This title complements and is an extention of Inclusive education in action in South Africa and provides educators and psychologists with the specific information needed to respond to and support learner diversity within inclusive classrooms. This involves the identification and minimising of barriers to learning and development and the maximising of resources to support learning and development. The title examines current thinking about development and learning support against the background of recent policy development.

Written for practitioners in both the drug and biotechnology industries, this handbook carefully compiles current regulatory requirements on the validation of new or modified analytical methods. Shedding light on method validation from a practical standpoint, it contains practical, up-to-date guidelines for analytical method validation. It also covers development, optimization, validation, and transfer of many different types of methods used in the regulatory environment. Simplifying the overall process of method development, optimization and validation, the guidelines in the Handbook apply to both small molecules in the conventional pharmaceutical industry, as well as the biotech industry.

Describes analytical methods development, optimization and validation, and provides examples of successful methods development and validation in high-performance liquid chromatography (HPLC) areas. The text presents an overview of Food and Drug Administration (FDA)/International Conference on Harmonization (ICH) regulatory guidelines, compliance with validation requirements for regulatory agencies, and methods validation criteria stipulated by the US Pharmacopia, FDA and ICH.

The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities--seen in the actions of Diasporan groups and individuals--that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa's legacy to humanity as a model for locating all students--and the cultures and groups they represent--as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors' "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.

What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials-including most so-called multicultural materials-obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.

Hospitals and health systems are facing many challenges, including shrinking reimbursements and the need to improve patient safety and quality. A growing number of healthcare organizations are turning to the Lean management system as an alternative to traditional cost cutting and layoffs. "Kaizen," which is translated from Japanese as "good change" or "change for the better," is a core pillar of the Lean strategy for today's best healthcare organizations.Kaizen is a powerful approach for creating a continuously learning and continuously improving organizations. A Kaizen culture leads to everyday actions that improve patient care and create better workplaces, while improving the organization's long-term bottom line. The Executive Guide to Healthcare Kaizen is the perfect introduction to executives and leaders who want to create and support this culture of continuous improvement.The Executive Guide to Healthcare Kaizen is an introduction to kaizen principles and an overview of the leadership behaviors and mindsets required to create a kaizen culture or a culture of continuous improvement. The book is specifically written for busy C-level executives, vice presidents, directors, and managers who need to understand the power of this methodology. The Executive Guide to Healthcare Kaizen shares real and practical examples and stories from leading healthcare organizations, including Franciscan St. Francis Health System, located in Indiana. Franciscan St. Francis employees and physicians have implemented and documented 4,000 Kaizen improvements each of the last three years, resulting in millions of dollars in hard savings and softer benefits for patients and staff. Chapters cover topics such as the need for Kaizen, different types of Kaizen (including Rapid Improvement Events and daily Kaizen), creating a Kaizen culture, practical methods for facilitating Kaiz

The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities--seen in the actions of Diasporan groups and individuals--that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa's legacy to humanity as a model for locating all students--and the cultures and groups they represent--as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors' "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.

What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials-including most so-called multicultural materials-obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.

The International Conference on Fracture of Concrete and Rock was organized by the Society for Experimental Mechanics (SEM) subdivision on Fracture of Concrete and Rock and RILEM Committee 89-FMT Fracture MechanicS of Concrete; Test Methods. The venue was Houston, Texas on June 17-19, 1987 and cooperation was provided by ACI 446, Fracture Mechanics and RILEM 90-FHA Fracture Mechanics of Concrete; Applications. The conference co-chai rmen were Professor S. P. Shah, Northwestern Uni versity and Professor S. E. Swartz, Kansas State University with the able assistance of Professor K. P. Chong, University of Wyoming. The conference theme was Fracture Mechanics Applications to Cracking and Fracture of Concrete (plain or reinforced) and Rock Subjected to Uniaxial or Complex Stress States with Static- or Dynamic-Loading Rates. This theme was chosen in recognition of parallel efforts between the rock mechanics community and researchers working in the application of fracture mechanics methods to the problem of cracking and fracture of concrete.

Moving beyond the content integration approach of multicultural education, this text powerfully advocates for the importance of curriculum built upon authentic knowledge construction informed by the Black intellectual tradition and an African episteme. By retrieving, examining, and reconnecting the continuity of African Diasporan heritage with school knowledge, this volume aims to repair the rupture that has silenced this cultural memory in standard historiography in general and in PK-12 curriculum content and pedagogy in particular. This ethically informed curriculum approach not only allows students of African ancestry to understand where they fit in the world but also makes the accomplishments and teachings of our collective ancestors available for the benefit of all. King and Swartz provide readers with a process for making overt and explicit the values, actions, thoughts, and behaviors reflected in an African episteme that serves as the foundation for African Diasporan sociohistorical phenomenon/events. With such knowledge, teachers can conceptualize curriculum and shape instruction that locates people in all cultures as subjects with agency whose actions embody their ongoing cultural legacy.

Moving beyond the content integration approach of multicultural education, this text powerfully advocates for the importance of curriculum built upon authentic knowledge construction informed by the Black intellectual tradition and an African episteme. By retrieving, examining, and reconnecting the continuity of African Diasporan heritage with school knowledge, this volume aims to repair the rupture that has silenced this cultural memory in standard historiography in general and in PK-12 curriculum content and pedagogy in particular. This ethically informed curriculum approach not only allows students of African ancestry to understand where they fit in the world but also makes the accomplishments and teachings of our collective ancestors available for the benefit of all. King and Swartz provide readers with a process for making overt and explicit the values, actions, thoughts, and behaviors reflected in an African episteme that serves as the foundation for African Diasporan sociohistorical phenomenon/events. With such knowledge, teachers can conceptualize curriculum and shape instruction that locates people in all cultures as subjects with agency whose actions embody their ongoing cultural legacy.

Describes analytical methods development, optimization and validation, and provides examples of successful methods development and validation in high-performance liquid chromatography (HPLC) areas. The text presents an overview of Food and Drug Administration (FDA)/International Conference on Harmonization (ICH) regulatory guidelines, compliance with validation requirements for regulatory agencies, and methods validation criteria stipulated by the US Pharmacopia, FDA and ICH.

Written for practitioners in both the drug and biotechnology industries, the Handbook of Analytical Validation carefully compiles current regulatory requirements on the validation of new or modified analytical methods. Shedding light on method validation from a practical standpoint, the handbook: Contains practical, up-to-date guidelines for analytical method validation Summarizes the latest regulatory requirements for all aspects of method validation, even those coming from the USP, but undergoing modifications Covers development, optimization, validation, and transfer of many different types of methods used in the regulatory environment Simplifying the overall process of method development, optimization and validation, the guidelines in the Handbook apply to both small molecules in the conventional pharmaceutical industry, as well as well as the biotech industry.