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Teaching history well is not just a matter of knowing history—it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history. Illuminated by her own work, Festle applies the concept of "backward design" as an organizing framework to the history classroom. She provides concrete strategies for setting up an environment that is inclusive and welcoming but still challenging and engaging. Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. Transforming History is a critical guide for higher and secondary education faculty—neophytes and longtime professionals alike—working to improve student learning.

Amy is nine years old when her life spirals out of control. There is nothing she can do as her mother turns to alcohol and her father moves hundreds of miles away. She cannot control the verbal abuse she has to suffer and is not strong enough to stop the physical abuse she suffers. And those abuses are nearly nothing compared to the sexual abuse she is forced to endure. With a broken heart and a broken spirit, Amy goes through the days that turn into years. But honestly, how long can a young girl carry the shame and humiliation?

The purpose of this research study was to describe and compare retention rates and last cumulative grade point averages (GPAs) of health career students in a rural southeast (SE) Minnesota technical college between students enrolled in the health care careers program who took a Health Foundation (HF) course, Fundamentals of Biology (FB) course or a combination of both courses (bridge courses) prior to Human Anatomy (HA). A student record audit tool was utilized to gather data for this quantitative retrospective study to describe and compare the GPAs and retention of students. Vincent Tinto's Theory of Individual Departure provided the theoretical framework for this study. Results revealed a practical difference with regards to retention found in the groups of students who took foundational (bridge) courses prior to Human Anatomy. These students were retained at a higher rate than those who did not have the course. Additionally, the cumulative GPA across the groups of students was comparable and academic "successes" were noted regardless of the lack of statistical significance. Recommendations are to offer foundational (bridge) courses to increase retention and academic "successes" among health care career students. Further research should evaluate the scales used to measure academic success (cumulative GPA).

The Oakland experience offers three insights regarding the operationalization of successful hazard mitigation implementation. First, understanding who makes hazard mitigation happen may be more valuable than knowing how it is done. Second, hazard-focused regional governance, in combination with the cumulative power of local, state and federal legislative action, produces layered, coordinated policy with long-term impacts. Third, strategy and management of public opinion passes legislation and can counter the panic communities often experience in the aftermath of a disaster. Contrary to traditional thought, the consequences of disaster can have real salience far after the event and are always ripe for exploitation. There is always a latent willingness within the community to undertake hazard mitigation activities. The question for planners is how can we tap into that willingness and make it coincide with the ability to act? Can we do the right thing to bring it to the fore? While this understanding is critical for hazard mitigation and other aspects of disaster management, it applies to a universe of situations where, despite a seeming lack of will, implementation must prevail if improvement in the safety of the community is to persist.