Struggling readers need personalized, focused, and assessment-driven instruction. In other words, they need interventions that work. Cooper, Chard, and Kiger provide those interventions in this essential resource. Covering the most important aspects of literacy-- oral language, phonemic awareness, word recognition, vocabulary, fluency, comprehension, and writing--the authors organize the interventions around a classroom-tested framework for assessing students, diagnosing their needs, teaching them based on findings, and reassessing them to determine whether more instruction, practice, or application are needed.

New from the award-winning Wild Guide series, the second edition of the smash-hit best-seller. Completely updated with expanded coverage of southern Scotland and the borders. Find 900 secret adventures, hidden places and wild escapes. With new photography and 3 brand new chapters covering southern Scotland (Central Lowlands, The Borders, Dumfries & Galloway). Taking you to places no other guidebook reaches. > Secret beaches, crystal coves and tiny islands, > Dramatic sea stacks, caves and cliffs, > Waterfalls, lochs and river swimming, > Magnificent glens and mountains, > Sacred remains and lost ruins, > Wildlife wonders and ancient forests, > Local food and drink - from the best seafood to micro-distilleries, > Secluded luxury hideaways, cottages and unique campsites, > Wild camping and bothies. Discover magical mountains and secret glens with shimmering lochs and hidden waterfalls, perfect for a summer swim. Explore lost ruins and castles, watch sea-bird colonies on dramatic cliffs or walk through flower-covered dunes to white-sand beaches lapped by turquoise waters. Wild camp in heather moorland dotted with ancient Scots pines and retreat to cosy inns with roaring fires and even warmer welcomes. In this inspiring and updated compendium you will find the best of Scotland's wonderful landscapes and wildlife. Featuring stunning photography and engaging travel writing, this is the perfect guide for those seeking a wild adventure.

This text challenges management to adopt an approach that is conducive to improved employer/employee relations, and that will enhance the organizations ability to learn and compete within a knowledge-based economy. Practical measures and behaviour viewed as appropriate in an industrial, commercial, and public sector setting are discussed, analysed, and offered as good practice. Leadership for Follower Commitment provides: *research based case studies *a linking of theory, research, and practical managerial experience *an emphasis on psychological forces, employee motivation and perceptions of management action This text is invaluable to students studying Organizational Behaviour, Business (Occupational) Psychology, Human Resource Management, and Human Resource Development at both undergraduate and MSc/MBA level. It is central to Professional / executive development courses.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1967 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Together with Fifty Major Thinkers on Education this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.

First published in 2004. Collective Political Violence is a concise, but thorough, interdisciplinary analysis of the many competing concepts, theories, and explanations of political conflict, including revolutions, civil wars, genocide, and terrorism. To further his examination of each type of conflict, Earl Conteh-Morgan presents case studies, from the Rwandan genocide to the civil rights movement in the United States. Along the way, he illuminates new debates concerning terrorism, peacekeeping, and environmental security. Written in a knowledgeable, yet accessible, manner, Collective Political Violence treats the issue of political violence with on impressively wide geographic range, and successfully straddles the ideological divide.

The first significant publication devoted entirely to Trevor Jones's work, The Screen Music of Trevor Jones: Technology, Process, Production, investigates the key phases of his career within the context of developments in the British and global screen-music industries. This book draws on the direct testimony of the composer and members of his team as well as making use of the full range of archival materials held in the University of Leeds's unique Trevor Jones Archive, which was digitized with support from the Arts and Humanities Research Council. Through a comprehensive series of chapters covering Jones's early career to his recent projects, this book demonstrates how Jones has been active in an industry that has experienced a prolonged period of major technological change, including the switchover from analogue to digital production and post-production techniques, and developments in computer software for score production and sound recording/editing. This is a valuable study for scholars, researchers and professionals in the areas of film music, film-score production and audio-visual media.

This book expands on the 'Developing Thinking Players' model across a wide range of team and individual sports, to explain how coaches can help athletes to learn how to make better decisions during play and to think for themselves. It provides an overview of game-centred and athlete-centred approaches to teaching and coaching in sport, combining essential theory with practical tips and guidance. Written by an international team of coaching researchers and practising coaches, the book provides sport-specific instructions for coaching players in territory games, net games, striking games, target games, racquet games and combat sports, including netball, basketball, ice hockey, cricket, softball, football, rugby, volleyball, squash and karate. The book argues that the implementation of these student and athlete-centred approaches creates more opportunities for athletes to understand their sport and improves their ability to think for themselves and to learn to make better in-game decisions. Providing a theoretical underpinning for teaching tactical decision-making, it considers the development of players at all levels and age groups, from youth athletes to elite level. Thirteen sport-specific case studies offer real-world coaching insights. This is essential reading for any student, researcher or practising teacher or coach working in sport, physical education and coach education.

This in-depth musicological and critical study examines how Bernard Herrmann's score for Alfred Hitchcock's "Vertigo" plays a crucial role in the articulation and development of the filM's narrative and how it affects readings of the film. Herrmann's collaboration with Hitchcock spanned eleven years and nine films, and Herrmann's film score for "Vertigo" is widely regarded as being one of his finest. Cooper considers the development of Herrmann's career up to 1958, providing a detailed discussion of his musical style. The explicit information about the structure of Herrmann's music is based on a study of Herrmann's autograph score.

Cooper examines not only the context of the filM's production, but also its reception and critical readings of the film. In addition, this study explores how the effects track co-operates with Herrmann's non-diegetic and diegetic score and concludes with a detailed musicological study. The author advances a new theory, in his discussion of signification, about the establishment of meaning in film music through association with images on the screen. This sophisticated musicological approach will appeal to film music and film communication scholars.

Deep maps are finely detailed, multimedia depictions of a place and the people, buildings, objects, flora, and fauna that exist within it and which are inseparable from the activities of everyday life. These depictions may encompass the beliefs, desires, hopes, and fears of residents and help show what ties one place to another. A deep map is a way to engage evidence within its spatio-temporal context and to provide a platform for a spatially-embedded argument. The essays in this book investigate deep mapping and the spatial narratives that stem from it. The authors come from a variety of disciplines: history, religious studies, geography and geographic information science, and computer science. Each applies the concepts of space, time, and place to problems central to an understanding of society and culture, employing deep maps to reveal the confluence of actions and evidence and to trace paths of intellectual exploration by making use of a new creative space that is visual, structurally open, multi-media, and multi-layered.

R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.

Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, by various sociologists of knowledge in recent years and 'cultural egalitarianism' according to which standard criteria of educational value merely reflect parochial and economic interests.

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns. For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper sets Nietzsche's critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy.

For at least two centuries, and arguably much longer, Ireland has exerted an important influence on the development of the traditional, popular and art musics of other regions, and in particular those of Britain and the United States. During the past decade or so, the traditional musics of the so-called Celtic regions have become a focus of international interest. The phenomenal success of shows such as Riverdance (which appeared in 1995, spawned from a 1994 Eurovision Song Contest interval act) brought Irish music and dance to a global audience and played a part in the further commoditization of Irish culture, including traditional music. However, there has been until now, relatively little serious musicological study of the traditional music of Northern Ireland. Northern Ireland remains a divided community in which traditional culture, in all its manifestations, is widely understood as a marker of religious affiliation and ethnic identity. Since the outbreak of the most recent 'troubles' around 1968, the borders between the communities have often been marked by music. For example, many in the Catholic, nationalist community, regard the music of Orange flute bands and Lambeg drums as a source of intimidation. Equally, many in the Protestant community have distanced themselves from Irish music as coming from a different ethnic tradition, and some have rejected tunes, styles and even instruments because of their association with the Catholic community and the Irish Republic. Of course, during the same period many other Protestants and Catholics have continued to perform in an apolitical context and often together, what in earlier times would simply have been regarded as folk or country music. With the increasing espousal of a discrete Ulster Scots tradition since the signing of the Belfast (or 'Good Friday') Agreement in 1998, the characteristics of the traditional music performed in Northern Ireland, and the place of Protestant musicians within popular Irish culture, clearly require a more thoroughgoing analysis. David Cooper's book provides such analysis, as well as ethnographic and ethnomusicological studies of a group of traditional musicians from County Antrim. In particular, this book offers a consideration of the cultural dynamics of Northern Ireland with respect to traditional music.

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns.

For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper sets Nietzsche's critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy.

R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.

Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, by various sociologists of knowledge in recent years and 'cultural egalitarianism' according to which standard criteria of educational value merely reflect parochial and economic interests.

For at least two centuries, and arguably much longer, Ireland has exerted an important influence on the development of the traditional, popular and art musics of other regions, and in particular those of Britain and the United States. During the past decade or so, the traditional musics of the so-called Celtic regions have become a focus of international interest. The phenomenal success of shows such as Riverdance (which appeared in 1995, spawned from a 1994 Eurovision Song Contest interval act) brought Irish music and dance to a global audience and played a part in the further commoditization of Irish culture, including traditional music. However, there has been until now, relatively little serious musicological study of the traditional music of Northern Ireland. Northern Ireland remains a divided community in which traditional culture, in all its manifestations, is widely understood as a marker of religious affiliation and ethnic identity. Since the outbreak of the most recent 'troubles' around 1968, the borders between the communities have often been marked by music. For example, many in the Catholic, nationalist community, regard the music of Orange flute bands and Lambeg drums as a source of intimidation. Equally, many in the Protestant community have distanced themselves from Irish music as coming from a different ethnic tradition, and some have rejected tunes, styles and even instruments because of their association with the Catholic community and the Irish Republic. Of course, during the same period many other Protestants and Catholics have continued to perform in an apolitical context and often together, what in earlier times would simply have been regarded as folk or country music. With the increasing espousal of a discrete Ulster Scots tradition since the signing of the Belfast (or 'Good Friday') Agreement in 1998, the characteristics of the traditional music performed in Northern Ireland, and the place of Protestant musicians within popular Irish culture, clearly require a more thoroughgoing analysis. David Cooper's book provides such analysis, as well as ethnographic and ethnomusicological studies of a group of traditional musicians from County Antrim. In particular, this book offers a consideration of the cultural dynamics of Northern Ireland with respect to traditional music.

First published in 2004. Collective Political Violence is a concise, but thorough, interdisciplinary analysis of the many competing concepts, theories, and explanations of political conflict, including revolutions, civil wars, genocide, and terrorism. To further his examination of each type of conflict, Earl Conteh-Morgan presents case studies, from the Rwandan genocide to the civil rights movement in the United States. Along the way, he illuminates new debates concerning terrorism, peacekeeping, and environmental security. Written in a knowledgeable, yet accessible, manner, Collective Political Violence treats the issue of political violence with on impressively wide geographic range, and successfully straddles the ideological divide.