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e-book
The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.
- Subjects:
- English Language and Language and Languages
- Keywords:
- Rhetoric -- Research Textbooks English language -- Rhetoric
- Resource Type:
- e-book
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e-book
Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Volume 2 continues the tradition of the previous volume with topics, such as the rhetorical situation, collaboration, documentation styles, weblogs, invention, writing assignment interpretation, reading critically, information literacy, ethnography, interviewing, argument, document design, and source integration.
- Subjects:
- English Language
- Keywords:
- Textbooks English language -- Rhetoric
- Resource Type:
- e-book
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e-book
The Writing Spaces Web Writing Style Guide was created as a crowdsourcing project of Collaborvention 2011: A Computers and Writing Unconference. College writing teachers from around the web joined together to create this guide (see our Contributors list). The advice within it is based on contemporary theories and best practices. While the text was originally written for students in undergraduate writing classes, it can also be a suitable resource for other writers interested in learning more about writing for the web. This document is available as a web text for reading online, a printer-friendly PDF, and an EPUB ereader versions.
- Subjects:
- English Language
- Keywords:
- Online authorship Conference papers proceedings Textbooks
- Resource Type:
- e-book
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e-book
Terence Lau & Lisa Johnson's The Legal and Ethical Environment of Business is a book for today's student, who expects learning to be comprised not only of substance, but also of interactive exercises and multimedia. This book streamlines the presentation of material to ensure that every page is relevant, engaging, and interesting to undergraduate business students, without losing the depth of coverage that they need to be successful in their academic journeys and in their professional careers. This is not Legal Environment of Business (LEB) ”light.“ Rather, this is LEB without risk of students' eyes glazing over in boredom or from lack of comprehension. This is LEB presented in an exciting way, where every page is interesting to students and relevant to real life. The authors recognize that the sheer volume of information to be covered in a LEB course makes it one of the more challenging courses for the business undergraduate. Not only do typical LEB texts read like the first year curriculum at law school, but also the LEB course is grounded in the humanities, which can make the subject even more demanding for students who are also taking statistics, economics, finance, and accounting. Each chapter contains not only substantive law, but also illustrative videos, interactive exercises for hands-on learning, and discussion questions for critical thought. Additionally, each chapter presents ”A Question of Ethics“ section, which contains real world ethical dilemmas relevant to the topic under study. These videos, exercises, discussion questions, and ethics sections all provide opportunities for students to apply concepts that they are learning in the context of relevant LEB topics that shape or restrain actual decision-makers' actions. It's real world practice in the safety of the classroom environment. Lau & Johnson's The Legal and Ethical Environment of Business is a textbook that students will enjoy reading. This will encourage them to come to class prepared, and free you to teach the kind of course you want to teach. Request a desk copy and see for yourself.
- Subjects:
- Law and Legislation and Business Ethics
- Keywords:
- Business ethics Commercial law United States Textbooks
- Resource Type:
- e-book
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e-book
The Basics of General, Organic, and Biological Chemistry by David W. Ball, John W. Hill, and Rhonda J. Scott is for the one-semester General, Organic and Biological Chemistry course. The authors designed this textbook from the ground up to meet the needs of a one-semester course. It is 20 chapters in length and approximately 350-400 pages; just the right breadth and depth for instructors to teach and students to grasp. In addition, The Basics of General, Organic, and Biological Chemistry is written not by one chemist, but THREE chemistry professors with specific, complimentary research and teaching areas. David W. Ball's specialty is physical chemistry, John W. Hill's is organic chemistry, and finally, Rhonda J. Scott's background is in enzyme and peptide chemistry. These three authors have the expertise to identify and present only the most important material for students to learn in the GOB Chemistry course. These experienced authors have ensured their text has ample in-text examples, and ”Test Yourself“ questions following the examples so students can immediately check their comprehension. The end-of-chapter exercises will be paired, with one answered in the back of the text so homework can easily be assigned and self-checked. The Basics of General, Organic, and Biological Chemistry by David W. Ball, John W. Hill, and Rhonda J. Scott is the right text for you and your students if you are looking for a GOB textbook with just the right amount of coverage without overdoing the concepts and overwhelming your students.
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e-book
This book is suited for the Entrepreneurship or Innovation course with an emphasis on Sustainability or for a course devoted entirely to Sustainability. What are the trends and forces underlying the changing character of the business-environment relationship? How they are creating significant entrepreneurial opportunities for individuals and companies? Around the world, the movement toward ”sustainable development“ has caused many firms to adopt policies and practices that reflect what is sometimes called a ”sustainable business“ or ”triple bottom line“ approach. ”Triple bottom line“ refers to the demonstration of strong performance across economic, social, and environmental indicators. Those measures serve as indicators of fiduciary responsibility to a growing set of concerned investors and therefore can help ensure access to capital. They also enable innovators to lower costs, create strategic differentiation, reduce risk, and position themselves for competitive advantage over rivals less attuned to trends. The deep roots of sustainability thinking are now evident in widespread and increasingly visible activities worldwide, and Sustainability, Innovation, and Entrepreneurship explores this evolution; its necessity, its implications and its progression.
- Subjects:
- Management
- Keywords:
- Entrepreneurship Business -- Environmental aspects Sustainable development Textbooks
- Resource Type:
- e-book
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e-book
“Sound Reasoning” is a web-based, introductory music appreciation course. It offers a new approach to music appreciation for adults, focusing on style-independent concepts. While the course concentrates primarily on Western classical and modern music, the concepts that are introduced apply to music of any style or era. The goal of “Sound Reasoning” is to equip you with questions that you may ask of any piece of music, thereby creating a richer and more comprehensive understanding of music both familiar and unfamiliar. Here are some additional features of the course. 1) ”Sound Reasoning” is completely listening based. No ability to read music is required. 2) The course assumes little or no musical background. A minimum of terminology is invoked. 3) Musical examples are interpolated directly into the text. 4) The course is interactive. A “listening gallery” with exercises follows each module, so that you may practice and refine your listening skills. 5) The modules may be studied in sequence or individually. 6)You may easily print a .pdf of any module.. “Sound Reasoning” is designed as both a stand-alone, self-paced course as well as a supplement to existing university classes.
- Subjects:
- Performing Arts
- Keywords:
- Music appreciation Music Textbooks
- Resource Type:
- e-book
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e-book
This book is a practical discussion of six actionable steps that students can take to land a job regardless of the market. Whether the estimate is 25% unemployment or single-digit unemployment, that number doesn't apply to any one student. For any individual, the unemployment rate is 0% or 100%. One either has a job or doesn't. When any one person is looking for a job and there is 10% unemployment, that person just wants to be one of the nine people that has a job. Students might think even that one job is beyond their grasp. They think they don't have the right degree. Their school is in a different location than where they'd like to work. Not enough jobs are listed or employers are visiting the campus. This type of thinking cedes control of a student's search to outside forces. It is not up to professors, schools, career services support, or recruiters to get students a job. This book is about the proactive things that students can do to get themselves a job. In the first chapter, Six Steps to Job Search Success covers the different types of job searches: full-time job after graduation, internship, return to workforce, career change, relocation. The rest of the book is about how, regardless of the type of job search or overall market, one can be proactive and successfully land a job. This textbook outlines a structured approach, actionable steps, and stresses the importance of a student's willingness to see this through. Six Steps to Job Search Success provides that structure with six steps anyone can take to: Identify the types of jobs they'd like (Step 1: Identify Your Target) Position themselves for these jobs (Step 2: Create A Powerful Marketing Campaign) Figure out what employers are looking for (Step 3: Research) Develop relationships with prospective employers (Step 4: Network and Interview) Stay connected throughout the decision-making process and fix any problems that might arise (Step 5: Stay Motivated; Organized and Troubleshoot Your Search) Complete their search (Step 6: Negotiate and Close the Offer). Connie and Caroline are both former recruiters with over 40 years of combined hiring experience between them. Connie led recruiting areas for three Fortune 500 companies, and Caroline led recruiting in-house for a Fortune 500 but also as an external recruiter for established firms and start-ups. They've hired thousands of people from interns to senior executives. They developed the process detailed in Six Steps to Job Search Success based on how hiring works. The authors explain that in reality, the ability to look for a job and land a job is a separate and distinct skill than any of the skills required for the job itself. The goal of their book is share their job search techniques with your students so that your students can take control of their job search, add an exceptional new job to their career and enjoy the life rewards a satisfying career can bring. If you are interested in a practical approach that can deliver results, this book is for you and your course. Order a desk copy today and see for yourself.
- Keywords:
- Textbooks Job hunting
- Resource Type:
- e-book
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e-book
In this book, you will learn about all three kinds of interaction. In all three cases, interesting software techniques are needed in order to bring the computations into contact, yet keep them suffciently at arm's length that they don't compromise each other's reliability. The exciting challenge, then, is supporting controlled interaction. This includes support for computations that share a single computer and interact with one another, as your email and word processing programs do. It also includes support for data storage and network communication. This book describes how all these kinds of support are provided both by operating systems and by additional software layered on top of operating systems, which is known as middleware. Chapter 1 provides an overview of the text as a whole, explaining what an operating system is, what middleware is, and what sorts of support these systems provide for controlled interaction. The next nine chapters work through the varieties of controlled interac- tion that are exemplified by the scenario at the beginning of the preface: in- teraction between concurrent computations on the same system (as between your email program and your word processor), interaction across time (as between your word processor before your trip and your word processor after your trip), and interaction across space (as between your email program and your service provider's email server). The first of these three topics is controlled interaction between computa- tions operating at one time on a particular computer. Before such interaction can make sense, you need to understand how it is that a single computer can be running more than one program, such as an email program in one window and a word processing program in another. Therefore, Chapter 2 explains the fundamental mechanism for dividing a computer's attention between concurrent computations, known as threads. Chapter 3 continues with the related topic of scheduling. That is, if the computer is dividing its time between computations, it needs to decide which ones to work on at any moment. With concurrent computations explained, Chapter 4 introduces con- trolled interactions between them by explaining synchronization, which is control over the threads' relative timing. For example, this chapter explains how, when your email program sends a document to your word processor, the word processor can be constrained to read the document only after the email program writes it. One particularly important form of synchroniza- tion, atomic transactions, is the topic of Chapter 5. Atomic transactions are groups of operations that take place as an indivisible unit; they are most commonly supported by middleware, though they are also playing an increasing role in operating systems. Other than synchronization, the main way that operating systems con- trol the interaction between computations is by controlling their access to memory. Chapter 6 explains how this is achieved using the technique known as virtual memory. That chapter also explains the many other objectives this same technique can serve. Virtual memory serves as the foundation for Chapter 7's topic, which is processes. A process is the fundamental unit of computation for protected access, just as a thread is the fundamental unit of computation for concurrency. A process is a group of threads that share a protection environment; in particular, they share the same access to virtual memory. The next three chapters move outside the limitations of a single com- puter operating in a single session. First, consider the document stored before a trip and available again after it. Chapter 8 explains persistent storage mechanisms, focusing particularly on the file storage that operat- ing systems provide. Second, consider the interaction between your email program and your service provider's email server. Chapter 9 provides an overview of networking, including the services that operating systems make available to programs such as the email client and server. Chapter 10 ex- tends this discussion into the more sophisticated forms of support provided by communication middleware, such as messaging systems, RMI, and web services. Finally, Chapter 11 focuses on security. Because security is a pervasive issue, the preceding ten chapters all provide some information on it as well. Specifically, the final section of each chapter points out ways in which se- curity relates to that chapter's particular topic. However, even with that coverage distributed throughout the book, a chapter specifically on security is needed, primarily to elevate it out of technical particulars and talk about general principles and the human and organizational context surrounding the computer technology. The best way to use these chapters is in consecutive order. However, Chapter 5 can be omitted with only minor harm to Chapters 8 and 10, and Chapter 9 can be omitted if students are already suffciently familiar with networking.
- Subjects:
- Computing
- Keywords:
- Operating systems (Computers) Computer software -- Development Textbooks Middleware
- Resource Type:
- e-book
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e-book
Russell Cooper and Andrew John have written an economics text aimed directly at students from its very inception. You're thinking, ”Yeah, sure. I've heard that before.“ This textbook, Microeconomics: Theory Through Applications, centers around student needs and expectations through two premises: … Students are motivated to study economics if they see that it relates to their own lives. … Students learn best from an inductive approach, in which they are first confronted with a problem, and then led through the process of solving that problem. Many books claim to present economics in a way that is digestible for students; Russell and Andrew have truly created one from scratch. This textbook will assist you in increasing students' economic literacy both by developing their aptitude for economic thinking and by presenting key insights about economics that every educated individual should know. How? Russell and Andrew have done three things in this text to accomplish that goal: 1. Applications Ahead of Theory: They present all the theory that is standard in Principles books. But by beginning with applications, students get to learn why this theory is needed. The authors take the kind of material that other authors put in ”applications boxes“ and place it at the heart of their book. Each chapter is built around a particular business or policy application, such as minimum wages, the stock exchange, and auctions. Why take this approach? Traditional courses focus too much on abstract theory relative to the interests and capabilities of the average undergraduate. Students are rarely engaged and the formal theory is never integrated into the way students think about economic issues. And traditional books are organized around theoretical constructs that mean nothing to students. The authors' applications-first approach ensures that students will not see chapters with titles like ”Cost Functions“ or ”Short-Run Fluctuations“. They introduce tools and ideas as and when they are needed. Each chapter is designed with two goals. First, the application upon which the chapter is built provides a ”hook“ that gets students' attention. Second, the application is a suitable vehicle a vehicle for teaching the principles of economics. 2. Learning through Repetition: Important tools appear over and over again, allowing students to learn from repetition and to see how one framework can be useful in many different contexts. Each piece of economic theory in this text is first introduced and explained in the context of a specific application. Most are re-used in other chapters, so students see them in action on multiple occasions. As students progress through the book, they accumulate a set of techniques and ideas. These are collected separately in a ”toolkit“ that provides students with an easy reference and also gives them a condensed summary of economic principles for examination preparation. 3. A Student's Table of Contents vs. An Instructor's Table of Contents: There is no further proof that Russell and Andrew have created a book aimed specifically at educating students about economics than their two tables of contents. The Student's Table of Contents speaks to students, piquing their interest to involve them in the economics, and a Instructor's Table of Contents with the economics to better help you organize your teaching—and frankly, you don't need to get excited by economics, you already are.
- Subjects:
- Economics
- Keywords:
- Microeconomics Textbooks
- Resource Type:
- e-book
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