Gary had the perfect job, the perfect wife, the perfect dog, indeed, it was the perfect life, and yet, somehow, he was making a perfect mess of it all. Being a high-ranking professor of journalism at his university put him in the awkward position of not only needing to know the truth but also to share it. He was getting a reputation for having a big mouth. Teaching that kind of idealism to his students was getting harder when his superiors were watching his every move and hoping he wouldn't notice their shenanigans. They were ready to go to any lengths to keep him quiet, and he was ready to fight back with the almighty powerful pen, and a bunch of scrappy students.A hilarious romp through the ivory towers of a state university, inspired by not so true events, fantastically unrealistic characters, and completely fabricated names and places-"wink, wink". Sprinkled with Merge-Matics like "Night of the Living Dead Poets Society: A mid-career professor in the humanities continuously re-lives the same poor performance in the classroom, as much to his own chagrin as that of his students." This is the first work of fiction by the legendary Dr. McXtinction, a.k.a., Guy McPherson. Written over two decades ago, this second edition is sure to entertain and maybe even inspire.

Few academic issues are of greater concern to teachers, parents, and school administrators than the academic motivation of the adolescents in their care. There are good reasons for this concern. Students who are academically motivated perform better in school, value their schooling, are future-oriented in their academic pursuits, and possess the academic confidence and positive feelings of self-worth so necessary to increasing academic achievement. Because academically motivated students engage their schoolwork with confidence and interest, they are less likely to drop out of school, suffer fewer disciplinary problems, and prove resilient in the face of setbacks and obstacles. It is precisely because academic motivation is so essential to academic achievement that motivation has taken a place along with cognition as one of the most followed lines of inquiry in educational psychology. In this volume, we are fortunate to gather together some of the most eminent scholars who have written extensively about the academic motivation of adolescents. We are fortunate also in that they represent the varied theories and lines of inquiry that currently dominate research in this area. In all, we believe that in the dozen chapters that comprise this volume, the authors provide elegant insights regarding the academic and social motivation of adolescents that will prove of interest to researchers, students, teachers, school administrators, parents, policymakers, and all others who play a pivotal role or are otherwise invested in the lives of adolescents in today's society. It is our hope that these insights will not only further the conversation on adolescence and education, but will serve as the impetus for further research capable of generating the creative ideas, programs, and structures so necessary to better the lives of the young people in our care.

Academic performance is an unavoidable topic for educational scientists, instructional experts, students, faculty staff, academic managers, parents, families, and policymakers. While student academic performance is a topic of passionate discussion, it is also interconnected with both faculty staff and higher education institutions. Achieving academic success requires more than just the efforts of the student. The teaching profession in higher education increasingly demands measurable results to attest to its efficiency. And the need for the accountability required from higher education institutions tends to influence institutional strategic plans according to tangible and measurable goals. This book will aim to cover the different perspectives of academic performance, placing on the stage the different actors in higher education: students, faculty, and institutions.

Growing up, Basil understood two principles early on – he was not physically or mentally suited to the drudgery that he saw throughout his village, and education could offer him a way out of his situation. After this early realization, young Basil relied on his Christian faith and hard work to successfully develop his intellectual talents and to take advantage of the opportunities that presented themselves. In many cases, each opportunity did not immediately come with the funds to support it. But the finances always worked out. Recognizing the sacrifices that his family had made to support his academic pursuits, Professor Ikede has conscientiously repaid the debt in kind and cash, helping family members and acquaintances to persevere through their own scholarly and personal challenges. Throughout his journey from boyhood in a poor rural Nigerian village to a successful academic at the University of Ibadan to a distinguished scholar at Atlantic Canada’s only veterinary college, Dr. Ikede has helped to pave the way for others. This autobiography is a testament to Basil’s determination to realize his own hopes and dreams, to express his belief in God’s goodness, and to fulfill his desire to help others.

Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.