In this succinct yet comprehensive text, authors Lawless Frank and Richards guide readers through the essential basics that every educator needs to know about special education, covering everything from law to application. Streamlined and accessible chapters address legal knowledge - Section 504, IDEA, ESSA, and FERPA - assessment and identification, RTI, categories of disability, IEPs, accommodations, co-teaching, and instructional considerations. Designed to give new educators a focused introduction to critical concepts and terminology, this book also features supplemental online resources including an Instructor's Manual, quizzes, and more.

In this succinct yet comprehensive text, authors Lawless Frank and Richards guide readers through the essential basics that every educator needs to know about special education, covering everything from law to application. Streamlined and accessible chapters address legal knowledge - Section 504, IDEA, ESSA, and FERPA - assessment and identification, RTI, categories of disability, IEPs, accommodations, co-teaching, and instructional considerations. Designed to give new educators a focused introduction to critical concepts and terminology, this book also features supplemental online resources including an Instructor's Manual, quizzes, and more.

Collaboration Among Professionals, Students, Families, and Communities provides a foundation for understanding concepts of collaborative learning along with strategies for the application of collaborative skills in teaching. The book moves logically from issues of macro-collaboration (district and school) to micro-collaboration (individual student focus and co-teaching) in K-12 environments before concluding with strategies for family and community collaboration. Significant emphasis is placed on knowledge, skills, and teaching models for pre-service and in-service teachers in general education, special education, and of diverse students including English Learners. Each chapter includes meaningful pedagogical features such as: Learning objectives A case study illustrating the implementation of information presented A case study challenging the reader to apply the information learned in the chapter Study questions for readers in Comprehension Checks at key points in the chapter Highlights of major points in a chapter summary for aid in studying content University, school, and community-based application activities A companion website features additional resources, including PowerPoint presentations, practice tests, suggested video and Internet resources, and advanced application activities.

This is a book for clinician educators. It offers modern, evidence-based practices to use in teaching learners at a range of levels, with an emphasis on concrete strategies that teachers can implement in their own clinical practices as well as in small and large group settings. Medical education is rapidly changing with emerging evidence on best practices and a proliferation of new technologies. As strategies for effectively teaching medical learners evolve, it is important to understand the implications for Pulmonary, Critical Care, and Sleep Medicine (PCCM). This text is structured to allow easy access to the reader. Chapters are organized around level of learner (e.g., medical student to PCCM fellow to practicing physicians) as well as the location of teaching. Given the variety of clinical settings in which PCCM physicians teach, specific consideration of best practices, broad changes in curricular design and pedagogy are considered in different clinical contexts. Each chapter begins with a focus on why the topic is important for clinician educators. A review of the available evidence and relevant medical education theory about the topic follows, with examples from specific studies that provide insight into best practices regarding the concepts and topics discussed in the chapter. For chapters focusing on learners, different environments are considered and similarly, if the focus is on the learning environment, attention is paid to the approach to different learners. Each chapter ends with a summary of the primary points from the chapter and concrete examples of how clinician teachers can put the concepts discussed in the chapter into practice. This is an ideal guide for educators in pulmonary, critical care, and sleep medicine.

Cognitive and Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions provides thorough coverage of the causes and characteristics of cognitive and intellectual disabilities (formerly known as mental retardation) as well as detailed discussions of the validated instructional approaches in the field today. Features include: A companion website that offers students and instructors learning objectives, additional activities, discussion outlines, and practice tests for each chapter of the book. An up-to-date volume that reflects the terminology and criteria of the DSM-V and is aligned with the current CEC standards. Teaching Applications: presents the strongest coverage available in any introductory text on instructional issues and applications for teaching students with cognitive and intellectual disabilities. A unique chapter on "Future Issues" that explores the philosophical, social, legal, medical, educational, and personal issues that professionals and people with cognitive and intellectual disabilities face. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to cognitive and intellectual disabilities.

Virtually all the papers in these volumes originated in presentations at the Fourth Groniogen Round Table, held in July 1980. That conference, organ ized by the Institute for General linguistics of Groniogen University was the fourth in an irregular series of meetings devoted to issues of topical interest to linguists. Its predecessor, the Third Round Table, was held in June 1976, and dealt with the semantics of natural language. A selection of the papers was published as Syntax and Semantics 10, Selections from the Third Groningen Round Table, ed. by F. Heny and H. Schnelle, Academic Press, 1979. This fourth meeting was more narrowly focussed. The original intention was to examine the hypothesis of Akmajian, Steele and Wasow in their paper 'The Category AUX in Universal Grammar', Linguistic Inquiry 10, 1-64. Ultimately the topic was broadened considerably to encompass not only the syntax, semantics and morphology of auxiliaries and related elements, but to tackle the problem (implicit in the original work of Akmajian, Steele and Wasow) of justifying the selection of categories. for the analysis of natural language. In the summer of 1979, a workshop and short, informal conference were held at the University of Salzburg, in preparation for the Round Table. These were organized in conjunction with the Summer Institute of the linguistiC Society of America. The cooperation of the LSA and of the University of Salzburg, and in particular of the Director of that Institute, Professor Gaberen Drachman, is hereby gratefully acknowledged."

VIrtually all the papers in these volumes originated in presentations at the Fourth Groningen Round Table, held in July 1980. That conference, organ ized by the Institute for General linguistics of Groningen University was the fourth in an irregular series of meetings devoted to issues of topical interest to linguists. Its predecessor, the Third Round Table, was held in June 1976, and dealt with the semantics of natural language. A selection of the papers was published as Syntax and Semantics 10, Selections from the Third Groningen Round Table, ed. by F. Heny and H. Schnelle, Academic Press, 1979. This fourth meeting was more narrowly focussed. The original intention was to examine the hypothesis of Akrnajian, Steele and Wasow in their paper 'The Category AUX in Universal Grammar', Linguistic Inquiry 10, 1-64. Ultimately the topic was broadened considerably to encompass not only the syntax, semantics and morphology of auxiliaries and related elements, but to tackle the problem (implicit in the original work of Akmajian, Steele and Wasow) of justifying the selection of categories for the analysis of natural language. In the summer of 1979, a workshop and short, informal conference were held at the University of Salzburg, in preparation for the Round Table. These were organized in conjunction with the Summer Institute of the linguistic Society of America. The cooperation of the LSA and of the University of Salzburg, and in particular of the Director of that Institute, Professor Gaberell Drachman, is hereby gratefully acknowledged."

This lucid and original work argues for a new style of political leadership, one which pays deliberate and sophisticated attention to the emotional dynamics of the public. In exploring this basic idea of 'emotional governance', Barry Richards also examines the often unhelpful contributions of the news media to the 'emotional public sphere'. A case study of terrorism, as a highly emotional topic and as a key political issue in many liberal democracies, grounds the book's ideas in today's political landscape.

This lucid and original work argues for a new style of political leadership, one which pays deliberate and sophisticated attention to the emotional dynamics of the public. A case study of terrorism, as a highly emotional topic and as a key political issue in many liberal democracies, grounds the book's ideas in today's political landscape.

Vocabulary richness, including lexical diversity and use of rare words, has an important role in assessing proficiency, diagnosing progress and testing theory in the study of language development. This book first reviews different methods for quantifying how vocabulary is deployed in spontaneous speech and writing, and then introduces an alternative approach which can assess overall lexical diversity, measure morphology development and compare the development of different word classes. The new approach is illustrated by its application to first and second language learners.

Vocabulary richness, including lexical diversity and use of rare words, has an important role in assessing proficiency, diagnosing progress and testing theory in the study of language development. This book first reviews different methods for quantifying how vocabulary is deployed in spontaneous speech and writing, and then introduces an alternative approach which can assess overall lexical diversity, measure morphology development and compare the development of different word classes. The new approach is illustrated by its application to first and second language learners.

Virtually all the papers in these volumes originated in presentations at the Fourth Groniogen Round Table, held in July 1980. That conference, organ ized by the Institute for General linguistics of Groniogen University was the fourth in an irregular series of meetings devoted to issues of topical interest to linguists. Its predecessor, the Third Round Table, was held in June 1976, and dealt with the semantics of natural language. A selection of the papers was published as Syntax and Semantics 10, Selections from the Third Groningen Round Table, ed. by F. Heny and H. Schnelle, Academic Press, 1979. This fourth meeting was more narrowly focussed. The original intention was to examine the hypothesis of Akmajian, Steele and Wasow in their paper 'The Category AUX in Universal Grammar', Linguistic Inquiry 10, 1-64. Ultimately the topic was broadened considerably to encompass not only the syntax, semantics and morphology of auxiliaries and related elements, but to tackle the problem (implicit in the original work of Akmajian, Steele and Wasow) of justifying the selection of categories. for the analysis of natural language. In the summer of 1979, a workshop and short, informal conference were held at the University of Salzburg, in preparation for the Round Table. These were organized in conjunction with the Summer Institute of the linguistiC Society of America. The cooperation of the LSA and of the University of Salzburg, and in particular of the Director of that Institute, Professor Gaberen Drachman, is hereby gratefully acknowledged."

VIrtually all the papers in these volumes originated in presentations at the Fourth Groningen Round Table, held in July 1980. That conference, organ ized by the Institute for General linguistics of Groningen University was the fourth in an irregular series of meetings devoted to issues of topical interest to linguists. Its predecessor, the Third Round Table, was held in June 1976, and dealt with the semantics of natural language. A selection of the papers was published as Syntax and Semantics 10, Selections from the Third Groningen Round Table, ed. by F. Heny and H. Schnelle, Academic Press, 1979. This fourth meeting was more narrowly focussed. The original intention was to examine the hypothesis of Akrnajian, Steele and Wasow in their paper 'The Category AUX in Universal Grammar', Linguistic Inquiry 10, 1-64. Ultimately the topic was broadened considerably to encompass not only the syntax, semantics and morphology of auxiliaries and related elements, but to tackle the problem (implicit in the original work of Akmajian, Steele and Wasow) of justifying the selection of categories for the analysis of natural language. In the summer of 1979, a workshop and short, informal conference were held at the University of Salzburg, in preparation for the Round Table. These were organized in conjunction with the Summer Institute of the linguistic Society of America. The cooperation of the LSA and of the University of Salzburg, and in particular of the Director of that Institute, Professor Gaberell Drachman, is hereby gratefully acknowledged."

Managing Classrooms and Student Behavior provides the essential information necessary for understanding and applying classroom and behavior management techniques with a Response to Intervention (RTI) approach. The presentation and application of information more closely resembles the actual decision-making approaches used by individuals and teams of teachers, schools, and districts. This introductory, reader-friendly textbook can be used in undergraduate or graduate level courses with special education or both special and general education candidates. A companion website provides key ancillary materials such as PowerPoint presentations, a test bank, and an instructor's manual.

Pain Is Inevitable Suffering Is Optional We all experience pain! Every day millions of people live in a world of heartache. We're forced to smile and pretend that everything is all right. You've been wounded, and you just can't seem to heal. You try to get on with your life, but you just can't move on. You forgive, but you can't forget! Every day exhumes the pain you try to bury. It cripples your relationships with people, God, and life itself. It destroys your ability to pursue your dreams.This paradigm-shattering book will free you from the forces that would turn you into a victim. It will lead you step-by-step through a simple process that will free you from the pain of the past and protect you from the pain of the future.* Discover the emotional freedom that everyone wants but few experience* Break the secret link to the pain of the past* Identify the number one source of suffering* Never be hurt by another insult* Learn the only biblical way to prevent pain* Free yourself from the need to judge others* Experience freedom from criticism

Collaboration Among Professionals, Students, Families, and Communities provides a foundation for understanding concepts of collaborative learning along with strategies for the application of collaborative skills in teaching. The book moves logically from issues of macro-collaboration (district and school) to micro-collaboration (individual student focus and co-teaching) in K-12 environments before concluding with strategies for family and community collaboration. Significant emphasis is placed on knowledge, skills, and teaching models for pre-service and in-service teachers in general education, special education, and of diverse students including English Learners. Each chapter includes meaningful pedagogical features such as: Learning objectives A case study illustrating the implementation of information presented A case study challenging the reader to apply the information learned in the chapter Study questions for readers in Comprehension Checks at key points in the chapter Highlights of major points in a chapter summary for aid in studying content University, school, and community-based application activities A companion website features additional resources, including PowerPoint presentations, practice tests, suggested video and Internet resources, and advanced application activities.

Managing Classrooms and Student Behavior provides the essential information necessary for understanding and applying classroom and behavior management techniques with a Response to Intervention (RTI) approach. The presentation and application of information more closely resembles the actual decision-making approaches used by individuals and teams of teachers, schools, and districts. This introductory, reader-friendly textbook can be used in undergraduate or graduate level courses with special education or both special and general education candidates. A companion website provides key ancillary materials such as PowerPoint presentations, a test bank, and an instructor's manual.

Clinical research in critical care has exploded in the past several years and we now have a much better understanding of how to care for intensive care unit (ICU) patients in areas such as management of sepsis, fluid resuscitation, mechanical ventilation, antibiotic administration and sedation and analgesia. However, despite improved clinical care, many critically ill patients continue to experience complications of critical illness - some complications are iatrogenic and preventable, while others are simply a component of the natural history of critical illness. These complications lead to increased mortality, morbidity, cost and long-term chronic conditions. Non-Pulmonary Complications of Critical Care: A Clinical Guide is a valuable resource for trainees and clinicians who aim to better understand and improve the quality of critical care medicine. Armed with information about potential non-pulmonary complications of ICU care and strategies to minimize or prevent those complications, the critical care clinician will be able to help ICU patients potentially avoid much of the morbidity associated with critical illness. This book is organized by organ system such that it can be easily used as a bedside reference. Complications caused by pharmaceuticals are dispersed throughout every chapter and the concluding chapters provide a special emphasis on meticulous supportive care of the critically ill patient to allow the best chance for recovery.

The Black Watch-the 42nd Foot-are the senior highland regiment in the British Army. In 1757 it was engaged in the Seven Years War as it was fought in North America in the conflict that we term 'The French and Indian War'. They would face one of their most severe trials in combat as the British moved to dislodge the French Army from its strongly held and vital strategic stronghold at Fort Ticonderoga-or Carillon as it was known to the French. This already formidable defensive position was made even more daunting by a wide breastwork of fallen trees, their branches hewn into a tangle of deadly spears. The Black Watch threw themselves upon it with their famous broadswords in an attack that would go down in history and regimental legend. This book covers the build up to the fateful assault and the eventual fall of the fort and the campaigns beyond. Extensive biographical sketches and muster rolls of the companies of the regiment make it an essential tool for both those interested in the period and genealogists alike.