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In this book, an integrated introduction to the statistical
inference is provided from a frequentist likelihood-based
viewpoint. Classical results are presented together with recent
developments largely built upon ideas due to R.A. Fisher. After a
unified review of background material (statistical methods,
likelihood, data reductions, first-order asymptotics) and inference
in the presence of nuisance parameters (including
pseufo-likelihoods), a self-contained introduction is given to
exponential families, exponential dispersion models, generalized
linear models, and group families. Finally, basic results of
higher-order asymptotics are introduced (index notation, asymptotic
expansions for statistics and distributions, and major applications
to likelihood inference). The emphasis is more on general concepts
and methods than on regularity conditions. Many examples are given
for specific statistical models. Each chapter is supplemented with
exercises, problems and bibliographic notes. This volume can serve
as a textbook in intermediate-level undergraduate courses.
Teaching controversial issues in the classroom is now more urgent
and fraught than ever as we face up to rising authoritarianism,
racial and economic injustice, and looming environmental disaster.
Despite evidence that teaching controversy is critical, educators
often avoid it. How then can we prepare and support teachers to
undertake this essential but difficult work? Hard Questions:
Learning to Teach Controversial Issues, based on a cross-national
qualitative study, examines teacher educators' efforts to prepare
preservice teachers for teaching controversial issues that matter
for democracy, justice, and human rights. It presents four detailed
cases of teacher preparation in three politically divided
societies: Northern Ireland, England, and the United States. The
book traces graduate students' learning from university coursework
into the classrooms where they work to put what they have learned
into practice. It explores their application of pedagogical tools
and the factors that facilitated or hindered their efforts to teach
controversy. The book's cross-national perspective is compelling to
a broad and diverse audience, raising critical questions about
teaching controversial issues and providing educators, researchers,
and policymakers tools to help them fulfill this essential
democratic mission of education.
Teaching controversial issues in the classroom is now more urgent
and fraught than ever as we face up to rising authoritarianism,
racial and economic injustice, and looming environmental disaster.
Despite evidence that teaching controversy is critical, educators
often avoid it. How then can we prepare and support teachers to
undertake this essential but difficult work? Hard Questions:
Learning to Teach Controversial Issues, based on a cross-national
qualitative study, examines teacher educators' efforts to prepare
preservice teachers for teaching controversial issues that matter
for democracy, justice, and human rights. It presents four detailed
cases of teacher preparation in three politically divided
societies: Northern Ireland, England, and the United States. The
book traces graduate students' learning from university coursework
into the classrooms where they work to put what they have learned
into practice. It explores their application of pedagogical tools
and the factors that facilitated or hindered their efforts to teach
controversy. The book's cross-national perspective is compelling to
a broad and diverse audience, raising critical questions about
teaching controversial issues and providing educators, researchers,
and policymakers tools to help them fulfill this essential
democratic mission of education.
At a time when debate over school reform commands unprecedented
attention, Judith L. Pace argues we must grapple with the
underlying challenges of classroom teaching and, at the same time,
strive to realize the ideals of democratic education. Building on
three qualitative studies in grades four through twelve, The
Charged Classroom examines the deeply embedded tensions, escalating
pressures, and exciting possibilities of the contemporary American
public school classroom. Through detailed descriptions and analyses
of social studies and English language arts classrooms, Pace
disentangles how teachers and students navigate three charged
arenas: academic expectations, discussion of provocative topics,
and curricular demands. In each domain, democratic learning
opportunities, such as promotion of positive student identity,
dialogue across differences, and exploration of conflict, are both
opened up and closed down. A passionate and persuasive call for
education reform, the book offers crucial insights about the
realities of teaching and key recommendations for advancing
democratic education in a multicultural society.
This book describes and analyzes authority relationships in
classrooms through explorations of theory, prior research, and
contemporary qualitative studies. The emphasis is on the social
construction of authority and the crucial role authority plays in
K-16 teachers' pedagogy and students' academic engagement and
achievement.
The introductory chapter grounds the reader in social theory on
authority; presents groundbreaking qualitative studies of classroom
authority; describes ideological debates over authority in schools;
and discusses implications for research, practice, and policy. Six
field-based qualitative studies illuminate the dynamics of
authority across a spectrum of K-12 and college settings. These
studies feature a variety of methodologies, theoretical lenses, and
interpretive perspectives that the authors use to gather and
analyze data. The emphasis in all the chapters is on the nature,
negotiation, and implications of authority relations between
teachers and students. The epilogue pulls the book together by
elucidating new findings and vital themes that expand the reader's
vision of what classroom authority means, how it is constructed,
and why it is so important.
This book seeks to revitalize dialogue and research on classroom
authority with attention to the contextual factors that bear on its
social construction. It is aimed at teacher educators, scholars,
policymakers, students of education, and practitioners who seek
empirically based understanding of authority that is inextricably
connected to classroom life and ultimately to the larger issues of
educational quality and democracy in schools and society.
This book describes and analyzes authority relationships in
classrooms through explorations of theory, prior research, and
contemporary qualitative studies. The emphasis is on the social
construction of authority and the crucial role authority plays in
K-16 teachers' pedagogy and students' academic engagement and
achievement.
The introductory chapter grounds the reader in social theory on
authority; presents groundbreaking qualitative studies of classroom
authority; describes ideological debates over authority in schools;
and discusses implications for research, practice, and policy. Six
field-based qualitative studies illuminate the dynamics of
authority across a spectrum of K-12 and college settings. These
studies feature a variety of methodologies, theoretical lenses, and
interpretive perspectives that the authors use to gather and
analyze data. The emphasis in all the chapters is on the nature,
negotiation, and implications of authority relations between
teachers and students. The epilogue pulls the book together by
elucidating new findings and vital themes that expand the reader's
vision of what classroom authority means, how it is constructed,
and why it is so important.
This book seeks to revitalize dialogue and research on classroom
authority with attention to the contextual factors that bear on its
social construction. It is aimed at teacher educators, scholars,
policymakers, students of education, and practitioners who seek
empirically based understanding of authority that is inextricably
connected to classroom life and ultimately to the larger issues of
educational quality and democracy in schools and society.
Rather than existing in a planktonic or free-living form, evidence
indicates that microbes show a preference for living in a sessile
form within complex communities called biofilms. Biofilms appear to
afford microbes a survival advantage by optimizing nutrition,
offering protection against hostile elements, and providing a
network for cell-to-cell signaling and genetic exchange. Biofilms,
Infection, and Antimicrobial Therapy provides an in-depth
exploration of biofilms, offering broad background information, as
well a detailed look at the serious concerns to which
biofilm-associated infections give rise. Prosthetic device
infections, such as those involving artificial heart valves,
intravascular catheters, or prosthetic joints, are prime examples
of biofilm-associated infections. With the increasing use of such
devices in the modern practice of medicine, the prevalence of these
infections is expected to increase. Unfortunately, one of the most
troubling characteristics of microbes found in biofilms is a
profound resistance to antimicrobial agents. As biofilm-associated
infections are particularly difficult to treat, they result in
significant mortality, morbidity, and increased economic burden.
Clearly, a better understanding of the pathogenesis of these
infections and improved means for prevention and treatment are
urgently needed! InBiofilms, Infection, and Antimicrobial Therapy,
Drs Pace, Rupp, and Finch assemble the contributions of more than
50 of the world's leading authorities on microbial biofilms who
present recent findings on antibacterial tolerance and bacterial
persistence associated with biofilms and discuses the implications
of those findings with regard to human health. They explore the
molecular mechanisms of bacterial adherence, biofilm formation,
regulation of biofilm maintenance, and cell-to-cell communication
and present the latest information on various treatment protocols
that should aid physicians in the treatment o
Rather than existing in a planktonic or free-living form, evidence
indicates that microbes show a preference for living in a sessile
form within complex communities called biofilms. Biofilms appear to
afford microbes a survival advantage by optimizing nutrition,
offering protection against hostile elements, and providing a
network for cell-to-cell signaling and genetic exchange. Biofilms,
Infection, and Antimicrobial Therapy provides an in-depth
exploration of biofilms, offering broad background information, as
well a detailed look at the serious concerns to which
biofilm-associated infections give rise. Prosthetic device
infections, such as those involving artificial heart valves,
intravascular catheters, or prosthetic joints, are prime examples
of biofilm-associated infections. With the increasing use of such
devices in the modern practice of medicine, the prevalence of these
infections is expected to increase. Unfortunately, one of the most
troubling characteristics of microbes found in biofilms is a
profound resistance to antimicrobial agents. As biofilm-associated
infections are particularly difficult to treat, they result in
significant mortality, morbidity, and increased economic burden.
Clearly, a better understanding of the pathogenesis of these
infections and improved means for prevention and treatment are
urgently needed! InBiofilms, Infection, and Antimicrobial Therapy,
Drs Pace, Rupp, and Finch assemble the contributions of more than
50 of the world's leading authorities on microbial biofilms who
present recent findings on antibacterial tolerance and bacterial
persistence associated with biofilms and discuses the implications
of those findings with regard to human health. They explore the
molecular mechanisms of bacterial adherence, biofilm formation,
regulation of biofilm maintenance, and cell-to-cell communication
and present the latest information on various treatment protocols
that should aid physicians in the treatment o
At a time when debate over school reform commands unprecedented
attention, Judith L. Pace argues we must grapple with the
underlying challenges of classroom teaching and, at the same time,
strive to realize the ideals of democratic education. Building on
three qualitative studies in grades four through twelve, The
Charged Classroom examines the deeply embedded tensions, escalating
pressures, and exciting possibilities of the contemporary American
public school classroom. Through detailed descriptions and analyses
of social studies and English language arts classrooms, Pace
disentangles how teachers and students navigate three charged
arenas: academic expectations, discussion of provocative topics,
and curricular demands. In each domain, democratic learning
opportunities, such as promotion of positive student identity,
dialogue across differences, and exploration of conflict, are both
opened up and closed down. A passionate and persuasive call for
education reform, the book offers crucial insights about the
realities of teaching and key recommendations for advancing
democratic education in a multicultural society.
Research on the ecosystems has emerged in recent decades as a
vital, successful, and sometimes controversial approach to
environmental science. Ecosystem science has addressed issues such
as human alteration of biogeochemical cycles, ecological complexity
and biodiversity, and ecological response to climate change. As a
central and integrating science, ecosystem-level studies have been
highly successful. This book emphasizes the idea that much of the
progress in ecosystem research has been driven by the emergence of
new environmental problems that could not be addressed by existing
approaches. By focusing on successes, limitations, and frontiers in
ecosystem studies, it will be welcomed by students and scientists
throughout the ecological and environmental communities.
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Carolina Dawn (Paperback)
Guy L. Pace; Cover design or artwork by Scott Deyett; Edited by J. C. Wing
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R352
R293
Discovery Miles 2 930
Save R59 (17%)
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Ships in 10 - 15 working days
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Nasty Leftovers (Paperback)
Guy L. Pace; Edited by Brandi Midkiff; Cover design or artwork by Scott Deyett
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R352
R293
Discovery Miles 2 930
Save R59 (17%)
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Ships in 10 - 15 working days
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Sudden Mission (Paperback)
Guy L. Pace; Edited by Brandi Midkiff; Cover design or artwork by Scott Deyett
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R352
R293
Discovery Miles 2 930
Save R59 (17%)
|
Ships in 10 - 15 working days
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In the United States, Federal incentives for the deployment of wind
and solar power projects are delivered primarily through the tax
code, in the form of accelerated tax depreciation and tax credits
that are based on either investment or production. Both wind and
solar projects are equally eligible for accelerated tax
depreciation, but tax credit eligibility varies by technology:
solar is currently eligible for the investment tax credit ("ITC"),
while wind is eligible for either the ITC or the production tax
credit ("PTC"), though wind project sponsors typically choose the
PTC. The PTC is a per-kilowatt-hour tax (kWh) credit for
electricity generated using qualified energy resources. This book
provides a brief overview of the renewable electricity PTC. It
describes the credit; a legislative history; and presents data on
PTC claims and discusses the revenue consequences of the credit. It
also briefly considers some of the economic and policy
considerations related to the credit. This book concludes by
briefly noting policy options related to the PTC.
This is a collection of nine rhyming poems that easily roll off the
tongue. They teach adults and children alike that there is hope in
the future no matter what circumstances are in the present.
Characters such as Fern, Mundi and Kadoodle lead the reader into
their worlds that are not so different from our own. They have
adventures and disappointments but still learn from all that they
have experienced. Have fun learning about the life of a spider and
the wild visions of a mother as she sits waiting for her daughter
to improve in health.
This is a groundbreaking examination of citizenship education
programs that serve contemporary youth in schools and communities
across the United States. These programs include social studies
classes and curricula, school governance, and community-based
education efforts.
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