- Table View
- List View
Understanding the Universe: An Introduction to Physics and Astrophysics
by James B. SeabornIntended for undergraduate non-science majors, satisfying a general education requirement or seeking an elective in natural science, this is a physics text, but with the emphasis on topics and applications in astronomy. The perspective is thus different from most undergraduate astronomy courses: rather than discussing what is known about the heavens, this text develops the principles of physics so as to illuminate what we see in the heavens. The fundamental principles governing the behaviour of matter and energy are thus used to study the solar system, the structure and evolution of stars, and the early universe. The first part of the book develops Newtonian mechanics towards an understanding of celestial mechanics, while chapters on electromagnetism and elementary quantum theory lay the foundation of the modern theory of the structure of matter and the role of radiation in the constitution of stars. Kinetic theory and nuclear physics provide the basis for a discussion of stellar structure and evolution, and an examination of red shifts and other observational data provide a basis for discussions of cosmology and cosmogony.
Understanding the University: Institution, idea, possibilities (Foundations and Futures of Education)
by Ronald BarnettUnderstanding the University constitutes the final volume in a trilogy – the first two books having been Being a University (2010) and Imagining the University (2012) – and represents the trilogy’s ultimate aims and endeavours. The three volumes together offer a unique attempt at a fairly systematic and exhaustive level to map out just what it might be seriously to understand the extraordinarily complex entity that is known across the world as ‘the university’. Through examination of the conditions and possibilities underlying and affecting universities, this work offers an understanding of specific ideas of the university which can inform policies, strategies and practices in relation to the university. This book is a must read for leaders and senior managers in universities , as well as those undertaking postgraduate studies in the policy and practice of higher education.
Understanding the University: Institution, idea, possibilities (Foundations and Futures of Education)
by Ronald BarnettUnderstanding the University constitutes the final volume in a trilogy – the first two books having been Being a University (2010) and Imagining the University (2012) – and represents the trilogy’s ultimate aims and endeavours. The three volumes together offer a unique attempt at a fairly systematic and exhaustive level to map out just what it might be seriously to understand the extraordinarily complex entity that is known across the world as ‘the university’. Through examination of the conditions and possibilities underlying and affecting universities, this work offers an understanding of specific ideas of the university which can inform policies, strategies and practices in relation to the university. This book is a must read for leaders and senior managers in universities , as well as those undertaking postgraduate studies in the policy and practice of higher education.
Understanding the Voices and Educational Experiences of Autistic Young People: From Research to Practice (Routledge Research in Special Educational Needs)
by Craig GoodallProviding a ‘one stop’ text, Understanding the Voices and Educational Experiences of Autistic Young People is a unique and comprehensive contribution to bridge the gap between theory, research and practice. Based on the author’s teaching and research experience, this book provides a theoretical and practical framework for participatory rights-based autism research and demonstrates the benefits of – and growing emphasis on – voice and participation research; if done correctly it can be of immense benefit to policy, practice and how we support autistic young people. Alongside a critical and extensive review of research literature and debate on the efficacy of mainstream inclusion for autistic children, the book provides practical advice on how to support autistic children in research and in school. Significantly, Goodall investigates and presents the educational experiences of autistic young people – including girls – and their suggestions to improve educational practice from their own perspectives, as opposed to adult stakeholders. This book will act as a key text for student teachers, practitioner-researchers, those already supporting autistic children in education or social settings (including teachers, school leaders, special education leads, policymakers) and academics researching in the areas of autism and inclusion.
Understanding the Voices and Educational Experiences of Autistic Young People: From Research to Practice (Routledge Research in Special Educational Needs)
by Craig GoodallProviding a ‘one stop’ text, Understanding the Voices and Educational Experiences of Autistic Young People is a unique and comprehensive contribution to bridge the gap between theory, research and practice. Based on the author’s teaching and research experience, this book provides a theoretical and practical framework for participatory rights-based autism research and demonstrates the benefits of – and growing emphasis on – voice and participation research; if done correctly it can be of immense benefit to policy, practice and how we support autistic young people. Alongside a critical and extensive review of research literature and debate on the efficacy of mainstream inclusion for autistic children, the book provides practical advice on how to support autistic children in research and in school. Significantly, Goodall investigates and presents the educational experiences of autistic young people – including girls – and their suggestions to improve educational practice from their own perspectives, as opposed to adult stakeholders. This book will act as a key text for student teachers, practitioner-researchers, those already supporting autistic children in education or social settings (including teachers, school leaders, special education leads, policymakers) and academics researching in the areas of autism and inclusion.
Understanding the Whole Child: Prenatal Development Through Adolescence
by Jennifer Paris Antoinette Ricardo Dawn RymondThis text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.
Understanding the Word: Essays In Honour Of Bernhard W. Anderson (The Library of Hebrew Bible/Old Testament Studies)
by Stella V.F. ButlerBernhard W. Anderson made a notable contribution to Old Testament theology during his lifetime, inspiring hundreds of students with his sound biblical teachings, as well as his lucid and comprehensive theological writings. This collection of essays in honor of Anderson is composed of the writings from nearly twenty distinguished biblical scholars. In a tribute to Anderson's wide scope of theological experience, the contributing theologians come from varied backgrounds, and include well-loved authors Walter Brueggemann, Roland E. Murphy, and Walther Zimmerli.
Understanding the Work of Student Affairs Professionals at Minority Serving Institutions: Effective Practice, Policy, and Training (Routledge Research in Higher Education)
by Robert T. Palmer Dina C. Maramba Taryn Ozuna Allen Andrew T. ArroyoThis volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice. Recognizing that the role of student affairs practitioners at MSIs often differs from that of their contemporaries in other types of institution, this volume offers important insight into the context of student affairs at Historically Black Colleges and Universities, Predominantly Black Institutions, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander- Serving Institutions. Drawing on rich qualitative data, chapters identify examples of best practices to foster student growth, ensure culturally relevant approaches, and enhance collaboration between academic and administrative departments. The volume thereby showcases the important contribution that these institutions, and the professionals within them, make to the US Higher Education landscape and the success of minority students. This text will benefit researchers, academics, and educators with an interest in student affairs practice, higher education management, and inclusive education. Those interested in the sociology of education as well as race and ethnicity studies will also benefit from the volume.
Understanding the Work of Student Affairs Professionals at Minority Serving Institutions: Effective Practice, Policy, and Training (Routledge Research in Higher Education)
by Robert T. Palmer Dina C. Maramba Taryn Ozuna Allen Andrew T. ArroyoThis volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice. Recognizing that the role of student affairs practitioners at MSIs often differs from that of their contemporaries in other types of institution, this volume offers important insight into the context of student affairs at Historically Black Colleges and Universities, Predominantly Black Institutions, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander- Serving Institutions. Drawing on rich qualitative data, chapters identify examples of best practices to foster student growth, ensure culturally relevant approaches, and enhance collaboration between academic and administrative departments. The volume thereby showcases the important contribution that these institutions, and the professionals within them, make to the US Higher Education landscape and the success of minority students. This text will benefit researchers, academics, and educators with an interest in student affairs practice, higher education management, and inclusive education. Those interested in the sociology of education as well as race and ethnicity studies will also benefit from the volume.
Understanding the Working College Student: New Research and Its Implications for Policy and Practice
by Glenn DuBois Laura W. PernaHow appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
Understanding the Working College Student: New Research and Its Implications for Policy and Practice
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
Understanding the World Through Narrative: 160+ Classroom Activities in Fiction, Mythology, Science, History, and the Media: StoryWise for 9–15 year-olds
by Steve Bowkett Tony HitchmanWhile many educational books focus on creative and critical thinking skills, this ground-breaking work is the first to deal specifically with the ability to understand, question and evaluate information presented, broadly speaking, in story form. Story or narrative is central to our understanding of and interaction with the world around us. We only have to think of the ‘mini stories’ encapsulated in many advertisements; the way that topics in science – the story of human evolution for example, in history and other subjects present themselves; the power of myths and legends to act as guides to moral behaviour; and the pervasive way that gossip, rumour and superstition can spread – to recognise the benefits of heightening such awareness in young learners. Understanding the World Through Narrative explores the narrative structure of fiction, but uses this as a template to show how the story form appears in mythology and modern urban folklore, science, history, the media – including advertising; in our internal dialogues (stories we tell ourselves about ourselves and others), and how narrative structure can be used in curriculum planning to enhance children’s learning. The book contains over 160 thinking/discussing/researching activities for use in the classroom and as project work. Chapters can be used independently, although they are arranged with increasing degrees of sophistication and challenge. This fascinating work is an essential resource for any teacher of upper primary and lower secondary students, covering not only children’s evolving intellectual ability and promoting curiosity and critical engagement but also enhancing their mental and emotional wellbeing.
Understanding the World Through Narrative: 160+ Classroom Activities in Fiction, Mythology, Science, History, and the Media: StoryWise for 9–15 year-olds
by Steve Bowkett Tony HitchmanWhile many educational books focus on creative and critical thinking skills, this ground-breaking work is the first to deal specifically with the ability to understand, question and evaluate information presented, broadly speaking, in story form. Story or narrative is central to our understanding of and interaction with the world around us. We only have to think of the ‘mini stories’ encapsulated in many advertisements; the way that topics in science – the story of human evolution for example, in history and other subjects present themselves; the power of myths and legends to act as guides to moral behaviour; and the pervasive way that gossip, rumour and superstition can spread – to recognise the benefits of heightening such awareness in young learners. Understanding the World Through Narrative explores the narrative structure of fiction, but uses this as a template to show how the story form appears in mythology and modern urban folklore, science, history, the media – including advertising; in our internal dialogues (stories we tell ourselves about ourselves and others), and how narrative structure can be used in curriculum planning to enhance children’s learning. The book contains over 160 thinking/discussing/researching activities for use in the classroom and as project work. Chapters can be used independently, although they are arranged with increasing degrees of sophistication and challenge. This fascinating work is an essential resource for any teacher of upper primary and lower secondary students, covering not only children’s evolving intellectual ability and promoting curiosity and critical engagement but also enhancing their mental and emotional wellbeing.
Understanding Transitions in the Early Years: Supporting Change through Attachment and Resilience
by Anne O'ConnorThere are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child’s emotional health but also cognitive and intellectual development. Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children’s developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices; provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition; looks at ways to reduce the number of transitions including the key person approach, and; offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection, Understanding Transitions in the Early Years emphasises the little things that practitioners can do for the individual children in their care, helping them to feel secure and confident when dealing with change.
Understanding Transitions in the Early Years: Supporting Change through Attachment and Resilience
by Anne O'ConnorThere are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child’s emotional health but also cognitive and intellectual development. Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children’s developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices; provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition; looks at ways to reduce the number of transitions including the key person approach, and; offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection, Understanding Transitions in the Early Years emphasises the little things that practitioners can do for the individual children in their care, helping them to feel secure and confident when dealing with change.
Understanding Twice-Exceptional Learners: Connecting Research to Practice
by C. Matthew Fugate Wendy Behrens Cecelia BoswellUnderstanding Twice-Exceptional Learners offers an in-depth look at the needs and lived experiences of students who are twice-exceptional. This book:Includes detailed examinations of co-occurring disabilities commonly found in twice-exceptional populations.Features studies of ADHD, dyslexia, dyscalculia, autism spectrum disorders (ASD), anxiety, OCD, and more.Bridges the divide between research about and practical strategies for teaching gifted students with learning challenges.Is Ideal for university teacher preparation courses and graduate programs.Provides strength-based strategies that focus on students' unique gifts and talents.Each chapter includes a comprehensive literature review, suggested interventions, resources for further exploration, and vignettes that highlight experiences of twice-exceptional students and the behaviors and needs that practitioners might commonly see in the classroom.
Understanding Twice-Exceptional Learners: Connecting Research to Practice
by C. Matthew Fugate Wendy Behrens Cecelia BoswellUnderstanding Twice-Exceptional Learners offers an in-depth look at the needs and lived experiences of students who are twice-exceptional. This book:Includes detailed examinations of co-occurring disabilities commonly found in twice-exceptional populations.Features studies of ADHD, dyslexia, dyscalculia, autism spectrum disorders (ASD), anxiety, OCD, and more.Bridges the divide between research about and practical strategies for teaching gifted students with learning challenges.Is Ideal for university teacher preparation courses and graduate programs.Provides strength-based strategies that focus on students' unique gifts and talents.Each chapter includes a comprehensive literature review, suggested interventions, resources for further exploration, and vignettes that highlight experiences of twice-exceptional students and the behaviors and needs that practitioners might commonly see in the classroom.
Understanding Undergraduates: Challenging our preconceptions of student success (SEDA Series)
by Celia Popovic David A. GreenMost university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions – or stereotypes – they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers’ beliefs about their students’ performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students’ demographic data and their actual performance with their teachers’ expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students’ comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers’ beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book: reveals general tendencies and findings that will inform developers’ own work with university teachers, provides practical guidance and solutions for university teachers to be able to identify and address students’ actual – rather than assumed – needs, explores means of addressing and challenging people’s natural tendency to rely on preconceived ideas and stereotypes, and explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.
Understanding Undergraduates: Challenging our preconceptions of student success (SEDA Series)
by Celia Popovic David A. GreenMost university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions – or stereotypes – they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers’ beliefs about their students’ performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students’ demographic data and their actual performance with their teachers’ expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students’ comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers’ beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book: reveals general tendencies and findings that will inform developers’ own work with university teachers, provides practical guidance and solutions for university teachers to be able to identify and address students’ actual – rather than assumed – needs, explores means of addressing and challenging people’s natural tendency to rely on preconceived ideas and stereotypes, and explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.
Understanding Uniqueness and Diversity in Child and Adolescent Mental Health
by Matthew Hodes Susan Shur-Fen Gau Petrus J. De VriesUnderstanding Uniqueness and Diversity in Child and Adolescent Mental Health examines the determinates of individual differences in children and young people, along with the origins of maladjustment and psychiatric disorders. It addresses the ways in which interventions and mental health services can be developed and shaped to address individual differences amongst children. Topics cover the influence of economic adversities and gender differences on child development and life course, as well as the range of risk and protective factors associated with the onset and persistence of problems, including sections on anxiety disorders in infants, bipolar disorder, and tics and Tourette’s. Additional sections focus on the potential for individualizing treatments as illustrated by pharmacogenomics, with another highlighting ways in which services can be adapted for specific environments, such as the needs of refugee children and systems of service delivery that can be enhanced by the use of telemedicine.Emphasizes the social and environmental influences on child and adolescent mental healthFocuses on early developmental and infancy processesAddresses the training of child and adolescent psychiatrists across EuropeCovers a range of illustrative psychiatric disorders and problemsForwards a goal of producing a mental health workforce with internationally recognized competencies
Understanding University: A Guide To Another Planet (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Christine SinclairDoes university seem like another planet?Does everyone else seem to speak another language?What can you do to make the grade? If these are the kind of questions you are asking, then this is the book you need. After the excitement of being accepted, the reality of life at university or college can be daunting, but help is at hand.This practical book guides new students through the terminology used at university and shows you:what a student needs to knowhow to be accepted by students and lecturershow to get the best out of your institution and yourselfhow to communicate using appropriate language in higher education institutionshow to learn the conventions of your specific subject areahow to be confident and competent in your new worldAll new students find the move to university slightly bewildering, but with this book you can be one step ahead. The author has spent time talking to students across a broad range of different universities and uses her first-hand experience as a basis for the book. Understanding University provides a lifeline for new students in further and higher education offering everything from practical advice on studying, to explanations of frequently used terms. If you don’t know the difference between a seminar and a tutorial or want to know what ‘matriculation’ means, then this is where to start.Need a little assistance? Just open this book. And remember - you are not alone.
Understanding University Committees: How to Manage and Participate Constructively in Institutional Governance
by David A. FarrisCommittees are indispensable to the governance of higher education, yet there is seldom guidance to faculty and administrators on how committees should be conducted or how to maximize committee obligations. This is the first handbook on how both to manage committees and how to engage effectively as members to achieve departmental or broad institutional goals, and how participation valuably contributes to individual learning and advancement.Based on empirical research, organizational theory, and interviews with faculty and administrators, Dr. David Farris provides an informative and vivid examination of the dynamics of committee work, addresses the planning, conduct, roles, composition, and dispositions of members as well as the institutional context and structures in which they operate that are vital to organizational success.Committees are not just laboratories for implementing the vision of university leadership, developing solutions to institutional challenges, and refining organizational procedures; they are the proving ground for future leaders in higher education. How members perform in committees reflects our professionalism, aptitude, integrity, and character – all-important considerations given that we serve as ambassadors for our department, college, office, and colleagues.In offering guidance on good committee practices, a recurring theme of this book is that readers should critically evaluate individual performance and how it impacts others or the committee at large. Too often the locus of control is presumed to be reserved for the chairperson even though significant influence can be exercised through informal leadership, member dispositions, and leveraging social networks.In addition to reviewing the mechanism of committees, David Farris provides practical information regarding the functional application of committees (tactical, operational, or strategic), committee leadership and management, group dynamics that influence committee performance, and the importance of diversity and inclusive committee cultures to institutional performance. Throughout the book he identifies opportunities for faculty and administrators to reflect on their committee experiences, challenges readers to consider how to capitalize on committee experiences, and consider the various ways that committees shape institutional culture and performance.This book provides guidance on how to create committees that are conducive to fair, equitable, and engaging participative decision-making experiences to yield the best results and to promote enthusiasm for participation in committees, whether as chairs or committee members.
Understanding University Committees: How to Manage and Participate Constructively in Institutional Governance
by David A. FarrisCommittees are indispensable to the governance of higher education, yet there is seldom guidance to faculty and administrators on how committees should be conducted or how to maximize committee obligations. This is the first handbook on how both to manage committees and how to engage effectively as members to achieve departmental or broad institutional goals, and how participation valuably contributes to individual learning and advancement.Based on empirical research, organizational theory, and interviews with faculty and administrators, Dr. David Farris provides an informative and vivid examination of the dynamics of committee work, addresses the planning, conduct, roles, composition, and dispositions of members as well as the institutional context and structures in which they operate that are vital to organizational success.Committees are not just laboratories for implementing the vision of university leadership, developing solutions to institutional challenges, and refining organizational procedures; they are the proving ground for future leaders in higher education. How members perform in committees reflects our professionalism, aptitude, integrity, and character – all-important considerations given that we serve as ambassadors for our department, college, office, and colleagues.In offering guidance on good committee practices, a recurring theme of this book is that readers should critically evaluate individual performance and how it impacts others or the committee at large. Too often the locus of control is presumed to be reserved for the chairperson even though significant influence can be exercised through informal leadership, member dispositions, and leveraging social networks.In addition to reviewing the mechanism of committees, David Farris provides practical information regarding the functional application of committees (tactical, operational, or strategic), committee leadership and management, group dynamics that influence committee performance, and the importance of diversity and inclusive committee cultures to institutional performance. Throughout the book he identifies opportunities for faculty and administrators to reflect on their committee experiences, challenges readers to consider how to capitalize on committee experiences, and consider the various ways that committees shape institutional culture and performance.This book provides guidance on how to create committees that are conducive to fair, equitable, and engaging participative decision-making experiences to yield the best results and to promote enthusiasm for participation in committees, whether as chairs or committee members.
Understanding West Africa's Ebola Epidemic: Towards a Political Economy (Security and Society in Africa)
by Ibrahim Abdullah Ismail RashidFrom 2013 to 2015, over 11,000 people across West Africa lost their lives to the deadliest outbreak of the Ebola virus in history. Crucially, this epidemic marked the first time the virus was able to spread beyond rural areas to major cities, overturning conventional assumptions about its epidemiology.With backgrounds ranging from development to disease control, the contributors to this volume - some of them based in countries affected by the Ebola epidemic - consider the underlying factors that shaped this unprecedented outbreak. While championing the heroic efforts of local communities and aid workers in halting the spread of the disease, the contributors also reveal deep structural problems in both the countries and humanitarian agencies involved, which hampered the efforts to contain the epidemic. Alarmingly, they show that little has been learned from these events, with health provision remaining underfunded and poorly equipped to deal with future outbreaks. Such issues, they argue, reflect the wider challenges we face in tackling epidemic disease in an increasingly interconnected world.
Understanding West Africa's Ebola Epidemic: Towards a Political Economy (Security and Society in Africa)
by Ibrahim Abdullah and Ismail RashidFrom 2013 to 2015, over 11,000 people across West Africa lost their lives to the deadliest outbreak of the Ebola virus in history. Crucially, this epidemic marked the first time the virus was able to spread beyond rural areas to major cities, overturning conventional assumptions about its epidemiology.With backgrounds ranging from development to disease control, the contributors to this volume - some of them based in countries affected by the Ebola epidemic - consider the underlying factors that shaped this unprecedented outbreak. While championing the heroic efforts of local communities and aid workers in halting the spread of the disease, the contributors also reveal deep structural problems in both the countries and humanitarian agencies involved, which hampered the efforts to contain the epidemic. Alarmingly, they show that little has been learned from these events, with health provision remaining underfunded and poorly equipped to deal with future outbreaks. Such issues, they argue, reflect the wider challenges we face in tackling epidemic disease in an increasingly interconnected world.