This insightful book proposes taking inspiration from EU competition law structures to inform and implement a more economic approach in WTO law. The book provides a detailed account of the two legal systems regarding likeness, harm, and remedies, in order to draw comparisons. Taking a unique approach in synthesizing law and economics with comparative law methods, it considers WTO law holistically to propose a legal transplant from EU competition law to WTO law. Drawing from EU competition law, the book generates comparative ideas that can improve the understanding of fundamental WTO concepts such as likeness, less favourable treatment, discrimination, trade harm, trade effects, and the level of permissible countermeasures. Based on this analysis, the author offers normative suggestions to improve the efficiency of WTO law through correct implementation of a more economic approach. As part of this approach, the author recommends an increased capacity for all key actors involved in WTO dispute settlement. Exploring key WTO concepts and employing law and economics benchmarks to make comparisons, this thought-provoking book will be of benefit to scholars and students of law and economics, global transnational law and WTO law in particular. It will also prove valuable for practitioners and policy makers involved in international trade law and dispute settlement.

The purpose of this book is to offer higher education leaders, scholars, consultants, and observers a full range of strategy tools that can be applied to the higher education industry. This is accomplished by a) introducing new concepts and tools to give a comprehensive view of strategy making in higher education, beyond strategic planning, b) demonstrating the value of the concepts and tools through description and application for different types of institutions (universities, community colleges, for-profit colleges, etc.) and at different levels within institutions (institutional, college, department, etc.), and c) providing guidance on the appropriate uses of the various tools. The last point is especially important, as applying business- like principles to higher education often receives heavy criticism. The book helps readers decipher the appropriate uses of different strategy tools to the higher education industry, but the book also points out dangers and weaknesses. All of this is done within today's context of political, economic, demographic, and global realities.

How will a teacher plan his/her instructional delivery and deliver their plan? How will he/she know if the assessments they used were effective and what will they do with that information? What is Consolidation for Closure? What role is reflection in lesson planning? These questions and many more were addressed and answered in the field guide so the readers would have a theoretical construct for each strategy is provided. Having a theoretical framework for instruction is useful, but how theory intersects with practice is important. The theory must be applicable in the classroom. This field guide provides practical application of the skills presented via activities and worksheets that are provided within each chapter. The activities and worksheets can be used for professional development sessions, Professional Learning communities (PLC) and grade level meetings. Included are rubrics for classroom environment, differentiated instruction, Objective and Demonstration of Student Learning (DSL) rubric, Objective and Demonstration of Student Learning (DSL) checklist, student engagement, student interviews, use of data can be used for self-improvement, peer coaching, or for self-improvement.

Activating the Learner's Brain promotes a "Learner's Brain Model", using brain research to understand the nature to the learner. This book goes beyond lesson planning as it addresses instructional delivery, use of assessments, Consolidation for Closure, reflection and includes rubrics for professional growth. The first chapter is devoted to addressing planning and executing instructional delivery answering the question: do I teach for competency or performance? Following lesson execution, the subsequent chapter discusses assessments. Are assessments of learning or for learning, or both? Assessments are used to collect data as well as a strategy called "Consolidation for Closure" Once the data is collected, the data is analyzed and used for subsequent lessons. A critical component for success is reflection and the last chapter provides reflective questions teachers and students can use.

This book addresses the nature of the learner and how to plan and deliver instruction for long term learning. The Field Guide is intended as a tool for administrators, teachers, parents or students as it includes activities and worksheets for planning lessons, delivering effective lessons fly for skill reinforcement. The field guide is an excellent supplement to book Setting the Stage: Teaching to the Lerner's Brain or can be used as a stand-alone text. The field guide begins with understanding the nature of the learner. Once the lesson is planned, introducing the lesson to hook student interest is next. Once "hooked" making sense and having meaning will ensure that the information gets stored in long-term memory which is the goal of every teacher.

Realizing the growing importance of semantic adaptation and personalization of media, the editors of this book brought together leading researchers and practitioners of the field to discuss the state-of-the-art, and explore emerging exciting developments. This volume comprises extended versions of selected papers presented at the 1st International Workshop on Semantic Media Adaptation and Personalization (SMAP 2006), which took place in Athens in December 2006.

This book addresses the nature of the learner and how to plan and deliver instruction for long term learning. The Field Guide is intended as a tool for administrators, teachers, parents or students as it includes activities and worksheets for planning lessons, delivering effective lessons fly for skill reinforcement. The field guide is an excellent supplement to book Setting the Stage: Teaching to the Lerner's Brain or can be used as a stand-alone text. The field guide begins with understanding the nature of the learner. Once the lesson is planned, introducing the lesson to hook student interest is next. Once "hooked" making sense and having meaning will ensure that the information gets stored in long-term memory which is the goal of every teacher.

The Relational Medicine project is growing. In 2014 we published our practice framework 'Relational Medicine - Personalizing Modern Healthcare: The Practice of High-Tech Medicine As A RelationalAct'. Building on this foundation, we now present a cutting-edge and fully developed single case recording analysis of consecutive encounter interactions in a dramatically accelerating life-and-death decision-making situation in the high-tech medical practice of Advanced Heart Failure during which practitioners, patient, and family face multiple uncertainties as the decision-making process unfolds and the patient's condition deteriorates.We show how a multi-professional team including a cardiologist, cardiac surgeon, critical care unit nurse and fellows discuss life-prolonging options with their patient and family. We make visible the essential roles of each multi-disciplinary team member in helping frame for the patient and family what is going on and the changing options while attending to the patient's PERSON-soul-mind-body-HOOD.In bringing different data, perspectives, and facets of understanding to bear, this book offers a novel approach to studying high-tech medical care grounded in Federica Raia's Relational Ontology framework of understanding everyday practice. Using a micro-ethnographic data analysis and a participatory research strategy, we unravel a heretofore unrecognized universe of practice themes and present suggestions for medical education and training aimed at continuous practice improvement.

Multimedia Information Systems explores the technical, human, organizational and socio-economic issues which underpin the implementation and use of multimedia information systems. This unique book comprehensively defines multimedia information systems and its emerging architecture. Today's important issues of networked multimedia information systems and multimedia trafficking on the information superhighway are thoroughly investigated. Multimedia information systems applications and organizational implications are also discussed along with multimedia authoring systems. Multimedia Information Systems is essential reading for all students and professionals faced with the challenges of multimedia information systems management and development. Multimedia Information Systems develops an awareness of the problems associated with multimedia information systems management, and the ability to understand and address these emerging challenges on an organizational and technical level. The book explores the limitations of multimedia on the information superhighway, and offers solutions for present and future development on the Internet. This book also scrutinizes the current applications of multimedia information systems, and examines how they can be developed. Multimedia Information Systems serves as an excellent text for courses on the subject, and as an invaluable reference for multimedia information systems professionals.

All EU Member States have now transposed Directive 2014/104/EU on damages actions for breaches of competition law into national law. The Directive (and the soft-law instruments accompanying it) not only marks a new phase for private enforcement of competition law but also, more generally, provides a novel and thought provoking instance of EU harmonisation of aspects of private law and civil litigation. Following up on a previous volume in the Swedish Studies in European Law series, published in 2016, this open access book offers contributions from top practitioners and scholars from all over Europe, who present and discuss first experiences from the implementation of the new damages regime in various jurisdictions. Topics covered include theoretical and practical reflections on the state of private enforcement in Europe, the balancing of conflicting interests pertaining to public and private enforcement of competition law respectively, and specific legal issues such as causation and the estimation of harm. The authors explore problems solved, problems created, and future challenges in the new regime of private enforcement of competition law in Europe, offering predictions as to issues that may have to be settled through recourse to the European Court of Justice. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Swedish Studies Network.

Teachers ask 40 questions a day. Do the questions empower students, assess student knowledge of the subject matter, or promote student metacognition? Empowering Students Through Questioning: A Guide for Understanding the Skills in Lesson Design and Instruction addresses the art and skill of questioning so teachers can plan more effective lessons and achieve greater student engagement and cognition. Included are practice activities for teachers to use in planning questions for their lesson, as well as field tested rubrics to help coach and mentor teachers in understanding how their questions address student activity. The book also discusses common pitfalls of questioning, what type of test is best to use to assess student knowledge, activities for planning and assessing questioning, types of assessments to use, and the types of questions that are most effective for the specific assessment. The relationship between Revised Bloom's Taxonomy (teacher input) and Webb's Depth of Knowledge (student output) is also shown so teachers can see the impact of their questioning.

Teachers ask 40 questions a day. Do the questions empower students, assess student knowledge of the subject matter, or promote student metacognition? Empowering Students Through Questioning: A Guide for Understanding the Skills in Lesson Design and Instruction addresses the art and skill of questioning so teachers can plan more effective lessons and achieve greater student engagement and cognition. Included are practice activities for teachers to use in planning questions for their lesson, as well as field tested rubrics to help coach and mentor teachers in understanding how their questions address student activity. The book also discusses common pitfalls of questioning, what type of test is best to use to assess student knowledge, activities for planning and assessing questioning, types of assessments to use, and the types of questions that are most effective for the specific assessment. The relationship between Revised Bloom's Taxonomy (teacher input) and Webb's Depth of Knowledge (student output) is also shown so teachers can see the impact of their questioning.

This book for parents is a step-by-step process in the field of positive behavioral management. It clearly and concisely explains how to develop positive parenting skills. It helps parents make positive adjustments to their behavior, as well as their child’s and helps them facilitate their child into someone who takes the onus for his or her own learning, in order to become a self dependent and a regulated person. This field guide is specifically written with the parent in mind, andwill provide strategies and techniques for setting up an atmosphere that is conducive to helping your child gain self-control, self-regulation and success in learning and life. Throughout the chapters, we reference and encourage parents to make a good home/school connection to further their child’s growth and change of behavior from negative to positive by partnering with the school teacher and staff. Our Student Empowerment Program contains the 5 R’s which are responsibility, reflection, rules, regulation and rubrics. Each of these 5 components is found in a separate chapter with details regarding how the parent will build the foundational skills needed for learning self control and self regulation, and will continue until the child is able to display the techniques and skills with little or no facilitation from the parent. The skills, techniques and activities are outlined in a process that provides the parents practice time for each of the strategies. Once the strategies are learned and are fairly successful, the parent is encouraged to move forward into learning another strategy, before finally putting all together in a culmination of what is “the new natural norm” for the household. These strategies include breathing techniques, use of positive “real” language developing through what we call sightings, the development of family rule and goal setting with clear boundaries. Behavioral consequences for rules broken are addressed in short, until the rules become true boundaries to live by, and are not broken any longer. Ultimately, the parental goal of our program is for the child and family to resort to breathing through the problem, learning self regulation and control, and choosing the right path to solving the problem without a meltdown, and in a responsible way. The book is filled with visualization techniques, surveys regarding reflection, rubrics for self assessment and suggestions to make positive changes in the atmosphere of the home when necessary. There is no additional cost, just commitment and the need to want to make the change by dedicating time and positive energy to the same.

This book for parents is a step-by-step process in the field of positive behavioral management. It clearly and concisely explains how to develop positive parenting skills. It helps parents make positive adjustments to their behavior, as well as their child’s and helps them facilitate their child into someone who takes the onus for his or her own learning, in order to become a self dependent and a regulated person. This field guide is specifically written with the parent in mind, andwill provide strategies and techniques for setting up an atmosphere that is conducive to helping your child gain self-control, self-regulation and success in learning and life. Throughout the chapters, we reference and encourage parents to make a good home/school connection to further their child’s growth and change of behavior from negative to positive by partnering with the school teacher and staff. Our Student Empowerment Program contains the 5 R’s which are responsibility, reflection, rules, regulation and rubrics. Each of these 5 components is found in a separate chapter with details regarding how the parent will build the foundational skills needed for learning self control and self regulation, and will continue until the child is able to display the techniques and skills with little or no facilitation from the parent. The skills, techniques and activities are outlined in a process that provides the parents practice time for each of the strategies. Once the strategies are learned and are fairly successful, the parent is encouraged to move forward into learning another strategy, before finally putting all together in a culmination of what is “the new natural norm” for the household. These strategies include breathing techniques, use of positive “real” language developing through what we call sightings, the development of family rule and goal setting with clear boundaries. Behavioral consequences for rules broken are addressed in short, until the rules become true boundaries to live by, and are not broken any longer. Ultimately, the parental goal of our program is for the child and family to resort to breathing through the problem, learning self regulation and control, and choosing the right path to solving the problem without a meltdown, and in a responsible way. The book is filled with visualization techniques, surveys regarding reflection, rubrics for self assessment and suggestions to make positive changes in the atmosphere of the home when necessary. There is no additional cost, just commitment and the need to want to make the change by dedicating time and positive energy to the same.

In this book, we present a novel framework of high-tech modern medicine. Patients going through major high-tech medical interventions, e.g. Advanced Heart Failure (AdHF) patients undergoing left ventricular assist device (LVAD) implantation and heart transplantation, must integrate scientific and technological advances into personal life, including strong emotional experiences unthinkable thirty years ago, novel to themselves and their caregivers and unknown to healthcare professionals. Our book provides a theoretical framework for the person-centered vision to "heal humankind by improving health, alleviating suffering and delivering acts of kindness, one person at a time", we develop the theoretical as well as practical concept of the "RelationalAct (RA) " as core concept to engage and participate in modern medicine.This book will be used as a recommended textbook for the following UCLA Fall 2014 course: Course Director: Professor Federica Raia / Co-Director: Professor Mario Deng Course Title: Educational Perspectives of Relational Practices in Modern Medicine Course Summary: This UCLA course systematically discusses Personhood & Body Concepts in the context of asymmetric Person/Person-relationships in High-Tech Modern Medicine and the diverse implications for building of theories of Relational Practice. Course Topics: Personhood/Body Concepts; Asymmetric Person/Person-relationships; Theories of Relational Practice

Every second a new person is exposed to tuberculosis (TB). Each untreated TB-infected person will infect 10-15 people every year. Following the success of its predecessor, this new edition of Tuberculosis: The Essentials scrutinizes the new discoveries and observations of the key aspects of the disease. Recognized world experts provide a concise, state-of-the-art review of the 15 essential elements of TBsupply an international, current view of the epidemiology, pathophysiology, diagnosis, and treatment methodsdiscuss the emerging threat of XDR-TB and the HIV/AIDS factorassess advances in TB research such as new drugs and vaccinesreflect on the progress of the "Stop TB" strategy. See What's New in the Fourth Edition: Updated chapters on epidemiology and pathogenesis provide new insights on TB infection and disease Updated chapters on diagnosis and treatment cover new tests and molecular detection methods Information on developing effective regiments and discussion of situations deserving specific precautions Coverage of adherence issues The book book is an essential guide for everybody working in the field of TB, from specialists to nurses and students, both from a clinical and public health perspective.

How will a teacher plan his/her instructional delivery and deliver their plan? How will he/she know if the assessments they used were effective and what will they do with that information? What is Consolidation for Closure? What role is reflection in lesson planning? These questions and many more were addressed and answered in the field guide so the readers would have a theoretical construct for each strategy is provided. Having a theoretical framework for instruction is useful, but how theory intersects with practice is important. The theory must be applicable in the classroom. This field guide provides practical application of the skills presented via activities and worksheets that are provided within each chapter. The activities and worksheets can be used for professional development sessions, Professional Learning communities (PLC) and grade level meetings. Included are rubrics for classroom environment, differentiated instruction, Objective and Demonstration of Student Learning (DSL) rubric, Objective and Demonstration of Student Learning (DSL) checklist, student engagement, student interviews, use of data can be used for self-improvement, peer coaching, or for self-improvement.

In this book, we present a novel framework of high-tech modern medicine. Patients going through major high-tech medical interventions, e.g. Advanced Heart Failure (AdHF) patients undergoing left ventricular assist device (LVAD) implantation and heart transplantation, must integrate scientific and technological advances into personal life, including strong emotional experiences unthinkable thirty years ago, novel to themselves and their caregivers and unknown to healthcare professionals. Our book provides a theoretical framework for the person-centered vision to "heal humankind by improving health, alleviating suffering and delivering acts of kindness, one person at a time", we develop the theoretical as well as practical concept of the "RelationalAct (RA) " as core concept to engage and participate in modern medicine.This book will be used as a recommended textbook for the following UCLA Fall 2014 course: Course Director: Professor Federica Raia / Co-Director: Professor Mario Deng Course Title: Educational Perspectives of Relational Practices in Modern Medicine Course Summary: This UCLA course systematically discusses Personhood & Body Concepts in the context of asymmetric Person/Person-relationships in High-Tech Modern Medicine and the diverse implications for building of theories of Relational Practice. Course Topics: Personhood/Body Concepts; Asymmetric Person/Person-relationships; Theories of Relational Practice

Setting the Stage promotes a "Learner's Brain Model" using brain research to understand the nature to the learner so teachers can develop lessons based on the nature of the learner. There is also a focus on student self-regulation. The first chapter is devoted to the nature of the learner so teachers and administrators can begin a reflection process of determining what they do and how the learner learns to see if there is a match between what is taught and how it will be processed. Too often low student achievement and school turnaround is focused on "fixing" teachers and not on understanding the learner enabling teachers to adapt their strategies more effectively. Strategies which address student learning lead to more effective lessons. Following the nature of the learner, subsequent chapters discuss planning lessons that make sense and have meaning so the information gets stored in long term memory. Once information is in long-term memory, it is retrievable for use. Strategies are provided throughout the book supported by brain research to help teachers plan lessons.

Setting the Stage promotes a "Learner's Brain Model" using brain research to understand the nature to the learner so teachers can develop lessons based on the nature of the learner. There is also a focus on student self-regulation. The first chapter is devoted to the nature of the learner so teachers and administrators can begin a reflection process of determining what they do and how the learner learns to see if there is a match between what is taught and how it will be processed. Too often low student achievement and school turnaround is focused on "fixing" teachers and not on understanding the learner enabling teachers to adapt their strategies more effectively. Strategies which address student learning lead to more effective lessons. Following the nature of the learner, subsequent chapters discuss planning lessons that make sense and have meaning so the information gets stored in long term memory. Once information is in long-term memory, it is retrievable for use. Strategies are provided throughout the book supported by brain research to help teachers plan lessons.

Among the protest movements of the 1960s, the Mexican American Youth Organization (MAYO) emerged as one of the principal Chicano organizations seeking social change. By the time MAYO evolved into the Raza Unida Party (RUP) in 1972, its influence had spread far beyond its Crystal City, Texas, origins. Its members precipitated some thirty-nine school walkouts, demonstrated against the Vietnam War, and confronted church and governmental bodies on numerous occasions.

Armando Navarro here offers the first comprehensive assessment of MAYO's history, politics, leadership, ideology, strategies and tactics, and activist program. Interviews with many MAYO and RUP organizers and members, as well as first-hand knowledge drawn from his own participation in meetings, presentations, and rallies, enrich the text.

This wealth of material yields the first reliable history of this extremely vocal and visible catalyst of the Chicano Movement. The book will add significantly to our understanding of Sixties protest movements and the social and political conditions that gave them birth.

Among other commonly held beliefs about the drivers of postsecondary policy and financing, this book questions the current use of funding per student as the dominant indicator of the adequacy of state investment in higher education, and as a key driver of the costs of college. State legislators balance the competing needs of education, health, transportation, and public safety budgets, and increasingly ask what return (ROI) they get for the funding they provide, including from higher education. This question means the forty-year era of advocating for higher education by comparing funding per student to a national average or last year's result is no longer an effective gauge of funding adequacy for state policymakers. The Science of Higher Education is an introduction to a new paradigm that explores state higher education funding, enrollment, completion, and supply (the number and type of institutions in a state) through the lens of what are commonly known as power laws. Power laws explain patterns in biological systems and characteristics of cities. Like cities, state higher education systems are complex adaptive systems, so it is little surprise that power laws also explain funding, enrollment, completion and supply. The scale relationships uncovered in The Science of Higher Education suggest the potential benefits state policymakers could derive by emphasizing enrollment, completion or capacity policies, based on economies of scale, marginal benefits, and the return state's get on enrollment and completion for the funding they provide. The various features of state higher education systems that conform to scale patterns do not alone provide definitive answers for appropriate funding levels, however. As this book addresses, policy makers need to take into account the macro forces, from demography to geography and the economy, that situate the system, as well the interactions between government and market actors that are at the core of every state higher education system and influence the outcomes it achieves.

Among other commonly held beliefs about the drivers of postsecondary policy and financing, this book questions the current use of funding per student as the dominant indicator of the adequacy of state investment in higher education, and as a key driver of the costs of college. State legislators balance the competing needs of education, health, transportation, and public safety budgets, and increasingly ask what return (ROI) they get for the funding they provide, including from higher education. This question means the forty-year era of advocating for higher education by comparing funding per student to a national average or last year's result is no longer an effective gauge of funding adequacy for state policymakers. The Science of Higher Education is an introduction to a new paradigm that explores state higher education funding, enrollment, completion, and supply (the number and type of institutions in a state) through the lens of what are commonly known as power laws. Power laws explain patterns in biological systems and characteristics of cities. Like cities, state higher education systems are complex adaptive systems, so it is little surprise that power laws also explain funding, enrollment, completion and supply. The scale relationships uncovered in The Science of Higher Education suggest the potential benefits state policymakers could derive by emphasizing enrollment, completion or capacity policies, based on economies of scale, marginal benefits, and the return state's get on enrollment and completion for the funding they provide. The various features of state higher education systems that conform to scale patterns do not alone provide definitive answers for appropriate funding levels, however. As this book addresses, policy makers need to take into account the macro forces, from demography to geography and the economy, that situate the system, as well the interactions between government and market actors that are at the core of every state higher education system and influence the outcomes it achieves.

Multimedia Information Systems explores the technical, human, organizational and socio-economic issues which underpin the implementation and use of multimedia information systems. This unique book comprehensively defines multimedia information systems and its emerging architecture. Today's important issues of networked multimedia information systems and multimedia trafficking on the information superhighway are thoroughly investigated. Multimedia information systems applications and organizational implications are also discussed along with multimedia authoring systems. Multimedia Information Systems is essential reading for all students and professionals faced with the challenges of multimedia information systems management and development. Multimedia Information Systems develops an awareness of the problems associated with multimedia information systems management, and the ability to understand and address these emerging challenges on an organizational and technical level. The book explores the limitations of multimedia on the information superhighway, and offers solutions for present and future development on the Internet. This book also scrutinizes the current applications of multimedia information systems, and examines how they can be developed. Multimedia Information Systems serves as an excellent text for courses on the subject, and as an invaluable reference for multimedia information systems professionals.

Service delivery is part and parcel of every higher education professional's job, both to improve service to students and to each other as "internal customers". Until now higher education professionals have had to rely on books and training designed for the business sector. This book is the first to specifically address the needs of higher education professionals across a wide range of administrative functions within college and university environments. It is designed for administrative staff and management, ranging from professionals working in centralised functions such as student affairs and enrollment management, to those working as advisors or in career centres, whether in community colleges, four-year institutions, or for-profit institutions. Each chapter applies customer service principles to examples and scenarios that are relevant to higher education. The book begins by engaging the reader to define service and identify the external and internal customers who are recipients of that service. It then maps customer interactions into a series of steps and offers departments and individuals a tool to maximise the customer experience. Additional chapters address customer expectations, creating a service culture on your campus, and managerial influences on staff service delivery.