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1
SCONUL Advisory Committee on Performance Indicators., ed. Performance indicators for university libraries: A practical guide. Standing Conference of National and University Libraries, Advisory Committee on Performance Indicators, 1992.
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2
House, Nancy A. Van. Measuring academic library performance: A practical approach. American Library Assoc., 1990.
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3
Thorndike-Christ, Tracy. The relationship between academic performance, students' admission status, and selected student characteristics. Office of Institutional Assessment and Testing, Western Washington University, 1991.
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4
Grayson, J. Paul. The performance of "gifted" high school students in university. Institute for Social Research, York University, 1999.
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5
Thorndike-Christ, Tracy. A comparative analysis of the academic performance of native and transfer students. Office of Institutional Assessment and Testing, Western Washington University, 1991.
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6
Adeeb, Yasmin. A Critical comparison of performance measurement in technical services in six West Midlands academic university libraries.. University of Central England in Birmingham, 1997.
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7
Frenette, Marc. Why are most university students women?: Evidence based on academic performance, study habits and parental influences. Statistics Canada, Analytical Studies Branch, 2007.
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8
Momoh, G. D. Effects of entry qualification on student's academic performance: A case study of 500 level students of the Federal University of Technology, Minna. Omotunde Printers, 2003.
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9
Gebremedhin, Berhan. The impact of ProModel simulation exercises on students' understanding and performance in operation and quality management courses under Engineering Management Program at National University. National University, 2015.
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11
Office, General Accounting. Military education: DOD needs to align academy preparatory schools' mission statements with overall guidance and establish performance goals : report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. U.S. General Accounting Office, 2003.
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12
Ntirandekura, Emmanuel. Laptop Use and Academic Performance. Impact of Laptop Computer Usage on Academic Performance Scores of University Students. GRIN Verlag GmbH, 2018.
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13
MacTaggart, Terrence, ed. Academic Turnarounds. Praeger, 2007. http://dx.doi.org/10.5040/9781639736508.
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What are the hallmarks of a comprehensive institutional turnaround? It is too easy to mistake a single initiative -- mounting a new marketing program, for example, or bringing in a million dollar donation -- for true and lasting change. Successful turnarounds require profound, often difficult, actions that affect the finances, academic offerings, and reputations of colleges and universities. They take institutions to new levels of performance and then present new chalenges. MacTaggart examines the several stages that comprise insitutional turnarounds and offers practical advice on setting and reaching higher levels of performance. MacTaggart discusses the early indicators of a college or univerity's neeed for a turnaround. He and his colleagues outline financal trends and other indicators of distress, as well as benchmarks for the various stages of an effective turnaround strategy.Academic Turnaroundswill help trustees, presidents, and faculty members diagnose whether they are in denial about the true condition of the insitution they are charged with preserving. Donors, state officials, accreditors, and others interested in the quality and vitality of American higher education will find direction in this book.Academic Turnaroundsassists leaders to develop dramatic, purposeful strategies to revitalize challeneged colleges and universities. What are the early warning signs that a college or university needs a turnaround? Waiting too long in the hopes that something other than dramatic, purposeful action will relieve a distressed institution is an all-too-common failing among trustees and other leaders. This book outlines the financial and other indicators of distress well as indicators of the stages in an effective turnaround strategy. It helps trustees in particular diagnose whether or not they are in denial over the true condition of the institution they are charged with preserving.
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Larson, Steven M. A study of resident advisors at Western Washington University and the relationship their position has on academic performance. 1995.
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15
Rural students and academic performance: A case study of "Program Matrikulasi", Universiti Kebangsaan Malaysia. 1985.
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16
Carlson, Marvin. 4. Theatre and performance. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199669820.003.0004.
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Modern interest in performance can be traced to several different developments from the 1950s to 1970s in the art world, in academic theatre, and in the social sciences, particularly sociology, anthropology, and linguistics. ‘Theatre and performance’ outlines the influence of this major shift in methodological orientation, which has become known as the ‘performative turn’, on Richard Schechner, in particular, who was editor of The Drama Review. His work with Victor Turner led to the first course on ‘performance theory’ at New York University. Courses on performance studies are now taught around the world. How has theatre changed as a result of the challenge of and gradual accommodation to performance and performance studies?
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Harvard University. Graduate School of Education, ed. The impact of hidden grades on student academic performance: A case study on a single university campus. 2009.
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18
Motte, Henrique Z., and Rodrigo C. Oliveira. The effect of class assignment on academic performance and labor market: Evidence from public federal university in Brazil. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/765-1.
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Abanes, Menandro. Perceived Effective Teacher: Does One Impact on the Academic Performance of College Students in Ateneo de Naga University? GRIN Verlag GmbH, 2011.
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20
Duffy, Celia, and Joe Harrop. Towards convergence. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0020.
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This chapter concerns the interrelationship between music history and analysis—so-called academic studies—and musical performance, and it considers how such studies might affect or influence the student performer. Until recently, musical performance and academic studies were regarded as separate elements in music education, a separation that is now being challenged. The chapter begins by reviewing existing scholarship on performance studies and by exploring how the concerns of historically informed performance and practice as research can bring the questions underlying that scholarship into focus, even in undergraduate curricula. The discussion then turns to the higher education (HE) music environment and recent educational thinking seeking to unite distinct strands of musical study within a single curriculum. Two modules that attempt to integrate performance and scholarship—one from a university music department and one from a conservatoire—serve as exemplars. In the final section, opinions and observations solicited from musicians working in HE throw light on the issues from divergent perspectives. The overriding themes are duality and separation on the one hand and connections and convergence on the other—of ‘thinkers’ and ‘doers’, insight and analysis, formal and tacit knowledge, conservatoires and universities, and academic lectures and one-to-one performance tuition.
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Meylor, Susan H. A comparative study of academic performance and persistence among community college associate degree transfer students at Western Washington University. 1989.
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22
The profile and performance of Cambrian College students who continue their education at Laurentian University. 1993.
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23
Curry, G. Richard. Radar System Performance Modeling. Inst Elect & Electronic Engineers, 2001.
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24
Martínez-Camacho, Nelly Yureima, Fredy Ramón Garay Garay, Laura Amelia López Hernández, Francisco Niño Rojas, Wilson Pico Sánchez, and Margarita Rosa Rendon Fernández. Estrategia universitaria interinstitucional de acompañamiento académico. Editorial Universidad Católica de Colombia, 2020. http://dx.doi.org/10.14718/9789585133334.2020.
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This book is the result of the inter-institutional research project carried out by the Catholic University of Colombia and the University of La Salle. It presents an inter-institutional proposal for the improvement of tutorials as an academic support strategy for the tutoring programs in the areas of Mathematics and Chemistry of both universities. For achieving this, during a period of five years, a mixed research methodology was used. It began with the characterization of the programs based on the review of different documents, as well as the institutional results, and the articulation of these with the theory that founded them. It was found that the two departments of Basic Sciences have understood the tutoring sessions as a space for academic accompaniment in which they seek to improve the academic performance of students, and this as an indicator of learning. This support has been categorized, in both cases, by promoting actions related to the creation of a culture of autonomous work in students and one of participation from teachers. Subsequently, a comparative analysis was carried out between the implemented strategies. And, finally, the incidence of the academic accompaniment strategies was evaluated from the perspective analysis of the academic community.
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Hazari, Zahra Sana. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect. 2006.
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26
Thattil, Raphel O., and S. M. C. P. Siriwardhana. Which Factors Influence the Academic Performance of Students?: An Analysis of Students in the Crop Science Modules at the University of Peradeniya. GRIN Verlag GmbH, 2019.
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27
Carmo, Leide Silva do, and Nelson Iguimar Valerio. Psicologia & saúde treino de habilidades de vida e saúde mental em universitários. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-06-5.
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Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.
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Curry, G. Richard, and Curry. Radar Systems Performance Modeling (Artech House Radar Library). Artech House Publishers, 2000.
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29
Fisher, Jennifer. Perception, Connections, and Performed Identities in American-Ghanaian Dance Encounters. Edited by Anthony Shay and Barbara Sellers-Young. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199754281.013.020.
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This essay explores what dancers from different cultures can learn through exchanges when they involve concepts of nationalism, performed identities, spiritual practice, and the categories of “art” dance and “cultural” dance. A brief but impactful trip to Ghana by California university dance students and academics provides several scenes where energies, techniques, and ideas emerge. Studying with members the Ghana Dance Ensemble, one of the country’s national dance companies, as well as interacting with the dance department of the University of Ghana, Legon, results in enjoying and questioning embodied knowledge, as well as casting light on several questions: Do Ghanaians have the same freedom to be defined as “artists,” or might they be marginalized as “ancient” rather than “contemporary” people? What can young American university dancers learn about commitment to performance quality and the feeling of having deep roots in tradition? How can each group expand on the habit human beings have of categorizing others as having a “single story,” and how does dance figure in the process?
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Blakley-Moore, Theola M. Mentoring in Higher Education: The Effects Faculty Mentoring Has on Academic Performance and Satisfaction of Students Enrolled in a Historically Black College or University. Outskirts Press, Incorporated, 2015.
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31
Manieson, Victor. Accelerated Keyboard Musicianship. Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb20211001.
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Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generate “pleasant sounds”. My exploration leading to what will be considered Keyboard Musicianship did not begin in a formal setting. Rather it was the consolidation of my involvement in playing the organ at home, Sunday school, boarding school at Presec-Legon, and playing at weekly gospel band performances off-campus and other social settings that crystalized approaches that can be formally structured. In fact, I did not then consider this lifestyle of musical interpretation worthy of academic inclusivity until I graduated from the national academy of music and was taken on the staff as an instructor in September, 1986. Apparently, what I did that seemed effortless was a special area that was integral to holistic music development. The late Dr. Robert Manford, the then director of the Academy, assigned me to teach Rudiments and Theory of Music to first year students, Keyboard Musicianship to final year students, and to continue giving Piano Accompaniment to students – just as I have been voluntarily doing to help students. The challenge was simply this; there was no official textbook or guide to use in teaching keyboard musicianship then and I was to help guide especially non-piano majors for practical exams in musicianship. What an enterprise! The good news though was that exemplifying functionalism in keyboard, organ, piano, etc. has been my survival activity off campus particularly in church and social settings.Having reflected thoroughly and prayerfully, it dawned on me that piano literacy repertoires were crafted differently than my assignments in Musicianship. Piano literacy repertoires of western music were abundant on campus but applied musicianship demanded a different approach. Playing a sonata, sonatina, mazurka, and waltzes at different proficiency levels was different from punching chords in R&B, Ballard style, Reggae, Highlife or even Hymn playing. However, there are approaches that can link them and also interpretations that can categorize them in other applicable dimensions. A “Retrospective Introspection” demanded that I confront myself constructively with two questions: 1. WHAT MUSICAL ACTIVITIES have I already enjoyed myself in that WARRANT or deserve this challenging assignment? 2. WHAT MUSICAL NOURISHMENT do l believe enriched my artistry that was so observable and Measurable? The answers were shocking! They were: 1. My weekend sojourn from Winneba to Accra to play for churches, brass bands, gospel bands and teaching of Choirs – which often left me penniless. 2. Volunteering to render piano accompaniment to any Voice Major student on campus since my very first year. 3. Applying a principle, I learnt from my father – TRANSFER OF LEARNING – I exported the functionalism of my off-campus musical activities to compliment my formal/academic work. 4. The improvisational influences of Rev. Stevenson Alfred Williams (gospel jazz pianist), Bessa Simmons (band director & keyboardist) and at Ghana Broadcasting Corporation, Mr. Ray Ellis “Afro Piano Jazz Fusion Highlife” The trust and support from lecturers and students in the academy injected an overwhelming and high sense of responsibility in me which nevertheless, guided me to observe structures of other established course outlines and apply myself with respect to approaches that were deemed relevant. Thus, it is in this light that I selected specific concepts worth exploring to validate the functionalism of what my assignment required. Initially, hymn structures, chords I, IV, V and short highlife chordal progressions inverted here and there were considered. Basic reading of notes and intense audiation were injected even as I developed technical exercises to help with the dexterity of stiff fingers. I conclude this preface by stating that, this “Instructional guide/manual” is actually a developmental workbook. I have deliberately juxtaposed simple original piano pieces with musicianship approaches. The blend is to equip learners to develop music literacy and performance proficiencies. The process is expected to compel the learner to immerse/initiate themselves into basic keyboard musicianship. While it is a basic book, I expect it to be a solid foundation for those who commit to it. Many of my former and present students have been requesting for a sort of guide to aid their teaching or refresh their memories. Though not exhaustive, the selections presented here are a response to a long-awaited workbook. I have used most of them not only in Winneba, but also at the Callanwolde Fine Arts Center (Atlanta) and the Piano Lab (Accra). I found myself teaching the same course in the 2009 – 2013 academic year in the Music Department of the University of Education, Winneba when Prof C.W.K Merekeu was Head of Department. My observation is that we still have a lot of work to do in bridging academia and industry. This implies that musicianship must be considered as the bloodline of musicality not only in theory but in practice. I have added simplified versions of my old course outlines as a guide for anyone interested in learning. Finally, I contend that Keyboard Musicianship is a craft and will require of the learner a consistent discipline and respect for: 1. The art of listening 2. Skill acquisition/proficient dexterity 3. Ability to interpret via extemporization and delivery/showmanship. For learners who desire to challenge themselves in intermediate and advanced piano, I recommend my book, “African Pianism. (A contribution to Africology)”
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Cokley, Kevin O. The Myth of Black Anti-Intellectualism. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400689024.
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Why do students who belong to racial minority groups—particularly black students—fall short in school performance? This book provides a comprehensive and critical examination of black identity and its implications for black academic achievement and intellectualism. No other group of students has been more studied, more misunderstood, and more maligned than African American students. The racial gap between White and African American students does exist: a difference of roughly 20 percent in college graduation rates has persisted for more than the past two decades; and since 1988, the racial gap on the reading and mathematics sections of the Scholastic Aptitude Test (SAT) has increased from 189 points to 201 points. What are the true sources of these differences? In this book, psychology professor and editor-in-chief of the Journal of Black Psychology Kevin Cokley, PhD, delves into and challenges the dominant narrative regarding black student achievement by examining the themes of black identity, the role of self-esteem, the hurdles that result in academic difficulties, and the root sources of academic motivation. He proposes a bold alternate narrative that uses black identity as the theoretical framework to examine factors in academic achievement and challenge the widely accepted notion of black anti-intellectualism. This book will be valuable to all educators, especially those at the high school through undergraduate college/university level, as well as counselors associated with academic and community institutions, social service providers, policy makers, clergy and lay staff within the faith-based community, and parents.
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Kolb, Alexandra. Dance and Politics in China. Edited by Rebekah J. Kowal, Gerald Siegmund, and Randy Martin. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199928187.013.57.
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This chapter contextualizes stage dance developments in China in the twentieth and twenty-first centuries (through Republican, Maoist, and reformist periods) against the backdrop of the country’s changing sociopolitical conditions and relationships with the Western world. It explores, in historical terms, the interface between Chinese dance and politics to suggest that Westernizing impulses lay behind many of China’s attempts at modernization, leading to hybrid performance practices that are quite unique. The chapter then focuses on the intercultural ArtsCross initiative (2009–2013), a series of projects between the Beijing Dance Academy, Middlesex University London, and Taipei National University of the Arts, which exemplifies the quest for a more equitable form of East-West exchange in the context of globalization and China’s reformist ideological agenda. This section includes a comparative reading of Chinese and Western training and devising processes, as witnessed in these projects, and analysis of Guo Lei’s hybrid choreography Mask.
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Baldwin, David A., and Robert Migneault. Humanistic Management by Teamwork. Libraries Unlimited, 1996. http://dx.doi.org/10.5040/9798400667534.
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Humanistic Management by Teamwork (HMBT) is a dynamic leadership paradigm that emphasizes employee development and the use of a team approach for executing organizational and mission-oriented strategies. In this book it is described in relation to global forces, megatrends, and national imperatives that influence the making of academic or university libraries. The authors discuss the need for reshaping the organization and implementing the team-based organizational design, along with issues of staffing, communication, supervision, and performance appraisal. Concrete examples are given to illustrate how HMBT works in actual library settings. Bibliographies at the end of each chapter provide further resources for study. The methods presented readily afford the opportunity for operational ownership, self-renewal, and the realization of continuous managerial excellence. The authors show how, with these powerful techniques, libraries can successfully meet the challenges of the future.
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Pope, Elizabeth M., Catarina Brandão, and Cedric C. Sanders. Scientific Congresses: What is Our Future? Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.11.2022.editorial.
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As we write these words, the COVID-19 pandemic has become part of our lives in a much more controlled way. For instance, some of our habits have changed and we are able to resume our activities in the way of a “new normal,” returning to social contact with family, friends, and colleagues. In returning to a life without the constraint of the virus at such a high level, the academy tries to resume its rituals, including scholarly events. Email boxes and physical boards at universities are once again filling up with calls for submission of abstracts for congresses, seminars, and workshops. As these events are happening again, academia seems to be reflecting on the pros and cons of onsite scientific events. While acknowledging the importance of such scientific events and their potential for strengthening scholarly communities and collaborations, many academics have begun questioning the real impact of being physically present. This questioning seems to be based on several factors. On the one hand, it is clear that universities have been increasingly devaluing academics’ presence in congresses (unless by invitation). They allocate less funding for these activities, especially for those academics who wish to attend an event without presentation. With no presentation, institutions devalue attendance in performance appraisal processes. Increasingly, academic institutions value publications (indexed, despite some positive movement seeking to counter the tyranny of the “publish or perish” motto), and an academics ability to raise funding. Yet, not all congresses are associated with publication processes in indexed journals or proceedings. Books of abstracts (once edited by any congress) are almost extinct, namely because of their devaluation by institutes of higher learning (and funding entities). On the other hand, the massive and necessary use of online scientific events in 2020 and 2021 allowed us to realize that it is possible, efficient, and effective to hold these events in a format different from the traditional one. The internet offers versatility and more and more congresses are now offered online or in hybrid formats. These formats allow academics to overcome financial and physical complications caused by in-person scholarly events. Academics can request less funding and, at the same time, mitigate concerns of acceptance without presentations, covering classes while away, or having to supplement university sponsorship with personal funds. At some universities, funding comes after attendance regardless of availability of those funds and academics are asked to pay registration fee, plane tickets, and lodging with the expectation of being reimbursed upon return. This is particularly challenging given the present economic situation around the globe. At the same time, while physically at the event and away from families, work continues to accumulate for academics. They then must wade through this excess upon returning home, adding to an already excessive workload. This makes maintaining a work-life balance challenging. We at New Trends in Qualitative Research (NTQR) believe it is particularly relevant to discuss this topic within the context of the release of NTQR Volume 11. NTQR is an indexed journal associated with international scientific events in the field of qualitative research - Congreso Ibero-Americano en Investigación Cualitativa (CIAIQ) and the World Conference on Qualitative Research (WCQR). Specifically, the volume that we edit here aggregates works that, having been originally presented at WCQR2022 (held in an online format), went through a double-blind review process. This volume, annually edited (as WCQR is an annual event), allows us, as editors, to condense a diverse set of qualitative research work, focusing on different topics, and with different methodological designs. And, our concern as editors has always been to assure the quality of the published works, namely through a careful review and editing process. We do not know if we are ready to give up our physical presence at scientific events. But, with opportunities such as online presentations and online publishing venues, we may now be much more judicious in this presence. We may now take time to ponder the relevance of investing in attending a scientific event, and selecting (hand-drawn) two or three events per year, at most. WCQR has a strong emphasis in the building of a scientific community (in this case, bonded by the interest in qualitative research), reconciling physical and online presence, and is associated with quality journals. These aspects help academics to select it as one of the events where it is important to be present. Sincerely, The Editors
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Mayer, Colin, and Bruno Roche, eds. Putting Purpose Into Practice. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198870708.001.0001.
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The book provides a detailed and practical description of how companies can put purpose into practice in their organizations. Based on a ground-breaking research project on the Economics of Mutuality undertaken jointly by the Saïd Business School at the University of Oxford and Mars Catalyst, the think tank of Mars Inc., the food and beverages company, over a period of five years, the book describes how purpose promotes business growth and performance. In particular, it gives a highly accessible and readable account of how companies can determine and implement their corporate purposes, and how, by so doing, they address critical issues in their ecosystems, such as rising inequality and environmental degradation, while delivering superior performance and resilience. The book will equip executives, managers, investors, policymakers, academics, and students with tools to understand the way in which companies can build purpose-centric businesses, map and orchestrate stakeholder ecosystems, identify untapped resources, create unconventional partnerships, measure and manage performance beyond financial reporting, and adopt a new definition of profit to promote corporate purposes. The book includes fourteen case studies of companies of varying sizes, sectors, and geographies that sought to put purpose into practice. They provide deep insights into the way in which companies have delivered corporate purpose and the challenges they faced in doing this. The book stresses both the opportunity and obligation on business to reposition itself to address the changing needs of society and the planet in the twenty-first century.
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Londoño-Pérez, Constanza, Martha Peña-Sarmiento, Santiago Amaya-Nassar, et al. Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Edited by Constanza Londoño-Pérez and Martha Peña-Sarmiento. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133808.2021.
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This book presents investigative advances in psychology related to the lines of research of the Department of Psychology of the Catholic University of Colombia, whose central purpose is the generation of new knowledge with social repercussions. In this sense, the studies presented within the framework of the lines of Educational Psychology, Clinical Psychology, Health and Addictions, Psychobiological and Behavioral Processes, Legal Psychology and Criminology, Social, Political and Community Psychology, and Research Methods applied to the behavioral sciences, although oriented from different perspectives and methodologies, they unite in the same purpose: to strengthen their approach towards problems of social relevance without losing their contribution to psychological discipline. As a consequence, this book presents an enriched thematic variety directly related to the lines of research such as credibility of the testimony, adolescent domestic violence, cognitive training in older adults, family functioning and quality of life, emotional reparation in survivors of sexual violence in the middle of the Colombian armed conflict, dissatisfaction with body image, relational therapy, acceptance and commitment therapy in victims of the Colombian armed conflict, the relationship between physical activity and academic performance, and organizational change. The results of the studies can be problematized and vitalized in different application contexts.
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Austin, Dan, and Bryan Mann. Powerlifting. 2nd ed. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718225473.
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“Reading Powerlifting is like having Bryan Mann right there training with you. The book gives you everything you need to know. It's the best book on training I've read in a long time!” —C.J. Murphy, Owner of Total Performance Sports (TPSMethod.com) and Coach at Team EliteFTS “In powerlifting, you can choose to learn from academic advice or practical advice from a champion. Which one is better? Well, now you don't have to choose, because with Powerlifting by Dr. Bryan Mann and Coach Dan Austin you get the best of both worlds in one book. I wish I had this source when I was competing.” —Coach Travis Mash, World-Record-Setting Powerlifter and Head Coach of the Lenoir-Rhyne University Weightlifting Team In Powerlifting, Second Edition, powerlifting hall of famer Dan Austin, winner of 10 world powerlifting championships and 18 national championships, teams with strength and conditioning expert Dr. Bryan Mann to offer the most comprehensive powerlifting resource available. This no-nonsense approach to training and competing in the sport offers over 100 exercises that promote the development of the three primary movements'''—the squat, bench press, and deadlift. Dynamic warm-up routines and recovery techniques get you primed for training, making it a one-stop guide to powerlifting success. The second edition has been updated to address female powerlifters and includes gender- and exercise-specific training programs as well as off-season training programs. Precompetition checklists give you at-a-glance guides for tasks to complete and items to bring to the meet. Powerlifting also equips you to fuel for maximum production, providing examples of the best sources of protein and carbohydrate and information on preworkout drinks and common supplements. The psychological side of the sport is also addressed with mental health advice and visualization tools that are specific to powerlifters. Based on the latest in exercise research and science, Powerlifting is an indispensable resource for competitive lifters or recreational enthusiasts looking to take their lifting to another level, making Powerlifting the ticket to a new max.
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Cahn, Victor L. Shakespeare the Playwright. Greenwood, 1991. http://dx.doi.org/10.5040/9798216013952.
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A useful guide for the general reader, as well as high school and undergraduate students, to Shakespeare's 37 plays. After a brief introduction outlining Shakespeare's life and career, Cahn carefully guides the reader through each play in turn, from first scene to last, using a mixture of quotation, paraphrase, and critical comment. His style is accessible and unpretentious, and his insights into the `psychological consistency' of Shakespeare's characters--the main focus of the commentary--are stimulating and sometimes provocative.Library JournalContending that the fundamental appeal of Shakespeare's work lies with his characters, Cahn systematically proceeds through a discussion of each play (within the traditional categories of tragedy, history, and romance) as if an audience were encountering that play for the first time. . . . This critical appreciation approach differentiates Cahn's companion/handbook from other Shakespeareana . . . in which the intention is to assemble a body of Shakespearean lore for information. In Cahn's work, suggestions for further reading (usually a short list of the prominent, old studies) follows each analysis. Two appendixes (The Two Noble Kinsmen and a who's who of the Royal Figures are provided. A one-page select bibliography, a character index, and a general index end the book. It is highly recommended for any general public library and for academic collections at all undergraduate levels.Choice Since their first production four centuries ago, the plays of William Shakespeare have been the most widely produced, popularly acclaimed, and critically examined works in the world's literature. In this unique book, Victor L. Cahn, an acclaimed teacher of drama, guides the reader scene by scene through each of Shakespeare's thirty-seven plays, recreating the freshness and theatrical effect of performance. Cahn has based his approach on the assumption that the fundamental appeal of Shakespeare's plays lies in the characters, and with clarity and subtlety he focuses on how the implications of the characters' actions and the nuances of their language contribute to the plays' impact. The introduction briefly traces Shakespeare's life and career, and explains some of the social and artistic circumstances that influenced his work. The plays are grouped by genre: Tragedies, Histories, Comedies, and Romances. This structure allows Cahn to explore Shakespeare's development in all four dramatic forms, as well as to suggest relationships between characters, themes, and images throughout the works. In addition, Cahn discusses the plays as reflective of Shakespeare's age, particularly the Renaissance concern with the tension between individual rights and social responsibility. The text is free from extensive scholarly apparatus, but valuable suggestions for further reading follow the analysis of each play, and a selected bibliography concludes the volume. The comprehensiveness of the book, as well as the accessibility and quality of its interpretations, make it a valuable resource for courses in Shakespeare, drama, and British literature, and a worthy addition to high school, college, university, and public library reference collections.