This report examines the findings of a study by Bell Atlantic, IBM, and Siemens which investigated the role of the Intelligent Network in telecommunications. It considers current trends and future developments, on a national and international level. This report defines and describes the concept of the Intelligent Network and considers the operating requirements (including the hardware and software) and the types of service a network user can expect. Concepts, definitions, and terminology reflect the status of the Intelligent Network in 1988. Actual implementation may differ due to the constantly changing environment, new requirements, and experiences with existing solutions. The report is divided into six parts: Part 1 introduces the concept of the Intelligent Network, and describes elements common to alLIN services. It considers the application program and network management requirements, and provides examples of the hardware and software proposed for implementing the network. Parts 2 through 6 include detailed descriptions of specific IN services. In each part there is a functional service description and an application description. The reader is expected to have a general knowledge and understanding of existing telecommunication networks.

Teaching Physical Education to Children with Special Educational Needs and Disabilities provides a thorough overview of the challenges and opportunities for inclusion in PE lessons. Combining a theoretical framework with practical strategies for teachers, the title covers a diverse range of issues which teachers need to address to provide high quality learning experiences for children with SEND. This second edition is grounded in up-to-date research on inclusion and has been fully updated in line with the SEND Code of Practice and Ofsted Inspection Framework. It seeks to demystify the statutory responsibilities placed upon teachers and schools to include children with SEND and offers practical examples of how PE teachers can make use of different strategies to differentiate through their planning and assessment. A new chapter explores the importance of consulting with and empowering children with SEND, and additional focus is given to how teachers can work together with SENCOs and LSAs to develop an inclusive culture in PE lessons. Written in an accessible style with reflective tasks in each chapter, this unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons. This will be essential reading for teachers and school leaders and will enable PE teachers to plan and deliver inclusive lessons for all children.

"This is a must read for practical theologians everywhere... there is an engaging, even unique, freshness in the manner in which the [authors] choose their topics and develop their insights." Rev. Dr. Gerald A. Arbuckle, S.M., Consultant Anthropologist and Co-director, Refounding and Pastoral Development Unit, Sydney, Australia. "This volume breaks new ground in providing a deeply contextual work of practical theology from Oceania... The volume presents a dialogical practical theology that is open to wisdom from all sources and seeks mystical-political transformation... a much-needed contribution to the international conversation in practical theology and to the global church." Associate Professor Claire Wolfteich, Co-Director, Center for Practical Theology, Boston University, U.S.A; President of the International Academy of Practical Theology.

Teaching Physical Education to Children with Special Educational Needs and Disabilities provides a thorough overview of the challenges and opportunities for inclusion in PE lessons. Combining a theoretical framework with practical strategies for teachers, the title covers a diverse range of issues which teachers need to address to provide high quality learning experiences for children with SEND. This second edition is grounded in up-to-date research on inclusion and has been fully updated in line with the SEND Code of Practice and Ofsted Inspection Framework. It seeks to demystify the statutory responsibilities placed upon teachers and schools to include children with SEND and offers practical examples of how PE teachers can make use of different strategies to differentiate through their planning and assessment. A new chapter explores the importance of consulting with and empowering children with SEND, and additional focus is given to how teachers can work together with SENCOs and LSAs to develop an inclusive culture in PE lessons. Written in an accessible style with reflective tasks in each chapter, this unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons. This will be essential reading for teachers and school leaders and will enable PE teachers to plan and deliver inclusive lessons for all children.

"This is a must read for practical theologians everywhere... there is an engaging, even unique, freshness in the manner in which the [authors] choose their topics and develop their insights." Rev. Dr. Gerald A. Arbuckle, S.M., Consultant Anthropologist and Co-director, Refounding and Pastoral Development Unit, Sydney, Australia. "This volume breaks new ground in providing a deeply contextual work of practical theology from Oceania... The volume presents a dialogical practical theology that is open to wisdom from all sources and seeks mystical-political transformation... a much-needed contribution to the international conversation in practical theology and to the global church." Associate Professor Claire Wolfteich, Co-Director, Center for Practical Theology, Boston University, U.S.A; President of the International Academy of Practical Theology.