Omar’s friend Art Serrano, a world-famous painter, is dead–either that or he’s disappeared and has left behind what appears to be a suicide note. As months go by, as Art becomes the focus of a media feeding frenzy, who better to supply the authoritative accounts of his past and present life than his old friend, Omar, a journalist, to whom Art's last messages, it turns out, were dedicated? In the meantime, Verónica, a factory-worker-turned-prostitute in Juárez, Mexico, is murdered outside a discotheque attended by the city’s young and rich. Her roommate, Esme, quickly learns the police have no desire to find the killer. In fact, Vero’s death is the most recent in a chain of slayings of hundreds of young girls and women in a city still clinging to the outlaw and desert-saloon mentality that has characterized the northern border for years. She unites with an angry, graying priest, blackballed by the church for his liberal ideologies, and the two attempt to follow the trail of the killers.

Know Your Baker

Literature & Fiction

Keller, John M.

Literary

Dr. Cicero Books

Where do commas go? Where you breathe, you say. Where else? Between items in a list. Anywhere else? Is that it? How often do you breathe? And when? It seems that, in the last twenty years, teachers have stopped teaching grammar. Perhaps they thought students couldn’t learn it, or didn’t need to. All around the country, people who haven’t been taught grammar are throwing commas into sentences without thinking twice, or else avoiding them. But how do we learn to write well when the basics have not been taught to us at the high school level? While teaching grammar in the classroom, novelists Carey Harrison and John M. Keller developed a new, simpler way for students to understand grammar: “Where did you get that bitch?" Or is it: "Where did you get that, bitch?”

Where Did You Get That Bitch?: The Basic Grammar They've Stopped Teaching You

Computers & Technology

HARRISON, CAREY

Programming

Motivational Design for Learning and Performance: The ARCS Model Approach

It is impossible to control another person’s motivation. But much of the instructor’s job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format. The ARCS model―theoretically robust, rooted in best practices, and adaptable to a variety of practical uses―forms the basis of this problem-solving approach. Separate chapters cover each component of the model―attention, relevance, confidence, and satisfaction―and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. And the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background. With this guide, the reader learns how to:   Identify motivation problems and goals   Decide whether the environment or the learners need changing   Generate attention, relevance, confidence, and satisfaction in learners   Integrate motivational design and instructional design   Select, develop, and evaluate motivational materials   Plus a wealth of tables, worksheets, measures, and other valuable tools aid in the design process Comprehensive and enlightening, Motivational Design for Learning and Performance furnishes an eminently practical body of knowledge to researchers and professionals in performance technology and instructional design as well as educational psychologists, teachers and trainers.

Education & Teaching

Schools & Teaching

Springer

Introducing the reader to the core concepts of motivation and motivational design, this volume applies this knowledge to the design process in a systematic, step-by-step format. It takes the theoretically robust ARCS model as the basis for its approach.

Alan and Amelia, a British couple in their early thirties, move to Queens, in New York and, in their apartment building, come across Allan, a twentysomething of Guinean roots who quickly becomes for them the exemplar of American youth: aimless, photogenic...looking for meaning in a world that seems to have already happened. After dropping his cell phone and shattering its screen, Allan decides not to replace it, a decision that leads to his beginning to reject some of the things his generation treats as sacred: chiefly, their penchant for “merging self-documentation and experience...having decided they prefer life flat to round.” In the spirit of The Great Gatsby, in Johnny Allan, Keller paints a new portrait of America and a new Lost Generation, a carnival of sensory delights, music, misapprehension and beauty.

Johnny Allan

United States

See the best price to sell, buy, or rent books by Keller, John M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Keller, John M.

See the best price to sell, buy, or rent books by Keller, John M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Know Your Baker

Where Did You Get That Bitch?: The Basic Grammar They've Stopped Teaching You

Motivational Design for Learning and Performance: The ARCS Model Approach

Motivational Design for Learning and Performance: The ARCS Model Approach

Johnny Allan