This edited international collection of contemporary and emerging career development theories and models aims to inform the practice of career development professionals around the globe. In addition to serving both new and seasoned practitioners, the book is intended to be used as a text for undergraduate and graduate career counselling courses. In order to effectively serve clients and the public, career practitioners need to be equipped with the latest theories and models in the field. Ethical career practice requires practitioners to be up-to-date with their knowledge about theory and how theory informs practice. This publication provides practitioners with a tangible resource they can use to develop theory-informed interventions. Contains 43 chapters on the theories and models that define the practice of career development today Contributors are 60 of the leading career researchers and practitioners from four continents and nine countries: Australia, Canada, England, Finland, India, the Netherlands, New Zealand, South Africa and the United States Featured authors include the original theorists and those who have adapted the work in unique ways to inform career development practice Presented in a reader-friendly format, each chapter includes a Case Vignette that illustrates how a theory or model can be applied in practice, and Practice Points that summarize key takeaways for career practitioners to implement with clients. Additional references are also included.

The study of argumentation has primarily focused on logical and dialectical approaches, with minimal attention given to the rhetorical facets of argument. Rhetorical Argumentation: Principles of Theory and Practice approaches argumentation from a rhetorical point of view and demonstrates how logical and dialectical considerations depend on the rhetorical features of the argumentative situation. Throughout this text, author Christopher W. Tindale identifies how argumentation as a communicative practice can best be understood by its rhetorical features. Rhetorical Argumentation uniquely presents argumentation through the idea of an invitational rhetoric by encouraging readers to think about the ways in which they encounter arguments. The book explores the processes involved in the argumentative exchanges between arguers and audiences-thus, emphasizing the collaborative nature of the arguer-audience relationship in the argumentative situation. That is, argument is presented not as a set of ideas imposed upon a passive audience, but rather as a dynamic exchange wherein the audience is involved in self-persuasion. Key Features: Explores the ancient foundations of rhetoric, from Aristotle to the relatively contemporary works of Perelman and Olbrechts-Tytecta, Toulmin, and Bakhtin Includes numerous examples illustrating the ways in which the reasoning within arguments involves the audience from premise through to conclusion Presents the idea of "dialogism" drawn from the theories of Mikhail Bakhtin to create a more dynamic and interactive sense of the argumentative context Examines current theory as well as the historical relationship between argument and rhetoric Provides detailed discussions of topics such as nature of the dialogical, rhetorical context, audiences, and standards of appraisal. Rhetorical Argumentation is designed to provide advanced undergraduate and graduate students with a clear understanding of the rhetorical view of argumentation and how it can be effective in contemporary society. The book is an ideal text for courses in Communication, Rhetoric, Argumentation, Informal Logic, Critical Thinking, and Conflict Resolution.

A comprehensive yet accessible exploration of quantum chemical methods for the determination of molecular properties of spectroscopic relevance Molecular properties can be probed both through experiment and simulation. This book bridges these two worlds, connecting the experimentalist's macroscopic view of responses of the electromagnetic field to the theoretician’s microscopic description of the molecular responses. Comprehensive in scope, it also offers conceptual illustrations of molecular response theory by means of time-dependent simulations of simple systems. This important resource in physical chemistry offers: A journey in electrodynamics from the molecular microscopic perspective to the conventional macroscopic viewpoint The construction of Hamiltonians that are appropriate for the quantum mechanical description of molecular properties Time- and frequency-domain perspectives of light–matter interactions and molecular responses of both electrons and nuclei An introduction to approximate state response theory that serves as an everyday tool for computational chemists A unified presentation of prominent molecular properties Principles and Practices of Molecular Properties: Theory, Modeling and Simulations is written by noted experts in the field. It is a guide for graduate students, postdoctoral researchers and professionals in academia and industry alike, providing a set of keys to the research literature.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Anne Meyer and David Rose, who first laid out the principles of UDL, provide an ambitious, engaging discussion of new research and best practices. This book gives the UDL field an essential and authoritative learning resource for the coming years. In the 1990s, Anne Meyer, David Rose, and their colleagues at CAST introduced Universal Design for Learning (UDL) as a framework to improve teaching and learning in the digital age, sparking an international reform movement. Now Meyer and Rose return with Universal Design for Learning: Theory and Practice, an up-to-date multimedia online book (with print and e-book options) that leverages more than a decade of research and implementation. This is the first significant new statement on UDL since 2002, an ambitious, engaging exploration of ideas and best practices that provides the growing UDL field with an essential and authoritative learning resource for the coming years. This new work includes contributions from CAST's research and implementation teams as well as from many of CAST's collaborators in schools, universities, and research settings. Readers are invited to contribute ideas, perspectives, and examples from their own practice in an online community of practice. --

This engaging text takes an evenhanded approach to major theoretical paradigms in evaluation and builds a bridge from them to evaluation practice. Featuring helpful checklists, procedural steps, provocative questions that invite readers to explore their own theoretical assumptions, and practical exercises, the book provides concrete guidance for conducting large- and small-scale evaluations. Numerous sample studies—many with reflective commentary from the evaluators—reveal the process through which an evaluator incorporates a paradigm into an actual research project. The book shows how theory informs methodological choices (the specifics of planning, implementing, and using evaluations). It offers balanced coverage of quantitative, qualitative, and mixed methods approaches. Useful pedagogical features include: *Examples of large- and small-scale evaluations from multiple disciplines. *Beginning-of-chapter reflection questions that set the stage for the material covered. *"Extending your thinking" questions and practical activities that help readers apply particular theoretical paradigms in their own evaluation projects. *Relevant Web links, including pathways to more details about sampling, data collection, and analysis. *Boxes offering a closer look at key evaluation concepts and additional studies. *Checklists for readers to determine if they have followed recommended practice. *A companion website with resources for further learning.