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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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Serotonin syndrome
Julie A. Gayle, Jacqueline Volpi Abadie, Adam M. Kaye, and Alan D. Kaye
Serotonin syndrome is a potentially life-threatening syndrome associated with drug-induced changes in serotonin receptor sensitivities in the central nervous system. Mental status changes, neuromuscular hyperactivity, and autonomic dysfunction characterize the syndrome and can range from benign to lethal. Serotonin syndrome typically results from therapeutic use of two or more serotonergic drugs. However, commonly prescribed serotonergic drugs may interact with medications and drugs used in anesthetic and critical care practice to precipitate serotonin syndrome. It is important to identify the patient at risk, as well as the clinical features of serotonin syndrome should they develop. Prompt recognition of the signs and symptoms of serotonin syndrome is essential for efficient diagnosis and treatment of this rare, yet preventable condition.
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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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Affect During Instructional Video Game Learning: Story's Potential Role
Osvaldo Jiménez
Games have been linked to provoking a wide variety of emotional reactions, from fear (Therrien, 2009) to joy (Malone, 1981). While some of the authors in this volume have reported on the variety of emotional interactions that games can provide, such as mirroring of emotions (Humphries & McDonald, 2011), this chapter will examine how the presence of a component of a computer game, namely the story, may have had an impact on the link between emotions and learning. Specifically, this chapter focuses on the component of “story” in a game, and how the inclusion of a story may have both an emotional and subsequent learning impact. To explain this relationship, this chapter is separated into three sections. First, there is a discussion on the previous literature surrounding the potential links between story, emotions, learning, and games. Second, this chapter leverages this literature to introduce a study, which will investigate the potential role that story has in games, learning, and student emotions. Finally, the chapter will discuss the unexpected results from this study, further analyzing the potential links between emotions and learning, and grounding this analysis with the research literature.
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Appropriate Dispensing of Prescription Medications and Recognition of Substance Abuse: The Pharmacist’s Perspective
Adam M. Kaye and Alan D. Kaye
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Essentials of pharmacology for anesthesia, pain medicine, and critical care
Alan D. Kaye, Adam M. Kaye, and Richard D. Urman
In anesthesiology, pain medicine, and critical care, practitioners at all levels need help to stay current with the continually evolving drug knowledge-base and trainees need tools to prepare for in-training and board exams that increasingly test their knowledge of pharmacology. This practical book is aimed at both readerships. It features a unique and practical chapter on the United States Food and Drug Administration (FDA) “black box” warnings that describe what safety precautions should be taken with commonly used drugs. The editors and contributors are pharmacology experts representing a cross-section of clinical specialties and institutions in the United States and include pharmacologists, pharmacists, as well as physicians.
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The Victims’ Court? A Study of 622 Victim Participants at the International Criminal Court
Alexa Koenig, Mychelle Baltharzard, Eric Stover, and Stephen Smith Cody
When the International Criminal Court (ICC) was created in 1998, its founders hailed it as a “victims’ court,” one that would give survivors of mass atrocity an influential voice in the administration of justice. In the nearly two decades since its establishment, thousands of victims have been registered as “victim participants,” and thousands more have applied to the court for acceptance. However, there is now widespread agreement, both inside and outside of the court, that the ICC victim participation programs need reform. Court staff and outside observers have argued that current levels of outreach, care, and support are inadequate and incorporation of the views of so many victims is unworkable. Both defense and prosecution teams have also questioned whether victims’ representations, filings, and testimony have sometimes had an adverse effect on the fairness of ICC trials.
But what of the victim participants themselves? What motivated these men and women to become victim participants? Was it to tell their story and to have it acknowledged by the court? Did they wish to see the accused punished? Or was it more important to receive reparations for the harms they suffered? What did they think of the process of becoming a victim participant? What were their perceptions of the court and how it operated? How were their interactions with court staff? And did they have security or safety concerns?
To explore these and other questions, we interviewed ICC victim participants in four countries where the ICC had initiated investigations and prosecutions of serious international crimes — Uganda, Democratic Republic of Congo, Kenya, and Côte d’Ivoire. Our interviews with 622 victim participants and dozens of key informants strongly suggest that the ICC has reached a critical juncture in its victim participation program. It is our view that the court must either invest more resources and think more creatively about how it can meet the pragmatic and psychosocial needs of victim participants in its present form or revamp the program entirely. Despite admirable efforts by ICC staff, both in The Hague and in victims’ home countries, most victim participants, our findings indicate, have only a rudimentary knowledge of the ICC and its mandate. They want more contact with the court, are deeply frustrated by the slow pace of the proceedings, and expect to receive individual reparations. What remains to be seen is if the ICC (and the states that support it) can make the necessary reforms to meet these expectations. -
I (Still) Believe: Leading Bible Scholars Share Their Stories of Faith and Scholarship
Joel N. Lohr and John Byron
I (Still) Believe explores the all-important question of whether serious academic study of the Bible is threatening to one’s faith. Far from it—faith enhances study of the Bible and, reciprocally, such study enriches a person’s faith. With this in mind, this book asks prominent Bible teachers and scholars to tell their story reflecting on their own experiences at the intersection of faith and serious academic study of the Bible.
While the essays of this book will provide some apology for academic study of the Bible as an important discipline, the essays engage with this question in ways that are uncontrived. They present real stories, with all the complexities and struggles they may hold. To this end, the contributors do two things: (a) reflect on their lives as someone who teaches and researches the Bible, providing something of a story outlining their journey of life and faith, and their self-understanding as a biblical theologian; and (b) provide focused reflections on how faith has made a difference, how it has changed, and what challenges have arisen, remained, and are unresolved, all with a view toward the future and engaging the book’s main question.
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The Hebrew Bible for Beginners: A Jewish and Christian Introduction
Joel N. Lohr and Joel S. Kaminsky
Jews call the Hebrew Scriptures the “Tanakh” and Christians call them the “Old Testament.” It doesn't take long to see that Jews and Christians view the same set of books differently and interpret these scriptures in unique and at times conflicting ways. The Hebrew Bible for Beginners introduces students to the tremendous influence the Hebrew Bible has had on western society for over two millennia and explores the complexities of reading ancient religious literature today. The book also addresses how certain modern critical approaches may initially be alarming, indeed even shocking, to those who have not been exposed to them, but it tackles the conversation in a respectful fashion. Avoiding jargon and convoluted prose, this highly accessible volume provides textboxes, charts, a timeline, a glossary, and regularly includes artistic renderings of biblical scenes to keep lay and beginning readers engaged.
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Making Sense in Religious Studies: A Student’s Guide to Research and Writing
Joel N. Lohr; Margot Northey; and Bradford E, Anderson
The Making Sense series offers clear, concise guides to research and writing for students at all levels of undergraduate study. Designed especially for students in religious studies, this volume outlines general principles of style, grammar, and punctuation while also covering issues such as how to conduct academic research in religious studies, how to read religious texts, how to write essays and short assignments, how to document sources, and how to give an oral presentation.
Revisions to the second edition of Making Sense in Religious Studies; A Student's Guide to Research and Writing include a re-ordering of chapters to better match the writing and learning process. It includes comprehensive coverage of new developments in technology-based research and writing. The sections on MLA, APA, and Chicago style have been revised to be completely up to date.
A selection of books and book chapters written or edited by faculty at the University of the Pacific.
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