Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement.
Anthropology is the study of all humans in all times in all places. But it is so much more than that. “Anthropology requires strength, valor, and courage,” Nancy Scheper-Hughes noted. “Pierre Bourdieu called anthropology a combat sport, an extreme sport as well as a tough and rigorous discipline. … It teaches students not to be afraid of getting one’s hands dirty, to get down in the dirt, and to commit yourself, body and mind. Susan Sontag called anthropology a “heroic” profession.” What is the payoff for this heroic journey? You will find ideas that can carry you across rivers of doubt and over mountains of fear to find the the light and life of places forgotten. Real anthropology cannot be contained in a book. You have to go out and feel the world’s jagged edges, wipe its dust from your brow, and at times, leave your blood in its soil. In this unique book, Dr. Michael Wesch shares many of his own adventures of being an anthropologist and what the science of human beings can tell us about the art of being human. This special first draft edition is a loose framework for more and more complete future chapters and writings. It serves as a companion to anth101.com, a free and open resource for instructors of cultural anthropology.
This book is best thought of as a map that introduces some of the essential element of small group communication. It begins with some foundational information necessary for understanding what makes groups groups. Briefly, it will provide conceptual and practice elements that help inform how we are to think about actually defining groups and teams. It moves from there to explore the idea of group formation, helping us better understand why people join groups and how they participate within that setting. The following chapters explore issues such as cooperation, power, group thinking, listening, and making decisions together. These constituent elements of small group communication help us think about the themes that them come in the next chapters–how we address issues that cause conflict and the role of leaders within these settings. In the last chapter, the impact of culture and diversity are explored, reminding us of the ever present reality that virtually any group is comprised of people with different experiences, worldviews, ideologies, perspectives, and approaches. Sometimes those differences are obvious; other times, it is only through deeper exploration of issues together that one discovers the rich differences that color our world.
Hostile use of Unmanned Aircraft Systems (UAS) technology is on the forefront of DoD defense and offensive planners.Our Counter-UAS (C-UAS) textbook has as its primary mission to educate and train resources who will enter the UAS / C-UAS field and trust it will act as a call to arms for military and DHS planners.
The Economics of Food and Agricultural Markets is written for applied intermediate microeconomics courses. The book showcases the power of economic principles to explain and predict issues and current events in the food, agricultural, agribusiness, international trade, and natural resource sectors. The field of agricultural economics is relevant, important and interesting. The study of market structures, also called industrial organization, provides powerful, timely, and useful tools for any individual or group making personal choices, business decisions, or public policies in food and agriculture industries.
Intermediarios: Introduction to Spanish<>English Community and Legal Translation and Interpreting is intended for students who have advanced skills in both Spanish and English and a basic familiarity with translation and interpretation. Activities are based on the U.S. context. Translation activities increase in difficulty. The sequencing of interpreting activities develops skills gradually by beginning with memory exercises, then moving into class role plays, and finally working with legal interpreting exercises of increasing difficulty. Judicial interpreting activities target the three modes of interpreting used in the judicial setting: sight translation of documents, consecutive interpreting, and simultaneous interpreting.
The Kansas State University Human Nutrition (FNDH 400) Flexbook is a textbook for students taking Kansas State University FNDH 400 course.FNDH 400 is a 3-hour, intermediate-level, human nutrition course at Kansas State University take primarily by sophomores and juniors because it has prerequisites of a college biology and chemistry courses.
The primary goals of this text are to acquaint prospective teachers of English with certain aspects of the history, structure, and use of the English Language. Through considering the nature of the English language; how language and culture are interconnected as well as how it is acquired and how and why it changes, readers will come to a fuller understanding of sociolinguistics. This text discusses the nature of language, as well as how it is acquired; how and why languages change, and how the English language in particular has changed (and continues to change); why different varieties of English have developed, and why they continue to be used; how linguists have attempted to account for the (ir)regularities of English; how language and culture are related; and how linguistics can be used as a tool in the classroom. This text presents important topics for English teachers to know: the relationship between “standard” and “nonstandard” dialects, how and why language varies, how we can make informed decisions about what is “right” and “wrong” in language use, and generally how a sound knowledge of how language works can inform and benefit the pedagogical strategies needed to develop as a teacher. Ultimately, I want readers to think about language in ways not thought of before: objectively, passionately, critically, analytically, and logically. This allows readers to move beyond memorization of facts to original thought (which is sort of like the difference between knowing how to add and subtract, and being able to balance a checkbook).
This textbook is designed specifically for Kansas State's Biology 198 Class. The course is taught using the studio approach and based on active learning. The studio manual contains all of the learning objectives for each class period and is the record of all student activities. Hence, this textbook is more of a reference tool while the studio manual is the learning tool.
Soil and Water Conservation: An Annotated Bibliography could become a model for future upper level undergraduate and graduate classes in Soil Science. A teaching philosophy that supports connecting students with sources of soil and water conservation information favors better knowledge and understanding of soil and water resources; it additionally builds links between students and those members of the profession writing about these key topics. This vision for supporting and supplementing education in this topic area is not totally new; however, creating a resource well suited to meet these goals is. This resource has met the forward-thinking goals of Dr. Moorberg: 1) create an easily available educational resource; 2) familiarize students with technical resources that are a foundation for soil and water conservation education; and 3) establish a science-based class resource with low or no cost to the student. The vision for and delivery of a credible, unique, and potentially impactful educational resource is to be commended by our teaching and research profession.
Soil and Water Conservation: An Annotated Bibliography highlights freely-available online resources covering various aspects of soil and water conservation, and is designed to be a resource for conservation students and practitioners. The thirteen chapters in the annotated bibliography are grouped into four sections, including History and Fundamentals, Conservation Practices, Conservation Implementation, and Careers. Types of cited resources include extension bulletins, USDA NRCS conservation practice standards, and other government reports and resources. Cited resources are generally concise, easily read, and meant for general audiences. Annotations and images are used to provide context for each resource. Many contributors made Soil and Water Conservation: An Annotated Bibliography possible through their assistance with technical edits, outline development, identifying resources, or writing annotations. Chapter authors are experts and practitioners of soil and water conservation, or students of soil and water conservation who worked under the supervision of the editor, Colby Moorberg. The annotated bibliography is used as the primary text for Kansas State University’s AGRON 635 – Soil and Water Conservation, which is taught by Moorberg.
The Soils Laboratory Manual, K-State Edition is designed for students in undergraduate, introductory soil science courses. The manual highlights the multidisciplinary aspects of soil science with laboratories focused on soil formation, classification, and mapping; soil physics, soil biology; soil chemistry; and soil fertility and management.
The Soils Laboratory Manual, K-State Edition is designed for students in undergraduate, introductory soil science courses, and highlights the many aspects of soil science, including: soil genesis and classification, soil physical properties, soil-water interaction, soil biology, soil chemistry, and soil fertility. The lab manual includes 15 different laboratories, each one starting with an introduction and pre-lab assignment, followed by in-lab activities, and complimented by post-lab assignment. In-lab activities involve field trips, experiments, observation stations, or problem sets. Post-lab assignments include online quizzes, problem sets, or laboratory summary reports.
This textbook provides information on the practice of teaching special education in the secondary schools. Research-based practices are explained for supporting student functioning in language arts, math, and other content areas. Specifically, the eight chapters address: (1) Introduction to secondary special education; (2) Curriculum-based measures to inform learning; (3) Strategies for working in a co-teaching environment; (4) Strategies for improving student behavior; (5) Strategies to support post-secondary transition; (6) Strategies for improving student outcomes in reading; (7) Strategies improving student outcomes in writing; and (8) Strategies for improving student outcomes in math.
The purpose of this textbook is to provide resourses about teaching low brass instruments to music educators and future music educators. The book was developed by the author as part of the open/alternative textbook initiative at Kansas State University. It Is the textbook used for the Kansas State University course Music 239-Low Brass Techniques and Materials.
Unmanned Aircraft Systems (UAS) are an integral part of the US national critical infrastructure. They must be protected from hostile intent or use to the same level as any other military or commercial asset involved in US national security. However, from the Spratly Islands to Djibouti to heartland America, the expanding Chinese Unmanned Aircraft Systems (UAS / Drone) industry has outpaced the US technologically and numerically on all fronts: military, commercial, and recreational.
Both countries found that there were large information security gaps in unmanned systems that could be exploited on the international cyber-security stage. Many of those gaps remain today and are direct threats to US advanced Air Assets if not mitigated upfront by UAS designers and manufacturers. The authors contend that US military / commercial developers of UAS hardware and software must perform cyber risk assessments and mitigations prior to delivery of UAS systems to stay internationally competitive and secure.
The authors have endeavored to bring a breadth and quality of information to the reader that is unparalleled in the unclassified sphere. This book will fully immerse and engage the reader in the cyber-security considerations of this rapidly emerging technology that we know as unmanned aircraft systems (UAS). Topics covered include National Airspace (NAS) policy issues, information security, UAS vulnerabilities in key systems (Sense and Avoid / SCADA), collision avoidance systems, stealth design, intelligence, surveillance and reconnaissance (ISR) platforms; weapons systems security; electronic warfare considerations; data-links, jamming operational vulnerabilities and still-emerging political scenarios that affect US military / commercial decisions.
Vocal Techniques, the course title used at many institutions, is essentially a voice class for instrumentalists, and is a required course for instrumental music education majors seeking all-level certification. Students take at least one Vocal Techniques course to learn proper singing technique along with basic pedagogy and can include teaching techniques as they apply to adolescent singers. The focus of the course is the development of the individual singing voice. This includes breathing, tone production, articulation, musicality and textual expression and understanding. Students also develop confidence in front of groups, improve their general vocal quality, and learn that a healthy voice serves them well in the general and performance classroom.
This handbook is designed for a generalized business writing course that seeks to meet the needs of a variety of student majors and career interests. In it you will find: descriptions and discussions of common genres, both routine and formal, print and electronic, and in-class activities and sample assignments. You will also find commentary on how to adapt the writing process to the rhetorical constraints of a workplace as well as how to think about, conduct, and use research outside an academic setting. Throughout you will note a persistent emphasis on audience awareness and direct style.
This course packet seeks to develop the upper level engineering student’s sense of audience and purpose in a research-based context with workplace constraints. It requires the student to choose a technical topic of interest and research it to solve for a specific problem or to meet a typical industry need by way of several assignments: Unsolicited Research Proposal, Progress Report, Visual Aids, and Oral Presentation, all of which lead to the Formal Report. This approach readies students to write informatively and persuasively in the engineering workplace, providing excellent examples of each assignment contributed by former students whose Formal Reports have won first place in the annual Technical Writing Competition. Because users can rely on demonstrably excellent student examples to understand the concepts behind assignments that build on one another rather than on disparate textbook examples, they tend to write better and to be more confident producing documents and giving presentations. In short, they recognize they are among their own in a class that challenges many engineering students. Moreover, since all the Formal Reports have won awards, convincing students they are using good models with which to create their own documents is relatively easy. Finally, mining excellent student documents makes certain skill-sets clearer, according to former students. For instance, students can follow along as the writer does the following: identifies and proves a problem or need exists; creates the research objectives that lead to the method with which they will address the issue; and develops persuasive strategies for convincing both executive and engineering readers. Similarly, these student papers demonstrate how to discern among results, conclusions, and recommendations and show correct use of sources and visuals.
This textbook companion is a resource to help students successfully navigate through their first year at Kansas State University. It serves as part of the K-State First mission to create an outstanding university experience for every first-year student by helping with the transition to college-level learning and college life. The textbook helps improve chances for student success by focusing on fostering campus community, offering resources for diverse activities, highlighting academic expectations, and empowering students with personal responsibility and social agency. Instructors are encouraged to use the textbook in their K-State First classes, and it is also offered as a direct resource for students. In any university setting there are often unwritten rules that students are expected to understand, and this guide addresses and answers those questions directly. Ultimately, this guide encourages students to be engaged learners and to enjoy all facets of education, both inside and outside the classroom.