The authors have written about some of these findings in various channels, including a case study on the “Case of Medellin” for the “Missing Peace: Independent Progress Study on Youth, Peace, and Security”, written for the United Nations after the adoption of resolution 2250 in 2015. Most of the literature explains the condition of youth in conflict zones tend to reduce them to the victim-victimizer dichotomy. This book tells stories of youth in conflict zones, and through their life history the authors theorize about what constitutes being a youth in a conflict zone. This approach sheds light on what these youth enjoy, desire, fear, how they see the world and the future, to be able to understand peace and peacebuilding from a broader perspective. Expands the current understanding of youth by considering the condition of “youthness,” from the perspectives of youth themselves. Although the emphasis is on individual testimonies, the research gives ample opportunity to appreciate the contextual diversity in the local regional social processes beyond Colombia. There are many academic programs centering their work on this subject matter, including: Negotiation and Conflict Resolution master’s program at Columbia University; Peace and Conflict Studies master’s program at Rutgers University; Peace and Conflict Studies master’s program at University of Oslo; Peacebuilding master’s program at Universidad de Los Andes (Colombia).

The authors have written about some of these findings in various channels, including a case study on the “Case of Medellin” for the “Missing Peace: Independent Progress Study on Youth, Peace, and Security”, written for the United Nations after the adoption of resolution 2250 in 2015. Most of the literature explains the condition of youth in conflict zones tend to reduce them to the victim-victimizer dichotomy. This book tells stories of youth in conflict zones, and through their life history the authors theorize about what constitutes being a youth in a conflict zone. This approach sheds light on what these youth enjoy, desire, fear, how they see the world and the future, to be able to understand peace and peacebuilding from a broader perspective. Expands the current understanding of youth by considering the condition of “youthness,” from the perspectives of youth themselves. Although the emphasis is on individual testimonies, the research gives ample opportunity to appreciate the contextual diversity in the local regional social processes beyond Colombia. There are many academic programs centering their work on this subject matter, including: Negotiation and Conflict Resolution master’s program at Columbia University; Peace and Conflict Studies master’s program at Rutgers University; Peace and Conflict Studies master’s program at University of Oslo; Peacebuilding master’s program at Universidad de Los Andes (Colombia).

This book investigates the world of leading indicators and explores how they can be used effectively, providing 21st-century safety professionals with alternative metrics and guidance, which will enable them to make a difference in managing risk within an organization. The safety and health profession has been hindered by ineffective metrics for decades, with the primary metrics of choice being the OSHA incident rate and lost time accident rate. This narrow focus on what constitutes loss is not in line with the new concepts of managing the total risk that an organization faces. The book looks at indicators on a tactical level where they can be very effective in providing management with clear direction and "manageable" items they can utilize to elevate the safety efforts of an organization. It also explores the limitations of leading indicators at the strategic level and how they're tied into the management merit review system to determine bonus and salary increase structures. It features measurements of areas of loss not usually considered by safety managers, suggests ways to use leading indicators, and promotes a departure from traditional "body count" thinking. This book will be of interest to safety professionals involved in risk management in the modern workplace.

The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. Nineteen of the volume's twenty-three chapters are completely new to this edition, while the rest have been effectively revised and updated. Comprehensive-In seven sections, this book covers theoretical, research, and practical concerns in a wide range of areas that include multicultural and bilingual issues, second language acquisition, acculturation, parent collaboration, research, and systemic issues. Chapter Structure-Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including Blueprint for Training and Practice III (2006), NASP Model for Comprehensive and Integrated School Psychological Services (2010), and APA Multicultural Guidelines (2003) are covered. Interdisciplinary Perspective-Contributing authors are from a wide range of related fields that include school psychology, special education, general education, early childhood education, educational psychology, clinical psychology, counseling, and mental health, thus exposing readers to theory and research from various approaches. Changes-New to this edition is a section focusing on systemic issues such as overrepresentation of culturally and linguistically diverse (CLD) students in special education, prejudice, response to intervention (RTI) for CLD students and English Language Learners (ELL), and end-of-chapter discussion questions. This book is ideal for graduate courses and seminars on multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries that serve them.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2005. Routledge is an imprint of Taylor and Francis, an informa company.

Based on an extensive national survey of workers and four separate industry-specific surveys, Generations and Work will examine and provide answers to the most common issues and problems of multi generational work by assessing differences and commonalities between and among generations.

Based on an extensive national survey of workers and four separate industry-specific surveys, Generations and Work will examine and provide answers to the most common issues and problems of multi generational work by assessing differences and commonalities between and among generations.

1. 1 Preliminary Concepts A cam mechanism is a mechanical system consisting of three basic components: a driving element, called the cam; a driven element, termed the follower; and a fixed frame. Sometimes, an intermediate element is introduced between the cam and the follower with the purpose of improving the mechanism performance. This element is called the roller because function is to produce a pure-rolling relative motion be tween the cam and the follower. The purpose ofa cam mechanism is the transmission of power or information. In applications concerning power transmission, the main good to be transmitted is force or torque; in applications ofinformation transmission, the main good transmitted takes the form of motion signals. Most modern appli cations of cam mechanisms, to be described shortly, are of the former type. Cam mechanisms used for information transmission were traditionally found in measuring instruments. With the advent ofmodern microprocessor-based hardware, this typeof application is becoming less common. Nevertheless, cam mechanisms are still used in a wide spectrum of applications, especially in automatic machines and instruments, textile machinery, computers, printing presses, food-processing equipment, internal combustion engines, control systems, and photographic equipment (Prenzel, 1989). In the design of cam mechanisms, the engineer performs several activities, namely, task definition, synthesis, analysis, optimization, and dynamic simulation. These tasks do not always follow this order. In fact, some loops may appear in the foregoing tasks, such as those illustrated in Fig. 1. 1. 1."

As electronic technology reaches the point where complex systems can be integrated on a single chip, and higher degrees of performance can be achieved at lower costs, designers must devise new ways to undertake the laborious task of coping with the numerous, and non-trivial, problems that arise during the conception of such systems. On the other hand, shorter design cycles (so that electronic products can fit into shrinking market windows) put companies, and consequently designers, under pressure in a race to obtain reliable products in the minimum period of time. New methodologies, supported by automation and abstraction, have appeared which have been crucial in making it possible for system designers to take over the traditional electronic design process and embedded systems is one of the fields that these methodologies are mainly targeting. The inherent complexity of these systems, with hardware and software components that usually execute concurrently, and the very tight cost and performance constraints, make them specially suitable to introduce higher levels of abstraction and automation, so as to allow the designer to better tackle the many problems that appear during their design. Advanced Techniques for Embedded Systems Design and Test is a comprehensive book presenting recent developments in methodologies and tools for the specification, synthesis, verification, and test of embedded systems, characterized by the use of high-level languages as a road to productivity. Each specific part of the design process, from specification through to test, is looked at with a constant emphasis on behavioral methodologies. Advanced Techniques for Embedded Systems Design and Test is essential reading for all researchers in the design and test communities as well as system designers and CAD tools developers.

The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. Nineteen of the volume's twenty-three chapters are completely new to this edition, while the rest have been effectively revised and updated. Comprehensive-In seven sections, this book covers theoretical, research, and practical concerns in a wide range of areas that include multicultural and bilingual issues, second language acquisition, acculturation, parent collaboration, research, and systemic issues. Chapter Structure-Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including Blueprint for Training and Practice III (2006), NASP Model for Comprehensive and Integrated School Psychological Services (2010), and APA Multicultural Guidelines (2003) are covered. Interdisciplinary Perspective-Contributing authors are from a wide range of related fields that include school psychology, special education, general education, early childhood education, educational psychology, clinical psychology, counseling, and mental health, thus exposing readers to theory and research from various approaches. Changes-New to this edition is a section focusing on systemic issues such as overrepresentation of culturally and linguistically diverse (CLD) students in special education, prejudice, response to intervention (RTI) for CLD students and English Language Learners (ELL), and end-of-chapter discussion questions. This book is ideal for graduate courses and seminars on multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries that serve them.

As electronic technology reaches the point where complex systems can be integrated on a single chip, and higher degrees of performance can be achieved at lower costs, designers must devise new ways to undertake the laborious task of coping with the numerous, and non-trivial, problems that arise during the conception of such systems. On the other hand, shorter design cycles (so that electronic products can fit into shrinking market windows) put companies, and consequently designers, under pressure in a race to obtain reliable products in the minimum period of time. New methodologies, supported by automation and abstraction, have appeared which have been crucial in making it possible for system designers to take over the traditional electronic design process and embedded systems is one of the fields that these methodologies are mainly targeting. The inherent complexity of these systems, with hardware and software components that usually execute concurrently, and the very tight cost and performance constraints, make them specially suitable to introduce higher levels of abstraction and automation, so as to allow the designer to better tackle the many problems that appear during their design. Advanced Techniques for Embedded Systems Design and Test is a comprehensive book presenting recent developments in methodologies and tools for the specification, synthesis, verification, and test of embedded systems, characterized by the use of high-level languages as a road to productivity. Each specific part of the design process, from specification through to test, is looked at with a constant emphasis on behavioral methodologies. Advanced Techniques for Embedded Systems Design and Test is essential reading for all researchers in the design and test communities as well as system designers and CAD tools developers.

1. 1 Preliminary Concepts A cam mechanism is a mechanical system consisting of three basic components: a driving element, called the cam; a driven element, termed the follower; and a fixed frame. Sometimes, an intermediate element is introduced between the cam and the follower with the purpose of improving the mechanism performance. This element is called the roller because function is to produce a pure-rolling relative motion be tween the cam and the follower. The purpose ofa cam mechanism is the transmission of power or information. In applications concerning power transmission, the main good to be transmitted is force or torque; in applications ofinformation transmission, the main good transmitted takes the form of motion signals. Most modern appli cations of cam mechanisms, to be described shortly, are of the former type. Cam mechanisms used for information transmission were traditionally found in measuring instruments. With the advent ofmodern microprocessor-based hardware, this typeof application is becoming less common. Nevertheless, cam mechanisms are still used in a wide spectrum of applications, especially in automatic machines and instruments, textile machinery, computers, printing presses, food-processing equipment, internal combustion engines, control systems, and photographic equipment (Prenzel, 1989). In the design of cam mechanisms, the engineer performs several activities, namely, task definition, synthesis, analysis, optimization, and dynamic simulation. These tasks do not always follow this order. In fact, some loops may appear in the foregoing tasks, such as those illustrated in Fig. 1. 1. 1."

Eugene V. Gallagher and Patricia O’Connell have influenced a generation of religious studies professors through their leadership in Wabash Center teaching workshops. In this book, contributors pay tribute to their influence and build on their insights in short essays focused on three perennial themes: Place, Plan, and Persona. Firstly, the book considers how negotiating your institutional context is essential to effective teaching. Reflections include essays on places of learning, the interaction between person and place, and the online teaching environment. Secondly, the contributors explore how effective teaching requires intentional self-critical design of students’ intellectual experience, from the arc of the course, to the scope and purpose of the curriculum. Topics include planning for playfulness, teaching ‘strangeness’, and strengthening student engagement. In the final section on persona, topics include humour in the classroom, authenticity in the teaching profession, team teaching, and ungrading. This book contributes to the scholarship of teaching and learning in religious studies and higher education by engaging Gallagher and Killen’s insights, and by exploring a range of perspectives on core and enduring pedagogical concepts and questions.

FUNNY LITTLE FINGERS chronicles a somewhat light-hearted life view of growing up in a sleepy town, coping with Amniotic Bands Syndrome added to already challenging situations. The only son of a Filipino national who moved to Hawaii to earn his fortune, the subject of this short escapade touches on the cultural aspects influencing local childhood that evolves into little comical bouts with puberty and testosterone. Oftentimes not even realizing that he is different, he finds himself puzzled at some hurdles yet ecstatic at minor victories. It is hoped that somewhere within is a message that says, "All things are possible; for them to become probable is up to you."

After moving to Lawrence, Massachusetts, Manuel Cruz quickly learns that many rumors surround his neighbor, Madam Farfalla, and the death of her husband. But when he meets Madam Farfalla in person for the first time, he wonders if the rumors are just malicious jokes to target an old woman. Manuel soon learns that Madam Farfalla was once an opera singer, and the two quickly become fond of each another.

As Manuel begins high school in the fall, he meets Mr. Devlin, his eccentric new English teacher, who begins to shape Manuel's growing interest in Shakespeare and other literature, and eventually convinces Manuel to write a novel of his own. Manuel bases his novel around Madam Farfalla and writes the story of how a once-famous singer lost her husband. But not all is as it seems.

One day while Manuel is working on his paper route, he is introduced to a woman who tells him the truth behind Madam Farfalla's past, forcing him to reevaluate his relationship with the singer and everything he thought he knew. But after a serious confrontation and personal tragedy, Manuel will be forced to deal with the consequences and decide the facts for himself.

After moving to Lawrence, Massachusetts, Manuel Cruz quickly learns that many rumors surround his neighbor, Madam Farfalla, and the death of her husband. But when he meets Madam Farfalla in person for the first time, he wonders if the rumors are just malicious jokes to target an old woman. Manuel soon learns that Madam Farfalla was once an opera singer, and the two quickly become fond of each another.

As Manuel begins high school in the fall, he meets Mr. Devlin, his eccentric new English teacher, who begins to shape Manuel's growing interest in Shakespeare and other literature, and eventually convinces Manuel to write a novel of his own. Manuel bases his novel around Madam Farfalla and writes the story of how a once-famous singer lost her husband. But not all is as it seems.

One day while Manuel is working on his paper route, he is introduced to a woman who tells him the truth behind Madam Farfalla's past, forcing him to reevaluate his relationship with the singer and everything he thought he knew. But after a serious confrontation and personal tragedy, Manuel will be forced to deal with the consequences and decide the facts for himself.

In the twentieth century, Army operational logisticians sustained land combat operations in five recognized wars: World War I, World War II, Korea, Vietnam, and Operation Desert Storm. Only three of the five wars involved major combat maneuvers, namely World War II, Korea, and Operation Desert Storm. In each war, the logistics system had to be tailored in size, structure, and procedures to support the mission, composition, and concept of operations of the military forces. In World War II, the operational logistics system sustained the island hopping campaigns in the South Pacific and the Normandy invasion in Europe. In Korea, the operational logistics system sustained the Naktong (Pusan) Perimeter, the Inchon landing, and the ground offensive into North Korea. In Operation Desert Storm, the operational logistics system sustained the major ground offensive into Iraq. With the exception of Operation Desert Storm, the operational logistics system exhibited limitations. Lack of thorough planning in support of branches and sequels resulted in logistics culmination and operational logistics pauses in Operation Chromite (Korea) and Operation Overlord (World War II). US forces surrendered the initiative to the enemy and missed opportunities to quickly end the wars. According to James Huston, author of Logistics in Armed Conflict, logistics culmination and operational logistics pauses are a common event in the US war experience. "One of the weaknesses of logistics has been a failure of transportation for the support of the exploitation and pursuit phases of an action." The purpose of the monograph is to determine whether continued ground operations would have shown Operation Desert Storm to be an example of a responsive Army theater logistic system for sustained land combat. The answer will depend on researching several factors: defining operational logistics, developing an operational logistics planning process, conducting a case study on Operation Desert Storm, and defini