The fifth Canadian edition of LOOK weaves together theory, popular culture, and first-person accounts from diverse communicators to give students a critical understanding of interpersonal communication. With opportunities for practical application, readers will gain confidence to build communication skills within their own relationships, both in academia and in their future workplaces. Built with students in mind, LOOK, 5Ce, invites students from all programs of study to see the impact of communication skills on their everyday lives.​

Android Programming: The Big Nerd Ranch Guide is an introductory Android book for programmers with Java experience. Based on Big Nerd Ranch's popular Android Bootcamp course, this guide will lead you through the wilderness using hands-on example apps combined with clear explanations of key concepts and APIs. This book focuses on practical techniques for developing apps compatible with Android 4.1 (Jelly Bean) and up, including coverage of Lollipop and material design. Write and run code every step of the way, creating apps that integrate with other Android apps, download and display pictures from the web, play sounds, and more. Each chapter and app has been designed and tested to provide the knowledge and experience you need to get started in Android development. Big Nerd Ranch specializes in developing and designing innovative applications for clients around the world. Our experts teach others through our books, bootcamps, and onsite training. Whether it's Android, iOS, Ruby and Ruby on Rails, Cocoa, Mac OS X, JavaScript, HTML5 or UX/UI, we've got you covered. The Android team is constantly improving and updating Android Studio and other tools. As a result, some of the instructions we provide in the book are no longer correct. You can find an addendum addressing breaking changes at: https://github.com/bignerdranch/AndroidCourseResources/raw/master/2ndEdition/Errata/2eAddendum.pdf.

Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb”, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a distance is derived from Richard Clark’s famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education – in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a “magical” approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive – that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.

"Created by Jordan Weisman ... [et al.]"--Colophon.

Edition after edition, Kathleen Stassen Berger’s bestselling textbooks connect all kinds of students to current state of developmental psychology, in an engaging, accessible, culturally inclusive way. Berger’s Invitation to the Life Span does this in just 15 concise chapters, in a presentation that meets the challenges of exploring the breadth of the life span in a single term. The new edition of Invitation to the Life Span incorporates a wide range of new research, especially in fast-moving areas such as brain development and psychopathology, while taking advantage of innovative new tools for media-centered teaching and learning. But throughout, as always, the signature voice of Kathleen Berger ties it all together, with relatable explanations of scientific content, wide ranging cultural examples, and skill-building tools for sharper observation and critical thinking.

The essential handbook integrating fear and horror into D&D play, this guide provides everything Dungeon Masters need to run a horror-oriented campaign or integrate elements of creepiness and tension into their existing campaigns.

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. T echnical Communication Today was written for introduction to technical communication or technical writing courses taught most often in English Departments. Technical Communication Today remains the only text to fully centralize the computer in the technical workplace, presenting how writers use computers throughout their communication process. Writers use their computers to help them think, research, compose, design, and edit. Not only is Technical Communication Today firmly rooted in core rhetorical principles, but the text also presents computers as thinking tools that powerfully influence how we develop, produce, design, and deliver technical documents and presentations. Technical Communication Today speaks to today's students and how they expect to learn information. Instructional narrative is “chunked,” so that readable portions of text are combined with graphics. This presentation facilitate learning, and models the way today’s technical documents should be designed. Additionally, the chunked presentation integrates an awareness of how documents are read—often “raided” by readers seeking the information they need. By mirroring these processes in its content and structure, Technical Communication Today offers readers a higher level of accessibility.