David W. Marshall

History is a powerful tool we can use to study the past, as well as its sometimes complex relationship with the present. To understand our nation's history is to also know its relevancy to today's current events. Over the centuries, the United States of America has been marked by divisions of race, class, religion, culture, and politics, and by taking a look into our past, we can discover the root causes behind the polarization that has defined our modern-day culture. In God Bless Our Divided America: Unity, Politics, and History from a Biblical Perspective, author David Marshall explores the combination of history, the principle of unity, and politics from a scriptural viewpoint. Marshall's profoundly timely teaching will open your eyes to the ways in which history is repeating itself, as well as how the divisive sins and consequences which were commonplace in the past are also occurring today. Throughout the book, you'll gain insight into powerful legacies that counter these consequences, as well as the character and conscience that these legacies use to reshape our nation with unity. Meet historical men and women who chose to step forward and follow the weight of their conscience, taking a stand against social injustice. You'll learn that despite the judgement from society, God can use anyone as His servant--including you. With the simple response of "Thy will be done," you can do your part to help transform this great nation. For patriotic believers who have a passion for restoring unity in the body of Christ, God Bless Our Divided America will bolster you with the hope for a blessed future for this country. David Marshall works as a strong advocate for social justice and racial and religious reconciliation. He resides in Bowie, Maryland.

A new edition of the book The Murder of Bessie Sheppard incorporating a new section covering developments since original publication. A low price, compact edition.

Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students. The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning. The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.

Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students. The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning. The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.

Food Choice and the Consumer fulfils two needs. First, it captures the inter-disciplinary aspects of food choice and advocates an appreciation for other perspectives on the subject in an attempt to discourage some of the disciplinary parochialism which surrounds this area. Second, it accom­ modates a range of different approaches to domestic food choice in a coherent way by encouraging the reader to see food choice as comprising a set of key tasks, such as shopping, preparing, cooking, etc. Further­ more, it illustrates the way in which the antecedents of choice vary according to which stage in the 'decision process' the 'enigmatic' con­ sumer finds him or herself. Food Choice and the Consumer is written for a wide audience including: academics and students interested in food related topics; policy makers, nutritionists and health educators striving to improve the nation's diet; food manufacturers and retailers keen to gain an insight into some of the underlying motivations, concerns and constraints on consumers' food choice. This is not about specific brands, but about consumers and the many factors that influence their choice. Rather than an ABC of food choice, this book aims to stimulate interest while offering the commercial sector, suffering from increasing competition and brand myopia, a fresh perspective on consumer food choice. I hope that this book will con­ tribute to the ongoing debate on food choice and bring us a little closer to understanding how and why consumers choose food.