For many, modern functional analysis dates back to Banach's book [Ba32]. Here, such powerful results as the Hahn-Banach theorem, the open-mapping theorem and the uniform boundedness principle were developed in the setting of complete normed and complete metrizable spaces. When analysts realized the power and applicability of these methods, they sought to generalize the concept of a metric space and to broaden the scope of these theorems. Topological methods had been generally available since the appearance of Hausdorff's book in 1914. So it is surprising that it took so long to recognize that they could provide the means for this generalization. Indeed, the theory of topo- logical vector spaces was developed systematically only after 1950 by a great many different people, induding Bourbaki, Dieudonne, Grothendieck, Kothe, Mackey, Schwartz and Treves. The resulting body of work produced a whole new area of mathematics and generalized Banach's results. One of the great successes here was the development of the theory of distributions. While the not ion of a convergent sequence is very old, that of a convergent fil- ter dates back only to Cartan [Ca]. And while sequential convergence structures date back to Frechet [Fr], filter convergence structures are much more recent: [Ch], [Ko] and [Fi]. Initially, convergence spaces and convergence vector spaces were used by [Ko], [Wl], [Ba], [Ke64], [Ke65], [Ke74], [FB] and in particular [Bz] for topology and analysis.

This study, based on extensive use of eighteenth-century newspapers, hospital registers and case notes, examines the experience of suffering from nervous disease - a supposedly upper-class malady. Beatty concludes that 'nervousness' was a legitimate medical diagnosis with a firm basis in eighteenth-century medical theory.

Learn the best methods for teaching students with disabilities in an inclusive classroom! In today's classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: o Developing Individualized Education Programs o Teaching reading successfully o Managing behaviour and motivating students o Organizing classrooms and lessons effectively o Using cognitive strategies successfully o Making appropriate accommodations and modifications o Assessing students, grading, and collecting data o Working with parents and families o Collaborating with other teachers and parents Rooted in the best research and practice, this essential resource demonstrates how to teach inclusive classes successfully.

This study, based on extensive use of eighteenth-century newspapers, hospital registers and case notes, examines the experience of suffering from nervous disease - a supposedly upper-class malady. Beatty concludes that, far from the stereotyped portrayal of nervous patients in contemporary fiction, 'nervousness' was a legitimate medical diagnosis with a firm basis in eighteenth-century medical theory.

For many, modern functional analysis dates back to Banach's book [Ba32]. Here, such powerful results as the Hahn-Banach theorem, the open-mapping theorem and the uniform boundedness principle were developed in the setting of complete normed and complete metrizable spaces. When analysts realized the power and applicability of these methods, they sought to generalize the concept of a metric space and to broaden the scope of these theorems. Topological methods had been generally available since the appearance of Hausdorff's book in 1914. So it is surprising that it took so long to recognize that they could provide the means for this generalization. Indeed, the theory of topo- logical vector spaces was developed systematically only after 1950 by a great many different people, induding Bourbaki, Dieudonne, Grothendieck, Kothe, Mackey, Schwartz and Treves. The resulting body of work produced a whole new area of mathematics and generalized Banach's results. One of the great successes here was the development of the theory of distributions. While the not ion of a convergent sequence is very old, that of a convergent fil- ter dates back only to Cartan [Ca]. And while sequential convergence structures date back to Frechet [Fr], filter convergence structures are much more recent: [Ch], [Ko] and [Fi]. Initially, convergence spaces and convergence vector spaces were used by [Ko], [Wl], [Ba], [Ke64], [Ke65], [Ke74], [FB] and in particular [Bz] for topology and analysis.

Learn the best methods for teaching students with disabilities in an inclusive classroom! In today's classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: o Developing Individualized Education Programs o Teaching reading successfully o Managing behaviour and motivating students o Organizing classrooms and lessons effectively o Using cognitive strategies successfully o Making appropriate accommodations and modifications o Assessing students, grading, and collecting data o Working with parents and families o Collaborating with other teachers and parents Rooted in the best research and practice, this essential resource demonstrates how to teach inclusive classes successfully.

Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in "Judging School Discipline," a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education.

"Judging School Discipline" casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested.

Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support.