This volume presents eighteen case studies of natural disasters from Australia, Europe, North America and developing countries. By comparing the impacts, it seeks to identify what moves people to adapt, which adaptive activities succeed and which fail, and the underlying reasons, and the factors that determine when adaptation is required and when simply bearing the impact may be the more appropriate response. Much has been written about the theory of adaptation and high-level, especially international, policy responses to climate change. This book aims to inform actual adaptation practice - what works, what does not, and why. It explores some of the lessons we can learn from past disasters and the adaptation that takes place after the event in preparation for the next. This volume will be especially useful for researchers and decision makers in policy and government concerned with climate change adaptation, emergency management, disaster risk reduction, environmental policy and planning.

This volume presents eighteen case studies of natural disasters from Australia, Europe, North America and developing countries. By comparing the impacts, it seeks to identify what moves people to adapt, which adaptive activities succeed and which fail, and the underlying reasons, and the factors that determine when adaptation is required and when simply bearing the impact may be the more appropriate response. Much has been written about the theory of adaptation and high-level, especially international, policy responses to climate change. This book aims to inform actual adaptation practice - what works, what does not, and why. It explores some of the lessons we can learn from past disasters and the adaptation that takes place after the event in preparation for the next. This volume will be especially useful for researchers and decision makers in policy and government concerned with climate change adaptation, emergency management, disaster risk reduction, environmental policy and planning.

Every class includes a number of pupils whose learning needs are greater than, or different from, those of the rest of the class. All teachers should be able to identify targets to use as the baseline for intervention and to help those children to make appropriate progress in small steps so as to feel a sense of achievement. However, many teachers in mainstream primary schools don't know what the next 'target' should be. They know what the child can't do, but they often don't know how to express that as a target. This fourth title in a powerful new series of practical books will support SENCos and mainstream primary school teachers in thinking about what their SEN pupils can do and deciding on the next steps. It offers a system for setting and monitoring targets which can replace or complement IEPs. Suggestions for strategies and activities for achieving targets are included throughout. * Each book comes with a CD with photocopiable material, including targets pages and Records of Progress templates. Target Ladders: Speech, Language and Communication Needs addresses seven key aspects of SLCN: Early communication; Attention; Play and social interaction; Comprehension; Expressive language; Social communication; Speech. Helpful checklists and practical advice for creating SLCN-friendly classrooms make this an ideal practical resource for the busy primary teacher. ABOUT THE SERIES: The Differentiating for Inclusion series is designed to narrow the gap between children with SEN and their peers. Books in this series offer teachers helpful guidance in identifying both what children can already do and what specific targets they need support in achieving. The positive approach of structured small-steps targets, together with activities for teaching these, will ensure that children with SEN make accelerated progress. The books are all written by experienced practitioners.