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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.
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