Exam board: SQA Level: Higher Subject: History First teaching: September 2018 First exam: Summer 2019 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. > Connect the past to the present. Overarching themes of social justice, equality, change and power help students to understand the importance of events and issues, then and now. > Go far beyond other resources. With respect and aspiration for the transformative power of History, this series incorporates the latest research, challenges old interpretations and embeds diverse experiences throughout. > Follow a clear and consistent structure. The key issues in the specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier. > Meet the demands of the assessments. Connecting History develops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students have enough key points to achieve full marks. End-of-chapter activities consolidate and extend learning. > Benefit from pedagogic and academic expertise. The authors are highly experienced teachers and examiners who know how to spark critical curiosity in students. Each book has been rigorously reviewed by an academic from the University of Glasgow, so you can rest assured that the content is accurate and up to date.

Exam board: SQA Level: Higher Subject: History First teaching: September 2018 First exam: Summer 2019 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. > Connect the past to the present. Overarching themes of social justice, equality, change and power help students to understand the importance of events and issues, then and now. > Go far beyond other resources. With respect and aspiration for the transformative power of History, this series incorporates the latest research, challenges old interpretations and embeds diverse experiences throughout. > Follow a clear and consistent structure. The key issues in the specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier. > Meet the demands of the assessments. Connecting History develops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students have enough key points to achieve full marks. End-of-chapter activities consolidate and extend learning. > Benefit from pedagogic and academic expertise. The authors are highly experienced teachers and examiners who know how to spark critical curiosity in students. Each book has been rigorously reviewed by an academic from the University of Glasgow, so you can rest assured that the content is accurate and up to date.

Exam board: SQA Level: Higher Subject: History First teaching: September 2018 First exam: Summer 2019 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. > Connect the past to the present. Overarching themes of social justice, equality, change and power help students to understand the importance of events and issues, then and now. > Go far beyond other resources. With respect and aspiration for the transformative power of History, this series incorporates the latest research, challenges old interpretations and embeds diverse experiences throughout. > Follow a clear and consistent structure. The key issues in the specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier. > Meet the demands of the assessments. Connecting History develops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students have enough key points to achieve full marks. End-of-chapter activities consolidate and extend learning. > Benefit from pedagogic and academic expertise. The authors are highly experienced teachers and examiners who know how to spark critical curiosity in students. Each book has been rigorously reviewed by an academic from the University of Glasgow, so you can rest assured that the content is accurate and up to date.

Since the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure-an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities. Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.

Nine million people in the United States live in rural poverty. This large segment of the population has generally been overlooked even as considerable attention, and social conscience, is directed to the alleviation of urban poverty. This timely, needed volume focuses on poor, rural people in poor, rural settings. Rural poverty is not confined to one section of the country or to one ethnic group. It is a national problem and the resolution of hidden America's persistent economic plight will now depend on a better understanding of who is poor and why. The clear, authoritative chapters describe the declining opportunities available in rural areas--including the social, educational, and political factors that so often pose barriers to economic advancement.

Part One provides a comprehensive description of the poor population and an analysis of rural poverty's underlying dynamics. Low wages, the character of rural labor markets, and chronic inter-generational poverty are carefully considered to lay the basis for formulating sound responses. Part Two looks at the condition of particular groups suffering poverty in rural areas. These include African-Americans, Appalchians, Native Americans, and migrant workers. It addresses the special problems of those who, although in relatively prosperous rural areas, live at or below the poverty level. Part Three looks to successful lessons from the past and evaluates current steps that may be taken to frame policy recommendations that will mitigate present stress, foster improved opportunities, and open a better life to America's rural poor.

This book explores the rise and increased acceptance of gambling in America, particularly the growth of the game of poker, as a means for examining changes to the American Dream and the risk society. Poker both critiques and reinterprets the myth of the American Dream, putting greater emphasis on the importance of luck and risk management while deemphasizing the importance of honesty and hard work. Duncan discusses the history of gambling in America, changes to the rhetoric surrounding gambling, the depiction of poker in the Wild West as portrayed in film, its recent rise in popularity on television, its current place in post-modern America on the internet, and future implications.

"One of the very few professional resources that I could not put down. I recommend this book to every teacher I work with, and I use it every day in my work with teachers and students." -Diane Fleming, Advanced Placement Coordinator Sioux City Community Schools, IA "This is differentiation at its best! This valuable resource provides the tools necessary to meet the wide range of student needs and abilities within a classroom. It will be a timeless resource that all educators will want on their desk." -Jeannie Donoghue, Professional Development Director Bureau of Education and Research Inspire a love for learning through differentiated lessons and activities! Today's classrooms are more diverse than ever before, with students of many languages, cultures, backgrounds, abilities, and skills all in one room. This accessible resource illustrates how elementary teachers can use differentiated instructional techniques to nurture a love for learning in socially, culturally, and academically diverse learners. Inspiring Elementary Learners offers step-by-step instructions for creating a learning environment that engages all students, and provides creative strategies that can be easily implemented in the classroom. The authors include lesson examples and assessment rubrics across the core subject areas, showing how to cultivate a community of learners who honor themselves and each other. Based on current educational research on metacognitive strategies, learning styles, constructivist thinking, and choice theory, this handbook helps educators: Design lessons to foster students' intrinsic motivation Teach for deep understanding while meeting content standards Create and implement differentiated strategies This practical guide provides teachers with the tools they need to reach, teach, and inspire diverse student populations and cultivate an engaging classroom environment.

This book explores the rise and increased acceptance of gambling in America, particularly the growth of the game of poker, as a means for examining changes to the American Dream and the risk society. Poker both critiques and reinterprets the myth of the American Dream, putting greater emphasis on the importance of luck and risk management while deemphasizing the importance of honesty and hard work. Duncan discusses the history of gambling in America, changes to the rhetoric surrounding gambling, the depiction of poker in the Wild West as portrayed in film, its recent rise in popularity on television, its current place in post-modern America on the internet, and future implications.

The nature of the threats facing America today has drastically reduced the margin for error in senior political appointments. In Only the Most Able, Stephen M. Duncan draws on a lifetime of military, public service, executive, and legal experience to critique the political appointment process, focusing on departments that deal with national security-the Department of Defense and the Department of Homeland Security. He looks at how the current methods for making appointments put people in positions for which they are not qualified and not prepared. Rather, he argues, appointments should be made on the basis of one's qualifications and merits-those who lead our military should be people with military experience, and those who must make executive decisions should be people who have served and excelled in an executive capacity. Identifying the successful traits of leaders such as Winston Churchill, General George Marshall, nationally-known business executives, and others, Duncan argues with unusual insight and candor why the quality and performance of senior political appointees who are charged even in part with the nation's security, must be improved, and offers specific recommendations on how this can be accomplished. This timely book will appeal to Americans of all political persuasions, as well as those with particular interests in political and military history.

This provocative and groundbreaking book is the first of its kind to propose the concept of Eco-ability: the intersectionality of the ecological world, persons with disabilities, and nonhuman animals. Rooted in disability studies and rights, environmentalism, and animal advocacy, this book calls for a social justice theory and movement that dismantles constructed "normalcy", ableism, speciesism, and ecological destruction while promoting mutual interdependence, collaboration, respect for difference, and inclusivity of our world. Eco-ability provides a positive, liberating, and empowering philosophy for educators and activists alike.

Descartes' attempt to ground the possibility of human knowledge in the existence of God was judged to be a complete failure by his contemporaries. This remains the universal opinion of philosophers to this day, despite thefact that three and a half centuries of secular epistemology ' which attempts to ground the possibility of knowledge either in the unaided human intellect or in natural processes ' has failed to do any better. Further, the leading twentieth century attempts at theistic epistemology reject both the conception of knowledge and the standards of epistemic evaluation that Descartes takes for granted. In this book - partly an interpretation of Descartes and partly an attempt to complete his project ' the author endeavours to show that a theistic epistemology incorporating Platonic and Aristotelian/Thomist elements can revitalize the Cartesian approach to the solution of the central problems of epistemology, including that most elusive of prizes ' the proof of the external world. This book is essential reading for students of epistemology, metaphysics and philosophy.

The most recent ideas and arguments from leading historians of John's reign. The reign of King John (1199-1216) is one of the most controversial in English history. When he succeeded to Richard the Lionheart's lands, he could legitimately claim to rule half modern France as well as England and Ireland; butby the time of his death his dominion lay in tatters, and his subjects had banded together to restrict his powers as king under the Magna Carta and to overthrow him in favour of the son of the king of France. Over the centuries his reign has provided politicians and historians with fertile ground for inspiration and argument, and this volume adds to the debate, offering the most recent ideas and arguments from leading historians on the subject, and covering all the major issues involved. It is coherently formulated around explorations of the two major events of his reign: the loss of his continental inheritance, and the ending of his reign in the disaster of civil war. Topicscover all aspects of his life and career, from his reputation, the economy, the Norman aristocracy, the Church, Justice and the Empire, to his mother Eleanor of Aquitaine and his wife Isabella of Angouleme. It will be essential reading for all interested in one of the most significant periods of English history. Contributors: NICK BARRATT, J.L. BOLTON, JIM BRADBURY,SEAN DUFFY, A.A.M. DUNCAN, NATALIE FRYDE, JOHN GILLINGHAM, CHRISTOPHER HARPER-BILL, PAUL LATIMER, JANE MARTINDALE, V.D. MOSS, DANIEL POWER, IFOR W. ROWLANDS, RALPH V. TURNER, NICHOLAS VINCENT. Professor S.D. CHURCH teaches in the Department of History at the University of East Anglia.

In recent years there has been a rapid growth in the popularity of wines of all sorts. And although commercially produced wine has become less expensive, it is always a challenge to turn your own hand to reproducing the flavour and quality of commercial wines in your own home, using easily-obtained ingredients. Sauternes, Hocks, Moselles, Chianti, Madeiras, Champagnes and Liqueurs can all be made at home cheaply from easily available ingredients - are all possible with the help of this book. You can become a wine connoisseur on a shoestring budget! The line illustrations are all based on photographs from the Radio Times Hulton Picture Library.

Exam board: SQA Level: Higher Subject: History First teaching: September 2018 First exam: Summer 2019 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. > Connect the past to the present. Overarching themes of social justice, equality, change and power help students to understand the importance of events and issues, then and now. > Go far beyond other resources. With respect and aspiration for the transformative power of History, this series incorporates the latest research, challenges old interpretations and embeds diverse experiences throughout. > Follow a clear and consistent structure. The key issues in the specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier. > Meet the demands of the assessments. Connecting History develops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students have enough key points to achieve full marks. End-of-chapter activities consolidate and extend learning. > Benefit from pedagogic and academic expertise. The authors are highly experienced teachers and examiners who know how to spark critical curiosity in students. Each book has been rigorously reviewed by an academic from the University of Glasgow, so you can rest assured that the content is accurate and up to date.

The decision to write this book was taken by a group of practising speech therapists who worked with bilingually language handi capped children in the UK. They formed a professional interest group called the Specific Interest Group in Bilingualism because of the need felt by speech therapists to have some forum for discuss ing the challenges posed by the assessment and treatment of the bilingually language handicapped. In these regular discussion groups it became clear that similar experiences were encountered by all speech therapists working with these client populations up and down the country. They centred on managing the linguistic diversity, the need for develop mental language information, the need for appropriate assessment protocols, the recruitment of bilingual staff and appreciating the positive perspective of working in this field. In the UK the range of languages is extensive. Italian, Spanish, Portuguese, Greek, Turkish, Polish, Ukranian, Hong Kong Chinese, Vietnamese Chinese, Creole, Black English, Bengali, Gujerati and Panjabi cover the main ethnolinguistic groups. In the 1987 ILEA language census over 140 languages were recorded as being spoken in London."

This textbook surveys the current knowledge on substance use disorders (SUD), summarizing scientific evidence from numerous fields. It uses a biopsychosocial framework to integrate the many factors that contribute to addictions, from genetic predispositions, neurological responses caused by drugs, co-occurring psychiatric disorders, personality traits, and developmental conditions to cultural influences. Real-life vignettes and first-person accounts build understanding of the lived experience of addiction. The currently accepted practices for diagnosis and treatment are presented, including the role of 12-step programmes and other mutual-assistance groups. The text also investigates the research methods that form the foundation of evidence-based knowledge. The main body text is augmented by study guideposts such as learning objectives, review exercises, highlighted key terms, and chapter summaries, which enable more efficient comprehension and retention of the book's material.

"Excellent book! A must-read for teachers and administrators who are truly interested in quality teaching and student success." -Paul Gmelin, Principal White Lake Middle School, MI "As an administrator, this book provides me with meaningful direction for my staff. Implementing practices from this book will empower both students and teachers alike." -Sammie Novack, Vice-Principal Washington Middle School, Bakersfield, CA "A wealth of advice and activities for secondary teachers who wish to transform the adolescent's need for independence into empowerment, motivation, and inspired learning." -Belinda Lazarus, Professor of Education University of Michigan, Dearborn "Succinctly proposes an approach designed to generate in students the internal desire to learn! Promises to be a significant resource for teachers who truly wish to leave a legacy." -Sallie M. Noel, Associate Professor of Biology Austin Peay State University "Enables teachers to reach students where they are while helping them to strive for more." -Angela D. Steffke, Secondary Resource Teacher John F. Kennedy High School, Taylor, MI Foster a community of students inspired to discover their unique ability to learn! One of the most effective methods for engaging students is to relate subject matter to learners' interests and experiences. The challenge many secondary teachers face is how to accomplish this goal across an increasingly diverse student body. In this field-tested resource, Kathleen Kryza, S. Joy Stephens, and Alicia Duncan guide educators toward achieving this objective by presenting differentiated lessons that simultaneously engage and inspire students. Inspiring Middle and Secondary Learners gives readers a step-by-step process for gathering the student data necessary to inform their instructional approach. Offering easy-to-implement strategies for differentiated lessons, this research-based book also provides in-depth model lessons and rubrics in content areas to inspire learning. The end result is engaging and meaningful instruction that stirs students to construct their own approach to learning by applying their experiences to relevant subject matter. Readers will also benefit from: Case studies and student work samples Lesson frameworks and planning guides to help teachers develop standards-based differentiated lessons and units Tips, tools, and reproducible materials for assessing student learning styles and preferences Sample lessons, activities, and more Discover how to inspire students by building a community of learners who honor themselves and each other.

The book is not intended to be an all-encompassing atlas or textbook but rather a foundation of principles in dermatopathology, highlighting key elements in the field for trainees and will also serve as a basic resource for the pathologist in general practice. In addition to the sketches and minimal text, we envision accompanying high resolution histopathologic micrographs for ultimate correlation as well.

Studies in economic, political and social history in 13c England. This latest volume in the series of selected proceedings of the conferences on thirteenth-century England, held biennially at Newcastle upon Tyne since 1985, contains fourteen papers given at the 1993 conference, most of them modified and expanded from their oral versions. As previously, they range widely over a variety of topics, embracing aspects of the political, legal, administrative, economic, religious and social history of the period, from merchantsand trade in medieval England to hagiographical writings and the role of the household knights of Edward I; there is also an important historiographical introductory essay considering past and present approaches to the study of thirteenth-century England, and indicating possible trends in the future. Contributors: M.T. CLANCHY, PHILIP MORGAN, RUTH INGAMELLS, ROBERT BARTLETT, BRIAN GOLDING, ANDREW H. HERSHEY, SCOTT L. WAUGH, JAMES MASSCHAELE, R.H.BRITNELL, W.M. ORMROD, ANDREW F.McGUINNESS, R. MALCOLM HOGG, MICHAEL BURGER, A.A.M. DUNCAN