Originally published in 1915, this pioneer study has long occupied an important place in the literature of sociology. An exercise in the statistical correlation of the economic and social institutions of the working classes of the early twentieth century, the book is an important link between contemporary sociology, with a focus on the problems of social development, and the classical social liberalism on which L. T. Hobhouse left his mark. The reissue includes the introduction written by Morris Ginsberg in the 1965 reprint, where he explains what he and his colleagues set out to achieve and responds to the criticism faced by the study. This is a classic work which is still of great value to sociologists and anthropologists today.

Originally published in 1915, this pioneer study has long occupied an important place in the literature of sociology. An exercise in the statistical correlation of the economic and social institutions of the working classes of the early twentieth century, the book is an important link between contemporary sociology, with a focus on the problems of social development, and the classical social liberalism on which L. T. Hobhouse left his mark. The reissue includes the introduction written by Morris Ginsberg in the 1965 reprint, where he explains what he and his colleagues set out to achieve and responds to the criticism faced by the study. This is a classic work which is still of great value to sociologists and anthropologists today.

A new resource for academic and clinical educators, Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice presents best practices in simulations for undergraduate, graduate, and workplace training programs in audiology, speech-language pathology, and communication sciences and disorders. Utilizing the expertise of experienced clinical educators, Simulation-Based Learning in Communication Sciences and Disorders is an introductory to intermediate text for those interested in implementing clinical simulations within undergraduate and graduate training programs, as well as the workplace. To that end, it includes descriptions of various simulation technologies, ranging from low to high fidelity, as well as examples for implementation. The text is divided into three main sections: Foundations in Clinical Simulations provides an overview of foundational theories in simulation-based learning and principles of teaching and learning in higher education Clinical Simulation Learning Experiences expands upon the various forms of simulation technology, outlines the best practices for implementing simulations for learning, and identifies ways for educators to incorporate simulation technologies into their curriculum Professional Issues and Advocacy calls on readers to engage in professional development and research in the area of simulations; readers are encouraged to consider ways in which existing and emerging technologies can help us adapt to the upcoming changes in education and training  Simulation-Based Learning in Communication Sciences and Disorders: Moving From Theory to Practice is one of the first books to integrate best practices in simulation research and practice specifically for academics and clinical educators in communication sciences and disorders. It is an invaluable guide to anyone who is interested in providing high-quality learning experiences through simulation to students and professionals in communication sciences and disorders.

These poems comment on every-day life, with its rapid changes and its frequently amusing peculiarities and paradoxes. Over half of the poems are humorous, but many are serious. Almost all have regular rhyme and meter. The poems implicitly express the author's philosophy of life: enjoy our beautiful universe (it's the only one we've got), share a laugh, and try not to stub a toe on every passing chair. Have you ever had a computer ask you for a date, or tell you that you are deceased? Have you ever fallen in love in a laundromat? Do you find it hard to get going in the morning? Are you amused by people who make too many excuses, or who sing off key? Do you love rocks or mountains or quirky friends? Have you wondered what to do with your retirement years? Then this book is for you.

An interdisciplinary textbook on dry mouth, Xerostomia: An Interdisciplinary Resource for Practitioners provides an overview of xerostomia for physicians, dentists, nurses, speech-language pathologists, and otolaryngologists who encounter the condition in their practice. Xerostomia is a common condition, yet only one in seven cases are referred to a speech-language pathologist or otolaryngologist for treatment. Featuring contributions from speech-language pathologists, otolaryngologists, dentists, oral pathologists, and nurses, the text's interdisciplinary approach and evidence-based framework provides practitioners with an awareness and understanding of xerostomia that will improve interprofessional coordination and enhance patient care. With a robust accompanying website including patient education resources, Xerostomia addresses the following topics: An otolaryngologist's view of xerostomia, including causes, symptoms, evaluation, and treatment Patient perspectives of living with xerostomia, including quality of life measures and new research findings Effect of xerostomia on dental and oral health Voice disorders associated with xerostomia Impact of xerostomia on swallowing The science of saliva, including composition and production Pharmacological management of xerostomia Xerostomia: An Interdisciplinary Resource for Practitioners provides indispensable information for general practitioners, internists, dentists, nurses, otolaryngologists, speech-language pathologists, and speech-language pathology students, as well as any health care practitioners who encounter patients with xerostomia.

This educational text is based on the premise that university faculty preparing students in communication disorder disciplines need to rely on the evidence-base of literature regarding effective teaching in much the same way that they are expected to rely on evidence-based practice as clinicians. By sharing what evidence-based education (EBE) methods are available, authors seek to increase the efficacy of clinical education in a variety of fields and at the same time, provide valuable insights to these faculty members as to how they can contribute to the growing body of evidence regarding teaching, often referred to as the scholarship of teaching and learning (SOTL). This text is a valuable resource for faculty and doctoral students teaching in communication sciences and disorders programs. The book introduces those in higher education to the concepts key to SOTL, how to use SOTL for professional development to improve learning outcomes, and how to begin engaging in SOTL.Coverage highlights how instructors can make use of existing SOTL research to improve teaching through the use of specific, evidence-based education strategies described in depth using specific classroom application vignettes.

Evidence-Based Education in the Classroom: Examples From Clinical Disciplines shows educators how to use evidence to inform teaching practices and improve educational outcomes for students in clinically based fields of study. Editors and speech-language pathologists Drs. Jennifer C. Friberg, Colleen F. Visconti, and Sarah M. Ginsberg collaborated with a team of more than 65 expert contributors to share examples of how they have used evidence to inform their course design and delivery. Each chapter is set up as a case study that includes: A description of the teaching/learning context focused on in the chapter A brief review of original data or extant literature being applied A description of how evidence was applied in the teaching/learning context Additional ideas for how evidence could be applied in other teaching/learning contexts across clinical disciplines Additional resources related to the pedagogy described in the case study (e.g., journal articles, books, blogs, websites) Educators in the fields of speech-language pathology, audiology, nursing, social work, sports medicine, medicine, dietetics, dental assisting, physician assisting, radiology technology, psychology, and kinesiology-already familiar with evidence-based practice-will find this resource helpful in implementing evidence-informed approaches to their teaching. While the content in clinical programs is quite different, there are many similarities in how to teach students across such programs. Evidence-Based Education in the Classroom: Examples From Clinical Disciplines highlights these similarities and represents a masterclass in how to practice evidence-based education.