With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.
Social skills are at the core of mental health, so much so that deficits in this area are a criterion of clinical disorders, across both the developmental spectrum and the DSM. The Practitioner’s Guide to Empirically-Based Measures of Social Skills gives clinicians and researchers an authoritative resource reflecting the ever growing interest in social skills assessment and its clinical applications. This one-of-a-kind reference approaches social skills from a social learning perspective, combining conceptual background with practical considerations, and organized for easy access to material relevant to assessment of children, adolescents, and adults. The contributors’ expert guidance covers developmental and diversity issues, and includes suggestions for the full range of assessment methods, so readers can be confident of reliable, valid testing leading to appropriate interventions. Key features of the Guide: An official publication of the Association for Behavioral and Cognitive Therapies Describes empirically-based assessment across the lifespan. Provides in-depth reviews of nearly 100 measures, their administration and scoring, psychometric properties, and references. Highlights specific clinical problems, including substance abuse, aggression, schizophrenia, intellectual disabilities, autism spectrum disorders, and social anxiety. Includes at-a-glance summaries of all reviewed measures. Offers full reproduction of more than a dozen measures for children, adolescents, and adults, e.g. the Interpersonal Competence Questionnaire and the Teenage Inventory of Social Skills. As social skills assessment and training becomes more crucial to current practice and research, the Practitioner’s Guide to Empirically-Based Measures of Social Skills is a steady resource that clinicians, researchers, and graduate students will want close at hand.
A compilation of essays presenting the conditions and promises of the university for African American faculty and students that is enhanced by the development of Black culture centers in the university community.
"This book summarizes the adverse effects of a large range of herbal medicines and the active ingredients that they contain. It includes extensive lists of the families of plants that are used as herbal medicines, including the Latin names of genera and species as well as the common names of individual plants. The material is drawn from the 15th edition of the internationally renowned encyclopedia, Meyler's Side Effects of Drugs: The Encyclopedia of Adverse Drug Reactions and Interactions, and the latest volumes in the companion series, Side Effects of Drugs Annuals."--BOOK JACKET.
Chronic multisymptom illness (CMI) is a serious condition that imposes an enormous burden of suffering on our nation's veterans. Veterans who have CMI often have physical symptoms (such as fatigue, joint and muscle pain, and gastrointestinal symptoms) and cognitive symptoms (such as memory difficulties). For the purposes of this report, the committee defined CMI as the presence of a spectrum of chronic symptoms experienced for 6 months or longer in at least two of six categories-fatigue, mood, and cognition, musculoskeletal, gastrointestinal, respiratory, and neurologic-that may overlap with but are not fully captured by known syndromes (such as CFS, fibromyalgia, and IBS) or other diagnoses. Despite considerable efforts by researchers in the United States and elsewhere, there is no consensus among physicians, researchers, and others as to the cause of CMI. There is a growing belief that no specific causal factor or agent will be identified. Many thousands of Gulf War veterans1 who have CMI live with sometimes debilitating symptoms and seek an effective way to manage their symptoms. Estimates of the numbers of 1991 Gulf War veterans who have CMI range from 175,000 to 250,000 (about 25-35% of the 1991 Gulf War veteran population), and there is evidence that CMI in 1991 Gulf War veterans may not resolve over time. Preliminary data suggest that CMI is occurring in veterans of the Iraq and Afghanistan wars as well. In addition to summarizing the available scientific and medical literature regarding the best treatments for chronic multisymptom illness among Gulf War veterans, Gulf War and Health: Volume 9: Treatment for Chronic Multisymptom Illness recommends how best to disseminate this information throughout the VA to improve the care and benefits provided to veterans, recommends additional scientific studies and research initiatives to resolve areas of continuing scientific uncertainty and recommends such legislative or administrative action as the IOM deems appropriate in light of the results of its review.
A radical blueprint for reinventing American higher education. America’s research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars—a historian whose research focus is the American research university—examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.
