"The market-leader, Customer Service: A Practical Approach, Sixth Edition,goes beyond providing reasons why customer service is important to defining proven methods for creating customer service excellence. Using a hands-on approach, it covers a wide range of knowledge and skills and offers an extensive collection of activities to enliven and invigorate any lecture. This edition features a revised chapter on technology, new Ethics in Action exercises and coverage of the latest trends in the customer service field. Focusing on problem solving, communication strategies and technology, this classic text pinpoints the skills needed to improve and sustain customer satisfaction and business relationships."

In this anthology of creative nonfiction, twenty-eight writers set out to discover what they know, and don't know, about the person they call Mother. Celebrated writers Lee Smith and Samia Serageldin have curated a diverse and insightful collection that challenges stereotypes about mothers and expands our notions of motherhood in the South. The mothers in these essays were shaped, for good and bad, by the economic and political crosswinds of their time. Whether their formative experience was the Great Depression or the upheavals of the 1970s, their lives reflected their era and influenced how they raised their children. The writers in Mothers and Strangers explore the reliability of memory, examine their family dynamics, and come to terms with the past.In addition to the editors, contributors include Belle Boggs, Marshall Chapman, Hal Crowther, Clyde Edgerton, Marianne Gingher, Jaki Shelton Green, Sally Greene, Stephanie Elizondo Griest, Jacquelyn Dowd Hall, Eldridge ""Redge"" Hanes, Lynden Harris, Randall Kenan, Phillip Lopate, Michael Malone, Frances Mayes, Jill McCorkle, Melody Moezzi, Elaine Neil Orr, Steven Petrow, Margaret Rich, Omid Safi, James Seay, Alan Shapiro, Bland Simpson, Sharon K. Swanson, and Daniel Wallace.

With the advent of the Common Core State Standards and their high expectations with regard to content literacy (the Common Core State Standards for Literacy in History/Social Science, Science, and Technical Subjects), secondary teachers are scrambling for ways to implement the standards effectively. 20 Literacy Strategies to Meet the Common Core provides a clearly written, easy-to-access plan for implementing content literacy to meet the needs of these educators. Authors Elaine K. McEwan-Adkins and Allyson J. Burnett provide twenty research-based literacy strategies designed to help secondary students not only meet the new standards but also become expert readers. Also included are activities, prompts, organizers, lesson plans, and many other tools for facilitating skilled secondary content literacy.<p> The introduction begins with an explanation of the Common Core State Standards for English language arts and literacy, their implication for grades 6 12 teachers, and how they differ from other literacy recommendations, making these seemingly complex and convoluted standards easy to understand. The authors also include a description of what skilled reading is, what role the teacher plays, and how the twenty literacy strategies should be used. The first nineteen strategies are structured similarly, providing the strategy name, number, and description. Readers will gain insight into the anchor standards each strategy addresses, models and samples to help the teacher test-drive the strategy, an explanation of materials needed, background information about the strategy, and a lesson plan. Strategy 20 is aligned with anchor standard 10 in the CCR Anchor Standards for Reading in Grades 6 12: Read and comprehend complex literary and informational texts independently and proficiently the ultimate goal.<p> 20 Literacy Strategies to Meet the Common Core also provides readers with a glossary of terms and free, downloadable reproducibles that support teachers in facilitating secondary content literacy and strengthening their understanding of CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6 12).

This pioneering book explores in depth the role of neurotransmitters in conscious awareness. The central aim is to identify common neural denominators of conscious awareness, informed by the neurochemistry of natural, drug induced and pathological states of consciousness. Chemicals such as acetylcholine and dopamine, which bridge the synaptic gap between neurones, are the 'neurotransmitters in mind' that form the substance of the volume, which is essential reading for all who believe that unravelling mechanisms of consciousness must include these vital systems of the brain.Up-to-date informati

In recent decades, the study of Roman art has shifted focus dramatically from issues of connoisseurship, typology, and chronology to analyses of objects within their contemporary contexts and local environments. Scholars challenge the notion, formerly taken for granted, that extant historical texts-the writings of Vitruvius, for example-can directly inform the study of architectural remains. Roman-era statues, paintings, and mosaics are no longer dismissed as perfunctory replicas of lost Greek or Hellenistic originals; they are worthy of study in their own right. Further, the scope of what constitutes Roman art has expanded to include the vast spectrum of objects used in civic, religious, funerary, and domestic contexts and from communities across the Roman Empire.The work gathered in Roman Artists, Patrons, and Public Consumption displays the breadth and depth of scholarship in the field made possible by these fundamental changes. The first five essays approach individual objects and artistic tropes, as well as their cultural contexts and functions, from fresh and dynamic angles. The latter essays focus on case studies in Pompeii, demonstrating how close visual analysis firmly rooted in local and temporal contexts not only strengthens understanding of ancient interactions with monuments but also sparks a reconsideration of long-held assumptions reinforced by earlier scholarship.These rigorous essays reflect and honor the groundbreaking scholarship of Elaine K. Gazda. In addition to volume editors Brenda Longfellow and Ellen E. Perry, contributors include Bettina Bergmann, Elise Friedland, Barbara Kellum, Diana Y. Ng, Jessica Powers, Melanie Grunow Sobocinski, Lea M. Stirling, Molly Swetnam-Burland, Elizabeth Wolfram Thill, and Jennifer Trimble.

Originally published in 1971. On May 4th, 1970, shots fired by the Ohio National Guard at Kent State University were heard around the world. People were either outraged by the killings or outraged at the students. Instant experts rendered the judgment that it was all a problem of communication. This book tested that hypothesis as it presents the result of an in-depth series of interviews both within and outside the university soon after the tragic event. The book includes a narrative of an initial understanding of the incidents but admits its limit in full information as it outlines the results of the study, which looked at systems and subsystems of information flow. This book adds to the understanding of problems of communication in large organisations and particularly education establishments as well as being a cautionary tale of a specific event.

This book discusses the psychological traits associated with drug consumption through the statistical analysis of a new database with information on 1885 respondents and use of 18 drugs. After reviewing published works on the psychological profiles of drug users and describing the data mining and machine learning methods used, it demonstrates that the personality traits (five factor model, impulsivity, and sensation seeking) together with simple demographic data make it possible to predict the risk of consumption of individual drugs with a sensitivity and specificity above 70% for most drugs. It also analyzes the correlations of use of different substances and describes the groups of drugs with correlated use, identifying significant differences in personality profiles for users of different drugs.The book is intended for advanced undergraduates and first-year PhD students, as well as researchers and practitioners. Although no previous knowledge of machine learning, advanced data mining concepts or modern psychology of personality is assumed, familiarity with basic statistics and some experience in the use of probabilities would be helpful. For a more detailed introduction to statistical methods, the book provides recommendations for undergraduate textbooks.

This two-part book provides teachers in kindergarten through grade eight with a valuable resource as how to include primary sources in a social studies curriculum along with a required social studies textbook. The first section of this book contains descriptions with relevant examples of primary documents and authentic artifacts that are appropriate for incorporation into social studies classrooms. In the second part of this book, the application of primary sources for specific social studies instruction is presented. This book specifically presents ways to use primary sources as means to explore the community where the students reside, to make connections to past and present events, and to research a specific change agent in a particular place.Each chapter contains: *questions and pedagogical strategies for criticallly reading, viewing, and responding to varied authentic artifacts; *techniques for interacting with primary materials; *modifications to meet the needs of diverse learners; *assessment techniques; information tied to technology and the "new literacies"; and *connections to the National Curriculum Standards for the Social Studies (2010) and the Common Core State Standards (2010).

The first edition of Blood in Their Eyes brought renewed attention to the Elaine Massacre and sparked valuable new studies on racial violence and exploitation in Arkansas and beyond. This revised edition explores in greater detail the actions of the mob, the lives of those who survived, and the regime of fear that prevailed under Jim Crow.

The second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels. This edition includes two new chapters: one dedicated to secondary music education and teacher evaluation, and another that offers a literature review of latest literacy research in education, neuroscience, and neuropsychology. Readers will find extensive instructional examples for music and reading teachers so that they may enrich and support each other in alignment with current initiatives for twenty-first-century curricula. Instructional examples are aligned with The National Core Music Standards and the Common Core State Standards for English Language Arts and Media Arts. Readers will find an in-depth review of the benefits of music learning in the listening, viewing, speaking and writing literacy as well as comprehensive information for children with special needs. The Music and Literacy Connection is a valuable resource for professional development, college literacy courses, and curriculum administrators.

<p>Living on a damaged planet challenges who we are and where we live. This timely anthology calls on twenty eminent humanists and scientists to revitalize curiosity, observation, and transdisciplinary conversation about life on earth.</p><p>As human-induced environmental change threatens multispecies livability, <i>Arts of Living on a Damaged Planet</i> puts forward a bold proposal: entangled histories, situated narratives, and thick descriptions offer urgent “arts of living.” Included are essays by scholars in anthropology, ecology, science studies, art, literature, and bioinformatics who posit critical and creative tools for collaborative survival in a more-than-human Anthropocene. The essays are organized around two key figures that also serve as the publication’s two openings: Ghosts, or landscapes haunted by the violences of modernity; and Monsters, or interspecies and intraspecies sociality. Ghosts and Monsters are tentacular, windy, and arboreal arts that invite readers to encounter ants, lichen, rocks, electrons, flying foxes, salmon, chestnut trees, mud volcanoes, border zones, graves, radioactive waste—in short, the wonders and terrors of an unintended epoch.</p><p>Contributors: Karen Barad, U of California, Santa Cruz; Kate Brown, U of Maryland, Baltimore; Carla Freccero, U of California, Santa Cruz; Peter Funch, Aarhus U; Scott F. Gilbert, Swarthmore College; Deborah M. Gordon, Stanford U; Donna J. Haraway, U of California, Santa Cruz; Andreas Hejnol, U of Bergen, Norway; Ursula K. Le Guin; Marianne Elisabeth Lien, U of Oslo; Andrew Mathews, U of California, Santa Cruz; Margaret McFall-Ngai, U of Hawaii, Manoa; Ingrid M. Parker, U of California, Santa Cruz; Mary Louise Pratt, NYU; Anne Pringle, U of Wisconsin, Madison; Deborah Bird Rose, U of New South Wales, Sydney; Dorion Sagan; Lesley Stern, U of California, San Diego; Jens-Christian Svenning, Aarhus U.</p>

This resource examines professional development approaches from across the United States to help schools and allied arts groups integrate the arts into an already crowded K-12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs. Several of these programs have been in place for decades, thus demonstrating their sustainability and effectiveness. Emphasizing the value of collaboration among teachers, artists, educational leaders, and community partners, the book draws on the broad range of experiences of the authors, who came together as a working group of the Art Education Partnership. Readers will find strong, empirically tested models of arts integration to inform curriculum development and teacher professional learning. Book Features: the first critical reflection on arts-integration training programs and projects from across the United States; promising practices for pre- and inservice teacher professional development programs in arts integration; and a summary list of recommendations for actions based on the authors' collaborative experiences. Contributors: Sibyl Barnum, Elaine Bernstorf, Karen Bradley, Amy Charleroy, Colleen Hearn Dean, Lisa Donovan, Eric Engdahl, Don Glass, Elizabeth Hallmark, Jean Hendrickson, R. Scot Hockman, Joyce Huser, Julia Marshall, Una McAlinden, Susan McGreevy-Nichols, Mary Ann Mears, Kathy O'Dell, Pamela Paulson, Susan J. Rotkovitz, Lori Snyder, Terry Sweeting, and Peg Winkelman.

Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences.Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach.Contributors: Elaine M. Allensworth; Alan J. Daly; Caitlin C. Farrell; Kara S. Finnigan; Megan Hopkins; Susan Moore Johnson; Matthew A. Kraft; Carrie R. Leana; Yi-Hwa Liou; John P. Papay; William R. Penuel; Frits K. Pil; Stefanie K. Reinhorn; Matthew Ronfeldt; Matthew Shirrell; Nicole S. Simon; James P. Spillane; Joshua P. Starr; Tracy M. Sweet.

Many of the most celebrated African American artists have created works that visually manifest Christian motifs and themes, yet this component of the history of African American art is often subsumed by attention to racial identity. This volume constructs a vivid new history of African American art by exploring biblical and Christian subjects and themes in the work of such noted artists as Romare Bearden, Edmonia Lewis, Archibald Motley, Henry O. Tanner, and James VanDerZee.Focusing on the work of artists who came to maturity between the Civil War and the Civil Rights Era, the contributors show how engaging with religious themes has served to express an array of racial, political, and socio-economic concerns for African American artists. Through a close analysis of aesthetic techniques and choices, each author considers race but does not assume it as a predominant factor. Instead, the contributors assess artworks' formal, iconographic, and thematic participation in the history of Christianity and the visual arts. In doing so, this collection refuses to lay a single claim on black religiosity, culture, or art, but rather explores its diversity and celebrates the complexity of African American visual expression.In addition to the editors, the contributors are Kirsten Pai Buick, Julie Levin Caro, Jacqueline Francis, Caroline Goeser, Amy K. Hamlin, Kymberly N. Pinder, Richard J. Powell, Edward M. Puchner, Kristin Schwain, James Smalls, Carla Williams, and Elaine Y. Yau.

The first part in an epic sequel to M.K. Hume's King Arthur trilogyThe legend of King Arthur lives on...King Artor lies slain and Ector, a mere boy, is acknowledged as the legitimate heir to the kingdom. But the land of the Celts is weakened and Ector grows up torn between a sense of doom and duty. Meanwhile, in the Forest of Arden, it is revealed to young Arthur that he is the Bastard Prince, son of King Artor and Lady Elayne. Trained in the skills of a warrior, Arthur cannot challenge the position of his ruler and childhood friend, but nor can he stand back and watch Briton crumble under the threat of invasion. As the Last Dragon, he must ensure that his father's legacy lives on...

TheInternationalWorkshoponPracticeandTheoryinPublicKeyCryptog- phyPKC2002washeldattheMaisondelaChimie,situatedintheverycenter ofParis,FrancefromFebruary12to14,2002. ThePKCseriesofconferences yearlyrepresentsinternationalresearchandthelatestachievementsinthearea ofpublickeycryptography,coveringawidespectrumoftopics,fromcryptos- temstoprotocols,implementationtechniquesorcryptanalysis. Afterbeingheld infoursuccessiveyearsinpaci?c-asiancountries,PKC2002experiencedforthe ?rsttimeaEuropeanlocation,thusshowingitsabilitytoreachaneverwider audiencefromboththeindustrialcommunityandacademia. Weareverygratefultothe19membersoftheProgramCommitteefortheir hardande?cientworkinproducingsuchahighqualityprogram. Inresponseto thecallforpapersofPKC2002,69paperswereelectronicallyreceivedfrom13 di?erentcountriesthroughoutEurope,America,andtheFarEast. Allsubm- sionswerereviewedbyatleastthreemembersoftheprogramcommittee,who eventuallyselectedthe26papersthatappearintheseproceedings. Inaddition to this program, we were honored to welcome Prof. Bart Preneel who kindly acceptedtogivethisyear'sinvitedtalk.Theprogramcommitteegratefully- knowledgesthehelpofalargenumberofcolleagueswhoreviewedsubmissionsin theirareaofexpertise:MasayukiAbe,SeigoArita,OlivierBaudron,MihirB- lare,EmmanuelBresson,EricBrier,MathieuCiet,AlessandroCon?itti,Jean- S'ebastienCoron,RogerFischlin,Pierre-AlainFouque,MattFranklin,Rosario Genarro,MarcGirault,LouisGranboulan,GoichiroHanaoka,DarrelHank- son, Eliane Jaulmes, Ari Juels, Jinho Kim, Marcos Kiwi, Kazukuni Kobara, Francois Koeune, Byoungcheon Lee, A. K. Lenstra, Pierre Loidreau, Wenbo Mao, Gwenaelle Martinet, Yi Mu, Phong Nguyen, Satoshi Obana, Guillaume Poupard,YasuyukiSakai,HideoShimizu,TomShrimpton,RonSteinfeld,K- suyukiTakashima,HuaxiongWang,andYujiWatanabe. JulienBrouchier- servesspecialthanksforskillfullymaintainingtheprogramcommittee'swebsite andpatientlyhelpingoutduringtherefereeingprocess. Finally,wewishtothankalltheauthorswhocommittedtheirtimebys- mitting papers (including those whose submissions were not successful), thus makingthisconferencepossible,aswellastheparticipants,organizers,andc- tributorsfromaroundtheworldfortheirkindsupport.December2001 DavidNaccache,PascalPaillier PKC2002 FifthInternationalWorkshop onPracticeandTheory inPublicKeyCryptography MaisondelaChimie,Paris,France February12-14,2002 ProgramCommittee DavidNaccache(ProgramChair)...Gemplus,France DanielBleichenbacher...BellLabs,LucentTechnologies,USA YvoDesmedt ...FloridaStateUniversity,USA MarcFischlin...Goethe-UniversityofFrankfurt,Germany ShaiHalevi...IBMT. J. WatsonResearchCenter,USA MarkusJakobsson ...RSALaboratories,USA AntoineJoux...DCSSI,France BurtKaliski ...RSALaboratories,USA KwangjoKim ...InformationandCommunicationsUniversity,Korea EyalKushilevitz...Technion,Israel PascalPaillier...Gemplus,France ' DavidPointcheval ...EcoleNormaleSup'erieure,France Jean-JacquesQuisquater...Universit'eCatholiquedeLouvain,Belgium PhillipRogaway ...UCDavis,USA KazueSako...NECCorporation,Japan BruceSchneier...CounterpaneInternetSecurity,USA JunjiShikata...UniversityofTokyo,Japan IgorShparlinski ...MacquarieUniversity,Australia MotiYung ...Certco,USA JianyingZhou...OracleCorporation,USA TableofContents EncryptionSchemes NewSemanticallySecurePublic-KeyCryptosystemsfromtheRSA-Primitive 1 KouichiSakurai(KyushuUniversity,Japan),TsuyoshiTakagi (TechnischeUniversit.atDarmstadt,Germany) OptimalChosen-CiphertextSecureEncryption ofArbitrary-LengthMessages...17 Jean-S' ebastien Coron (Gemplus, France), Helena Handschuh (Gemplus,France),MarcJoye(Gemplus,France),PascalPaillier ' (Gemplus,France),DavidPointcheval(EcoleNormaleSup' erieure,France), ChristopheTymen(Gemplus,France) OnSu?cientRandomnessforSecurePublic-KeyCryptosystems...34 Takeshi Koshiba (Fujitsu Laboratories Ltd, Japan) Multi-recipientPublic-KeyEncryptionwithShortenedCiphertext...48 Kaoru Kurosawa (Ibaraki University, Japan) SignatureSchemes E?cientandUnconditionallySecureDigitalSignatures andaSecurityAnalysisofaMultireceiverAuthenticationCode...64 GoichiroHanaoka(UniversityofTokyo,Japan),JunjiShikata (University of Tokyo, Japan), Yuliang Zheng (UNC Charlotte, USA), HidekiImai(UniversityofTokyo,Japan) FormalProofsfortheSecurityofSigncryption...80 JoonsangBaek(MonashUniversity,Australia),RonSteinfeld(Monash University,Australia),YuliangZheng(UNCCharlotte,USA) AProvablySecureRestrictivePartiallyBlindSignatureScheme...99 GregMaitland(QueenslandUniversityofTechnology,Australia), ColinBoyd(QueenslandUniversityofTechnology,Australia) ProtocolsI M+1-stPriceAuctionUsingHomomorphicEncryption...115 Masayuki Abe (NTT ISP Labs, Japan), Koutarou Suzuki (NTT ISP Labs,Japan) Client/ServerTradeo?sforOnlineElections...125 Ivan Damg? ard (Aarhus University, Denmark), Mads Jurik (Aarhus University,Denmark) X TableofContents Self-tallyingElectionsandPerfectBallotSecrecy...141 AggelosKiayias(GraduateCenter,CUNY,USA),MotiYung(CertCo, USA) ProtocolsII E?cient1-Out-nObliviousTransferSchemes...159 Wen-GueyTzeng(NationalChiaoTungUniversity,Taiwan) LinearCodeImpliesPublic-KeyTraitorTracing...