Popular and groundbreaking crime novelist Sara Paretsky earned a PhD in history at the University of Chicago in the mid-1970s, with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. This edition of that work analyzes attempts by theologians at the Andover Seminary to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. As Paretsky shows, the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and this failure incited reactionary forces within Calvinism. Leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky s work fits into the contemporary study of religion. Paretsky s foreword offers a sobering picture of what it was like to be a female graduate student at the University of Chicago in the 1970s."

Crime writer Sara Paretsky is known the world over for her acclaimed series of mysteries starring Chicago private investigator V. I. Warshawski, now in its seventeenth installment. Paretsky’s work has long been inflected with history—for her characters the past looms large in the present—and in her decades-long career, she has been recognized for transforming the role of women in contemporary crime fiction. What’s less well-known is that before Paretsky began her writing career, she earned a PhD in history from the University of Chicago with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. Now, for the first time, fans of Paretsky can read that earliest work, Words, Works, and Ways of Knowing. Paretsky here analyzes attempts by theologians at Andover Seminary, near Boston, to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. She carefully shows how the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and how this failure then incited reactionary forces within Calvinism. That conflict between science and religion in the American past is of interest on its face, but it also sheds light on contemporary intellectual battles. Rounding out the book, leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky’s work fits into the contemporary study of religion. And in a sobering—sometimes shocking—preface, Paretsky paints a picture of what it was like to be a female graduate student at the University of Chicago in the 1970s. A treat for Paretsky’s many fans, this book offers a glimpse of the development of the mind behind the mysteries.

"Knowing" itself is a problematic concept and what was once seen as the clear objective of "knowing," that is to discover "truth" or "reality," has become increasingly less certain. This is even more the case when scholars move from the present to examine epistemology in the past. Two fundamental questions arise: What constituted knowledge in the context of early modern Germany and how was knowledge gathered, assembled, organized, deployed, and interpreted? Ways of Knowing seeks to answer these questions. Taking their cues from a range of interdisciplinary perspectives, including art, German literature, social, political, medical, and religious history, the contributors offer readers a rich and insightful portrait of knowing and knowledge in early modern Germany. Investigators look at what people “knew” in early modern Germany and how they “knew” it. Four essays in part one consider how knowledge was created and organized. In part two, six authors examine how knowledge was evaluated and how it functioned, especially in the realms of belief, law, politics, and medicine. Contributors include: Robert Beachy, Susan R. Boettcher, Jason Coy, Pia F. Cuneo, Mitchell Lewis Hammond, Mary Lindemann, Francisca Loetz, Terence McIntosh, Janice L. Neri, Elisabeth Wåghäll Nivre, and Helen Watanabe-O’Kelly.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.

Available online via SciVerse ScienceDirect, or in print for a limited time only, The International Encyclopedia of Housing and Home, Seven Volume Set is the first international reference work for housing scholars and professionals, that uses studies in economics and finance, psychology, social policy, sociology, anthropology, geography, architecture, law, and other disciplines to create an international portrait of housing in all its facets: from meanings of home at the microscale, to impacts on macro-economy. This comprehensive work is edited by distinguished housing expert Susan J. Smith, together with Marja Elsinga, Ong Seow Eng, Lorna Fox O'Mahony and Susan Wachter, and a multi-disciplinary editorial team of 20 world-class scholars in all. Working at the cutting edge of their subject, liaising with an expert editorial advisory board, and engaging with policy-makers and professionals, the editors have worked for almost five years to secure the quality, reach, relevance and coherence of this work. A broad and inclusive table of contents signals (or tesitifes to) detailed investigation of historical and theoretical material as well as in-depth analysis of current issues. This seven-volume set contains over 500 entries, listed alphabetically, but grouped into seven thematic sections including methods and approaches; economics and finance; environments; home and homelessness; institutions; policy; and welfare and well-being. Housing professionals, both academics and practitioners, will find The International Encyclopedia of Housing and Home useful for teaching, discovery, and research needs. International in scope, engaging with trends in every world region The editorial board and contributors are drawn from a wide constituency, collating expertise from academics, policy makers, professionals and practitioners, and from every key center for housing research Every entry stands alone on its merits and is accessed alphabetically, yet each is fully cross-referenced, and attached to one of seven thematic categories whose ‘wholes' far exceed the sum of their parts

This interpretive dictionary introduces the critical and theoretical world of distinguished literary and cultural critic Edward W. Said through the crucial terms and concepts central to his work. Compares and contrasts Said's perspective with other key theorists, such as Derrida, Spivak, Foucault, and Jameson Describes the crucial terms and concepts central to Said's work Places the development of Said's work within its historical context

Now in its fourth edition, Chang and Daly's Transitions in Nursing continues to offer fresh insights and discussions around the issues and challenges faced by senior nursing students when making the transition to nursing practice. Transitions in Nursing, 4th Edition is divided into three sections that reflect the transitional changes common to nursing students: Section 1: From Student to Graduate Section 2: Skills for Dealing with the World of Work Section 3: Organisational Environments Featuring contributions from a range of leading academics and clinicians, Chang and Daly's Transitions in Nursing, 4th Edition provides students with a number of strategies that can be tested and applied in practice. Its accessible and practical approach will appeal to nursing students while offering a valuable resource for practising nurses, nurse educators and administrators. Chang and Daly's Transitions in Nursing, 4th Edition will continue to challenge, motivate and support all nursing students as they transition to practising, registered nurses. Chang and Daly's highly respected text assists students when preparing for their first nursing role by addressing key issues such as: Team work Organisational culture Stress management Communication skills Professional development strategies Self-care. NEW chapters: - Evidence-based practice/knowledge translation: a practical guide; - Establishing and maintaining a professional identity: portfolios and career progression; - Transition into practice: the regulatory framework for nursing Stronger focus on organisational culture, clinical reasoning, conflict resolution, skills and competencies, and requirements of professional portfolios Updated Recommended Readings and revised Case Study Reflective Questions All chapters have been updated to reflect current practice.