational Practices and Schooling Outcomes (Frank F. Furstenberg); (23) It May Not Take a Village: Increasing Achievement Among the Poor (Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard); (24) Understanding the Context for Existing Reform and Research Proposals (Harry Brighouse and Gina Schouten); and (25) Intervening to Improve the Educational Outcomes of Students in Poverty: Lessons from Recent Work in High-Poverty Schools (Brian Rowan). A foreword and an index is included.
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The Handbook of Economic Sociology, Second Edition is the most comprehensive and up-to-date treatment of economic sociology available. The first edition, copublished in 1994 by Princeton ...University Press and the Russell Sage Foundation as a synthesis of the burgeoning field of economic sociology, soon established itself as the definitive presentation of the field, and has been widely read, reviewed, and adopted. Since then, the field of economic sociology has continued to grow by leaps and bounds and to move into new theoretical and empirical territory.
The second edition, while being as all-embracing in its coverage as the first edition, represents a wholesale revamping. Neil Smelser and Richard Swedberg have kept the main overall framework intact, but nearly two-thirds of the chapters are new or have new authors. As in the first edition, they bring together leading sociologists as well as representatives of other social sciences. But the thirty chapters of this volume incorporate many substantial thematic changes and new lines of research--for example, more focus on international and global concerns, chapters on institutional analysis, the transition from socialist economies, organization and networks, and the economic sociology of the ancient world. The Handbook of Economic Sociology, Second Edition is the definitive resource on what continues to be one of the leading edges of sociology and one of its most important interdisciplinary adventures. It is a must read for all faculty, graduate students, and undergraduates doing work in the field.
A thoroughly revised and updated version of the most comprehensive treatment of economic sociology available
Almost two-thirds of the chapters are new or have new authors
Authors include leading sociologists as well as representatives of other social sciences
Substantial thematic changes and new lines of research, including more focus on international and global concerns, institutional analysis, the transition from socialist economies, and organization and networks
The definitive resource on what continues to be one of the leading edges of sociology and one of its most important interdisciplinary adventures
A must read for faculty, graduate students, and undergraduates doing work in the field
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Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that ...facilitate a student's sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: (1) the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; (2) how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and (3) the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field. The following contents are included: Section I: Conceptual Foundations: (1) Towards a Science and Practice of Positive Psychology in Schools: A Conceptual Framework (Richard Gilman and E. Scott Huebner); and (2) Covitality: A Synergistic Conceptualization of Adolescents' Mental Health (Tyler Renshaw, Michael J. Furlong, Erin Dowdy, Douglas Smith, Meagan O'Malley, Jennica Rebelez, Seung-Yeon Lee, and Ida Frugård Strøm). Section II: Individual Positive Psychology Assets: (3) Measuring and Promoting Hope in Schoolchildren (Susana C. Marques, Shane J. Lopez, Sage Rose, and Cecil Robinson); (4) Optimism: What it is and its Relevance in the School Context (Peter Boman and Amanda Mergler); (5) Gratitude in School: Benefits to Students and Schools (Giacomo Bono, Jeffery J. Froh, and Rafael Forrett); (6) Empathy, Prosocial Behavior, and Positive Development in Schools (Tracy L. Spinrad and Nancy Eisenberg); (7) Emotion Regulation: Implications for Positive Youth Development (Maureen Buckley and Carolyn Saarni); (8) Academic Self-Efficacy (Dale H. Schunk and Maria K. Dibenedetto); (9) Promoting Positive Motivational Goals for Students (Lynley H. Anderman and Stephanie Levitt); (10) Achievement Emotions (Richard Pekrun); (11) Creativity in the Schools: Renewed Interest and Promising New Directions (James C. Kaufman and Ronald A. Beghetto); (12) Student Engagement (Jill D. Sharkey, Matthew Quirk, and Ashley M. Mayworm); and (13) Life Satisfaction and Schooling (E. Scott Huebner, Kimberly J. Hills, James Siddall Richard, and Rich Gilman). Section III: Contextual Educational Factors and Resources: (14) Flow in Schools Revisited: Cultivating Engaged Learners and Optimal Learning Environments (David J. Shernoff, Beheshteh Abdi, Brett Anderson, and Mihaly Csikszentmihalyi); (15) Meaningful Activity Participation and Positive Youth Development (Bonnie L. Barber, Bree D. Abbott, Corey J. Blomfield Neira, and Jacquelynne S. Eccles); (16) Cultivating Mindfulness in Students (Tyler Renshaw and Meagan O'Malley); (17) Peer Relationships and Positive Adjustment at School (Kathryn Wentzel, Shannon Russell, and Sandra Baker); (18) ClassMaps Consultation: Integrating Evaluation into Classrooms to Promote Positive Environments (Beth Doll, Robert A. Spies, Anne E. Thomas, Jonathon D. Sikorski, Mindy R. Chadwell, Brooke A. Chapla, and Erika R. Franta); (19) Building Resilience in Schools Through Social and Emotional Learning (Oanh K. Tran, Barbara A. Gueldner, and Douglas Smith); (20) School Climate: Definition, Measurement, and Application (Keith Zullig and Molly Mathews-Ewald); (21) Engaging Students in School Climate Improvement: A Student Voice Strategy (Meagan O'Malley, Adam Voight, and Jo Ann Tzu); (22) Positive Psychology and School Discipline (George G. Bear and Maureen A. Manning); (23) Understanding and Promoting School Satisfaction in Children and Adolescents (Shannon M. Suldo, Lisa Bateman, and Cheryl D. Gelley); (24) Innovative Models of Dissemination for School-Based Interventions that promote Youth Resilience and Well-Being (Amy Kranzler, Lauren Hoffman, Acacia Parks, and Jane Gilham). Section IV: School-Based International Perspectives: (25) Positive Education: An Australian Perspective (Suzy Green); (26) Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain (Carmel Proctor); (27) Applications of Positive Psychology to Schools in China (Lili Tian, Zhaorong Li, Huan Chen, Mengmeng Han, Dushen Wang, Siyuan Huang, and Xiaoting Zheng); (28) Emotional Intelligence: School-Based Research and Practice in Italy (Annamaria Di Fabio, Maureen E. Kenny, and Kelly A. Minor); (29) Hope in Students: Theory, Measures, and Applications to Portuguese Schools (Susana C. Marques and Shane Lopez); (30) Positive Psychological Interventions in U.S. Schools: A Public Health Approach to Internalizing and Externalizing Problems (David N. Miller, Amanda B. Nickerson, and Shane R. Jimerson); and Perspective: (31) Positive Psychology in Schools: Good Ideas Are Never Enough (Collie W. Conoley, Jane C. Conoley, Kathryn Z. Spaventa-Vancil, and Anna N. Lee).
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