Although they comprise one of the three fundamental branches of life, it was only the last decade that Archaea were formally recognized as a group alongside Eukaryotes and Bacteria. Bacteria-like in that they are single celled organisms that lack a nucleus and intracellular organelles, the Arachaea also share a large gene set typical of eukaryotes, for making and repairing DNA, RNA and protien. More surprisingly, they only inhabit environments typical of the extremes of early earth--hot springs, thermal ocean vents, saline lake, or oxygen deficient sediments. A breakpoint on the common evolutionary path, it is evident that the Archaea diverged early in the history of life, establishing thier importance in evolutionary sciences. "Archaea: Ancient Microbes, Extreme Environments, and the Origin of Life" tells this evolving story, furthering our understanding of the microbe commonalities, and providing for evolutionary justification in the use of archaea as mechanistic model systems.
Key Features
* Provides a unique and current summary of common subcellular mechanisms in archaea and eukaryotes
* Emphasizes the use of genomics to provide a biological context for understanding archaea
* Contrasts evolutionary studies on the fossil record with those on molecular phylogeny
* Includes extensive tables, graphs, images, drawings and other illustrations
* Simplifies the interdisciplinary challenge necessary to understand the significance of archaea

As schools are making efforts to include children with emotional and behavioural problems, teachers are having to deal with angry and violent pupils almost every day. Paul Blum's latest book offers a recognisable, blunt and truthful account of widespread and often quite horrendous problems affecting teachers today, and offers practical strategies and solutions. He provides basic day-to-day guidance as well as help for the longer term PSHE planning for schools, based on his own adaptation of the highly successful 'Everyman' project. Issues discussed include a practical survey for teachers on the types of incidents they have to deal with, where anger comes from, the problems that anger causes, and strategies which can be used to help individual pupils. A teacher's inability to deal with difficult pupils can affect their professional and personal life, as well as their ability to successfully teach all their pupils. This essential book offers guidance when they need it most, offering a life-line to teachers in difficult circumstances.

As schools are making efforts to include children with Emotional and Behavioural problems teachers are having to deal with angry and violent pupils on a daily basis. In Paul Blum's latest book he offers a recognisable, blunt and truthful account of widespread and quite horrendous problems affecting teachers today and offers practical strategies and solutions. He provides basic day-to-day guidance as well as help for the longer term PSHE planning for schools, based on his own adaptation of the highly successful 'Everyman' project.

Issues discussed include a practical survey for teachers on the types of incidents they have to deal with, where anger comes from, the problems that anger causes and strategies which can be used to help individual pupils.

A teacher's inability to deal with difficult pupils can affect their professional and personal life, as well as their ability to successfully teach all their pupils. It is therefore essential they have guidance on this subject.

Getting a post in senior management in a school can often be very competitive and it helps to know as much about what the job entails. This is a lively, practical account that explores the vital human aspects of any assistant or deputy headteachers role, which often means playing piggy-in-the-middle to a variety of school stakeholders, including the headteachers, other senior managers, the teaching staff, parents and local authority, governors and pupils. The book also covers how to apply for a senior management job and successfully get through the stringent written selection criteria and complex interview process.
There are colorful accounts of the stresses and strains of day-to-day life. The author gives practical tips on how to organize yourself well when the pressure to perform multiple tasks simultaneously is high, such as how to lead and manage major strategic changes, do a good presentation to staff on a training day, and give a rogue pupil an effective telling-off.
This is a highly informative text for any aspiring subject leader or middle manager in the primary or secondary sector. It will also be of interest to existing senior managers who want to reflect on the way they are doing their job already.

This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as: assessing the low-age reader working with reading withdrawal groups finding and creating resources for low-age readers constructing spelling strategies to support reading understanding the emotional dimension to being a poor reader how to effectively involve parents. Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

Following the success of the first edition, this revised second edition, brings the reader up-to-date with what it is like to be a teacher in a difficult class, and regularly faced with apathy, defiance and aggression. Sadly, numerous government initiatives since the 1998 publication of the first edition have not transformed the situation for teachers in difficult classrooms. Here, Paul Blum explores the impact and consequences of the changes made in the intervening years. Like its predecessor it offers sensible, practical advice, for all classroom teachers, on how to survive and succeed in the face of tremendous difficulty, and this updated edition includes new sections on teaching pupils with low reading ages, and on making the most effective use of teaching assistants.

This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as: assessing the low-age reader working with reading withdrawal groups finding and creating resources for low-age readers constructing spelling strategies to support reading understanding the emotional dimension to being a poor reader how to effectively involve parents. Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

Getting a post in senior management in a school can often be very competitive and it helps to know as much about what the job entails. This is a lively, practical account that explores the vital human aspects of any assistant or deputy headteachers role, which often means playing piggy-in-the-middle to a variety of school stakeholders, including the headteachers, other senior managers, the teaching staff, parents and local authority, governors and pupils. The book also covers how to apply for a senior management job and successfully get through the stringent written selection criteria and complex interview process.
There are colorful accounts of the stresses and strains of day-to-day life. The author gives practical tips on how to organize yourself well when the pressure to perform multiple tasks simultaneously is high, such as how to lead and manage major strategic changes, do a good presentation to staff on a training day, and give a rogue pupil an effective telling-off.
This is a highly informative text for any aspiring subject leader or middle manager in the primary or secondary sector. It will also be of interest to existing senior managers who want to reflect on the way they are doing their job already.

Following the success of the first edition, this revised second edition, brings the reader up-to-date with what it is like to be a teacher in a difficult class, and regularly faced with apathy, defiance and aggression.

Sadly, numerous government initiatives since the 1998 publication of the first edition have not transformed the situation for teachers in difficult classrooms. Here, Paul Blum explores the impact and consequences of the changes made in the intervening years.

Like its predecessor it offers sensible, practical advice, for all classroom teachers, on how to survive and succeed in the face of tremendous difficulty, and this updated edition includes new sections on teaching pupils with low reading ages, and on making the most effective use of teaching assistants.