Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of children's experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse - both in and out of school - and parents' perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.

"Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the U.S, this collection considers the multiple aspects of children's experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse---both in and out of school---and parents' perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education"--

This book presents research findings about school-level and district-level practices and successful strategies employed in mathematics education by highly effective schools that serve high-poverty communities. It includes both the theory and practice of creating highly effective schools in these communities.
In 2002 nine schools were selected in a national competition to participate in the Hewlett-Packard High Achieving Grant Initiative. As part of this Initiative, these schools participated in the research study this book reports. The study employed both qualitative and quantitative methodologies to examine school- and classroom-level factors that contributed to high achievement, particularly in mathematics. The goals of the study were twofold: 1) to investigate the salient characteristics of the highly effective schools in which the research was conducted, and 2) to explore participating teachers' conceptions and practices about mathematics curriculum, instruction, and assessment.
The schools described have much to teach about creating powerful learning environments that empower "all" students to learn challenging mathematics. Given the pressures of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessments.
"Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change "is particularly relevant for teacher educators, researchers, teachers, and graduate students in the fields of mathematics education and school policy and reform, and for schooladministrators and district coordinators of mathematics education.

This book presents research findings about school-level and district-level practices and successful strategies employed in mathematics education by highly effective schools that serve high-poverty communities. It includes both the theory and practice of creating highly effective schools in these communities. In 2002 nine schools were selected in a national competition to participate in the Hewlett-Packard High Achieving Grant Initiative. As part of this Initiative, these schools participated in the research study this book reports. The study employed both qualitative and quantitative methodologies to examine school- and classroom-level factors that contributed to high achievement, particularly in mathematics. The goals of the study were twofold: 1) to investigate the salient characteristics of the highly effective schools in which the research was conducted, and 2) to explore participating teachers' conceptions and practices about mathematics curriculum, instruction, and assessment. The schools described have much to teach about creating powerful learning environments that empower all students to learn challenging mathematics. Given the pressures of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessments. Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change is particularly relevant for teacher educators, researchers, teachers, and graduate students in the fields of mathematics education and school policy and reform, and for school administrators and district coordinators of mathematics education.

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts.
Mathematics and science education has been slow to respond to issues of diversity and equity. "Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy" helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity.
A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who workas student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.

This book, first published in 1980, covers the employment of merchant seamen, principally from the perspective of a labour lawyer, but including a great deal of material not normally found in books on labour law. It also shows how the law is but one kind of rule; that the collective organisations of works and employers create and enforce rules of industrial practice that have just as important an effect on the lives of those they cover.

Economically and politically, North Sea oil very quickly became of vital importance to Britain. But very little serious attention was paid to the problems of the men working out on the rigs, and certainly none to their legal problems: they had been working in a kind of legal 'no man's land'. This informative and critical book, first published in 1977, represents a new and exciting approach to labour law looks closely at the way in which the law applies to workers out on the rigs and at the way it regulates the various aspects of their employment. More than that, it looks at the context in which the law is applied, a dynamic industry operating within severe physical, economic and political constraints, showing not only how the law came to be shaped, but also how its provisions are but one example of the employment process and which mirror changing moods and standards.

Economically and politically, North Sea oil very quickly became of vital importance to Britain. But very little serious attention was paid to the problems of the men working out on the rigs, and certainly none to their legal problems: they had been working in a kind of legal 'no man's land'. This informative and critical book, first published in 1977, represents a new and exciting approach to labour law looks closely at the way in which the law applies to workers out on the rigs and at the way it regulates the various aspects of their employment. More than that, it looks at the context in which the law is applied, a dynamic industry operating within severe physical, economic and political constraints, showing not only how the law came to be shaped, but also how its provisions are but one example of the employment process and which mirror changing moods and standards.

This book, first published in 1980, covers the employment of merchant seamen, principally from the perspective of a labour lawyer, but including a great deal of material not normally found in books on labour law. It also shows how the law is but one kind of rule; that the collective organisations of works and employers create and enforce rules of industrial practice that have just as important an effect on the lives of those they cover.

The hemostasis laboratory has a vital role in the diagnosis and management of patients with familial and acquired haemorrhagic and thrombotic disorders. Its role in the monitoring of traditional anticoagulant therapy, as well as therapy using new anticoagulants, presents new challenges to the laboratory. This new edition addresses these important issues, as well as international guidelines for testing, the development of international standard materials, management of haemostasis testing from the laboratory to the point-of-care, and molecular genetic testing.

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. br br Mathematics and science education has been slow to respond to issues of diversity and equity. i Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy /i helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. br br A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who workas student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.

With authoritative coverage of rare and common hemostatic disorders, Consultative Hemostasis and Thrombosis, 4th Edition, keeps you both up to date with all that's new in this fast-moving field as well as reviewing background and development and citing pertinent classical literature. Broad differential diagnoses are provided, underscoring the editors' position that correct treatment begins with correct diagnosis. This trusted resource by Drs. Craig S. Kitchens, Craig M. Kessler, Barbara A. Konkle, Michael B. Streiff, and David A. Garcia is designed for rapid reference and critical decision making at the point of care. Emphasizes real-world problems and solutions, with quick access to concise descriptions of each condition, associated symptoms, laboratory findings, differential diagnosis, and treatment. Features a user-friendly design, full-color format, abundant laboratory protocols, and at-a-glance tables and charts throughout. Provides thorough updates on core information on hemostasis and thrombosis, including deep venous thrombosis (DVT), pulmonary embolisms, hypercoagulability, thrombocytopenia, von Willenbrand disease, and more. Covers new treatment information on hemophilia A and B. Contains new chapters on hereditary hemorrhagic telangiectasia, hemolytic uremic syndrome, and paroxymal nocturnal hemoglobinuria. Two new editors, Dr. Michael B. Streiff and Dr. David A. Garcia, offer fresh perspectives and valuable experience. Expert ConsultT eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.