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Mary Jo Markham stumbles into a cancer survivors' meeting while escaping from the psych ward after a failed suicide attempt. She's positive her mother hates her. Her job has been outsourced to a third world country. All she wants are coffee and donuts and an escape from herself.. What she discovers are friendships, laughter, much-needed change, and the realization that she's not such a bad person after all. If only there wasn't that monstrous lie between her and her new companions.
A Social Psychology Research Experience is a workbook that offers students a hands-on introduction to how social psychologists develop and test their research questions. Used in conjunction with a comprehensive instructor's manual, this workbook includes skill building and interactive group activities that lead students through hypothesis generation, experimental design, the institutional review process, data analysis, writing, and dissemination of their research findings. Students also learn about and gain experience using diverse data collection methodologies, such as priming procedures, psychophysiological measures, surveys, and behavioral observation. Developed by two experimental social psychologists with several years of combined experience teaching and supervising undergraduate student research, this is a truly unique workbook; it covers the entire research experience in detail, while other comparable books tend to only focus on specific parts of the process, such as experimental design or data analysis. Dr. Jennifer J. Harman received her Ph.D. at the University of Connecticut in Social Psychology with a certificate in quantitative methods in 2005, and is currently an Associate Professor of Applied Social Psychology at Colorado State University. She has developed and taught many undergraduate and graduate psychology courses for both traditional classroom offering and on-line learning environments. Her research specifically examines relationship behaviors that put people at risk for physical and psychological health problems (e.g., sexual risk taking, communication problems), and she directly trains many undergraduate students on the research process in her laboratory. Learn more about Dr. Harman at harman.socialpsychology.org. Dr. Justin J. Lehmiller received his Ph.D. in Social Psychology from Purdue University in 2008, and is currently a College Fellow in the Department of Psychology at Harvard University. Dr. Lehmiller is an accomplished educator and was recently awarded a Certificate of Teaching Excellence from Harvard. He is also a prolific scholar and has published over 25 pieces of scientific writing to date spanning a range of topics, including secret romantic relationships, "friends with benefits," commitment, and sexual orientation. Dr. Lehmiller is frequently interviewed by media outlets such as CNN, The Chicago Tribune, The Huffington Post, and Men's Health for his expertise on sexuality and relationships. He also runs a popular blog entitled The Psychology of Human Sexuality. Learn more about Dr. Lehmiller at lehmiller.socialpsychology.org.
This title offers a colourful and fun new take on a timeless series designed to introduce young children to unfamiliar situations in an amusing and friendly way. Stickers can be used throughout the stories to replace key words and help young children build their vocabulary. This title features Stephen Cartwright's delightful illustrations, providing lots to look at and talk about. It is an ideal starting point for young children and adults to discuss first experiences. It includes over 50 stickers plus 'I found the duck!' reward stickers.
This gorgeously soft cloth book for babies is beautifully presented in a gift box and features rascally Hairy Maclary and his rollicking gang, as well as Slinky Malinki, the cheeky and cheerful black cat, and pittery, pattery Zachary Quack.
Educators, policymakers, and teacher training institutions are invited to embark on an eye-opening journey into the elementary and secondary schooling experiences of African-American teens. For decades, researchers and policymakers have grappled with the issue of the underachievement of African American students. An age-old problem has been that these students on average lag behind their peers of other racial/ethnic groups in math, science, and reading. Recently, California, like some other states, has implemented a high-stakes standardized testing program that has revealed that when test scores are disaggregated along racial/ethnic lines, the scores of African American students continue to trail those of their peers. The study described in this book was undertaken in an effort to uncover schooling practices that are advantageous or detrimental to the achievement of African American students. The study was based on interviews and questionnaire results from nearly 300 African American high school seniors. Most of these students resided in a region that had a low college attendance rate and a high child poverty rate. The students were given an opportunity to discuss numerous issues pertaining to their schooling experiences, including teacher attitudes and expectations, the curriculum, homework practices, the quality of services provided by their high school counselors, racism at school, school safety, parental involvement, and their early reading habits and attitudes about reading. In addition to quantitative results, most chapters include detailed narratives describing the elementary and secondary schooling experiences of the interviewees.
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