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Sage Encyclopedia of Food Issues
Ken Albala
The SAGE Encyclopedia of Food Issues explores the topic of food across multiple disciplines within the social sciences and related areas including business, consumerism, marketing, and environmentalism. In contrast to the existing reference works on the topic of food that tend to fall into the categories of cultural perspectives, this carefully balanced academic encyclopedia focuses on social and policy aspects of food production, safety, regulation, labeling, marketing, distribution, and consumption. A sampling of general topic areas covered includes Agriculture, Labor, Food Processing, Marketing and Advertising, Trade and Distribution, Retail and Shopping, Consumption, Food Ideologies, Food in Popular Media, Food Safety, Environment, Health, Government Policy, and Hunger and Poverty. This encyclopedia introduces students to the fascinating, and at times contentious, and ever-so-vital field involving food issues.
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Petición a la NASA para incluir en su próximo viaje al espacio a un poeta y otros poemas
Martín Camps and Anthony Seidman
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Understanding the Research Perspective: Basic, Applied, and Clinical Investigations
C. R. Denegar and Courtney D. Jensen
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2015 Revision of CSET Math III Study Guide: Calculus
Christopher D. Goff
I wrote this book to prepare California middle and high school mathematics teachers to take the three CSET (California Subject Exam for Teachers) tests in Mathematics. Teachers must pass the first two to be considered “highly qualified” to teach “foundational-level” mathematics and must pass all three to be “highly qualified” to teach any advanced high school mathematics course. These materials were developed through the Lincoln Achievement in Mathematics Partnership, a California Mathematics and Science Partnership, which hired me as a consultant to help prepare Lincoln USD teachers for the CSET tests. As an Associate Professor at the University of the Pacific who is interested in and has a wide variety of experience in teacher training, specifically as it relates to deepening the content knowledge of teachers, I was an ideal candidate to prepare these materials. This is the 2015 revision of the original text.
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Seeing our World
Michael Madary
We do not see the visual world. We see our visual world. That is, we see a world that we share with other humans, engaged in particular cultural practices. This claim is intended to be at odds with the way that many philosophers and scientists have traditionally thought about visual content. The traditional view has it that we see surfaces and shapes, colors and objects. I would like to defend an alternative. On this alternative, visual content includes social and rational norms. The mental operations that enable intelligent social interaction — often relegated to the inner and unconscious realm of cognition — can actually unfold in plain sight, as it were. These claims all lead to the main thesis of this chapter, which is that visual content has a strong social element. Call it thesis VCS.
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Chapter 22 – Applied Behavior Analysis for Health and Fitness
Matthew P. Normand, Jesse Dallery, and Triton Ong
Health promotion is among the foremost concerns of modern society. As with many problems of considerable social significance, most health problems are caused by what people do and what people do not do. People eat too much, exercise too little, and visit healthcare providers too infrequently, among many other things. Understanding and solving these problems is a task for the behavioral sciences, and applied behavior analysts have been addressing problems related to health and fitness since the earliest days of the field. The primary focus of this chapter is on applied behavior analysis research related to health promotion through diet, exercise, and medication adherence, as addressing these issues would significantly improve health across many populations. Health promotion is a problem that applied behavior analysts continue to address, but we still have considerable work to do.
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Memory training for older adults: A review with recommendations for clinicians
Robin Lea West and Carla M. Strickland-Hughes
Cognitive training programs for older adults span a very wide range of research, from case studies with people with dementia to extensive individual practice of specific information processing skills, and from comprehensive group training programs for healthy seniors to broad approaches that increase cognitive engagement. A primary target of these cognitive interventions is memory improvement. Improved memory is a key aim for several reasons. Foremost, as an integral process involved in everyday experience, memory capacity may affect older individuals’ ability to live independently (Fisher, 2012; Montegjo, Montenegro, Fernández, & Maestú, 2012; Stine-Morrow & Basak, 2011). Older adults themselves recognize the importance of memory, and have fears concerning memory loss (Dark-Freudeman, West, & Viverito, 2006). In part, these fears are realistic because cross-sectional and longitudinal studies report age-related declines in working memory, learning of new associations (see Chapter 3), and encoding of new long-term memories (Mather, 2010; McDaniel, Einstein, & Jacoby, 2008). Thus, memory is emphasized in training because it is essential, valued, and at risk for decline.
A selection of published books and book chapters from faculty members of the College of the Pacific at University of the Pacific.
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