Böcker av Lori Jo Oswald

This style guide is provides a quick, clear overview of technical writing and editing rules and style guidelines for editors, writers, and other company personnel. Examples are provided for each topic. Chapters include Punctuation, Writing Tips, and Style. Chapters that can be referenced when editing documents cover correct spelling, hyphenation, and capitalization of commonly used words, as well as an Acronyms and Abbreviations section. Standard formatting guidelines are listed, and the final chapters detail how to use the reviewing features in Microsoft Word and creating consistent, clear tables.

The Great Books Adventure is a play designed to inspire children and teens to read the great classics of literature. It is written to be performed in about 1 to 1.5 hours.It is a one-act play with the following seven scenes: SCENE I: Electronics versus Books SCENE 2: The Adventures of Tom Sawyer by Mark Twain SCENE 3: Little Women by Louisa May AlcottSCENE 4: Macbeth by William Shakespeare SCENE 5: Through the Looking-Glass by Lewis Carroll SCENE 6: "The Raven" by Edgar Allan Poe SCENE 7: FinaleThe author, who has a Ph.D. in English, wrote this play with the intent to inspire, entertain, and motivate young people to reach into the world of classic novels, plays, and poems. (Although I titled it a one-act play, actually it's five to seven "acts," and you can add breaks as needed, or just keep it flowing. When we performed it, we just kept going. It was fun!)

The purpose of this book is to provide a simple, brief step-by-step guide to help dog owners train their dogs at home to perform basic commands. It uses simple terms and easy-to-find lists teaching basic commands such as sit, down, stay, come, heel, watch me, leave it, don't jump, and don't chase. Leash walking and behavioral issues are also discussed. Positive reinforcement training is the method. A happy dog and a bonded human-dog relationship are the goals. The author is a longtime dog trainer, animal rescuer, and humane society volunteer with a philosophy that focuses on the love and friendship between humans and their dogs. She teaches how you and your dog can be happy together.

This study examines the rhetoric and ideology of children's realistic animal novels, particularly by tracing the appearance and applying the terminology of environmental and animal rights ethics to these works. The authors' attitudes toward animals are evaluated in three areas: animal consciousness, human and animal relationships, and predators and prey.By evaluating the authors' ideologies, it is clear that there are three separate periods in the genre: the founders, the traditionalists, and the animal rights writers. The earliest writers of realistic animal fiction, or the founders, wrote generally between the 1890s and the 1920s, and include London, Seton, and Roberts. They have been accused of anthropomorphism and have been dismissed as "nature fakers." But a close analysis of their works in light of the results of current studies on animal consciousness, as well as in light of the ideologies of environmental ethics, demonstrates that the accusations are unwarranted.The traditionalists, including Kjelgaard, Rawlings, O'Hara, and Henry, wrote from the 1930s through the 1970s. The traditional novels often promote hunting, land development, and the utilitarian value of animals. They also portray predators as bad animals and question or disavow animal consciousness.The animal rights novels, found in the 1980s to the present, promote animal rights ethics. Authors include Roy, Thomas, and Adler. Generally, the themes of these novels are in direct opposition to the themes promoted by the traditionalists. Both the founders and the animal rights writers are antihunting and antidevelopment.Both sets of writers present a human-animal bond as a better relationship than a master-pet one, and both characterize predators as amoral, rather than immoral.However, there is a surprising paradox within the novels which reverses the surface ideology. The paradox is this: While the rhetorical purpose of the animal rights novels is ostensibly the didactic one of promoting animal rights, the subtexts do not support this theme. The rhetorical effect of the traditional novels is to present a stronger and clearer elucidation of the animal rights philosophy-through plots, characterizations, and descriptions of human-animal relationships-than is found in the animal rights novels.

This is a book of literary criticism about the books children have loved reading since the end of the 1800s when realistic animal fiction was first published. This unique approach to understanding realistic animal fiction uses animal rights philosophy and new scientific knowledge of animals' capabilities in evaluating the genre. It includes a history of the genre and considers such authors as Jack London, Fred Gipson, Marguerite Henry, Will James, Jim Kjelgaard, and many more. A discussion of nature "fakery" is included. Major chapters focus on relationships between humans and animals, the representation of animal thinking and sentience; and perceptions of predators and prey (or "bad" and "good") animals in the novels. A discussion of the "nature fakery" issue is included, as well as a comparison to more modern animal books.

This airline style guide is provides a quick, clear overview of technical writing and editing rules and style guidelines for editors, writers, and other company personnel. Examples are provided for each topic. Chapters include Punctuation, Writing Tips, and Style. Chapters that can be referenced when editing documents cover correct spelling, hyphenation, and capitalization of commonly used words, as well as an Acronyms and Abbreviations section. Standard formatting guidelines are listed, and the final chapters detail how to use the reviewing features in Microsoft Word and creating consistent, clear tables.Lori Jo Oswald has her Ph.D. in English and is a longtime technical editor and owner of Wordsworth LLC, a technical editing company.

Sometimes it may seem to school administrators that there are as many complaints about the way schools are run as there are students. Administrators are struggling with tight budgets, exhausted teachers, a much more diverse and demanding student population than ever before, conflicting policies from the federal, state, district, and school levels, skeptical parents and community members, and a myriad of theories and suggested instructional strategies from educational researchers. There are so many bandwagons that it must be overwhelming just determining which ones to ride on. What's an educator to do other than throw in the chalk and find another occupation?Fortunately, as this book reveals, despite the conflicting views and fading funds, there is plenty of good news in education today. At no time have there been so many involved in finding solutions to the challenges in education as there are today. Among educators, there is a general mood of collaboration, sharing, enthusiasm, and caring.This book, written by Lori Jo Oswald, Ph.D., provides an overview of how school districts and schools are making learning a in schools, in spite of scarce resources.

A growing number of schools and districts are considering using teams to handle all types of decision-making and advisory activities. The term "teams" can be applied to a wide spectrum of groups with various purposes or powers. This book was designed to assist those who want to create efficient, successful teams. It provides suggestions on effective structures and practices for different types of work teams at the district and school levels.The total quality management (TQM) principles of W. Edwards Deming provide the philosophical foundation for successful teamwork in schools. Chapter 1 introduces the concept of TQM and explains what districts and schools have learned from the business world's experience with work teams. Chapter 2 provides the rationale behind the work-team approach to decision-making in schools and education, highlighting the advantages of using a team approach. Chapter 3 lists various types of teams used in education and offers examples from Oregon schools and districts. Team functions and members' roles are described in Chapter 4, with a focus on the facilitator's relationship to other team members. Chapter 5 cites common problems and offers a platform for experienced team members and consultants to give advice on how to overcome those problems. The final chapter summarizes steps schools can take to ensure the success of their teams. A summary of quality work teams is included.