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New Fukushima book features stark eyewitness accounts

Los Angeles, CA - March 11, 2014 will mark three years since Japan’s Fukushima Daiichi nuclear power plant failed in the wake of a tsunami and earthquake – a failure that arguably could have been prevented with better planning and management. A new book by a commission of top experts drawn from the Japanese private sector dissects the disaster and includes chilling eyewitness accounts from Fukushima workers who were at the site at the very moment “the asphalt began to ripple” and cracks appeared on turbine buildings.



Dr. Christine Drennon announced as the 2014 winner of the UAA-SAGE Activist Scholar Award

Drennon to give a plenary lecture at the 2014 Urban Affairs Association Annual Conference

Los Angeles, CA - SAGE and the Urban Affairs Association (UAA) are delighted to announce that Dr. Christine Drennon, Director of the Urban Studies Program at Trinity University, is the 2014 winner of the UAA-SAGE Marilyn Gittell Activist Scholar Award. Dr. Drennon will be honored at the 2014 UAA Annual Conference held in San Antonio, Texas March 19-22, 2014.



CQ Researcher Report on Combat Journalism Wins 2014 Mirror Award

Los Angeles, CA - CQ Researchercontributing writer Frank Greve was honored yesterday with the 2014 John M. Higgins Award for Best In-Depth/Enterprise Reporting on the media industry, presented by the S.I. Newhouse School of Public Communications at Syracuse University.





SAGE launches interactive, adaptive courseware for research methods

Educational Research Methods, powered by Acrobatiq, a learning optimization company from Carnegie Mellon University

Los Angeles, CA - SAGE is delighted to announce the launch of Educational Research Methods, powered by Acrobatiq. Designed for undergraduate and graduate students, the courseware provides students with a thorough understanding of qualitative, quantitative, and mixed methods as well as action research.



Researchers recommend features of classroom design to maximize student achievement

Los Angeles, CA - With so much attention to curriculum and teaching skills to improve student achievement, it may come as a surprise that something as simple as how a classroom looks could actually make a difference in how students learn. A new analysis finds that the design and aesthetics of school buildings and classrooms has surprising power to impact student learning and success. The paper is published today in the inaugural issue of Policy Insights from the Behavioral and Brain Sciences (PIBBS).


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