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Minggu, 10 Agustus 2014

~ Ebook The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation, by Carol M. Roberts

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It’s an uphill climb—but the view from the top makes it all worthwhile.

A dissertation can be challenging, but this informative book helps you overcome the obstacles along the way. Using graphics, checklists, and sample forms, this guide readies you for each step of the process, including selecting the committee, getting acclimated to academic writing, preparing for your oral defense, and publishing your research. New features include:

A chapter on ethical considerations
Expanded coverage of digital data collection and the Internet
More detailed information on conducting the literature review
A discussion of how to develop a theoretical or conceptual framework

Sales Rank: #22871 in Books
Brand: Corwin
Published on: 2010-08-23
Original language: English
Number of items: 1
Dimensions: 10.50" h x 7.00" w x .75" l, 1.14 pounds
Binding: Paperback
248 pages

Features

A chapter on ethical considerations
Expanded coverage of digital data collection and using the Internet for research
More detailed information on conducting the literature review
A discussion of how to develop a theoretical or conceptual frameworkWith graphics, checklists,
Title - The Dissertation Journey

Review
"Few books provide such a concise overview of the dissertation process. From understanding your relationship with faculty to collating materials for each chapter, Roberts provides a clear, step-by-step guide on how to plan, write, and defend your doctoral research. Do not procrastinate; read this book and proceed on the road to successful completion of your dissertation!" (Deborah A. Schreiber, Assistant Professor of Education 2010-03-22)

"The Dissertation Journey is a must-have resource for any doctoral student venturing out on his or her own. Dr. Roberts presents a systematic approach that transforms what at first seems insurmountable into achievable. Trust the process, it works!" (Bruce R. Schultz, Associate Vice Chancellor for Student Affairs 2010-05-11)

About the Author

Carol M. Roberts is Professor in the University of La Verne’s Doctoral Program in Organizational Leadership where she advises doctoral students, chairs dissertations, and teaches research plus a variety of courses focused on leading organizations. Carol is a speaker, consultant, and seminar leader specializing in organizational and team development, strategic planning, conflict resolution, coaching, and personal mastery. She has been a trainer for the California School Leadership Academy and the California School Boards Association. She received her doctoral degree in planning, policy, and administration from the University of Southern California. Carol served on the Executive Board for the Southern Counties Women in Educational Management and was awarded its Woman of the Year award.

Most helpful customer reviews

27 of 27 people found the following review helpful.
2nd Edition Even Better than the First
By Guy E. White
As both a dissertation student and a dissertation mentor, I utilize this straight-forward, step-by-step text. In all, this book is by far the best book of the many that are out there regarding the writing of the dissertation. This book has many great features. First, it provides a no-nonsense, clearly stated approach to the dissertation writing process. In my own dissertation writing and in the dissertation mentoring process that I undertake with many, many mentees, this book lays out not only the successful processes that finish dissertations, but provides clear information about each section and how to go about each step of the process. Second, Dr. Roberts' second edition is not only updated for the latest and greatest, but also has numerous added features. For example, in the first 84 pages, she offers all the prework that needs to be undertaken to start the research process. In my experience, this is one of the most lacking areas in both writers and the books that talk about the dissertation process. The 150 pages that follow offer a wonderful step-by-step discussion of each STEP of the dissertation process -- which is slightly different than chapter-by-chapter approach. Many people reading this will be caught up in "writing chapter 1" when they should actually be "Reviewing the Literature" as the book suggests. This was the BIG "AH-HAH" that got me propelled at lightning speed to finish my dissertation -- and Dr. Roberts was the one that gave me this realization through her book. READ THIS CHAPTER!!! (Chapter 9). Finally, Dr. Roberts provides the reader the ability to check out each chapter of the dissertation before writing it. Before writing each chapter, I would read the associated chapter in the book and see the clear purpose of this chapter. She does this "what is the purpose of this?" approach to nearly every section of the dissertation. VERY VERY cool. In all, if you want a book that will propel you in completing your dissertation, get this book. It will help you (as long as you read and follow it)! :)

16 of 16 people found the following review helpful.
Excellent resource
By C. Wilson
I wish I had known about this book when I started my PhD program four years ago. Thankfully, however, I found it before I began the actual work of putting together my dissertation proposal. Her suggestion of doing a short 3-5 page prospectus has not only helped me focus my own thoughts but I believe will assist me in communicating my research topic concepts to my prospective committee members. I'll find out very soon as the semester starts next week. In short, though, I would recommend this for every PhD student and moreover would urge professors and PhD program coordinators to recommend it to their students as early in the PhD process as possible. Heck, if it were up to me the PhD programs would provide this as part of their introductory packet for prospective students!

38 of 45 people found the following review helpful.
Useful for certain disciplines
By A Friend of Bill
Roberts' book is most useful for those doctoral candidates who intend to collect data, use samples or instrumentation, and analyze their results. For others, like me, who will not be collecting and analyzing data, the book has some gaps. Although Roberts offers formats and suggestions for both qualitative and quantitive methods, I think her distinction is more in terms of analyzing data, not epistemological. I dispute Roberts' assertion that regardless of discipline, research follows the scientific method (20). Interdisciplinary research such as a cultural studies perspective is not aligned with the scientific method.

Also, I find it troubling that Roberts needs to remind readers (who are commencing to write a dissertation!) to be careful about using internet sources because anyone can put anything on the web (77). Possibly, I'm being unrealistic in expecting doctoral students and candidates to understand the (un)reliability of the Internet.

If thirty dollars and odd change is not a lot of money for you, and if you are working in the hard or soft sciences, then you will find this a very helpful book and I would go as far to say it's a must-read. However, for those of us working in alternative conceptual frameworks and methods, her book is okay - if you can find it in a library, or borrow it from someone else, then read it. But if you are like me, and $30 is a lot of money, you might re-consider buying it.

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Jumat, 08 Agustus 2014

~ Fee Download Inter/Cultural Communication: Representation and Construction of CultureFrom Brand: SAGE Publications, Inc

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Today, students are more familiar with other cultures than ever before because of the media, Internet, local diversity, and their own travels abroad. Using a social constructionist framework, Inter/Cultural Communication provides today's students with a rich understanding of how culture and communication affect and effect each other. Weaving multiple approaches together to provide a comprehensive understanding of and appreciation for the diversity of cultural and intercultural communication, this text helps students become more aware of their own identities and how powerful their identities can be in facilitating change―both in their own lives and in the lives of others.

Sales Rank: #158913 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2012-07-23
Original language: English
Number of items: 1
Dimensions: 9.00" h x 1.00" w x 7.30" l, 1.75 pounds
Binding: Paperback
496 pages

Features

Used Book in Good Condition

Review
There is so much here, I could go on and on...There is a full range of approaches to understanding culture from the perspectives of communication theory and social psychology. It provides a good overview and an update for those of us who don't get to see it all put together in the same place very often. At the same time, for those of us who don't have an airline ticket to New York, the book provides a deep sense of how diversity discourse is constructed, expressed and propagated in the USA. (Dr. George Simons 2013-06-17)

About the Author
Anastacia Kurylo (Ph.D., Rutgers University) is Assistant Professor of Communication Arts at Marymount Manhattan College in New York City. She teaches courses in Interpersonal Communication, Advanced Interpersonal Communication Theory, Gender and Communication, Organizational Communication, Principles and Theories of Communication, Public Speaking, Intercultural Communication, Stereotypes and Communication. In her twelve years of teaching she has taught at numerous colleges including Borough of Manhattan Community College, Marymount Manhattan College, New York University, Pace University, Rutgers University, and St. John’s University. Her research interests include the examination of stereotypes communicated in interpersonal, intercultural, and organizational contexts and the implications of these for stereotype maintenance. She also studies pedagogy and mentorship as well as emotion and culture. She has published five teaching activities, four book chapters, a recent interdisciplinary article on stereotypes published in Qualitative Research in Psychology, and her blog TheCommunicatedStereotype.com. She is currently writing The Communicated Stereotype: From Media to Everyday Talk to be published with Lexington Press. She is a former President of the New Jersey Communication Association and serves as a reviewer or Editorial board member for several journals and associations. She enjoys spending time with her family, creating mosaics, eating in cafes, and working on research with her students.

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0 of 0 people found the following review helpful.
US Framework for IC work.
By George F. Simons
Inter/Cultural Communication is a textbook for college students studying intercultural communication, written specifically for the United States academic marketplace. Its particular merit is that it provides up-to-date and relatively comprehensive looks at cultural dynamics viewed from a wide variety of disciplinary perspectives and, in that sense, can be a valuable reference work for interculturalists seeking to update themselves on their perspectives, paradigms, and tools. While there is a lot of discipline-specific jargon, in general the style is simple enough and proposed activities are easy enough for beginning students to wrestle with successfully.

Though I am frequently called on to lecture in academic institutions, I want to state at the outset that I am reviewing this book from the point of view of a practicing intercultural consultant, trainer, and coach, more than that of an academic.

Not too long ago I was called on to do a lecture in a British university where my mandate was to address shifts and directions in the intercultural field. My research on this topic is sometimes serendipitous and sometimes focal. It is serendipitous because a lot of material is regularly tossed on my plate for review; focal, because I try to integrate what I read and look for the missing parts and connections to create a coherent perspective. In the course of preparing for this specific lecture, I found over twenty—certainly there are more—academic departments and disciplines that claim to have the lowdown on culture, and which, surprisingly, talk to each other all too rarely. A nice feature of this book is that quite a few of these disciplines are at least set side-by-side, when not called on to interact with each other by Kurylo’s comments and editing.

While respecting and betimes referring to more classical works in the field at the outset, and referencing them in the bibliographies found at the end of each chapter, this book is both grounded and truly up-to-date, exposing the user to current and cutting-edge developments in the fields that it explores. This is not limited to theory and culture-specific research, but includes exploration of the impact and role of new technologies, social media, and other current developments.

Exploration into non-US cultures, while frequent in the text, seems more a matter of comparison and juxtaposition, enabling the student to see his or her own cultural imprint reflected against that of others, and usefully raising curiosity about the different "others." More in-depth analyses of half a dozen specific cultures and cultural phenomena are found in appendices A-F. A comprehensive and useful glossary is provided and the end of the book, even though most of the individual terms are highlighted in color when first introduced in the main chapters of the book and referenced at the end of each chapter.

I imagine that the benefit of the discussions, stimulated by using this text accompanied by classroom lectures on intercultural issues, between US students and those visiting scholars from abroad are as close as many native born US students get to experiencing foreign cultures. While the numbers of US students studying abroad is in decline, more significantly the duration of study abroad is often too short to claim significant impact on cultural learning. The number of US students going abroad for a full academic year is roughly 4%, half of what it was a decade ago. Almost all of the courses that I teach at several universities and business schools in Europe are presented in English, and my classes frequently range from 70 to 90 students, yet I've had roughly only a dozen students from the USA in the past seven or eight years and none recently. This certainly means that it is incumbent upon US intercultural education programs to use texts like this to create enlightening interaction between students of different origins.

The book is not only written for the US market but it is shaped by culturally specific US perceptions of diversity and inclusion, change agency, and fixed in the framework of victims and oppressors. There is a subtext of social urgency in most of the material, a call to individual ethical responsibility in the face of US diversity challenges, and preoccupation with the status of targeted groups. There are, in fact, complete chapters on in-groups and out-groups, privilege and culture, and advocacy. On the other hand, the book gives the reader a vast amount of terminology, definitions and description of behaviors. But, despite the morally imperative tone of a lot of the text, and the intense demand for sensitivity and avoidance of labeling and name-calling, there is very little discourse about managing cultural conflict, “what to do” or “how to do it.”

There are frequent mentions of disparities of power, wealth and access to resources, indeed a full chapter on “Privilege and Culture,” but too little in the way of understanding activism and learning how to walk the talk. Ideology is there, but the interpersonal is mostly about “don'ts.” Consequently this text stands at the frontier between knowledge and engagement, raising the question of the role and place of university education in the shaping of culture. Perhaps it is somewhat indicative of the need for academia to straddle the line between the political left and right, to balance its political and financial well-being while agitating for its social mission. As higher education is tending for financial reasons to become more and more of a product to be sold rather than a public obligation to citizens, we wonder what ethical ambivalences this will create in the future. Or, perhaps implementation belongs in another course…?

US Americans have long been concerned about the propensity of low self-esteem to encourage violence to oneself and others. There is an ambivalence in the culture between hyperpositiveness in order to avoid conflict and rejection, and a sensitivity to criticism that seem to go hand in hand to produce either denial and extreme self-righteousness, or an explosion waiting to happen. It has been noted that in the USA, when something goes wrong, shame is virtually non-existent while guilt and being found wrong is the omnipresent concern. Finding and condemning the guilty culprit declares the rest innocent. This means an enormous CYA effort in work and in life. While we separate by guilt, we are connected and often motivated by shame, but only if we admit it as a possible emotion.

The need to be right too often trumps the need to connect effectively. This is a true dilemma for any academic text, but especially one of this sort. Of course, a textbook is only a textbook and the behavior and delivery of teaching and the modeling of behavior both within the text and on the part of instructors make all of the difference. This should not be forgotten, as we move more and more into distance learning and perhaps still to be proven forms of public education, perhaps currently signaled by the emergence of Massive Open Online Courses (MOOCs) and the like. Most of us have tended to remember the teachers who opened us the excitement of learning and supported us in doing so more than the tools and texts that they may have used to do it.

Each chapter concludes with suggestions for further study, most often online, review questions and an index of key terms, as well as a section called "say what?" which provides a handful of one-paragraph cases of incidents of everyday stereotyping. While useful to call attention to this phenomenon, I found these a bit tedious and repetitive after a while, perhaps more conducive to creating hypersensitivity than simply curiosity and sensitivity, the vignettes themselves almost a stereotype of US political correctness. I was surprised not to find confirmation bias discussed in this context or elsewhere – unless I missed it. I will be curious to find out how US students and foreign visiting students react to these mini-discourses, and how they see it affecting their daily lives in a multicultural USA. It reminded me that creating a habit of not taking offense is as important as eliminating habits of giving offense, though again, I do not recall seeing mention of this. I had a good chuckle at a two-page discussion of the stereotypes of librarians as prim and repressed, recalling that my efforts to hit on a librarian, whom I came to know quite a few years ago, came to a screeching halt when I discovered that she expected me to go skydiving with her.

Highlights for me in this volume included the fact that it seems to be successfully breaking free from the essentialist perceptions and practices of cultural studies and practice in adopting a variety of more dynamic approaches. Certainly strong affirmation of the principles of the social constructionist approach shifts the focus of attention to how culture is created and propagated for good or ill, while the same time giving the learner a solid standpoint, a lever to budge cultural worlds and get beyond reality traps. Linguistic analysis has yet to develop into a practical tool, and its representations in print are hard to read and comprehend, particularly for newcomers to this discipline. Hyperlinks to related topics are stimulating. Certainly the increasing use of a variety of media to explore and interpret cultural discourse will take this to a better level in the future.

There is so much here, I could go on and on. But let me try to sum up from the viewpoint of an intercultural practitioner abroad, rather than that of a student at home. Inter/Cultural Communication is not a book to sit down and read, but one to digest, if not in a semester, over a summer, exploring bit by bit. There is a full range of approaches to understanding culture from the perspectives of communication theory and social psychology. It provides a good overview and an update for those of us who don't get to see it all put together in the same place very often.

At the same time, for those of us who don't have an airline ticket to New York, the book provides a deep sense of how diversity discourse is constructed, expressed and propagated in the USA. This offers considerable insight into how we practitioners, when contracted by US organizations, must wrestle with how to design, adapt, and deliver diversity training to their affiliates in other countries. As I write today, the innards of US culture are being laid bare, in what is yet the unfinished autopsy of the Boston Marathon bombing. What the media brings us often highlights the stereotypes and cultural challenges discussed in this text. What a teaching moment!

0 of 0 people found the following review helpful.
Five Stars
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A textbook worth reading.

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Kamis, 07 Agustus 2014

## Free PDF Criminological Theory: Context and Consequences, by J. (James) Robert Lilly, Francis T. Cullen, Richard A. Ball

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Offering a rich introduction to how scholars analyze crime, this Fifth Edition of the authors’ clear, accessible text moves readers beyond often-mistaken common sense knowledge of crime to a deeper understanding of the importance of theory in shaping crime control policies. This thoroughly revised edition covers traditional and contemporary theory within a larger sociological and historical context and now includes new sources that assess the empirical status of the major theories, as well as updated coverage of crime control policies and their connection to criminological theory.

Sales Rank: #188295 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-11-17
Released on: 2010-11-17
Original language: English
Number of items: 1
Dimensions: 9.90" h x 1.14" w x 7.00" l, 1.93 pounds
Binding: Paperback
504 pages

Features

Used Book in Good Condition

About the Author

J. Robert Lilly is Regents Professor of Sociology/Criminology and Adjunct Professor of Law at Northern Kentucky University. His research interests include the pattern of capital crimes committed by U.S. soldiers during World War II, the “commercial-corrections complex,” juvenile delinquency, house arrest and electronic monitoring, criminal justice in the People’s Republic of China, the sociology of law, and criminological theory. He has published in Criminology, Crime & Delinquency, Social Problems, Legal Studies Forum, Northern Kentucky Law Review, Journal of Drug Issues, The New Scholar, Adolescence, Qualitative Sociology, Federal Probation, International Journal of Comparative and Applied Criminal Justice, Justice Quarterly, and The Howard Journal. He has coauthored several articles and book chapters with Richard A. Ball, and he is coauthor of House Arrest and Correctional Policy: Doing Time at Home. In 2003 he published La Face Cachee Des GI’s: Les Viols commis par des soldats amercains en France, en Angleterre et en Allemange pendat la Second Guerre mondial. It was translated into Italian and published (2004) as Stupppi Di Guerra: Le Violenze Commesse Dai Soldati Americani in Gran Bretagna, Francia e Germania 1942–1945. It was published in English in 2007. The latter work is part of his extensive research on patterns of crimes and punishments experienced by U.S. soldiers in WWII in the European Theater of War. The Hidden Face of the Liberators, a made-for-TV documentary by Program 33 (Paris), was broadcast in Switzerland and France in March 2006 and was a finalist at the International Television Festival of Monte Carlo in 2007. He is the past treasurer of the American Society of Criminology. In 1988, he was a visiting professor in the School of Law at Leicester Polytechnic and was a visiting scholar at All Soul’s College in Oxford, England. In 1992, he became a visiting professor at the University of Durham in England. He was co-editor of The Howard Journal of Criminal Justice from 2006-2012.

Francis T. Cullen is Distinguished Research Professor in the School of Criminal Justice at the University of Cincinnati, where he also holds a joint appointment in sociology. He received a Ph.D. in sociology and education from Columbia University. Professor Cullen has published over 300 works in the areas of corrections, criminological theory, white-collar crime, public opinion, the measurement of sexual victimization, and the organization of criminological knowledge. His recent works include Challenging Criminological Theory: The Legacy of Ruth Rosner Kornhauser, Sisters in Crime Revisited: Bringing Gender into Criminology (in Honor of Freda Adler), The Oxford Handbook of Criminological Theory, The American Prison: Imagining a Different Future, Reaffirming Rehabilitation (30th Anniversary Edition), and Correctional Theory: Context and Consequences. Professor Cullen is a Past President of the American Society of Criminology and of the Academy of Criminal Justice Sciences. In 2010, he received the ASC Edwin H. Sutherland Award.

Richard A. Ball is Professor of Administration of Justice at Penn State—Fayette and former Program Head for Administration of Justice for the 12-campus Commonwealth College of Penn State. He is former Chair of the Department of Sociology and Anthropology at West Virginia University, and received his doctorate from Ohio State University in 1965. He has authored several monographs on community power structure and correctional issues and co-edited a monograph and a book on white-collar crime. He has authored or coauthored approximately 100 articles and book chapters, including articles in the American Journal of Corrections, American Sociological Review, The American Sociologist, British Journal of Social Psychiatry, Correctional Psychology, Crime and Delinquency, Criminology, Federal Probation, International Journal of Comparative and Applied Criminal Justice, International Social Science Review, Journal of Communication, Journal of Contemporary Criminal Justice, Journal of Small Business Management, Journal of Psychohistory, Justice Quarterly, Northern Kentucky Law Review, Qualitative Sociology, Rural Sociology, Social Forces, Social Problems, Sociological Focus, Sociological Symposium, Sociology and Social Welfare, Sociology of Work and Occupations, Urban Life, Victimology, and World Futures. He is coauthor of House Arrest and Correctional Policy: Doing Time at Home (1988).

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By anonymous
great product at the right price.

5 of 5 people found the following review helpful.
social context
By A Customer
The previous reviewer missed the point. Criminological theory should be studied with an appreciation of the social context (i.e., history) in which the theories were developed and extended.

1 of 1 people found the following review helpful.
Criminological Theory
By ramyrain
A required course that I am glad to take. This text is advanced and I recommend taking lower level sociology courses in criminology before attempting to read this text. Some of the theories will be familiar, but this text takes them and breaks them down even further. Good buy, and great book!

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Senin, 04 Agustus 2014

## Get Free Ebook Integrative Statistics for the Social and Behavioral Sciences, by Renee R. (Robinette) Ha, James C. Ha

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Designed to engage students and lower their "fear factor", Integrative Statistics for the Social and Behavioral Sciences is a concise, user-friendly text that prepares students to use statistics in the real world. Providing depth and breadth of statistical tests, the text focuses on choosing the appropriate statistical analysis, and shows how to interpret the output and present the results.

Basic descriptive statistics, hypothesis testing, and basic inferential statistics are covered along with more advanced topics such as correlation, regression, non-parametric statistics, multivariate statistics, and general linear modeling. The authors emphasize choosing the appropriate statistical test through conceptual material, assumptions, homework exercises, and a helpful "choose-the-appropriate-test" flowchart. They focus on the interpretation of results from both Excel and SPSS outputs, and also demonstrate how to do important calculations by hand to help students grasp the underlying concepts. The book includes end-of-chapter exercises that help students fully grasp the content of each chapter.

Sales Rank: #96674 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-04-04
Original language: English
Number of items: 1
Dimensions: 9.10" h x 1.00" w x 7.30" l, 1.60 pounds
Binding: Paperback
432 pages

Features

Used Book in Good Condition

About the Author
Dr. Renee Ha received her Ph.D. in Psychology with a specialization in animal behavior from the University of Washington in 1999. She is currently on the faculty of the U.W. Department of Psychology. She has taught courses on statistics, introductory psychology, human development, and various animal behavior courses. She received a Distinguished Teaching Award from the Psychology Department in 1999. Her research interests primarily involve wild birds, including social behavior, foraging, and conservation.

Dr. James Ha has a 1989 Ph.D. in Zoology/Animal Behavior from Colorado State University and has been on the faculty of the University of Washington since 1992, where he is a Research Associate Professor in the Psychology Department (Animal Behavior Area). He consults extensively in statistics at U.W. and around the world, while his own research examines the social behavior of Old World monkeys and their management in captivity, Pacific Northwest killer whales, local and Pacific island crows, and domestic dogs. He has served as a member of the Animal Behavior Society’s Executive Committee in several capacities. He is also certified as a Full-level Applied Animal Behaviorist and has his own private practice, Companion Animal Solutions, which deals with behavior problems of dogs, cats, and parrots in the Puget Sound area. He also advises attorneys as an expert legal witness in animal behavior. He travels extensively and speaks on the topics of his research, especially facets of social behavior in both wild and domestic animals, as well as on the treatment of behavior issues in companion animals.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Excellent introductory text
By choto1967
I consulted this text for my introductory biostatistics graduate course. Pertinent and to the point, the text is a good balance between theory and practical application.

0 of 2 people found the following review helpful.
Psych Stats
By LaQuentin Ragland
Great book to purchase. Needed it for my psych class. It came in handy especially when you have to reach yourself!

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Minggu, 03 Agustus 2014

! Ebook Free The Program Evaluation Standards: A Guide for Evaluators and Evaluation Users, by Donald B. Yarbrough, Lyn M. Shulha, Rodney K. Hopson, Fl

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With oversight from the Joint Committee on Standards for Educational Evaluation, Yarbrough, Schulha, Hopson, and Caruthers have revised and illustrated this new edition of the Program Evaluation Standards. These thirty standards support the core attributes of evaluation quality: utility, feasibility, propriety, accuracy, and accountability, and provide guidance to anyone interested in planning, implementing, or using program evaluations. The book is an invaluable resource for practicing evaluators, students, evaluation users, and clients.

Sales Rank: #280909 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-07-29
Original language: English
Number of items: 1
Dimensions: 10.50" h x 7.25" w x .75" l, 1.50 pounds
Binding: Paperback
384 pages

Features

Used Book in Good Condition

About the Author
Donald B. Yarbrough, Ph.D., is the Director of the Center for Evaluation and Assessment and Professor of Psychological and Quantitative Foundations at the University of Iowa. He is the current chair of the JCSEE and has been a member since 1996, sponsored until 2008 by the National Council on Measurement in Education. He served as a writer for the Personnel Evaluation Standards and the Student Evaluation Standards and has helped organize and conduct numerous evaluation standards development activities, including national hearings and field trials. In addition to authoring and co-authoring more than 100 evaluation reports, he has published widely on assessment and evaluation. He has received funding from NIH, NSF, FIPSE, DE, HHS, NEA and numerous private foundations. In addition, he currently serves as chair of the NIH Clinical and Translational Science Evaluators Definitions Working Group. He maintains active members in the American Psychological Society, American Evaluation Association, and the American Educational Research Association.

Lyn M. Shulha is Professor and a Director of the Assessment and Evaluation Group, Queen’s University at Kingston, Canada. Lyn has served on the JCSEE since 2003, sponsored by the Canadian Society for the Study of Education. Lyn is also a long time active member of the American Evaluation Association. She currently serves on the editorial boards of the American Journal of Evaluation, The Canadian Journal of Program Evaluation, the Journal Evaluation and Program Planning, and is an Associate Editor of the new international journal, Assessment Matters. An active evaluator and researcher in assessment and evaluation, Lyn’s interests include the use of evaluative inquiry in school university professional learning partnerships, collaborative and participatory approaches to evaluation, classroom assessment practices and assessment as pedagogy.

Rodney K.M. Hopson is Hillman Distinguished Professor, Department of Educational Foundations and Leadership in the School of Education, and faculty member in the Center for Interpretive and Qualitative Research, Duquesne University. With funding support from W.K. Kellogg Foundation, National Science Foundation, Robert Wood Johnson Foundation, Annie E. Casey Foundation, and other funding streams, Hopson has raised more than $3 million in the last five years in the support of graduate and post-graduate students of color in natural and social sciences to contribute to the development of interests that focus on democratically-oriented evaluation and research approaches and practices in traditionally underserved communities in the U.S. One book, The Role of Culture and Cultural Context in Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding (with Stafford Hood & Henry Frierson, Information Age: Greenwich, CT, 2005), provides import to how the evaluation community attends to matters of culture and cultural context, especially in reconstituting knowledge production in the field. In addition, Hopson has served on several editorial boards related to evaluation, such as American Journal of Evaluation, Encyclopedia of Evaluation, Evaluation and Society book series, and the Journal of MultiDisciplinary Evaluation. Recent professional service includes former membership on the Board of Directors of the American Evaluation Association, and founding Project Director, American Evaluation Association/Duquesne University Graduate Education Diversity Internship Program.

Flora A. Caruthers is the Staff Director for Technical Services and Staff Development for the Florida Legislature’s Office of Program Policy Analysis and Government Accountability (OPPAGA). Since joining the staff in 1982, she has served in a variety of positions, including leader for a number of education-related program evaluations. Since 1996 she has been responsible for OPPAGA's personnel, budget, staff recruitment, and training functions. Her previous professional experiences include service as an elementary school teacher, university administrator and faculty member, and evaluation consultant for postsecondary education. She also served as President of the Southeast Evaluation Association. She has served as the National Legislative Program Evaluation Society’s liaison to the JCSEE since 2000, and has is in her second three year term on the Executive Board.

Most helpful customer reviews

6 of 6 people found the following review helpful.
Necessity
By Ann
This book is a necessity for evaluators. However, there were mistakes in the book. The publisher provided an insert where these mistakes could be replaced. I'm glad the insert was provided, but it was annoying to have to cut and tape them throughout the book.

0 of 0 people found the following review helpful.
you might be better off just purchasing it used
By aescott
This book has been very helpful for my class and informative. The only downfall is that for some reason Amazon rental has it shorter than usual for the rental time and I will have to renew it again and again to keep it for the remainder of my semester. This hasn't happened with any other books I have rented. So, with the stress of having to re rent it, you might be better off just purchasing it used.

0 of 0 people found the following review helpful.
Nessessary Reference Book
By Richard L. Stiles
The guidebook is on my top shelf for reference when clients seek a better understanding of the processes and procedure needed to conduct quality program evaluations.

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Sabtu, 02 Agustus 2014

! PDF Ebook Designing and Managing a Research Project: A Business Student's Guide, by Michael J. Polonsky, David S. Waller

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This practical, step-by-step guide shows business students how to successfully conduct a research project, from choosing the topic to presenting the results. The book is divided into sections on preparing and planning the project, undertaking the research, and communicating the results. The authors have applied their many years of experience in supervising student projects to provide examples of actual research problems and to offer practical solutions. Unique to this book is the inclusion of chapters on topics such as supervision, group work and ethics, and both qualitative and quantitative data analysis.

This student-friendly guide will be ideal for supporting undergraduate research projects in business and management, as well as MBA assignments and other graduate classes in applied fields such as public administration and health care administration.

Sales Rank: #921436 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-07-20
Original language: English
Number of items: 1
Dimensions: .60" h x 6.90" w x 9.80" l, 1.15 pounds
Binding: Paperback
296 pages

Features

Used Book in Good Condition

Review
"The strongest asset of the book is the attention it gives to maximize the student's learning outcome, a quality that recurs consistently in each chapter. The final outcome is a user-friendly and widely accessible book that not only serves as a guide, but convinces the reader about the benefits of undertaking a research projects as an exercise to develop soft skills that will prove beneficial 'educationally and developmentally' given the competitive job environment that many students have to face today." (Khadeeja Z. Mohamed Ali Journal of Management 2006-08-21)

About the Author

Michael Jay Polonsky (Ph.D) is an Alfred Deakin Professor and Chair in Marketing within the School of Management and Marketing at Deakin University, Melbourne, Australia. Prior to taking up this position, he was the Melbourne Airport Chair in Marketing within the School of Tourism, Hospitality and Marketing at Victoria University, and he has also taught at the University of Newcastle (Australia), Charles Sturt University (Australia), Massey University (New Zealand), the University of the Witwatersrand (South Africa), and Temple University (United States). He has a Ph.D from the Australian Catholic University, two master’s degrees― from Rutgers University and Temple University―as well as a BS from Towson State University. Michael’s areas of research include environmental marketing/management, stakeholder theory, ethical and social issues in marketing, cross-cultural studies, and marketing education. He has published extensively across these areas authoring or co-authoring over 140 journal articles and presented more than 140 presentations at national and international conferences.

David S. Waller (Ph.D) is a senior lecturer in marketing at the University of Technology Sydney, Australia. David was born and raised in Sydney and, after working in the banking and film industries, taught at a number of universities in Australia, including the University of Newcastle, the University of New South Wales, and Charles Sturt University, Riverina. David has a Bachelor of Arts from the University of Sydney, a Master of Commerce from the University of New South Wales, and a Ph.D from the University of Newcastle. His research interests include advertising agencies, agency– client relationships, controversial advertising, international advertising, and marketing education. David has published a wide range of journal articles, primarily relating to advertising and marketing communication, and is a regular presenter at academic conferences. He has also authored/co-authored a number of university-level textbooks and workbooks which are used in several countries.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Good Book
By Ricardo
Interesting way to handle the investigation, is a good guide, short subjects, stud, well defined, precise detallles, good to read and understand.

0 of 0 people found the following review helpful.
Very useful to develop a business research proyect
By ALBERTO M.R. FERNANDEZ B.
I used this book at business research proyect master's course, and it was very valuable.
The autor explains each step needed to develop the research using several business examples. The book contains the proyect phase and the proyect application phase including the report phase.

0 of 0 people found the following review helpful.
Good tool for an MBA student
By Jode Bode
I am writing research papers for an MBA and this book does good job at explaining the basics. I did have to use other resources to explain a couple concepts in clearer explanation, but overall, good starter book.

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# PDF Ebook Our Social World: Condensed Version, by Jeanne H. Ballantine, Keith A. Roberts

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In this brief text, two leaders of the Teaching Sociology movement encourage students’ development of their sociological imaginations through role-taking. Assuming the role of a child living in poverty in India or of a member of an African tribe, students learn to re-envision their global society. An innovative, integrated framework provides core sociological concepts, while features such as Contributing to Our Social World enable students to “do” public sociology. Our Social World: Condensed Version presents the perspective of students living in the larger global world.

Sales Rank: #478125 in Books
Published on: 2011-10-26
Original language: English
Number of items: 1
Dimensions: 11.00" h x 8.75" w x .75" l, 2.33 pounds
Binding: Paperback
560 pages

About the Author

Jeanne H. Ballantine is professor of sociology at Wright State University in Dayton, Ohio. She received an MA from Columbia University and a PhD from Indiana University, with a specialty in sociology of education. She has been teaching and writing for more than 30 years and has written or coauthored several texts, including Sociology of Education: A Systematic Analysis, Teaching Sociology of Education, Sociological Footprints, and Our Social World: Introduction to Sociology. She has also published in other areas, including gender and teaching of sociology, and has been an active member of sociology of education organizations, including the ASA Section on Sociology of Education, the American Educational Research Association (AERA), and the International Sociological Association (ISA) Research Committee on Sociology of Education. She has won numerous awards, including the ASA Distinguished Contributions to Teaching Award.

Keith Roberts, Professor of Sociology at Hanover College, has not only won teaching awards, but has been honored by several sociological associations for "Distinguished Contributions to Teaching"—including the ASA’s 2010 Award He has published on teaching and conducted workshops around the country. He is a member of the Departmental Resources Group of the ASA, which among other activities involves consulting work with departments of sociology on curriculum and on teaching issues. He is the co-author of Religion in Sociological Perspective, Fifth Edition (SAGE, ©2012), Our Social World (SAGE, ©2011) and Our Social World Condensed (SAGE, ©2010), and a monograph on Writing in the Undergraduate Sociology Curriculum. He is active in the ASA Section on Teaching and Learning, and for the past 21 years has organized and lead workshops for high school sociology teachers. Keith has taught a rather wide range of sociology courses at a two-year campus, at a Research 1 University, and more recently at a very competitive small liberal arts college.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Difficult but not too difficult to read.
By sweetieface
The chapters are a pain to read, the book reminds me of my US history textbook. I'm reading this for my intro to sociology class, and it just covers a number of broad topics. Each one is at least 30 pages long, with the small font divided into two columns on each page. Luckily there's always at least one graphic no matter where in your book you leave it open. Sometimes there are stories that aren't very relevant to the material that take up an entire page which is awesome because I can skip it and be more motivated to finish the dang reading. Not so focused on vocabulary, but on main ideas and concepts. The same theories are mentioned repeatedly in every chapter so the information stays fresh in mind, so tests and quizzes aren't so bad (at least mine aren't). Some of the chapters are very interesting and catch your attention, others can be boring. Depends on what interests you.

0 of 0 people found the following review helpful.
Accurate descriptions, please.
By Erica
I thought I had ordered a used-like new book. But this one was obviously used and roughed up. Also had markings. It's not terrible, just the seller needs to put more accurate descriptions. Still usable.

0 of 0 people found the following review helpful.
Used but had everything required to pass
By Katja
The book I got was used, so it had obvious markings and usage. It provided what I needed to pass the course, although it was a "hot mess" falling apart.

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