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Reimagining elementary mathematics pedagogy using a three-step process--See It, Say It, Symbolize It--author Patrick L. Sullivan provides a guide for developing a dynamic and flexible understanding of numbers and operations. By helping students develop a language that is consistent across concepts and connecting it to what is seen and symbolized, teachers empower their students to engage in reasoning they will utilize throughout their lives. This book will help K-5 educators: (1) Apply the See It, Say It, Symbolize It framework to foundational mathematical concepts and operations; (2) Reframe common mathematical language to increase students' conceptual understanding and make connections between ideas that are often seen as disconnected; (3) Compare the traditional process of communicating foundational mathematical ideas to the See It, Say It, Symbolize It process, with descriptive examples; (4) Comprehend the superpower understandings in elementary mathematics, which help students develop a dynamic and flexible understanding of numbers and operations as well as connect multiple concepts; and (5) Internalize chapter content with reflection prompts and end-of-chapter application guides.

This open access book analyzes barriers to inclusion in academia and details ways to create a more diverse, inclusive environment. It first describes what the barriers to inclusion are and how they function within the broader society, focusing on concept of implicit bias: what it is, how it develops, and the importance of training organizational members to recognize and challenge it. It then discusses the limitations of data collection that is guided by the conventional assumption that being diverse automatically means being inclusive. Lastly, it highlights the importance of creating a collaborative, interdisciplinary and institution-wide vision of an inclusive community.

This Resource Guide is the outcome of a Summer Institute on Methodologies for Housing Justice convened by the Institute on Inequality and Democracy at UCLA Luskin as part of the Housing Justice in Unequal Cities Network, which is supported by the National Science Foundation (BCS 1758774). Held in Los Angeles in August 2019, the Summer Institute brought together participants from cities around the world. As is the case with the overall scope and purpose of the Housing Justice in Unequal Cities Network, it created a shared terrain of scholarship for movement-based and university-based scholars. Dissatisfied with the canonical methods that are in use in housing studies and guided by housing justice movements that are active research communities, the Summer Institute was premised on the assertion that methodology is political. Methodology is rooted in arguments about the world and involves relations of power and knowledge. The method itself – be it countermapping or people’s diaries – does not ensure an ethics of solidarity and a purpose of justice. Such goals require methodologies for liberation. Thus, as is evident in this Resource Guide, our endeavor foregrounds innovative methods that are being used by researchers across academia and activism and explicitly situates such methods in an orientation towards housing justice.

Esta Guía de Recursos es el resultado de un Instituto de Verano sobre Metodologías para la Justicia en la Vivienda convocado por el Instituto sobre Desigualdad y Democracia de UCLA Luskin como parte de la Red de Justicia en la Vivienda en Ciudades Desiguales, que es apoyada por la Fundación Nacional de Ciencias (BCS 1758774). Celebrado en Los Ángeles en agosto de 2019, el Instituto de Verano reunió a participantes de ciudades de todo el mundo. Al igual que el alcance y el propósito general de la Red de Justicia en las Ciudades Desiguales, creó un terreno compartido de para estudiosos del movimiento y académicos de universidades. Con una insatisfacción a los métodos canónicos que se utilizan en los estudios sobre la vivienda y guiado por los movimientos de justicia de la vivienda que son comunidades de investigación activa, el Instituto de verano se basó en la afirmación de que la metodología es política. La metodología se basa en argumentos sobre el mundo e implica relaciones de poder y conocimiento. El método por sí mismo -ya sea el contra ataque al mapeo o los diarios de la genteno asegura una ética de solidaridad y un propósito de justicia. Tales objetivos requieren metodologías para la liberación. Por lo tanto, como es evidente en esta Guía de Recursos, nuestro esfuerzo pone en primer plano los métodos innovadores que están siendo utilizados por los investigadores en todo el mundo académico y el activismo y sitúa explícitamente tales métodos en una orientación hacia la vivienda la justicia.

“This volume is unique in its comprehensive investigation of the changing face of public health in East and Southeast Asia. The region’s countries have experienced major challenges resulting from colonialism, conflicts, economic and technological development, varying levels of government stability, widening disparities between social classes, uneven distribution of wealth, emerging epidemics, chronic diseases, occupational hazards, and changing health services. All of these issues are ably addressed by the authors, firsthand experts in their respective countries and fields. With its useful summaries and wealth of international sources, it will be an excellent resource for scholars and practitioners seeking an introduction to the region’s complex context and development.” Chitr Sitthi-amorn, former president, International Epidemiological AssociationPublic Health in East and Southeast Asia presents an overview of the state of public health across this vast region and considers the challenges and prospects for its future advancement. It pays particular attention to how rapid economic progress has brought accelerated change, both demographic and epidemiological, to an area already marked by great heterogeneity in health status and public health systems. In comparative and thematically oriented chapters, leading scholars consider such issues as changes in values and lifestyles, infectious diseases, nutrition, tobacco, chronic diseases, accidents and injury, environmental health, occupational health, the effect of globalization, and health services.Roger Detels is Distinguished Professor of Epidemiology and Infectious Diseases and Chair of Epidemiology at the University of California, Los Angeles. He is the former president of the International Epidemiological Association. Sheena G. Sullivan is an epidemiologist at the WHO Collaborating Centre for Reference and Research on Influenza and was previously with the Chinese Center for Disease Control and Prevention. Chorh Chuan Tan is President of the National University of Singapore and was previously the Director of Medical Services in Singapore’s Ministry of Health, in which capacity he was responsible for the medical response to the SARS epidemic in 2003.Contributors: Rajesh Bhatia, Chien-Jen Chen, Wen-Ta Chiu, Roger Detels, Binh Y. Goldstein, Anthony J. Hedley, Ling-I Hsu, Elizabeth A. Jahncke, Sunbaunat Ka, David Koh, Ee Heok Kua, Tai Hing Lam, William Lavely, Ting Heung Leung, Sarah M. McGhee, Jai P. Narain, Lu Pai, Donald Maxwell Parkin, Saumik Paul, Samlee Plianbangchang, Ramkishen S. Rajan, Adeline Seow, Judy Sng, Sheena G. Sullivan, Chorh Chuan Tan, U Than Sein, Kraisid Tontisirin, Shin-Han Tsai, Thomas Tsang, Kumnuan Ungchusak, Lilian W. C. Wan, Pattanee Winichagoon, Zuo-Feng Zhang

This book offers a national view of trends and statistics related to today's community colleges. The new edition includes completely revised text as well as updates to charts and tables on topics such as enrollment, student outcomes, population, curriculum, faculty, workforce, and financial aid. Informative narrative introduces and provides context for the data. An excellent resource for presentations, public information, media relations, and long-range planning. Chapter 1, Community Colleges Past and Present, recounts the history of community colleges and summarizes some of the more pressing issues facing them today. Chapter 2, Community College Enrollment, provides detailed information and demographics concerning enrollment at community colleges and puts it in perspective with the rest of higher education. Chapter 3, The Social and Economic Impact of Community Colleges, describes the impact of community colleges on students and their communities through measures such as degree and certificate completion, employment data, and educational attainment within the general population. Chapter 4, Community College Staff and Services, offers a view of staffing at community colleges, from the presidency and senior administration to faculty and support staff. Chapter 5, College Education Costs and Financing, focuses on the financial aspects of community colleges, as they affect the institution and its students. Chapter 6, A Look at the Future, presages trends and issues that will define the community college of the future. The book also contains a Preface, Glossary, References, Index, and About the Authors. (Contains 39 figures and 77 tables.)

This syllabus serves as an introduction to the field of traffic engineering to professionals who are being assigned traffic engineering tasks for the first time and as a source of recent information for those already in the field. It is designed mainly for one-week short courses, but past editions have also seen increasing use in university engineering courses and for individual study. Traffic engineering is an ever-changing profession. New standards, guidelines, and basic texts rapidly replace older reference volumes. This 16th edition again includes new and revised material needed by students and practicing engineers. We have recognized the growing interest in non-motorized transportation modes by adding a new chapter on Bicycle Characteristics and Facilities and vastly expanding the chapter on Pedestrian Mobility and have also added a chapter on Work Zone Traffic Control. We have  invited  guest  contributors  to  write  these  chapters  and  others  to revise other material. On the other hand we have deleted the chapter on Mass Transit Systems, retaining a few items of specific concern to the traffic engineer elsewhere in the syllabus.

Developments in the education field are affected by numerous, and often conflicting, social, cultural, and economic factors. With the increasing corporatization of education, teaching and learning paradigms are continuously altered. "Deconstructing the Education-Industrial Complex in the Digital Age" is an authoritative reference source for the latest scholarly research on the shifting structure of school models in response to technological advances and corporate presence in educational contexts. Highlighting a comprehensive range of pertinent topics, such as teacher education, digital literacy, and neoliberalism, this book is ideally designed for educators, professionals, graduate students, researchers, and academics interested in the implications of the education-industrial complex. Following the foreword (Benjamin Baez), and a preface (Jim Burns, Douglas J. Loveless, Katie Dredger, Pamela M. Sullivan), the book is divided into three sections and contains the following: Section 1: "Curriculum and Instruction in a Neoliberal, Digital Age" contains the following chapters: (1) The Way It's Going: Neoliberal Reforms and the Colonization of the American School (Brian Charles Charest); (2)Gender, Process, and Praxis: Re-Politicizing Education in an Era of Neoliberalism, Instrumentalism, and "Big Data" (Jim Burns, Colin Green); (3) Liminal Learning: A Theoretical Framework for Reconceptualizing the Digital Space (L Johnson Davis); (4) Where Are We If Our Batteries Die? Seeking Purpose in Educational Technology (Pamela Sullivan); and (5) The Dying of the Light: The Cause to Illuminate in this State of Fragile Democracy (Westry Whitaker). Section 2: "Implications for Higher Education" provides the following chapters: (6) The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World (Valerie J. Robnolt, Joan A. Rhodes, Sheri Vasinda, Leslie Haas); (7) Adapting Problem-Based Learning to Database Courses in the Digital Age (Samuel B. Fee, Thomas E. Lombardi); (8) Strategies for Implementing Digital Assignments (Paige Normand, Alexa Senio, Marlena Luciano); (9) Digital Storytelling and Digital Literacy: Advanced Issues and Prospects (Kijpokin Kasemsap); (10) Lessons Learned Building an Online Degree Program (Ottilie F. Austin, Gail M. Hunger, Julie J. Gray); and (11) Creating Connected Educators with Online Portfolios (Katie S. Dredger, Joy Myers, Pamela Sullivan, Douglas J. Loveless); Section 3: Implications for K-12 Education presents: (12) Interactive Art Applications (I-Apps) in the Development of Younger Learners' Creative Thinking (Sylvia Vincent Stavridi); (13) Technologies of Resistance: Facilitating Students' 21st Century Thinking Using Material Tools (Ann D. David, Annamary L. Consalvo); (14) Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities (Robert Williams, Dan Woods); (15) Incorporating Students' Digital Identities in Analog Spaces: The Educator's Conundrum (William J. Fassbender); (16) Living the YOLO Lifestyle: The Rhetorical Power of Memes in the Classroom (Crystal L. Beach, Katie S. Dredger); and (17) Making Sense of Authors and Texts in a Remixed, Participatory Culture (Crystal L. Beach). A compilation of references, information about the contributors, and an index are included.

This booklet provides information on the critical issues involved in providing academic adjustments in a college or university setting for students with psychiatric disabilities. It begins with a brief description of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Information is then presented in a question and answer format that addresses: (1) the identification of students with disabilities; (2) resources available to educators on psychiatric disabilities; (3) signs of mental illness in the campus setting; (4) how mental illness interferes with functioning at school; (5) the need for educators to know about functional limitations; (6) resources that educators can use to determine appropriate academic adjustments; (7) educators' responsibilities regarding academic adjustments; (8) reasonable accommodations; (9) "how" to tell if an academic adjustment request is unreasonable; (10) "how" to set limits or tell a student they are performing poorly in the class without upsetting the person or violating the law; and (11) additional information resources on disabilities and higher education. (CR)

Recognizing that the teaching of writing has always been political, this collection of essays by teachers, scholars, and theorists intends to promote discussion of what it means to study and teach writing and reading at a time when the academy itself is struggling to define the educational needs of an increasingly diverse student population. The essays in the collection explore the ways that students and teachers respond to tensions arising from encounters with ideas, people, texts, and technologies; examine the history of writing in the academy; and critique the content of composition courses. After an introduction by the editors, "Writing in the Age of Politics," the essays are: (1) "Teaching for Openings: Pedagogy as Dialectic" (Maxine Greene); (2) "Advocacy and Resistance in the Writing Class: Working toward Stasis" (Karen Fitts and Alan W. France); (3) "Being Two Places at Once: Feminism and the Development of 'Both/And' Perspectives" (Donna J. Qualley); (4) "Naming Harlem: Teaching the Dynamics of Diversity" (Daniel Reagan); (5) "Adult Learners, Autobiography, and Educational Planning: Reflections on Pedagogy, Andragogy, and Power" (Michael J. Kiskis); (6) "'Whose Machines Are These?' Politics, Power, and the New Technology" (Elizabeth Klem and Charles Moran); (7) "Pedagogy and the Academy: 'The Divine Skill of the Born Teacher's Instincts'" (Mariolina Salvatori); (8) "Representations of Literacy and Region: Narrating 'Another America'" (Peter Mortensen); (9) "The Essay Dies in the Academy, circa 1900" (Jean Donovan Sanborn); (10) "Re-envisioning the Journal: Writing the Self into Community" (Sharyn Lowenstein and others); (11) "Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives" (Linda M. LaDuc); (12) "Rereading the Discourses of Gender in Composition: A Cautionary Tale" (Susan V. Wall); (13) "The Myth of Transcendence and the Problem of the 'Ethics' Essay in College Writing Instruction" (David A. Jolliffe); (14) "The 'Kinds of Language' Curriculum" (David Bleich); (15) "Writing Academic Autobiographies: Finding a Common Language across the Curriculum" (Rhonda C. Grego); and (16) "'So Happy a Skill'" (Robert Scholes). (NKA)