Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place. This raises the question if educational psychology theorising and findings can be adopted to inform and guide teaching and learning in different cultures. As such, there is a compelling and timely need for educational psychology researchers to harness advanced cross-cultural research designs and look at the different key facets of student and teacher academic careers from a cross-cultural perspective. Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology and has also edited a book series on Research on Sociocultural Influences on Motivation and Learning (Information Age Publishing). His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney's numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person. In this festschrift, the editors seek to extend the scholarly contributions of Dennis McInerney by inviting internationally recognised and leading educational psychology scholars who have inspired and been inspired by his work to re-examine their research expertise from a cross-cultural perspective. The volume aims to stimulate researchers, scholars, and graduate students in their endeavour to re-look their research from a cross-cultural lens.

A volume in Research in Multicultural Education and International Perspectives Series Editors Farideh Salili and Rumjahn Hoosain, The University of Hong Kong Education, East and West, is today mostly Western in orientation. Asian perspectives remain relatively unrepresented in curricula, pedagogy and administrative structures. This volume has brought together authors researching in Asia who redress this imbalance and describe what the West can learn from the East. Topics covered include conceptions of and approaches to effective learning and teaching, self-regulated learning, perceived causes of success and failure, valuing of education, peer influences and classroom behavior, creativity, teacher commitment, class size, motivation, future goals, and other influences on effective learning. Shared insights from the research and theorizing presented should provide a fascinating perspectives for educators and administrators charged with providing cutting-edge, research-based educational best practices in diverse cultural and social environments internationally.

The Asian American population is increasing rapidly and, not unpredictably, so are its mental health needs. A number of cultural factors and stressors common to Asian Americans pose obstacles to the successful employment of Western psychotherapy approaches and counseling---for example, the central role of the family in Asian life and the culturally based, traditional stigma associated with mental health problems. The authors, all practicing psychotherapists, focus on the critical aspects of transference and empathy in their consideration of the mental health approaches and therapies appropriate to ethnic minority population.

The work has value as a resource for professionals and as a training guide for those intending to practice as psychotherapists and counselors in minority communities. It offers extraordinary insights and practical guidance through the use of case studies. Not only do these identify problems stemming from the racial differences between client and therapist, but they also provide rich clinical examples of case diagnosis, treatment plans, and client status statements. This is an important book that will further both the theory and practice of psychotherapy among minority populations.

A volume in Research on Sociocultural Influences on Motivation and Learning Series Editor: Dennis M. McInerney, The Hong Kong Institute of Education It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developed and consolidated and new challenges are currently being addressed. In the motivational arena sociocultural approaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examine and evaluate the achievements of past sociocultural theory and research, and consider the future directions of sociocultural theory and research in the domains of learning and motivation.

A volume in Research on Sociocultural Influences on Motivation and Learning Series Editors: Dennis M. McInerney, Nanyang Technological University, Singapore Shawn Van Etten, University of Massachusetts, Dartmouth Our highly interconnected global education environment provides unprecedented opportunities for teaching professionals and educational researchers to share best practice in teaching and learning across international borders and sociocultural frontiers. This volume presents a diverse range of innovative educational best practices from around the world -- particularly those practices that directly strengthen and enhance student motivation and achievement in a broad range of sociocultural contexts.These practices include: enhancing teaching and learning environments, particularly in relation to provision of high quality infrastructure for 21st Century (digital) learning; designing and managing after-school homework support; recruiting, developing and retaining high-quality teaching staff; promoting international and multicultural awareness through deliberate exposure to varied cultural experiences and perspectives; optimizing the benefit of project work for student academic and social outcomes; designing educational interventions based on self-concept research; and developing an international service learning course for tertiary students. The editors of the present volume have gathered over thirty renowned educators and researchers from Asia, Australia, Europe, and the United States, to share their experiences in developing best practices in teaching and learning in socioculturally and educationally diverse contexts. These practices, guided and underpinned by cutting edge educational/psychological theories and research, are believed to be adaptable to many diverse educational and sociocultural contexts.The editors invite researchers, professionals, educators, teachers, lecturers, policy-makers, and curriculum developers to think, reflect, and take action on how to utilize the underlying principles of the best practices in the present Volume to their own settings.

Embedded core processors are becoming a vital part of today's system-on-a-chip in the growing areas of telecommunications, multimedia and consumer electronics. This is mainly in response to a need to track evolving standards with the flexibility of embedded software. Consequently, maintaining the high product performance and low product cost requires a careful design of the processor tuned to the application domain. With the increased presence of instruction-set processors, retargetable software compilation techniques are critical, not only for improving engineering productivity, but to allow designers to explore the architectural possibilities for the application domain. Retargetable Compilers for Embedded Core Processors, with a Foreword written by Ahmed Jerraya and Pierre Paulin, overviews the techniques of modern retargetable compilers and shows the application of practical techniques to embedded instruction-set processors. The methods are highlighted with examples from industry processors used in products for multimedia, telecommunications, and consumer electronics. An emphasis is given to the methodology and experience gained in applying two different retargetable compiler approaches in industrial settings. The book also discusses many pragmatic areas such as language support, source code abstraction levels, validation strategies, and source-level debugging. In addition, new compiler techniques are described which support address generation for DSP architecture trends. The contribution is an address calculation transformation based on an architectural model. Retargetable Compilers for Embedded Core Processors will be of interest to embedded system designers and programmers, the developers of electronic design automation (EDA) tools for embedded systems, and researchers in hardware/software co-design.

Enthusiasm from the past notable successes with RF ablation and the demand for better therapy for the complex but common arrhythmias has carried forward the progress of catheter ablation technology. In the past few years, there has been significant progress in the development of better mapping and ablative techniques. Such progress has resulted in a steady improvement in the success of ablation of more complex atrial and ventricular tachyarrhythmias as well as our knowledge of their anatomy and pathophysiology. However, enthusiasm for finding the ideal tools for the cure of complex arrhythmias has also resulted in a proliferation of changes in catheter designs, mapping apparatus, and heat energy sources. The clinician nowadays is faced with a wide and often confusing choice of new instruments and methods of ablation. There are few, if any, comparative studies involving the various new tools, nor is there any compilation of data on any specific new discovery. It is timely to provide ourselves with a review of available data on the progress of new technology in order to enhance our knowledge and to concentrate our efforts into the development of an ultimate practical and yet effective methodology.

The purpose of this publication is to provide a forum in which the authors can present their experience, even if only in its preliminary stages, in the respective field or technology. Various technological advancements in mapping and ablation as well as the improved understanding of the pathophysiology of the various arrhythmias are presented. The authors are selected for their interest and expertise on the subject. Each topic is presented in a concise form and with relevance to thedevelopment of new technology. The authors are encouraged to provide their opinion on the issues to stimulate further discussion and investigation. We hope that this publication will also stimulate further growth in this exciting field of cardiac electrophysiology.

ICD therapy has become the standard form of treatment for ventricular tachyarrhythmias. With clinical data showing its efficacy in both secondary and primary prevention of premature sudden death, its use is likely to increase dramatically in the next decade. Technological advancement has been instrumental in simplifying ICD implantation. However, technical additions to the device have also made its scope of functions more complex. In addition to providing rapid and effective therapy for ventricular tachycardia and fibrillation, the ICD is now capable of providing a full spectrum dual-chamber pacing as well as therapies for atrial fibrillation. Soon, it will also be able to provide treatment for congestive heart failure using multi-site ventricular pacing and provide continuous hemodynamic monitoring. This book serves as an introductory text to those who are relatively new to this technology. In its manual form, it outlines the pertinent components of ICD functions and the basic differences among the various models. It provides practical points in ICD implantation, and in its programming and trouble-shooting.

Ecomorphology is the comparative study of the influence of morphology on ecological relationships and the evolutionary impact of ecological factors on morphology in different life intervals, populations, species, communities, and evolutionary lineages. The book reviews early attempts at qualitative descriptions of ecomorphological patterns in fishes, especially those of the Russian school. More recent, quantitative studies are emphasised, including multivariate approaches to ecomorphological analysis, the selection of functionally important ecological and morphological variables to analyze, an experimental approach using performance tests to examine specific hypotheses derived from functional morphology, and the evolutionary interpretations of ecomorphological patterns. Six major areas of fish biology are focused on: feeding, sensory systems, locomotion, respiration, reproduction, and phylogenetic relationships. The 18 papers in the volume document: (1) how the morphology of bony fishes constrains ecological patterns and the use of resources; (2) whether ecological constraints can narrow the niche beyond the limits imposed by morphology (fundamental vs. realized niche); (3) how communities of fishes are organized with respect to ecomorphological patterns; and (4) the degree to which evolutionary pressures have produced convergent or divergent morphologies in fishes. A concluding paper summarizes ecomorphological research in fishes and points out taxa that are underrepresented or are especially promising for future research.

Intermediate Filament Proteins, the latest volume in the Methods in Enzymology series covers all the intermediate filaments in vertebrates and invertebrates, providing a unique understanding of the multiple different tissue-specific intermediate filaments. This volume also covers the latest methods that are currently being used to study intermediate filament protein function and dynamics. It will be an important companion for any experimentalist interesting in studying this protein family in their cell or organism model system.

Helping Kids Achieve Their Best is a practical guide to motivating younger and older learners across the globe. The book explores why some students are easier to motivate than others and why students lose motivation, as well as outlining strategies that teachers can use in the classroom and that parents can use at home. Comprehensively updated, this second edition includes a new chapter on student achievement emotion. Throughout the text, each chapter includes a variety of examples and research-based tools that can be put into action immediately, along with vignettes, question points, action stations, and recommended readings, which help educators apply the suggested approaches in their own contexts. The book is hands on and interactive, inviting readers to recall challenges they have faced in their own teaching or parenting experiences and to apply what they have learned to better understand and cope with these challenges more effectively. This book is an essential resource for pre- and in-service teachers, as well as parents who aspire to motivate their children and help them achieve their best.

Helping Kids Achieve Their Best is a practical guide to motivating younger and older learners across the globe. The book explores why some students are easier to motivate than others and why students lose motivation, as well as outlining strategies that teachers can use in the classroom and that parents can use at home. Comprehensively updated, this second edition includes a new chapter on student achievement emotion. Throughout the text, each chapter includes a variety of examples and research-based tools that can be put into action immediately, along with vignettes, question points, action stations, and recommended readings, which help educators apply the suggested approaches in their own contexts. The book is hands on and interactive, inviting readers to recall challenges they have faced in their own teaching or parenting experiences and to apply what they have learned to better understand and cope with these challenges more effectively. This book is an essential resource for pre- and in-service teachers, as well as parents who aspire to motivate their children and help them achieve their best.

Students' school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, Big Theories Revisited (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were 'challenged' to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters. Significant progress has since been made in the theorizing and research of 'big theories' of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the 'what' (factors) and 'how' (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, Big Theories Revisited 2 (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

One out of every ten prisoners in the United States is serving a life sentence-roughly 130,000 people. While some have been sentenced to life in prison without parole, the majority of prisoners serving 'life' will be released back into society. But what becomes of those people who reenter the everyday world after serving life in prison? In After Life Imprisonment, Marieke Liem carefully examines the experiences of "lifers" upon release. Through interviews with over sixty homicide offenders sentenced to life but granted parole, Liem tracks those able to build a new life on the outside and those who were re-incarcerated. The interviews reveal prisoners' reflections on being sentenced to life, as well as the challenges of employment, housing, and interpersonal relationships upon release. Liem explores the increase in handing out of life sentences, and specifically provides a basis for discussions of the goals, costs, and effects of long-term imprisonment, ultimately unpacking public policy and discourse surrounding long-term incarceration. A profound criminological examination, After Life Imprisonment reveals the untold, lived experiences of prisoners before and after their life sentences.

The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.

With a focus on Asian contexts, this book brings together knowledge on how values and practices, embedded and practised in the classroom, school, family, and the society at large, can influence students' motivation, engagement and psychological well-being. The book synthesizes research on students and systems from culturally diverse Asian countries and economies, including Cambodia, Hong Kong-China, Indonesia, Japan, Korea, the Philippines, Singapore, Chinese Taipei, Thailand, the United Arab Emirates, and beyond. The book takes special interest in applying the insights gained from understanding students' motivation, engagement, and well-being within their sociocultural contexts. Importantly, chapters in the book are grounded on thorough theoretical reviews and sound empirical findings, which together inform practical applications to enhance the motivation, engagement, and well-being of students in the Asian region. Taken together, this book will serve as a comprehensive and authoritative source for scholars, researchers, and practitioners (teachers, school policy makers, and educators in general) who are interested in examining and enhancing student motivation, engagement, and well-being from Asian perspectives.

The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.

Cranial osteopathy is an increasingly popular treatment approach for many common disorders affecting the head and neck. This new clinical guide is the first and only in-depth resource on the subject, offering a comprehensive analysis of osteopathic dysfunctions and principles in the cranial field. It examines each cranial bone and describes its location, development, and clinical implications of dysfunction. This discussion is followed by guidance on inspection, palpation, biomechanical and biodynamical approach to the motility of each cranial bone, and explanations of appropriate intrasutural or intraosseal techniques. Excellent illustrations and step-by-step sequencing of techniques make this book an exceptionally valuable resource for clinical practice. Comprehensive approach offers in-depth coverage of the theory and practice of cranial osteopathy, as well as the anatomy and interrelationships of the structures involved. Logically organized, easy-to-follow chapters employ consistent headings for each structure and step-by-step sequencing of techniques. Extensive illustrations include high quality photographs and line drawings to clarify important concepts. The osteopathic methodology and treatment techniques are described for all cranial structures, including the osteopathic approach to headaches. A comprehensive chapter on the temporo mandibular joint includes detailed coverage of TMJ dysfunction and the osteopathic approach to treatment.

With a focus on Asian contexts, this book brings together knowledge on how values and practices, embedded and practised in the classroom, school, family, and the society at large, can influence students' motivation, engagement and psychological well-being. The book synthesizes research on students and systems from culturally diverse Asian countries and economies, including Cambodia, Hong Kong-China, Indonesia, Japan, Korea, the Philippines, Singapore, Chinese Taipei, Thailand, the United Arab Emirates, and beyond. The book takes special interest in applying the insights gained from understanding students' motivation, engagement, and well-being within their sociocultural contexts. Importantly, chapters in the book are grounded on thorough theoretical reviews and sound empirical findings, which together inform practical applications to enhance the motivation, engagement, and well-being of students in the Asian region. Taken together, this book will serve as a comprehensive and authoritative source for scholars, researchers, and practitioners (teachers, school policy makers, and educators in general) who are interested in examining and enhancing student motivation, engagement, and well-being from Asian perspectives.