Fluchadenabooks: Januari 2016

Senin, 25 Januari 2016

> Download PDF Sociological Theory in the Classical Era: Text and Readings, by Laura Desfor Edles, Scott Appelrouth

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Trained at UCLA and at NYU respectively, Laura Desfor Edles and Scott Appelrouth were frustrated by their inability to find a sociological theory text that could inspire enthusiasm in undergraduate students while providing them with analytical tools for understanding theory and exposing them to original writings from pivotal theorists. They developed this widely used text/reader to fill that need.

This affordable text/reader hybrid introduces students to original major writings from sociology's key classical theorists as well as from a variety of other voices, and also provides a helpful theoretical and historical framework, written by the editors, with which to understand those often intimidating readings. In addition to presenting a unique format, this book is one of the only theory texts to feature photos and diagrams, making it even more student friendly.

New and Retained Features

The book’s praised text/reader format provides students with the interpretive and analytical guidance necessary to interpret the included original readings.
The book is updated throughout, with new readings added to the Weber, Marx, and Durkheim chapters.
A theoretical framework presented in Chapter 1 gives students a visual means to understand the theorists and perspectives that follow.
Theoretical Orientation Diagrams and Core Concepts Diagrams, now even more visually appealing, show students how to fit the theorist under study into the broader universe of social theory.
“Significant Others” boxes, including 5 new ones, provide information on theorists who may have followed and derived much of their own perspective from the major theorists featured in each chapter.
The ends of chapters include even more discussion questions in this edition.
Unlike other texts, each chapter includes photos of theorists and of the historical milieu from which the theories arose, along with applications to contemporary scenes. In particular, the Du Bois chapter includes a new photo of President Obama.

Ancillaries

Password-protected instructor resources, new to this edition, are available at www.pineforge.com/edles2einstr and include test questions and PowerPoint slides for each chapter.

Intended Audience

This text is intended for Classical Sociological Theory or Sociological Theory courses in sociology departments at both the undergraduate and graduate levels.

Praise for the First Edition

“Sociological Theory in the Classical Era is an ambitious and successful attempt to revitalize the teaching of sociological theory….” —Jeffrey Alexander, Yale University

“.… This book will likely be template that future texts in theory will try to emulate.” —Edward Lehman, New York University

"I chose this text because it is largely dedicated to original texts and it offers relevant yet short introductions…. I also particularly like that the intros to individual texts offer context but do not directly summarize or analyze the excerpts.” —Jacques Henry, University of Louisiana at Lafayette

Contributor to the SAGE Teaching Innovations and Professional Development Award

Find out more at www.sagepub.com/sociologyaward

Sales Rank: #150452 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2009-10-09
Original language: English
Number of items: 1
Dimensions: .80" h x 6.90" w x 9.90" l, 1.75 pounds
Binding: Paperback
448 pages

Features

Used Book in Good Condition

Review
"I chose this text because it is largely dedicated to original texts and it offers relevant yet short introductions…. I also particularly like that the intros to individual texts offer context but do not directly summarize or analyze the excerpts." (Jacques Henry 2009-06-03)

About the Author
Laura Desfor Edles (PhD, University of California, Los Angeles, 1990) is Professor of Sociology at California State University, Northridge. She is the author of Symbol and Ritual in the New Spain: The Transition to Democracy after Franco (1998) and Cultural Sociology in Practice (2002), as well as various articles on culture, theory, race/ethnicity, and social movements.

Scott Appelrouth (PhD, New York University, 2000) is Professor at California State University, Northridge. His interests include sociological theory, cultural sociology, and social movements. He has taught classical and contemporary theory at both the graduate and undergraduate levels, and has published several articles in research- and teaching-oriented journals on social movements, theory, and the controversies over jazz during the
1920s and rap during the 1980s. His current research focuses on political discourse in American party platforms.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Good textbook
By Totalism Researcher
This textbook does a very good job of presenting the theories of classical sociologists. It is designed for a classroom, not for casual reading. However, it would still be applicable for the latter.

0 of 0 people found the following review helpful.
Easy
By M. Forstrom
This seemed a bit juvenile for Soc 300, to be honest. It would be great for a Soc 101 class, though, I think. The readings are all very succinct, if that's what you want.

0 of 0 people found the following review helpful.
Love!!!
By Wendy
Super interesting book. Love it! And easy to comprehend. Good book to have that includes both primary and secondary articles.

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Minggu, 24 Januari 2016

@ Ebook Download Public Communication CampaignsFrom SAGE Publications, Inc

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In this new, fully revised and expanded fourth edition of Public Communication Campaigns, Rice and Atkin provide readers with a comprehensive, up-to-date look into the field of public communication campaigns. The subject of campaigns has become increasingly high profile in the academic world in the decade since the last edition, and hundreds of new studies on campaign theory and practice have been published since 2001. Largely rewritten to reflect the latest theories and research, this text continues in the tradition of ongoing improvement and expansion into new areas.

Sales Rank: #170512 in Books
Published on: 2012-03-06
Original language: English
Number of items: 1
Dimensions: 9.10" h x .90" w x 7.30" l, 1.40 pounds
Binding: Paperback
392 pages

About the Author
Ronald E. Rice (Ph.D. & M.A., Stanford University; B.A., Columbia University) is both the Arthur N. Rupe Chair in the Social Effects of Mass Communication in the Department of Communication and Co-Director of the Carsey-Wolf Center at UC, Santa Barbara. He has been elected divisional officer in the International Communication Association and the Academy of Management, elected President and Fellow of the ICA, awarded a Fulbright Award to Finland, appointed as Wee Kim Wee Professor and then University Professor of the School of Communication and Information at Nanyang Technological University in Singapore, and awarded an Honorary Doctorate from the University of Montreal. He has co-authored or co-edited ten books, including The New Media: Communication, Research and Technology (1984), and The Internet and Health Communication (2001), both also with SAGE. He is widely published in communication science, public communication campaigns, computer-mediated communication systems, methodology, organizational and management theory, information systems, information science and bibliometrics, and social networks.

Charles K. Atkin (Ph.D., University of Wisconsin; B.A., Michigan State University) is University Distinguished Professor in the Department of Communication at Michigan State, where he has served as Chair for 15 years. He teaches and conducts research on mass communication campaigns, particularly in the health domain. Based on sustained accomplishments in applied research on health campaigns, he received the 2006 Decade of Behavior Award from the American Psychological Association and a consortium of 54 social science organizations as well as the 2008 career award as “Outstanding Health Communication Scholar” from National Communication Association and the International Communication Association Health Communication Divisions. In 2010, he was selected for the Phillips Award for Distinguished Applied Communication Research by the National Communication Association. He has been a Fellow of the International Communication Association since 1999. He has published almost 100 journal articles and ten books, including Mass Communication and Public Health (1990, SAGE) and Public Communication Campaigns (1989, 2001, SAGE). His federal grant research has been extensive, with recent major projects on breast cancer and binge drinking.

Most helpful customer reviews

1 of 1 people found the following review helpful.
this was the best one. Take heed campaign designers
By Amazon Customer
As a communication major, I found that the book is severely dry. Even my teacher said she hates the book, but that there are next to no text books on the topic, and out of all the choices, this was the best one. Take heed campaign designers! If you can create a textbook with all the relevant info for a college student, you could be making bank if you can make it interesting!

1 of 1 people found the following review helpful.
Interesting though very theoretical
By cyrille fabre
The book is composed of a series of article by academics specialized on the topic. It is probably great for students preparing a |PhD thesis but only half helpful for simple practitioner.

1 of 1 people found the following review helpful.
Why are people giving positive ratings for a book just because it was shipped promptly? You're rating the book not Amazon!
By William B. Edmonson
For a textbook about communications, one would think it would communicate well. Not in this case. This book is written in the most arcane and boring way possible.

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Kamis, 21 Januari 2016

!! Free PDF Learning: Principles and Applications, by Stephen B. Klein

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Known for its coverage of both classic and current studies of animal and human research, Learning: Principles and Applications shows students the relevance of basic learning processes through real-world examples, vignettes, applications, and critical thinking questions. This new Sixth Edition represents a thorough update and reorganization of content to reflect changes in the field, as well as a strengthening of key pedagogical features to help students’ understanding of the material.

Sales Rank: #968454 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-04-04
Original language: English
Number of items: 1
Dimensions: .76" h x 8.11" w x 9.93" l, 2.09 pounds
Binding: Paperback
536 pages

Features

Used Book in Good Condition

Review
“An approachable text that provides the detail needed to teach a course in the Psychology of Learning while not overwhelming the students.” (Charles A. Gramlich)

About the Author
Stephen B. Klein (Phd, Psychology, Rutgers University) is a Professor of the Department of Psychology at Mississippi State University, where he has taught since 1990. He teaches a variety of undergraduate classes, including Learning Principles and Processes, Human Learning and Thinking, Theories of Learning, and Quantitative Methods, as well as graduate classes in Advanced Learning, Advanced Learning and Motivation, and Advanced Experimental Methods. His research interests are in the biological basis of learning and memory and constraints and predispositions on food preferences and aversions. His early research included investigations of aversive conditioning and flavor aversion learning. Klein has written and co-edited a number of textbooks, including Contemporary Learning Theories: Pavlovian Conditioning and the Status of Traditional Learning Theory; Handbook of Contemporary Learning Theories; and Biological Psychology, Second Edition.

Most helpful customer reviews

4 of 5 people found the following review helpful.
Hosting a good ol' fashion book burning? Start here.
By James Gerhart
I'm a generally a minimalist, but this book is just horrible.

You know those old text books from the 1950s that had no side articles, personal stories, and varied layout to help keep you awake? This book fell into a time machine and somehow landed at the publishing company.

Research shows that modern text book designs are more effective because of the numerous tricks they employ to keep things interesting. A little color here, an amusing photo there, and a side box with an entertaining semi-related story go a long way. Of all topics you'd think a book titled 'Learning' would take that into account, but no sir. Not by a long shot.

This book is 100% black and white print, zero page layout effort was spent on it, and the only diagrams you get are bar graphs and a few drawings of rabbits hooked up to eye blink machines.

And the writing style is straight up cryptic. I'm rather verbally inclined and can run through most textbook chapters (lets say 70-100 pages) for 3000-4000 level courses in an hour or two. With some highlighting and a few notes on the side it takes no other effort to understand or retain the material. But this book is closer to 519 pages of journal articles. To process the material from ~30 page chapters in this book its taking me about 6 hours of reading and 5-6 pages of notes because its horrible inconsistent and frequently uses a tangled web of acronyms. For example, sometimes you'll find the _exact_ same concepts labeled with multiple different bold face vocabulary terms. And I mean super simple concepts like 'lowered pain threshold' having multiple vocabulary terms just 1-2 pages apart. Some of the wording requires making simple flowcharts to understand what the author is attempting to convey.

Perhaps if you're a tenured professor, doctoral candidate, or have lots of experience reviewing journal articles this book will be easier to read and understand. Actually, I worked in 2 experimental psychology research labs and reviewed literature bi-weekly and this book was still difficult to process. This book totally misses its target as undergraduate course material.

In review:

- This book uses _nothing_ but the dreadful black and white linear print pages.
- Does not attempt to break the monotony with any sort of lines, text variations, side stories, or photographs.
- Uses difficult to detangle language. And this is coming from a guy who worked in a psycholinguistics lab for 2 years.
- Yes, this book is $20-40 cheaper than comparable books that have fancier layouts and designs. No, it isn't worth the savings.

If you are a professor investigating this book, the department chair, or even on a committee selecting textbooks for a learning course I plead of you to not subject your students to this book. The professor teaching this course at my university is an excellent instructor, but I am firmly convinced his intention with this book is to push us to the maximum with a difficult book.

Please don't use this book.

3 of 5 people found the following review helpful.
Badly outdated and poorly written, with factual errors
By Paul Hudgins
This book truly stands out among all of the bad textbooks I have used.

This is not an advanced book. The concepts are quite simple, but Klein has a talent for explaining simple things in the worst possible way. If you want to see for yourself, check out the diagram explaining discrimination gradients. The book tries to come off as very technical because it contains so many descriptions of research. These are bad explainations and not very instructive at all. Another frustrating point is the use of historical jargon for the sake of jargon. He uses inconsistent terminology and makes no attempt to compare similar terms or integrate similar concepts.

What also amazed me was the list of sources in the back of the book. Most were written between 1920 and 1960. The few that were written in the 80's or later were very trivial studies. If you want to teach a course on the history of the study of learning, this is still a bad book.

Once Klein ventures beyond basic conditioning, he runs into subjects that he apparently just doesn't understand. His definition of "syntax" as a combination of phonology and grammar is a mixture of backwards and plain wrong. Just compare this section to the Wikipedia articles on the same subjects. His explanation of "algorithms" seems like a joke.

Finally, there was the chapter on "concepts." This chapter made me sad. Students are learning from this, you know. Don't look for any discussion of Piaget or schemas here. He begins with a horrible explanation of basic logic, and then goes on to discuss experiments that tested whether animals can tell the difference between different types of objects. It turns out, a pigeon can tell the difference between pictures of water and pictures of things that are not water. It's silly that money was even spent doing this research, and absurd that it was included in a textbook. All animals have to drink. Perhaps this was just included so that he could reference "modern" (meaning 1980's) research in this 2009 edition.

If you are a student, just write down the concepts that the professor mentions and look them up on Wikipedia. Better yet, drop the course and take it later with a professor that can recognize a good book.

If you are a professor, keep in mind that this book will not only fail to give your students much meaningful knowledge, it will also completely turn them off to an important field of study.

1 of 1 people found the following review helpful.
Missing important features that should be in a textbook.
By Benjamin I. Gearheard
This review covers the 5th edition.

At first sight, this textbook seemed daunting. There are no friendly pictures in this book, just some charts. It is mainly plain text, and it is entirely black and white. Be warned, this thing has the not quite so great effect of making the reader go cross eyed (figuratively speaking). This serves to make the book very substantive, because not much space is wasted on distracting pictures. However, it does have hundreds of charts/graphs and has some helpful tables. The bland text is boring! Also, the book is missing some things- such as when you see a word bolded in the text, you would expect to find in the margin some kind of definition, correct? Well, in this book- there are no definitions in the margin. No notes that point forward or backward. And it is true that there are different terms introduced for the exact same concept at different times in the text- how is the student to know which they should focus on?

The most helpful part of the layout I found while reading the chapters is that there are regular stopping points, where the author repeats in bulleted format some main points of what you just read (or in my case, thought I had read). There are also some questions to test your learning- so that makes reading the text a bit more active, helps retention.

Professors be warned, this text isn't that friendly- the tone and structure makes it feel somewhat like a psych literature review, and not a friendly format for the unfamiliar student.

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With contributions from leading authors in the most important areas of current research, this book provides insight into the streams that are driving leadership theory and practice today. The Second Edition provides students with an updated and complete yet concise handbook that solidifies and integrates the vast and disparate leadership literature.

Sales Rank: #801651 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-06-01
Original language: English
Number of items: 1
Dimensions: 10.25" h x 7.00" w x 1.00" l, 2.35 pounds
Binding: Paperback
608 pages

Features

Used Book in Good Condition

Review

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-Matthew Upton, (2012) "The Nature of Leadership", European Journal of Training and Development, Vol. 36 Iss: 5, pp.562 - 564

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Each chapter concludes with several discussion questions, supplementary readings (including notes and case studies), and extensive references, all of which makes this book a must for serious upper-level undergraduate and graduate students of leadership. Summing Up: Highly recommended. Outstanding Title. (M. J. Safferstone Choice Reviews Online 2013-04-30)

About the Author
David V. Day is the Woodside Professor of Leadership and Management at the University of Western Australia Business School. Prof. Day has published more than 75 journal articles, books, and book chapters, many pertaining to the core topics of his primary research interests in leadership and leadership development. He is the lead author on the recently published book titled, An Integrative Approach to Leader Development: Connecting Adult Development, Identity and Expertise (Routledge, 2009) and is presently editing The Oxford Handbook of Leadership and Organizations with an expected publication date of 2012. Day serves as an Associate Editor of the Journal of Applied Psychology and is on the editorial boards of Human Performance, Journal of Management, Leadership Quarterly, Organizational Behavior and Human Decision Processes, Organizational Psychology Review, and Personnel Psychology. He is a Fellow of the American Psychological Association and the Society for Industrial and Organizational Psychology.

John Antonakis is Professor of Organizational Behaviour in the Faculty of Business and Economics of the University of Lausanne, Switzerland. Professor Antonakis' research is currently focused on predictors of leadership, leadership development, strategic leadership, social cognition, as well as on causality. He has published over 40 book chapters and articles including in journals such as in Science, Harvard Business Review, Psychological Science, The Leadership Quarterly, Academy of Management Learning & Education, Human Relations, Personality and Individual Differences, among others. He has co-edited two books: The Nature of Leadership, and Being There Even When You Are Not: Leading Through Strategy, Structures, and Systems. Antonakis is Associate Editor of The Leadership Quarterly, and is on the editorial boards of the Academy of Management Review, Journal of Management, Organizational Research Methods, and Journal of Management Studies, among others.

Most helpful customer reviews

0 of 0 people found the following review helpful.
This is the book to get if you want to get to the heart of leadership.
By Denis
The best book I have come across on leadership. It's focus is on the nature of leadership. There has been alot written about leadership and different theories have been in vogue at different times. This book tackles what leadership is all about, what is meant by it, how it is perceived and how it works. I liked particularly liked the way that the chapters were written by experts in their areas. Evolutionary and biological perspectives, individual differences, leadership development, gender and leadership, leadership and identity, leadership and culture and ethical leadership for me are not only stand out chapters, they are highly enlightening. The book is extremely well edited with the chapters written in an accessible style and yet scholarly. The research is right up to date. The presentation of the book makes for very pleasant reading. I strongly recommend this book.

0 of 0 people found the following review helpful.
Item as described.
By Amazon Customer
Book was in good condition but received a few days after the expected date of arrival.

Overall satisfied.

0 of 0 people found the following review helpful.
Five Stars
By Paulo Carneiro
Expectations fully met!

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!! Get Free Ebook Social Research Methods: Qualitative and Quantitative Approaches, by H. Russell Bernard

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Reserve Social Research Methods: Qualitative And Quantitative Approaches, By H. Russell Bernard is among the valuable worth that will make you consistently abundant. It will not imply as rich as the cash provide you. When some people have absence to face the life, individuals with several books sometimes will be smarter in doing the life. Why ought to be book Social Research Methods: Qualitative And Quantitative Approaches, By H. Russell Bernard It is actually not indicated that e-book Social Research Methods: Qualitative And Quantitative Approaches, By H. Russell Bernard will give you power to get to everything. Guide is to read as well as what we indicated is guide that is read. You could also view exactly how the book qualifies Social Research Methods: Qualitative And Quantitative Approaches, By H. Russell Bernard and varieties of book collections are offering right here.

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H. Russell Bernard's text provides a comprehensive guide to doing research in the social and behavioral sciences, from the foundations and research design, to collecting and analyzing data. Rich in examples, Social Research Methods: Qualitative and Quantitative Approaches has been revised and updated to provide today's students with a conceptual understanding of each technique, as well as showing them how to use it.

Sales Rank: #128101 in Books
Brand: Brand: Sage s Inc, Hardcover(2012)
Published on: 2012-03-02
Original language: English
Number of items: 1
Dimensions: 10.10" h x 1.40" w x 7.20" l, 3.15 pounds
Binding: Hardcover
824 pages

Features

Used Book in Good Condition

Review
“The main strength of this text is coverage of both quantitative and qualitative methodology from a broad range of fields. The examples are often my students’ favorite thing to discuss in class.” (Erica B. Gibson 2011-10-28)

“Bernard does an excellent job of not only showing how to practice research, but also provides a detailed discussion of broader historical and philosophical contexts that are important for understanding research.” (Julian Kilker 2011-10-28)

“The book includes a thorough presentation of quantitative and qualitative methods, including formulas and statistics for quantitative methods. Bernard is one of very few methods authors who includes and explains statistical methods, not just the methods used. Moreover, the book is very comprehensive and uses lots of examples to explain the material in depth.” (Monika Ardelt 2011-10-28)

“The depth of detailed descriptions (foundations of social research; interviewing, participant observation, field notes, and data analysis) go beyond other texts that I’m aware of, and the organization is superb. The text contains strong descriptions of positivist versus humanistic traditions and splits in social research. It also includes great detail on how to successfully operationalize research variables. The discussion on theory as a “mechanism” and how to choose problems is easily understood and effective. Moreover, the author’s emphasis on making personal interest a high priority in choosing a research topic is critical and primary.” (Benedict J. Colombi 2011-10-28)

'There is considerable detail on the history and philosophical foundations of social and behavioural research, ranging from the ‘what’ to the ‘how-to’ of social research.

To make sure the message of each chapter is clearly communicated [Bernard] employs a wealth of examples and reading lists. He also provides the reader with a description of key concepts employed in each chapter.'

(Maryam Nazari & G.E. Gorman Online Information Review)

About the Author

H. Russell Bernard is Professor of Anthropology, Emeritus at the University of Florida. He served as editor of the American Anthropologist and Human Organization. He is co-founder (with Pertti Pelto and Stephen Borgatti) of the Cultural Anthropology Methods journal (1989), which became Field Methods in 1999. The five editions of his methods text Research Methods in Anthropology (AltaMira 2006) and his general research methods text Social Research Methods (Sage 2012), have been used by tens of thousands of students. Bernard co-founded (with Pelto) and co-directed (with Pelto and Borgatti) the National Science Foundation's Institute on Research Methods in Cultural Anthropology and has done fieldwork in Greece, Mexico, and the U.S.A. His publications include (with Jesús Salinas Pedraza) Native Ethnography: A Otomí Indian Describes His Culture (Sage, 1989). Bernard is known as well for his work, with Peter Killworth, Eugene Johnsen, Christopher McCarty, and Gene A. Shelley, on network analysis, including work on the network scale-up method for estimating hard-to-count populations. In 2010, Bernard was elected to the National Academy of Sciences.

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2 of 2 people found the following review helpful.
Breath traded for depth?
By Herbert L Calhoun
This is an Anthropologist's take on research methods for the social sciences, both qualitative and quantitative. It is laid out superbly in bite size chunks, covering all the important topics in six easy chapters from background and research design, to data collection and analysis. Altogether these 650 pages about cover the waterfront. I was quite surprised to find my own favorite qualitative tool, the "Semantic Differential" among its many techniques. Thus in terms of breath, there is a lot to recommend here.

However on the weak side, this is still a "survey course of quantitative and qualitative methods," not an in depth look at them. It thus obviously is a text intended to be supplemented by lectures and other resources to round out a more robust introduction to research methods, throughout a semester or longer, college level course.

It thus strives for breath at the expense of depth, which is okay providing that supplemental materials are designed precisely to cover this shortfall in depth.

In this area, I think the author could have done a much better job. Instead of just a "Further reading list" at the end of each chapter, a carefully selected bibliography keyed to the substance of each chapter would have been much better, especially to a broader range of examples, or even to books containing such examples.

Additionally, in this era of the Internet, at least the chapters on quantitative techniques should have been keyed to statistical packages that students could "practice on" to refine use of the tools that they will need in the field. While this may sound like a "nitpick" the larger point is that with minimal additional effort this, "a good book," could have become a" great resource," and obviously that is what the author was striving for.

Despite this, it is a "one shop research compendium" that students can find a great deal of comfort in, even if it is not one they can rely on entirely. Four stars.

4 of 5 people found the following review helpful.
Good Methods Text for the Graduate Level
By Sarah G.
This book is packed with information and practical advice, easy to read, and a great way to introduce a variety of methods to young scholars in an unintimidating way. The coverage of a wide range of methods would make this book a good addition to a survey course on methods in a graduate class in the social sciences.

Unlike the previous reviewer, I found this book to be very useful. Note that the writing style is unusual for a text book, and that seems to have turned the first reviewer off. The book is written from a feminist style, by which I mean that the author does not set us up to think that his opinion automatically superior or the only one out there. Shocking.

On many of the methodological issues addressed in the book, there is no "right" or "resolved" answer, and this author is honest about that. (If you want more assurance -- probably better for an undergraduate course -- see Babbie's books.) This book is written by a person. The person happens to have a great deal of research experience and has done readings upon readings besides... but he is still a person, not a text-book writing machine. That fact comes through in the text, and I find it more honest than usual and quite refreshing.

1 of 1 people found the following review helpful.
Wordy and poorly organized, but what's the alternative?
By Trevor Burnham
This book was the main textbook for a graduate-level course on research methods that I took, which was aimed at an interdisciplinary audience of students with diverse backgrounds. This book is enjoyable when it gives examples of previously conducted studies, but otherwise both dry and unclear. Frustratingly, terms are rarely defined when they are introduced, which might make this book more practical as a reference than as an introduction to students unfamiliar with the subject.

The chapters on statistics are particularly unenlightening; I would strongly recommend a separate book on the subject targeted to the reader's particular needs and interests (for instance, an econometrics text for those using economic methodologies).

Unfortunately, there is no perfect text on the subject of research methods for the social sciences, so you might have to stick to this one. If that's the case, my advice is to supplement it heavily with other resources. Enjoy the case studies, but don't expect to understand the terminology or to get a concrete, step-by-step tutorial on implementing the methods listed in this lengthy primer.

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Rabu, 20 Januari 2016

@ PDF Ebook Human Behavior Theory and Applications: A Critical Thinking Approach, by Elizabeth G. DePoy, Stephen F. Gilson

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In Human Behavior Theory and Applications, authors Elizabeth DePoy and Stephen Gilson use a critical thinking approach to engage students to think in depth about theory and its use in social work practice. With a strong focus on diversity, this book expands its theory coverage to include progressive and the most cutting-edge contemporary thinking. The authors skillfully introduce theory, critically examine each theory, including developmental theories, environmental theories, diversity theories, systems theories, and new and emerging theories, and then apply each theory to social work practice providing a synthesis of classical and contemporary theory for scholarly analysis and application to professional, intellectual, and social action.

Sales Rank: #1441871 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-09-21
Original language: English
Number of items: 1
Dimensions: 9.10" h x .90" w x 7.30" l, 1.35 pounds
Binding: Paperback
392 pages

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Used Book in Good Condition

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"What I like most about this text is that it taught students to think critically about theory and provided them with the tools for doing so. From this perspective this is a very valuable text for graduate students." (Heath B. Walters)

About the Author

Elizabeth DePoy is a professor at University of Maine School of Social Work where she has taught research and evaluation methods for 28 years. Her scholarship in social work focuses on methods of inquiry and particularly on integrating research, evaluation, and professional practice. She has co-authored 15 books and over 100 articles and presents her work locally through globally. Her most recent books include Branding and Designing Disability, and the 5th edition of Introduction to Research.

Stephen Gilson is professor at the University of Maine where he teaches human behavior in the social environment, diversity theory, and biology for social workers. His own work is informed by systematic inquiry and thus he is committed to the synthesis of practice and research within social work. Stephen has authored/coauthored 12 books and over 80 articles including Branding and Designing Disability and Evaluation Practice. He presents his work nationally and internationally.

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Senin, 18 Januari 2016

# PDF Ebook Newman BUNDLE, Sociology: Exploring the Architecture of Everyday Life, Eighth Edition + Kivisto, Key Ideas in Sociology, Second EditionB

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Sales Rank: #14452892 in Books
Published on: 2009-12-11
Original language: English
Number of items: 1
Dimensions: 1.61" h x 8.01" w x 9.86" l, 3.26 pounds
Binding: Paperback

About the Author

Peter Kivisto, PhD (New School for Social Research), is the Richard Swanson Professor of Social Thought and chair of sociology at Augustana College. Among his recent books are Citizenship: Discourse, Theory, and Transnational Prospects (2007, with Thomas Faist), Intersecting Inequalities (2007, with Elizabeth Hartung), Incorporating Diversity: Rethinking Assimilation in a Multicultural Age (2005), Key Ideas in Sociology (2nd ed., 2004), Multiculturalism in a Global Society (2002), and Social Theory: Roots and Branches (2nd ed., 2002). His primary scholarly and teaching interests revolve around social theory and ethnic and immigration studies. He has served as secretary-treasurer of the American Sociological Association’s Theory and International Migration Sections and is currently serving as Editor of The Sociological Quarterly.

David Newman earned his bachelor’s degree from San Diego State University in 1981 and his graduate degrees from the University of Washington in Seattle (M.A. 1984, PhD 1988). After a year at the University of Connecticut, David came to DePauw in the fall of 1989 and has been here ever since. David teaches courses in Deviance, Mental Illness, Family, Social Psychology, and Research Methods. He has published numerous articles on teaching and has presented several research papers on the intersection of gender and power in intimate relationships. Recently most of his scholarly activity has been devoted to writing and revising several books, including Sociology: Exploring the Architecture of Everyday Life (SAGE ©2010); Identities and Inequalities : Exploring the Intersections of Race, Class, Gender, and Sexuality (McGraw-Hill ©2006); and Families: A Sociological Perspective (McGraw-Hill ©2009). He is currently working on a book-length manuscript that examines the cultural meaning, institutional importance, and everyday experience of “second chances.”

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Rabu, 13 Januari 2016

** PDF Ebook Homework Done Right: Powerful Learning in Real-Life Situations, by Janet E. (Elaine) Alleman, Jere E. (Edward) Brophy, Barbara L. Knighton

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Homework Done Right: Powerful Learning in Real-Life Situations, by Janet E. (Elaine) Alleman, Jere E. (Edward) Brophy, Barbara L. Knighton

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Turn homework into a meaningful learning experience that excites students!

This step-by-step guide shows teachers how homework assignments can connect with the curriculum and with students’ lives. Moving beyond the current “homework debate,” this resource provides:

Effective homework strategies, sample assignments, and classroom-ready tools for all grade levels and numerous subject areas
Richly detailed vignettes describing how real teachers have changed their homework practices, including do’s and don’ts
Insights on how to use homework to promote parent involvement
Guidance on how assignments can build 21st-century skills such as inquiry, problem solving, and collaboration

Sales Rank: #3533761 in Books
Brand: Corwin
Published on: 2010-04-14
Original language: English
Number of items: 1
Dimensions: 10.80" h x .60" w x 8.40" l, 1.30 pounds
Binding: Paperback
216 pages

Features

Effective homework strategies and sample assignments for all K-12 levels and numerous subject areas
Richly detailed vignettes describing how real teachers have changed their homework practices-including
Insights on how to use homework to promote parent involvement
Guidance on helping students develop leadership and collaboration skills through activities such as questioning,
Classroom-ready tools, including homework planning forms and other reproduciblesWhen homework assignments

Review
"Homework Done Right takes a fresh look at how to create homework assignments that students will be motivated to complete, not based on the grade alone, but on the real-life applications of the assignments. I have already begun using the information presented in this text to tweak existing assignments to make them more intellectually rewarding for my students!" (Jessica Purcell, Science Teacher 2010-01-05)

“The topic of homework is an important discussion for educators to be having in this age of increased competition and higher standards. What is the best way to extend learning for students of all ages? This book, based on a set of beliefs about teaching and learning, manages to address this topic in a well-considered and carefully researched format that will be useful to educators who are looking to improve their results with students.” (Mary Johnstone, Principal 2010-01-05)

"The book caused me to reevaluate my own homework assignments in a new light and begin to think about what I can do to get my own homework 'done right'!" (Sally Koczan, Science Teacher 2010-01-05)

"Just like their students, modern teachers want to know how what they learn is going to help them. Homework Done Right shows readers exactly why meaningful homework is best for students and provides teachers with answers to those perennial student questions: ‘Why do we need to know that?’ and ‘When am I ever going to use this?’” (Tim Tharrington, Sixth-Grade English teacher 2010-01-05)

About the Author
Janet Alleman is a Professor in the Department of Teacher Education at Michigan State University. She is author and coauthor of a range of publications including Children’s Thinking about Cultural Universals and a three-volume series entitled Social Studies Excursions, K–3. In addition to serving on a host of committees at the state and national levels, she has been a classroom and television teacher, actively working in school settings, and has taught at over a dozen international sites.

Jere Brophy was a University Distinguished Professor of Teacher Education and Educational Psychology at Michigan State University. A clinical and developmental psychologist by training, he conducted research on teachers’ achievement expectations and related self-fulfilling prophecy effects, teachers’ attitudes toward individual students and the dynamics of teacher-student relationships, students’ personal characteristics and their effects on teachers, relationships between classroom processes and student achievement, teachers’ strategies for managing classrooms and coping with problem students, and teachers’ strategies for motivating students to learn. Most recently, he focused on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation, and life application.

Barbara Knighton is an elementary school teacher with over 20 years of experience in the classroom, including 16 years concentrating on the early grades. She currently teaches fourth grade in the Waverly Community Schools in Lansing, Michigan. Barbara has coauthored or contributed to several books on education, including two with an in-depth look at teaching in the primary classroom.

Rob Ley has taught third and fourth grade in both urban and suburban districts. He received his BA and MA from Michigan State University and is currently teaching in the Haslett Public Schools in Haslett, Michigan. He has presented research at state and national conferences related to making curriculum more meaningful for students by integrating community resources. He also directs an enrichment cluster learning context that focuses on creating a time and place for real-world, student-driven learning. Outside the classroom, he leads hiking and cycling adventures in various locations throughout the world.

Benjamin Botwinski is currently enrolled as a full-time graduate student at the College of Education, Michigan State University, where he is studying educational policy and administration. Prior to becoming a full-time student, Botwinski served as a high school social studies teacher in west Michigan. He currently lives in East Lansing, Michigan, with his wife and two children.

Sarah C. Middlestead is a middle school teacher with seven years of experience in the mathematics classroom. She obtained both her undergraduate and graduate degrees at Michigan State University and spent the first seven years of her teaching career at at a middle school in mid-Michigan. Sarah is passionate about teaching mathematics in an innovative and creative way, guiding students in exploring how mathematics is used in the world in which they live. She is currently enjoying time at home with her two young children while tutoring and writing.

Most helpful customer reviews

3 of 3 people found the following review helpful.
A key for teachers drawing connections between homework assignments and student lives
By Midwest Book Review
Janet Alleman, et.al.'s HOMEWORK DONE RIGHT: POWERFUL LEARNING IN REAL-LIFE SITUATIONS provides a key for teachers drawing connections between homework assignments and student lives. Vignettes describe how teachers have changed homework practices and offer tips on helping students use homework assignments to improve social and collaboration skills. Reproducibles offer plenty of specific assignments.

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