Astrophotonics is the application of photonics to astronomical instrumentation. It is a rapidly developing field that takes a new approach to instrumentation, in which the bulk optics of traditional instruments, such as lenses, mirrors, and diffraction gratings, are replaced with devices embedded within waveguides. This enables instruments that are smaller, modular, more stable, and most excitingly, with optical capabilities not possible with traditional instruments.Astrophotonics has reached a stage of development where many prototype devices are now being tested on sky, and the first fully-fledged instruments incorporating photonic devices are now being used for observations. The field is thus transitioning from one of instrumental research and development to mainstream observational astrophysics.This is the first book focussed on astrophotonics, written by three experts in the field. Beginning with a sound introduction to the basic principles of astrophotonics, it is intended to communicate the current status, potential, and future possibilities of astrophotonics to the wider astronomical, optics and photonics communities.

Astrophotonics is the application of photonics to astronomical instrumentation. It is a rapidly developing field that takes a new approach to instrumentation, in which the bulk optics of traditional instruments, such as lenses, mirrors, and diffraction gratings, are replaced with devices embedded within waveguides. This enables instruments that are smaller, modular, more stable, and most excitingly, with optical capabilities not possible with traditional instruments.Astrophotonics has reached a stage of development where many prototype devices are now being tested on sky, and the first fully-fledged instruments incorporating photonic devices are now being used for observations. The field is thus transitioning from one of instrumental research and development to mainstream observational astrophysics.This is the first book focussed on astrophotonics, written by three experts in the field. Beginning with a sound introduction to the basic principles of astrophotonics, it is intended to communicate the current status, potential, and future possibilities of astrophotonics to the wider astronomical, optics and photonics communities.

Promoting Behaviour for Learning in the Classroom offers essential support to help you develop capacity and confidence in managing behaviour in the group setting of the classroom.

It provides a concise analysis of established behaviour management strategies, recognising that no single approach will work for "all" pupils and that central to effective practice is an understanding of the different personal attributes and experiences teachers and pupils bring to the classroom

Illustrated by examples from the classroom, "Promoting Behaviour for Learning in the Classroom" uses the tried and tested Behaviour for Learning framework to show how teachers expertise in promoting learning can be used to improve behaviour. Key issues considered include:

• Developing positive relationships in the classroom
• Understanding personal style and self-management
• Effective use of feedback and rewards
• Using positive correction and sanctions
• Working with school systems and frameworks for managing behaviour
• Individual differences and special educational needs
• Dealing with challenging behaviour

Written by experts in the field, "Promoting Behaviour for Learning in the Classroom" offers much-needed in-depth, realistic support and guidance to show teachers how to improve learning and behaviour in the group setting of the classrooms."

Promoting Behaviour for Learning in the Classroom offers essential support to help you develop capacity and confidence in managing behaviour in the group setting of the classroom.

It provides a concise analysis of established behaviour management strategies, recognising that no single approach will work for "all" pupils and that central to effective practice is an understanding of the different personal attributes and experiences teachers and pupils bring to the classroom

Illustrated by examples from the classroom, "Promoting Behaviour for Learning in the Classroom" uses the tried and tested Behaviour for Learning framework to show how teachers expertise in promoting learning can be used to improve behaviour. Key issues considered include:

• Developing positive relationships in the classroom
• Understanding personal style and self-management
• Effective use of feedback and rewards
• Using positive correction and sanctions
• Working with school systems and frameworks for managing behaviour
• Individual differences and special educational needs
• Dealing with challenging behaviour

Written by experts in the field, "Promoting Behaviour for Learning in the Classroom" offers much-needed in-depth, realistic support and guidance to show teachers how to improve learning and behaviour in the group setting of the classrooms."

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment of their appropriateness and effectiveness in the classroom, and assisting them to promote closer links between 'behaviour' and 'learning'. Now in a fully updated second edition, the book focuses on how teachers can provide a safe and secure setting where positive relationships are fostered, placing increased emphasis on learning behaviours that contribute to pupils' cognitive, social and emotional development. The book is full of practical approaches that can help teachers support pupils to achieve, relate to others and develop behaviours that characterise self-esteem, confidence and resilience. It includes chapters covering: * relationship with the curriculum, relationship with self and relationship with others; * whole-school approaches and the school behaviour policy; * reframing special educational needs; * dealing with more challenging behaviour; * transitions. This second edition also includes an updated emphasis on the links between mental health, behaviour and relationships in schools, and reflects Department for Education advice for school staff, changes to the National Curriculum and the new SEND Code of Practice. Through the application of the Behaviour for Learning framework, the book encourages teachers to address the needs of pupils who exhibit behavioural difficulties, whilst still pursuing excellence in teaching and learning for all pupils. It is a compelling and essential read for all trainees and practising teachers, CPD coordinators and other professionals working with children in schools.

As public health issues have gained an increasingly high political profile, the need for policy and management decisions to be informed by robust evidence of the effectiveness is now viewed as crucial. While evidence-based medicine is a well accepted feature in clinical health care, public health interventions are inherently more complex and present both significant challenges and opportunities for advancing this approach. In England, developments include the setting up of the Centre of Public Health Excellence, at the National Institute for Health and Clinical Excellence (NICE), with the responsibility for providing evidence and guidelines on the effectiveness of interventions and programmes in priority areas of public health. Further important contributions are also being made by many other research centres and groups. This book presents many of these contributions and provides a state of the art compendium on this subject. Inequality in health is a widespread problem, and the themes discussed here can be used for international comparison and application. Public health evidence examines: international trends in social inequalities in health; the role of evidence in public health policy development and practice; the infrastructure of the UK evidence-based approach; selected examples of how evidence is being applied to reduce health inequalities in England; the methodological challenges involved in evaluating interventions and the synthesis of evidence; and how to take this approach forward. The key message is that tackling health inequalities and implementing the evidence-based approach will require commitment from all those involved; researchers, academics, policy makers, the public and private sector, practitioners, the NHS, and local government. But health inequalities are a common problem facing more developed countries, and the book has international relevance. This timely contribution pushes the boundaries of thinking on research in public health.

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment of their appropriateness and effectiveness in the classroom, and assisting them to promote closer links between 'behaviour' and 'learning'. Now in a fully updated second edition, the book focuses on how teachers can provide a safe and secure setting where positive relationships are fostered, placing increased emphasis on learning behaviours that contribute to pupils' cognitive, social and emotional development. The book is full of practical approaches that can help teachers support pupils to achieve, relate to others and develop behaviours that characterise self-esteem, confidence and resilience. It includes chapters covering: * relationship with the curriculum, relationship with self and relationship with others; * whole-school approaches and the school behaviour policy; * reframing special educational needs; * dealing with more challenging behaviour; * transitions. This second edition also includes an updated emphasis on the links between mental health, behaviour and relationships in schools, and reflects Department for Education advice for school staff, changes to the National Curriculum and the new SEND Code of Practice. Through the application of the Behaviour for Learning framework, the book encourages teachers to address the needs of pupils who exhibit behavioural difficulties, whilst still pursuing excellence in teaching and learning for all pupils. It is a compelling and essential read for all trainees and practising teachers, CPD coordinators and other professionals working with children in schools.

All registered nurses are required to keep portfolios which demonstrate their competence in clinical practice in order to receive re-registration with the Nursing and Midwifery Council. In addition, they are encouraged to seek individual annual appraisals which highlight their progress and areas the require development. This book provides examples and ideas on how to document learning, competence, performance or standards of service delivery. It takes an important clinical theme throughout, providing key information on clinical management from the outset, followed by structured examples of evidence of performance and application of learning in practice, individualised for each clinical theme, focussing on cardiovascular and neurological conditions. It explains how to gather evidence from clinical interactions and other aspects of daily work. All nurses working in primary care with an interest in chronic disease management, especially those who are looking for a more 'first contact' work within their role will find this book valuable reading.

Many inhabitants of rural areas in developing countries do not have adequate and affordable access to transport infrastructure services. Insufficient access to transport constrains economic and social development and contributes to poverty. This book focuses on improving rural mobility by facilitating the provision of affordable means of transport and transport services. It concentrates on the many and varied types of transport that provide mobility such as bus service, freight trucks, bush taxis, transport animals, bicycles, and handcarts.