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CSET Mathematics Study Guide I: Algebra and Number Theory
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.
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CSET Mathematics Study Guide II: Geometry; Probability and Statistics
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. Errata: In the Statistics section, p. 66 and p. 67, the blank table (to be filled in) labeled "Observed Counts" should be "Expected Counts."
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Educational experiences of hidden homeless teenagers: Living doubled-up
Ronald E. Hallett
Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.
Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
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Challenging Controlling Images: Appearance Enforcement within Black Sororities
Marcia D. Hernandez
As members of the sorority, women are always required to represent their organization in the best possible way, whether in behavior or in the manner of dressing. Sorority sisters adhere to a strict code of conduct and demand high standards of fellow members to maintain the organization’s image or front, allowing them to actively recruit and promote notably exceptional women. This process is known as “appearance enforcement.” This chapter examines how appearance enforcement enables members of black sororities to challenge the negative images of black womanhood that persist in popular culture. However, it shows that many of the sorority women, in resisting the stereotypes that have historically stigmatized African American women, resort to harsh class distinctions and entrenched “us versus them” worldviews. The chapter looks at a series of magnified moments that emphasize how appearance enforcement operates as part of the socialization process for members.
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Negotiating Student Expectations and Interpretations of Service-Learning
Marcia D. Hernandez
In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents, they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other conflicted issues that students and faculty experience in the classroom and community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions.
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United States Legislation and Presidential Directives,
Leslie Gielow Jacobs and Elizabeth Rindskopf Parker
Leslie Gielow Jacobs and Elizabeth Rindskopf Parker, United States Legislation and Presidential Directives, in Encyclopedia of Bioterrorism Defense with (Rebecca Katz & Raymond A. Zilinskas eds., 2d ed. Wiley-Blackwell 2011).
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Audiovisual integration in nonhuman primates: A window into the anatomy and physiology of cognition
Yoshinao Kajikawa, Arnaud Falchier, Gabriella Musacchia, Peter Lakatos, and Charles E. Schroeder
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The Torah: A Beginner’s Guide
Joel N. Lohr and Joel Kaminsky
There is no question that the Torah has had an enormous influence on Western Civilization. It is the source of widely known characters like Joseph, Moses, and Noah, and timeless stories such as the Garden of Eden and the Exodus. Jointly authored by professors of Judaism and Christianity, The Torah: A Beginner’s Guide takes a unique approach, exploring the interplay and dynamics of how these two religions share this common scripture. Drawing on both scholarly and popular sources, Kaminsky and Lohr examine the key debates, while simultaneously illustrating the importance of the Torah in western jurisprudence, ethics, and contemporary conceptions of the family, morality, and even politics. Joel S. Kaminsky is Professor in the Department of Religion at Smith College where he teaches courses on the Hebrew Bible and on ancient Jewish religion and literature. Joel N. Lohr teaches in the areas of Bible and Old Testament at the department of religious studies at Trinity Western University, Canada.
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Making Sense in Religious Studies: A Student’s Guide to Research and Writing
Joel N. Lohr, Margot Northey, and Bradford A. Anderson
A new addition to the best-selling Making Sense series, Making Sense in Religious Studies is an indispensable guide for all students of religious studies. It offers up-to-date, detailed information on writing essays and short assignments, doing comparative research, evaluating Internet sources, proper documentation, avoiding plagiarism, reading religious texts, learning foreign languages, and giving oral presentations. The authors also provide advice on time management, preparing for tests and exams, and reflecting on feedback.
Employing a rich variety of examples, Making Sense in Religious Studies helps students overcome common pitfalls in grammar, style, punctuation, and usage. The book is enhanced by numerous pedagogical features including learning objectives, chapter introductions and conclusions, Internet icons, writing checklists, and an end-of-text glossary. Maintaining the same clear, straightforward style of the other books in the Making Sense series, this comprehensive guide will serve as an invaluable resource for students throughout their academic careers and beyond.
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Using equity audits in the classroom to reach and teach all students
Kathryn B. McKenzie and Linda E. Skrla
In this time of changing demographics and increased diversity, many teachers find that existing strategies to promote equity are only successful with some of the students in their classes. This book provides teachers with new strategies and tools that will work for all children, including those with diverse needs. The authors outline a wide range of methods to help teachers.
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Creating Interfaith & Social Justice Co-Curricular Programs
Donna McNeil, Caroline T. Schroeder, and Joanna Royce-Davis
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Shear Strength of Municipal Solid Waste
Scott M. Merry, Jonathan D. Bray, and Dimitrios Zekkos
While the engineering profession's understanding of the response of municipal solid waste (MSW) to monotonic and cyclic loadings has improved over the past two decades, several important issues remain unresolved. Characterization of the shear strength of MSW is a critical step in performing reliable static and seismic stability analyses of landfills. Landfill stability analyses can be no more reliable than the reliability of the engineer's estimate of the shear strength of the waste. Furthermore, the stress-strain response of MSW needs to be considered to provide compatibility between the mobilized shear strength and the level of deformation along potential failure surfaces. Relevant studies of MSW shear strength are summarized in this state-of-knowledge chapter. Large-scale laboratory test data, which includes direct shear (DS), triaxial (TX), and simple shear (SS) test results, and back-analyses of failed and stable landfill slopes in the field are considered. Findings from a recent comprehensive study by Zekkos (2005) are emphasized. There is large variability in the shear strength of MSW reported in the literature. Obstacles to characterizing the shear strength of MSW include its age, heterogeneity and the difficulty in recovering and testing representative waste samples due to the large size of some waste constituents. Differences in testing procedures employed and in the assumptions made when interpreting the test results also contribute to the variability of the shear strength of MSW. A consistent conceptual framework to perform and to evaluate the results of the laboratory and in-situ tests performed on MSW is required. It is hoped that the recommendations provided as part of the first "International Waste Mechanics Symposium" will address this issue and work toward providing a common framework for advancing the profession's understanding of waste properties and mechanics through developing consensus on the performance and reporting of laboratory and field testing procedures. Published data reported in the literature on the shear strength of MSW are discussed in sections on large-scale tests and back-analyzed assessments. This literature review does not provide complete descriptions of the works completed by researchers, as this information is available in detail in the referenced papers. Instead, key findings are summarized. Following the literature review, a summary of the state-of-knowledge of MSW stress-strain response and strength is presented and recommendations are made for developing a consistent framework for performing and reporting shear strength data on MSW. Currently unresolved issues are also identified.
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Die Sache: The Foundationless Ground of Legal Meaning
Francis J. Mootz III
Chapter Die Sache: The Foundationless Ground of Legal Meaning, in The Semiotics of Law in Legal Education.
Clients do not approach their lawyer with a legal problem but they approach the lawyer with a problem in their everyday life that is articulated through narratives that are not exclusively, or perhaps not at all, legal in nature. The lawyer then must find the legal narrative to adapt to the problem and construct a narrative of law from the resources of legal reasoning. This insight about the work of lawyers as makers and managers of meaning is all too often reduced to a simplistic picture in which the lawyer tells a “story” to trigger the proper elements of the “objective” legal principles. This reinstates the dichotomy that the focus on the narrative character of law is in opposition to the fixed and objective character of the law itself, so that narrative is not appropriate with regard to the law. Hans-Georg Gadamer’s philosophical hermeneutics and the philosophical term die Sache are premised on the assumption that the other’s horizon of pre-understanding provides a different angle: hermeneutical responsibility is not owed to the other person as a supposed separate subjectivity; instead, it is owed to the subject matter about which the dialogue partners converse: die Sache. This viewpoint has practical import by considering legal reasoning as an exemplary case of our responsibility to die Sache and also has important implications for legal education.
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Gadamer's Rhetorical Conception of Hermeneutics as the Key to Developing a Critical Hermeneutics
Francis J. Mootz III
Gadamer's Rhetorical Conception of Hermeneutics as the Key to Developing a Critical Hermeneutics, in Gadamer and Ricoeur: Critical Horizons for Contemporary.
The rhetorical dimensions of Gadamer's philosophical hermeneutics have not been fully developed by his commentators, resulting in an overly conservative rendering of his philosophy. Drawing out the rhetorical features of his work, we find that Gadamer regards textual interpretation as a rhetorical accomplishment. This characterization leads to a rich conception of critical hermeneutics. The chapter develops Gadamer's rhetorical hermeneutics by contrasting his approach with Paul Ricoeur's famous intervention in the Gadamer-Habermas debate, and looks to Gadamer's account of legal practice as a manifestation of critical hermeneutics in action.
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THE SEMIOTICS OF LAW IN LEGAL EDUCATION
Francis J. Mootz III and Jan M. Broekman
This book offers educational experiences, including reflections and the resulting essays, from the Roberta Kevelson Seminar on Law and Semiotics held during 2008 – 2011 at Penn State University’s Dickinson School of Law. The texts address educational aspects of law that require attention and that also are issues in traditional jurisprudence and legal theory. The book introduces education in legal semiotics as it evolves in a legal curriculum. Specific semiotic concepts, such as “sign”, “symbol” or “legal language,” demonstrate how a lawyer’s professionally important tasks of name-giving and meaning-giving are seldom completely understood by lawyers or laypeople. These concepts require analyses of considerable depth to understand the expressiveness of these legal names and meanings, and to understand how lawyers can “say the law,” or urge such a saying correctly and effectively in the context of a natural language that is understandable to all of us. The book brings together the structure of the Seminar, its foundational philosophical problems, the specifics of legal history, and the semiotics of the legal system with specific themes such as gender, family law, and business law.
A selection of books and book chapters written or edited by faculty at the University of the Pacific.
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