It is now well established that all living systems emit a weak but permanent photon flux in the visible and ultraviolet range. This biophoton emission is correlated with many, if not all, biological and physiological functions. There are indications of a hitherto-overlooked information channel within the living system. Biophotons may trigger chemical reactivity in cells, growth control, differentiation and intercellular communication, i.e. biological rhythms. The basic experimental and theoretical framework, the technical problems and the wide field of applications in the food industry, medicine, pharmacology, environmental science and basic sciences are presented in this book, which also includes the rapidly growing literature. This book is written by the most outstanding international scientists familiar with this topic who have been working in this field for many years.

In 1845, John Franklin's Northwest Passage expedition disappeared. The expedition left an archive of performative remains that entice one to consider the tension between material remains and memory and reflect on how substitution and surrogation work alongside mourning and melancholia as responses to loss.

In this up-to-date survey and critical assessment of transgenic and knockout models in neuropsychiatry and behavior, a panel of leading researchers comprehensively assesses how and whether the genetic abnormalities produced from these models manifest the neuropsychiatric disorders to which they correspond. The authors focus on transgenic and knockout models of neurocognitive dysfunction and neuropsychiatric dysfunction. The discussion of neurobiological problems covers mental retardation, polyglutamate, and speech disorders, as well as disorders that involve cognitive, social, speech, and language dysfunction. The neuropsychiatric dysfunctions examined include psychosis and schizophrenia, anxiety, depression, and bipolar disorder.

This text explores the biblical influence on the style and structure of works by Fielding, Defoe, Eliot, Kafka, Dostoevsky and others. Kafka's "The Trial" has been termed a "midrash" on the book of Job (Northrop Frye). But this book concludes that it is also a debate with Job. Whilst other novelists could not manage without the Bible, at the same time "it would not do". The book concludes with two chapters on the Israeli novelists, S.Y. Agnon and A.B. Yehoshua. The study of theology and religion calls upon a wide range of interdisciplinary skills and cultural perspectives to illuminate the concerns at the heart of religious faith. Books in this series variously explore the contributions made by literature, philosophy and science in forming our historical and contemporary understanding of religious issues and theological perspectives.

It all starts when Batman discovers his original purple gloves are missing Velma, Shaggy, and Scooby-Doo will have to go back in time to solve the case! And when a ghost starts haunting the Batcave, there's no one like Scooby-Doo and Mystery Inc. to help Batman get to the bottom of it! Even if the ghost turns out to be fake....how did someone get into the Batcave to create a phony phantom? Catch these adventures and more in The Batman & Scooby-Doo Mystery Vol. 1, collecting The Batman & Scooby-Doo Mysteries #1-12!

Join Robin, Starfire, Beast Boy, Cyborg and Raven as they display their unique brand of hijinks, mayhem and justice! Between giant pizza monsters, Hypno-Specs, and the Amazing Mumbo Jumbo uses his magic to scramble the team s superpowers the action and fun are non-stop! Get ready to dig in with this Teen Titans Go! Box Set collecting Teen Titans Go! Vol. 1: Party Party Party, Teen Titans Go! Vol. 2: Welcome to the Pizza Dome, and Teen Titans Go! Vol. 3: Mumbo Jumble!

The Common Core State Standards initiated major changes for language arts teachers, particularly the emphasis on "informational text." Language arts teachers were asked to shift attention toward informational texts without taking away from the teaching of literature. Teachers, however, need to incorporate nonfiction in ways that enhance rather than take away from their teaching of literature. The Using Informational Text series is designed to help. In this fourth volume (Volume 1: Using Informational Text to Teach To Kill a Mockingbird; Volume 2: Using Informational Text to Teach A Raisin in the Sun; Volume 3: Connecting Across Disciplines: Collaborating with Informational Text), we offer challenging and engaging readings to enhance your teaching of Gatsby. Texts from a wide range of genres (a TED Talk, federal legislation, economic policy material, newspaper articles, and 1920s political writing) and on a variety of topics (income inequality, nativism and immigration, anti-Semitism, the relationship between wealth and cheating, the Black Sox scandal and newspaper coverage, and prohibition) help students answer essential questions about F. Scott Fitzgerald's novel. Each informational text is part of a student-friendly unit, with media links, reading strategies, vocabulary, discussion, and writing activities, and out-of-the-box class activities.

While the Common Core has made informational text a focal point in English/language arts classrooms around the country, it has also made literacy a key concern in other subjects. Teaching literacy in the disciplines and navigating informational texts are challenging prospects. How can content-area teachers find high-quality informational texts that will enhance their curriculum? How do they go about working with these new texts? Most importantly, how do teachers balance their responsibility towards their subject matter with the new charge to incorporate disciplinary literacy? The key is to connect, communicate, and collaborate. Teachers can meet these challenges together and enhance student literacy, engagement, and motivation along the way. This volume offers a practical model that teachers in any discipline can use to incorporate informational texts into their classrooms on their own or in collaboration with colleagues in other content areas. We also share suggestions and ideas for initiating and implementing collaboration between teachers of any discipline, even those working at the secondary level with complex schedules and curricula.

While the Common Core has made informational text a focal point in English/language arts classrooms around the country, it has also made literacy a key concern in other subjects. Teaching literacy in the disciplines and navigating informational texts are challenging prospects. How can content-area teachers find high-quality informational texts that will enhance their curriculum? How do they go about working with these new texts? Most importantly, how do teachers balance their responsibility towards their subject matter with the new charge to incorporate disciplinary literacy? The key is to connect, communicate, and collaborate. Teachers can meet these challenges together and enhance student literacy, engagement, and motivation along the way. This volume offers a practical model that teachers in any discipline can use to incorporate informational texts into their classrooms on their own or in collaboration with colleagues in other content areas. We also share suggestions and ideas for initiating and implementing collaboration between teachers of any discipline, even those working at the secondary level with complex schedules and curricula.

The Common Core State Standards mean major changes for language arts teachers, particularly the emphasis on "informational text." How do we shift attention toward informational texts without taking away from the teaching of literature? The key is informational texts deeply connected to the literary texts you are teaching. Preparing informational texts for classroom use, however, requires time and effort. Using Informational Text to Teach Literature is designed to help. In this second volume (the first volume is on To Kill a Mockingbird), we offer informational texts connected to Lorraine Hansberry's A Raisin in the Sun. Readings range in genre (commencement address, historical and cultural analysis, government report, socioeconomic research study, and Supreme Court decision) and topic (housing discrimination past and present, abortion, the racial and cultural politics of hair, socioeconomic mobility and inequality, the violence associated with housing desegregation, and the struggle against the legacy of systemic racism). Each informational text is part of a student-friendly unit, with reading strategies and vocabulary, writing, and discussion activities. Teachers need to incorporate nonfiction in ways that enhance their teaching of literature. The Using Informational Text to Teach Literature series is an invaluable supportive tool.

Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.

What the Titans don t realize until they arrive is that this is Camp Apokolips, where the bug juice is made with real bugs, the swimming pool is a fire pit, and the lunch lady is Granny Goodness! Things only get worse when they encounter the bunks they ll be competing against in the camp s games: the Titans East and the H.I.V.E. Five! Given all of that, there s only one thing on Robin s mind No, not escape. It s how to beat the other bunks to become the camp champions. This is Robin, remember?

The new Common Core State Standards mean major changes for language arts teachers, particularly the emphasis on "informational text." How do we shift attention toward informational texts without taking away from the teaching of literature? The key is informational texts deeply connected to the literary texts you are teaching. Preparing informational texts for classroom use, however, requires time and effort. Using Informational Text to Teach Literature is designed to help. In this volume, we offer informational texts connected to Harper Lee's To Kill a Mockingbird. Readings range in genre (inaugural address, historical analysis, autobiography, etiquette book, newspaper editorial, and Supreme Court decision) and topic (the Depression, entails, etiquette, the right to a lawyer, stereotypes, lynching, miscegenation, and heroism). Each informational text is part of a student-friendly unit, with reading strategies and activities. Teachers need to incorporate nonfiction in ways that enhance their teaching of literature. The Using Informational Text to Teach Literature series is an invaluable supportive tool.

A clear and comprehensive account of how genetic abnormalities, neurobiology, and neuropsychology work together to manifest cognitive-behavioral dysfunction. The authors review the current status of research in autosomal disorders that produce cognitive-behavioral dysfunction and syndromal and nonsyndromal disorders that produce mental retardation. Comprehensive and up-to-date, Genetics and Genomics of Neurobehavioral Disorders integrates the molecular, genomic, neuropsychological, and neurobehavioral factors that produce learning disabilities and mental retardation into a coherent framework for the understanding and assessment of neurobehavioral disorders.

The Impact of Complex Trauma on Development describes what happens cognitively and emotionally, behaviorally and relationally, to people who are repeatedly traumatized in childhood. Part One brings together trauma theory with a number of theories of human development. It directly addresses and describes developmental pathology and its origins. Through powerful examples, it conveys to the reader the pain and destruction caused by ongoing trauma, abuse, and continuous stress. Part Two, written from the perspective of a clinician who has worked extensively with traumatized children and adults, is primarily directed to mental health professionals and graduate students. These chapters are devoted to describing how to recognize the pathological consequences of trauma and how to intervene and remediate these developmental deficits. The overarching theory is psychoanalytically-based and developmental, but other treatment approaches are integrated into the therapy when they are developmentally and therapeutically appropriate. The text raises important questions related to the development of the self, its relationship to therapy, and the diagnosis and treatment of complex trauma in children, adolescents, and adults.

Because arrhythmias can present in so many different forms, the only way to be certain of an interpretation is to understand the underlying ECG mechanism of the arrhythmia. This is especially important in choosing a management strategy, as similar arrhythmias of differing origin may have vastly different therapies/treatments. Unfortunately, standard teaching methods can seem to divorce the theoretical knowledge required for diagnosis from the hands-on reading of ECGs.

To achieve a balance of practicality and competency, the two parts of this book are equally divided between concrete example and didactic theory. Section I provides multiple ECG readings of the most commonly encountered simple and complex arrhythmias, and includes differential diagnoses where appropriate. These readings are presented with a minimum of theory, and are repetitively presented in multiple permutations, as they would be encountered in the ECG reading room or on the wards. Section II provides a more in-depth discussion of ECG mechanisms and arrhythmogenesis. Attention is focused on the relevant underlying electrophysiology and the deductive processes used to reach the diagnoses of complex arrhythmias.

This book can serve as a quick and handy reference for systematic, rule-based arrhythmic diagnoses, as well as an authoritative teaching text for learning the underlying theory and mechanics. It will be of great interest to students and clinicians at all levels, including cardiologists, electrophysiologists, and others who care for patients with cardiovascular disease, ICU and ER staff, emergency physicians, anesthesiologist, and surgeons.

"Bridging Cultures in Early Care and Education: A Training Module" is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development.
The module explains and illustrates how early childhood educators can use the organizing concepts of "individualism" and "collectivism" as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner.
*Chapter 1 introduces the Bridging Cultures for Early Care and Education approach, provides a brief history, and explains the training module. It presents the conceptual framework of individualism and collectivism, which is at the heart of the training.
*Chapter 2 provides the information needed for a two-hour workshop, including a script and notes to the facilitator. The script is not meant to be read word for word. Rather, it is offered as a guide, based on a pilot-tested approach. Appendices at the end of the book contain transparency masters for the overheads referenced in the script, and masters for suggested handouts.
*Chapter 3 offers ideas foraugmenting the basic two-hour training by expanding it over a longer time period. It also identifies additional diversity resources that can complement the Bridging Cultures training.
*Appendices providing additional information, data, and bibliographic resources are included.
This module originated as part of the Bridging Cultures Project at WestEd--a nonprofit research, development, and service agency working with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

Inspired by the research and theory of Robert Freed Bales (Professor Emeritus of Sociology at Harvard University), this collection of research and applications using SYMLOG, a system for the multi-level observation of groups, provides the most recent examples of analyzing aspects of social interaction systems. The collection shows the relationship of SYMLOG to other theoretical models, gives examples of international research, includes applications in health, education, religion, and policy analysis, and illustrates problems and solutions regarding the validity and reliability of the method. The editors provide the widest selection of articles on SYMLOG, covering theory, research, and applications in organizational development and other fields.