The Committee Study of the Central Intelligence Agency's Detention and Interrogation Program, commonly known as the CIA Torture Report, is a 6,000-page report compiled by the United States Senate Select Committee on Intelligence (SSCI) about the Central Intelligence Agency (CIA)'s Detention and Interrogation Program using enhanced interrogation techniques (a euphemism for torture) on detainees following the September 11 attacks in 2001. The full report has not been published, but the committee voted in April 2014 to release the recommendations, executive summary, and findings of the report.  A 525-page unclassified portion of the report was released on December 9, 2014, after a presentation on the floor of the Senate by Sen. Dianne Feinstein (D-CA), the chairwoman of the Select Committee on Intelligence. Over 90% of the report remains classified.  The report, which took four years and $40 million to compile, focused on 2001-06. It detailed actions by CIA officials and shortcomings of the detention project. One key finding was that enhanced interrogation techniques did not help acquire actionable intelligence or gain cooperation from detainees.

Cia Torture Report: Senate Select Committee On Intelligence

Dianne

Feinstein

Create Space, Lexington, Kentucky

Primary Art Book B (Primary Art)

Sterrett

Prim-Ed

Ethics For Christian Counselors: The Student Guide To The Practice & Process Of Making Ethical Decisions In Counseling Environments

Callahan

Murray, D.

This book focuses on inquiry-based teaching, one of the five vital aspects of the instructional work of school librarians identified in the second edition of the IFLA School Library Guidelines (2015). Effective implementation of inquiry-based teaching and learning requires a consistent instructional approach, based on a model of inquiry that is built upon foundations of research and best practice. 
The book explains the importance and significance of inquiry as a process of learning; outlines the research underpinning this process of learning; describes ways in which models of inquiry have been developed; provides recommendations for implementing the use of such models; and demonstrates how the other core instructional activities of school librarians, such as literacy and reading promotion, media and information literacy instruction, technology integration and professional development of teachers, can be integrated into inquiry. 
Inquiry-based learning is part of "learning to be a learner," a lifelong pursuit involving finding and using information. Inquiry develops the skills and understandings that learners need in new information environments, whether that be as students in post-secondary institutions, as producers and creators in workplaces, or as citizens in communities. 
Through inquiry-based teaching, school librarians help students to build the essential skills and understandings needed for dealing with complex learning challenges, including analysis, critical thinking, and problem solving. In this book, special attention is given to the development of students' metacognitive abilities, which are essential to their becoming life-long and life-wide learners.

Global Action for School Libraries: Models of Inquiry (IFLA Publications, 182)

Politics & Social Sciences

BARBARA

Schultz-Jones

Oberg

Social Sciences

De Gruyter Saur

Schooltime Borders

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Books by Dianne