"Cellular and Molecular Pathobiology of Cardiovascular Disease "focuses on the pathophysiology of common cardiovascular disease in the context of its underlying mechanisms and molecular biology. This book has been developed from the editors' experiences teaching an advanced cardiovascular pathology course for PhD trainees in the biomedical sciences, and trainees in cardiology, pathology, public health, and veterinary medicine. No other single text-reference combines clinical cardiology and cardiovascular pathology with enough molecular content for graduate students in both biomedical research and clinical departments.

The text is complemented and supported by a rich variety of photomicrographs, diagrams of molecular relationships, and tables. It is uniquely useful to a wide audience of graduate students and post-doctoral fellows in areas from pathology to physiology, genetics, pharmacology, and more, as well as medical residents in pathology, laboratory medicine, internal medicine, cardiovascular surgery, and cardiology.
Explains how to identify cardiovascular pathologies and compare with normal physiology to aid researchGives concise explanations of key issues and background reading suggestions Covers molecular bases of diseases for better understanding of molecular events that precede or accompany the development of pathology

An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.

An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.

The Rhetorical Arts in Late Antique and Early Medieval Ireland represents the first study of the art of rhetoric in medieval Ireland, a culture often neglected by medieval rhetorical studies. In a series of three case studies, Brian James Stone traces the textual transmission of rhetorical theories and practices from the late Roman period to those early Irish monastic communities who would not only preserve and pass on the light of learning, but adapt an ancient tradition to their own cultural needs, contributing to the history of rhetoric in important ways. The manuscript tradition of early Ireland, which gave us the largest body of vernacular literature in the medieval period and is already appreciated for its literary contributions, is also a site of rhetorical innovation and creative practice.

There is a place just beyond the horizon where the milk and the honey flow without reserve. Water surging down the mountain streams into the river of the valley is in bountiful supply. The plants of its fields, the herbs of its grass, and the trees within its boundaries are pleasant to the sight and good for food. In the valley, there is peace and joy where everything that happens is always just and right. Human words cannot express the majesty of the glory that permeates every hill, every plain, and every crevasse of the valley. It is a beautiful garden of Paradise where man can spend and enjoy the full days of his life. The grandeur of this magnificent garden drove a man many, many years ago to cry out that he would lay down his life to protect the essence of its glory. The response to that cry, however, was a simple question, "Will you?" Sadly, the reality of the man's effort brought only denial, after denial, after denial when the opportunity came to make the sacrifice. Mercifully, the Expression of God entered into the inadequate effort of the struggling man. Reaching down to an uplifted hand, the visible Expression of God said, "Let not your heart be troubled: ye believe in God, believe also in me." The story of Job, the story of every man, is the struggle to believe that the Expression of God can indeed take man to the place where he was intended to dwell. The story of Job began simply with, "There was a man in the land of Uz, whose name was Job; and that man was perfect and upright, and one that feared God, and eschewed evil" (Job 1:1). Although the beginning of Job sounds like the aspirations that most men desire to achieve, it is only the beginning of the story of Job. Mysteriously, the "good" produced by man for God must be replaced by the greater good produced by God in man. The story of Job is actually the story of how God brings man to the place of the greater good. The end of the story of Job reveals the greater good, experiencing the Garden of Paradise. The three fairest of the fair daughters of Job reveal the end for which all men were created. As was the custom of the day, Job named his first daughter to commemorate what was happening in his life at the time of her birth. The name Jemima means "warm affection." Job now knew that he was being loved. The name of his second daughter, Kezia, means "to strip off, that is, (partially) scrape as to strip off the bark of a tree." At this point in the life of Job, he had been stripped of the controlling influence of his intellect, his emotions, and his will. He had been delivered from his captivity. He has been brought to a place of completion (perfection). Job named his third daughter Karenhappuch. It means "horn of cosmetic." Like a horn of plenty, Job was experiencing at this moment the abundance of the life of God. He knew the great Cosmetologist had beautified the experience of his life by placing him in the Garden of Delight, Paradise. Job heard God speak, the Expression of God, and he was taken to a wonderful mansion to spend the days of his life. The author of Job proclaimed, concerning Job's arrival at the place where he was intended to dwell, "After this lived Job an hundred and forty years, and saw his sons, and his sons' sons, even four generations. So Job died, being old and full of days" (Job 42:16, 17). The consummation of all our lives is to be brought to the place where we could live the days of our lives in soul-satisfaction (literal meaning of full of days). God brought Job to where he not only was experiencing God (as all men do), but also he was now able to know, to appreciate, and to revel in the joy of the life of God he was experiencing. The beginning of life (Genesis) had been brought to the end (Revelation) of life. It is the mystery of living in a physical world and yet being able "to eat of the Tree of Life, which is in the midst of the paradise of God." This is the story of Job, the story of every man's path to the Paradise of God.