In the past few years, a new breed of baby-watchers has discovered more about infancy than has ever been known before. Infants brings this knowledge out of inaccessible academic journals and makes it available to everyone in direct language. Written by a child psychologist who has studied the developmental progress of infants for many years, the book describes and interprets the fascinating capabilities of infants in their first years of life. It covers the ability of the newborn to see and hear their parents, their natural disposition toward getting to know caregivers, and the growth of love and attachment between parent and baby. It explores the changing mental abilities and social skills in the first and second years, and tells readers how they can observe these stages in children. At a time when parents are increasingly beset by contradictory advice about infant care, many will find it useful to have a sensible and caring book that presents the latest information on understanding the behavior of babies. Parenting can then become the emotionally fulfilling and intellectually stimulating responsibility it should be.

-Offers a straightforward, detailed guide to how to ensure success of cross-border research projects and interventions, based on decades of experiences in many cultures, as well as meticulous research and documentation. -Accessibly written and illustrated with real examples and case studies of projects, and covers key topics including project management, cultural considerations, handling crises and threats, and successful implementation and dissemination. -Ideal for researchers and project managers - from large, global organisations to small NGOs, as well as university students and academics.

-Offers a straightforward, detailed guide to how to ensure success of cross-border research projects and interventions, based on decades of experiences in many cultures, as well as meticulous research and documentation. -Accessibly written and illustrated with real examples and case studies of projects, and covers key topics including project management, cultural considerations, handling crises and threats, and successful implementation and dissemination. -Ideal for researchers and project managers - from large, global organisations to small NGOs, as well as university students and academics.

'This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers' - Charles Bruner, Director, Child and Family Policy Center 'Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book' - Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: * Definition and assessment of readiness of children and schools * Early intervention for children in poverty, English language learners, and students with special needs * Publicly funded, home-based, school-age, and out-of-schooltime programs * The future of personnel preparation and professional development The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.

Volume 46 of "Progress in Drug Research" contains seven reviews and the various indexes which facilitate its use and establish the connection with the previous volumes. The articles in this volume deal with endo- genous sodium pump inhibition, with neurotransmitters involved in the central regulation of the cardiovascular system, with leukotrienes and development of novel anti-inflammatory agents, with antithrombotic stra- tegies and drugs affecting the plasma fibrinogen levels, with natural ami- noglycosides and polyamines and their effects in the mammalian orga- nism, with the latest developments in antidepressant agents and with immunopharmacological and biochemical bases of Chinese herbal medi- cine. These reviews provide valuable information on several new deve- lopments in the complex domain of drug research. In the 37 years that PDR has existed, the Editor has enjoyed the valua- ble help and advice of many colleagues. Readers, the authors of the reviews and, last but not least, the reviewers have all contributed greatly to the success of this series of monographs. Although the comments received so far have generally been favorable, it is nevertheless necessary to analyze and to reassess the current position and the future direction of such publi- cations.

'This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers' - Charles Bruner, Director, Child and Family Policy Center 'Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book' - Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn't, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: * Definition and assessment of readiness of children and schools * Early intervention for children in poverty, English language learners, and students with special needs * Publicly funded, home-based, school-age, and out-of-schooltime programs * The future of personnel preparation and professional development The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.