The Final Reflection

Klingon Capt. Krenn is a ruthless war strategist. But on a mission to Earth, Krenn learns a lesson in peace when his empire hatches a covert plan to shatter the Federation. Only Krenn can prevent a war--at the risk of his own life!

Klingon Captain Krenn fights a covert plan to shatter the Federation at the risk of his own life.

Service-learning is entering a post-initiatory phase. At tertiary institutions of all types and sizes, service-learning programs are common and service-learning requirements for graduation are growing in popularity. Taken together -- alongside continued faculty interest in effective teaching -- these factors have raised the visibility and popularity of service-learning. Now the greater need in service-learning is not to prove the need for, or efficacy of, service-learning, but to turn the focus squarely back on practice. Following established best practice is not enough; instructors also need to reflect on how this fits within the specific context and application of each unique course and service-learning partnership. While there are many excellent resources that detail best practice and showcase exemplary service-learning courses, faculty reflection and course revision often goes unmentioned. In response to the lack of attention on the role of reflection and course revision, we convened groups of faculty from a variety of disciplines to reflect deeply on their courses, paying specific attention to obstacles and challenges. These conversations were converted to articles for this edited collection, each chapter representing the process of reflection and revision and serving as a guide to develop effective practice in varied curricular contexts. This text contributes to the body of literature on service-learning in a unique and practical manner. Faculty teaching or interested in teaching service-learning classes would benefit from this text as well as university administrators and community service directors involved in service-learning at a programmatic and institutional level. This book should be marketed to faculty teaching disciplinary service-learning classes and service-learning pedagogy classes and administrative offices involved in service-learning. This could be a supplementary text for graduate-level pedagogy courses. Higher education institutional libraries would benefit from this text, as well as the national and state campus compact offices.

The Instructional Design Trainer’s Guide provides foundational concepts and actionable strategies for training and mentoring instructional design and educational technology students to be effective across contexts. ID faculty are charged with bridging the gap between research and practice preparing graduate students for the real-world workforce. This book provides trainers and university programs with authentic learning experiences that better articulate the practices of and demands on design and technology professionals in the field. Through this enhanced perspective, learners will be better positioned to confidently embrace constraints, work among changing project expectations, interact with multiple stakeholders, and convey to employers the skills and competencies gleaned from their formal preparation.

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.

This reference manual is designed to enable more geophysicists to appreciate static corrections, especially their limitations, their relationship with near-surface geology, and their impact on the quality of final interpreted sections. The book is addressed to those involved in data acquisition (datum static corrections), data processing (datum static and residual static corrections), and interpretation (the impact that unresolved static corrections, especially the long-wavelength or low-spatial-frequency component, have on the interpretation of the final section). Simple explanations of the underlying principles are included in an attempt to remove some of the mystique of static corrections. The principles involved are illustrated with simple models; these are supplemented with many data examples. This book details differences in approaches that must be considered among 2D, 3D, and crooked-line recordings as well as between P-wave and S-wave surveys. Static corrections are shown to be a simplified yet practical approach to modeling the effects of the near surface where a more correct wavefield or raypath-modeled method may not be efficiently undertaken. Chapters cover near-surface topography and geology; computation of datum static corrections; uphole surveys; refraction surveys; static corrections-limitations and effect on seismic data processes; residual static corrections; and interpretation aspects. An extensive index and a large list of references are included.