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Ovid/ Metamorphoses/ 3.511-733. Latin Text with Commentary
No full textThis extract from Ovid\u27s \u27Theban History\u27 recounts the confrontation of Pentheus/ king of Thebes/ with his divine cousin/ Bacchus/ the god of wine. Notwithstanding the warnings of the seer Tiresias and the cautionary tale of a character Acoetes (perhaps Bacchus in disguise)/ who tells of how the god once transformed a group of blasphemous sailors into dolphins/ Pentheus refuses to acknowledge the divinity of Bacchus or allow his worship at Thebes. Enraged/ yet curious to witness the orgiastic rites of the nascent cult/ Pentheus conceals himself in a grove on Mt. Cithaeron near the locus of the ceremonies. But in the course of the rites he is spotted by the female participants who rush upon him in a delusional frenzy/ his mother and sisters in the vanguard/ and tear him limb from limb. The episode abounds in themes of abiding interest/ not least the clash between the authoritarian personality of Pentheus/ who embodies \u27law and order\u27/ masculine prowess/ and the martial ethos of his city/ and Bacchus/ a somewhat effeminate god of orgiastic excess/ who revels in the delusional and the deceptive/ the transgression of boundaries/ and the blurring of gender distinctions. This course book offers a wide-ranging introduction/ the original Latin text/ study aids with vocabulary/ and an extensive commentary. Designed to stretch and stimulate readers/ Gildenhard and Zissos\u27s incisive commentary will be of particular interest to students of Latin at AS and undergraduate level. It extends beyond detailed linguistic analysis to encourage critical engagement with Ovid\u27s poetry and discussion of the most recent scholarly thought.https://mds.marshall.edu/oa-textbooks/1405/thumbnail.jp
Analytical Chemistry 2.1
No full textAs currently taught in the United States/ introductory courses in analytical chemistry emphasize quantitative (and sometimes qualitative) methods of analysis along with a heavy dose of equilibrium chemistry. Analytical chemistry/ however/ is much more than a collection of analytical methods and an understanding of equilibrium chemistry; it is an approach to solving chemical problems. Although equilibrium chemistry and analytical methods are important/ their coverage should not come at the expense of other equally important topics. The introductory course in analytical chemistry is the ideal place in the undergraduate chemistry curriculum for exploring topics such as experimental design/ sampling/ calibration strategies/ standardization/ optimization/ statistics/ and the validation of experimental results. Analytical methods come and go/ but best practices for designing and validating analytical methods are universal. Because chemistry is an experimental science it is essential that all chemistry students understand the importance of making good measurements. My goal in preparing this textbook is to find a more appropriate balance between theory and practice/ between “classical” and “modern” analytical methods/ between analyzing samples and collecting samples and preparing them for analysis/ and between analytical methods and data analysis. There is more material here than anyone can cover in one semester; it is my hope that the diversity of topics will meet the needs of different instructors/ while/ perhaps/ suggesting some new topics to cover.https://mds.marshall.edu/oa-textbooks/1414/thumbnail.jp
Fundamental Methods of Logic
No full textFundamental Methods of Logic is suitable for a one-semester introduction to logic/critical reasoning course. It covers a variety of topics at an introductory level. Chapter One introduces basic notions/ such as arguments and explanations/ validity and soundness/ deductive and inductive reasoning; it also covers basic analytical techniques/ such as distinguishing premises from conclusions and diagramming arguments. Chapter Two discusses informal logical fallacies. Chapters Three and Four concern deductive logic/ introducing the basics of Aristotelian and Sentential Logic/ respectively. Chapter Five deals with analogical and causal reasoning/ including a discussion of Mill\u27s Methods. Chapter Six covers basic probability calculations/ Bayesian inference/ fundamental statistical concepts and techniques/ and common statistical fallacies.https://mds.marshall.edu/oa-textbooks/1419/thumbnail.jp
Introduction to Criminal Investigation: Processes/ Practices and Thinking
No full textIntroduction to Criminal Investigation/ Processes/ Practices/ and Thinking is a teaching text designed to assist the student in developing their own structured mental map of processes/ practices/ and thinking to conduct criminal investigations. Delineating criminal investigation into operational descriptors of tactical-response and strategic response while using illustrations of task-skills and thinking-skills/ the reader is guided into structured thinking practices. Using the graphic tools of a “Response Transition Matrix”/ an “Investigative Funnel”/ and the “STAIR Tool”/ the reader is shown how to form their own mental map of investigative thinking that can later be articulated in support of forming their reasonable grounds to believe. Chapter 1 introduces criminal investigation as both a task process and a thinking process. This chapter outlines these concepts/ rules/ and processes with the goal of providing practical tools to ensure successful investigative processes and practices. Most importantly/ this book informs the reader how to approach the investigative process using “investigative thinking.” Chapter 2 illustrates investigation by establishing an understanding of the operational forum in which it occurs. That forum is the criminal justice system and in particular/ the court system. The investigative process exists within the statutory rules of law/ including the Canadian Charter of Rights and Freedoms/ and case law rulings adjudicated by the courts. Considering the existence of these conditions/ obligations/ and case law rules/ there are many terms and concepts that an investigator needs to understand to function appropriately and effectively within the criminal justice system. The purpose of this chapter is to introduce some of the basic legal parameters and concepts of criminal justice within which the criminal investigation process takes place. Chapter 3 describes the functions and terms of “evidence”/ as they relate to investigation. This speaks to a wide range of information sources that might eventually inform the court to prove or disprove points at issue before the trier of fact. Sources of evidence can include anything from the observations of witnesses to the examination and analysis of physical objects. It can even include the spatial relationships between people/ places/ and objects within the timeline of events. From the various forms of evidence/ the court can draw inferences and reach conclusions to determine if a charge has been proven beyond a reasonable doubt. Considering the critical nature of evidence within the court system/ there are a wide variety of definitions and protocols that have evolved to direct the way evidence is defined for consideration by the court. In this chapter/ we look at some of the key definitions and protocols that an investigator should understand to carry out the investigative process. Chapter 4 breaks investigation down into logical steps/ establishing a progression that can be followed and repeated to reach the desired results. The process of investigation can be effectively explained and learned in this manner. In this chapter the reader is introduced to various issues in the progression that relate to the process of investigation. Chapter 5 examines the operational processes of investigation. In this chapter we introduce the three big investigative errors along with graphic illustrations of “The Investigative Funnel” and the “S T A I R Tool” to illustrate how each of these concepts in the investigative progression. Chapter 6 provides the reader the opportunity to work through some investigative scenarios using the S T A I R Tool. These scenarios demonstrate the investigative awareness required to transition from the tactical investigative response to the strategic investigative response. Once in the strategic response mode the reader is challenged to practice applying theory development to conduct analysis of the evidence and information to create an investigative plan. This chapter presents two investigative scenarios each designed to illustrate different steps of the S T A I R tool allowing the student to recognize both the tactical and the strategic investigative responses and the implications of transitioning from the tactical to the strategic response. Chapter 7 illustrates the investigative practices of witness management. Witness statements will assist the investigator in forming reasonable grounds to lay a charge/ and will assist the court in reaching a decision that the charge against an accused person has been proved beyond a reasonable doubt. It is important for an investigator to understand these practices as they allow an investigator to evaluate witnesses and collect witness evidence that will be acceptable to the courts. Chapter 8 describes crime scene management skills. These skills are an extremely significant task component of investigation because evidence that originates at the crime scene will provide a picture of events for the court to consider in its deliberations. That picture will be composed of witness testimony/ crime scene photographs/ physical exhibits/ and the analysis of those exhibits/ along with the analysis of the crime scene itself. From this chapter/ the reader will learn the task processes and protocols for several important issues in crime scene management. Chapter 9 examines the interviewing/ questioning/ and interrogation techniques police use to aid them in investigations. The courts expect police to exercise high standards using practices that focus on the rights of the accused person/ and minimize any physical or mental anguish that might cause a false confession. In meeting these expectations/ the challenges of suspect questioning and interrogation can be complex/ and many police agencies have trained interrogators and polygraph operators who undertake the interrogation of suspects for major criminal cases. But not every investigation qualifies as a major case/ and frontline police investigators are challenged to undertake the tasks of interviewing/ questioning/ and interrogating possible suspects daily. The challenge for police is that the questioning of a suspect and the subsequent confession can be compromised by flawed interviewing/ questioning/ or interrogation practices. Understanding the correct processes and the legal parameters can make the difference between having a suspect\u27s confession accepted as evidence by the court or not. Chapter 10 examines various forensic sciences and the application of forensic sciences as practical tools to assist police in conducting investigations. As we noted in Chapter 1/ it is not necessary for an investigator to be an expert in any of the forensic sciences; however/ it is important to have a sound understanding of forensic tools to call upon appropriate experts to deploy the correct tools when required. Chapter 11 summarizes the learning objectives of this text and suggests investigative learning topics for the reader going forward. Many topics relative to investigative practices have not been covered here as part of the core knowledge requirements for a new investigator. These topics include: Major Case ManagementInformant and confidential source managementUndercover investigationsSpecialized team investigationshttps://mds.marshall.edu/oa-textbooks/1426/thumbnail.jp
Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners
No full textThis textbook is designed for beginning-intermediate English language learners. It is composed of 7 chapters/ each of which covers specific speaking and listening learning objectives and includes dialogues/ interviews/ discussions and conversation activities. Each chapter includes listening and speaking components such as dialogues/ interviews/ discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers/ as well as links to additional listening resources on the web.https://mds.marshall.edu/oa-textbooks/1430/thumbnail.jp
Media Innovation and Entrepreneurship
No full textThis is the first edition of a modular open textbook designed for entrepreneurial journalism/ media innovation/ and related courses. This book has been undergoing student and faculty testing and open review in fall 2017. Feedback has been implemented in Version 1.0 and will continue to be implemented in Version 2.0 (ETA spring 2018). An accompanying handbook will include additional activities/ ancillary materials and faculty resources on media innovation for instructors.https://mds.marshall.edu/oa-textbooks/1434/thumbnail.jp
Aplicaciones y Teoría de Ingeniería de Microondas
No full textTeoria/ analisis y sintesis de tecnicas de diseño para sistemas de teleomunicaciones que operan en el rango de 1GHz a 100 GHZhttps://mds.marshall.edu/oa-textbooks/1443/thumbnail.jp
Aprendizaje Colaborativo Apoyado por Computador
No full textComunidad creada para compartir experiencias en torno al uso de Tecnologías de la Información como apoyo a procesos de enseñanza-aprendizaje usando modelos de aprendizaje colaborativohttps://mds.marshall.edu/oa-textbooks/1445/thumbnail.jp
Teacher perceptions of E-learning during Covid-19 in low-and-high-income schools
Get PDFThis study examined if there were significant differences among K-12 teachers at low-income and high-income schools on their perceptions of various aspects of e-learning due to COVID-19. The study also sought to collect data concerning how teachers’ perceptions of technology may have changed, what factors impacted their ability to conduct e-learning, and what factors most impacted their students’ performance during e-learning due to COVID-19. A concurrent nested mixed-methods design was used. A 15-item self-report survey containing both Likert scale and open-ended questions was developed by the researcher to assess differences in teachers’ perceptions. Findings indicated a statistically significant difference in perceptions on the impact of a lack of a school-issued device on student performance. Emergent theme analysis revealed that teachers at low-income schools were more likely to have a positive change in their view of technology, attribute effective e-learning to professional development, become aware of the impact of socio-economic status on student performance, cite parental support as a factor in students who performed well during e-learning, and mention a lack of access to the internet as a factor in poor student performance. Conversely, teachers at high-income schools were more likely to have a negative change in their view of technology, attribute effective e-learning to their personal skill, change their classroom policies to accommodate students during e-learning, cite previous in-person performance as a factor in students who performed well during e-learning, and mention a lack of parental support as a factor in poor student performance
Black Swan to Phoenix: The Role of Dynamic Capabilities, Ambidexterity and Corporate Insight
Get PDFThe paper presents the position that in times of Black Swan or other unforeseen or unprecedented events the path to survival is not the sole function of the company’s strategy. While much has been written about the need for companies to alter or adapt their strategies in face of such events, doing so is easier said than done. In fact, strategy is foundational and a function of and subject to the capabilities of the company. That there is no real strategy or strategy altering approach for preparing for a Black Swan like event.
The paper provides insights and alternative view of how best companies can survive, and even prosper in the face of such events. Rather, it is the company’s ability to reconfigure its capabilities and resources. Utilizing the lenses of Dynamic Capabilities, Ambidexterity and Corporate Foresight, the paper posits that when these orientations are taken in combination, provide a company a robust approach for managing the path forward. The paper presents the position that failing to focus on these orientations will result in the company’s inability to works its way through the event and remain ‘stuck on the pond’ with all the swans