-Offers techniques and exercises that educators can immediately deploy in the classroom to teach and explain experiential theatre making. -Includes case studies by a range of experts from theatre and related fields. -The first book connecting theory with practice for experiential theatre.

With nearly 30,000 entries, this is the first Hani-English, English-Hani dictionary to be published. This dictionary includes a helpful introduction that provides a basic description of the culture and language of the Hani people, most of whom live in Yunnan Province in southwest China. It also includes an extensive bibliography of English, Chinese, and Hani books and articles on Hani, as well as twelve appendices.

-Offers techniques and exercises that educators can immediately deploy in the classroom to teach and explain experiential theatre making. -Includes case studies by a range of experts from theatre and related fields. -The first book connecting theory with practice for experiential theatre.

A Computational Approach to Statistical Learning gives a novel introduction to predictive modeling by focusing on the algorithmic and numeric motivations behind popular statistical methods. The text contains annotated code to over 80 original reference functions. These functions provide minimal working implementations of common statistical learning algorithms. Every chapter concludes with a fully worked out application that illustrates predictive modeling tasks using a real-world dataset. The text begins with a detailed analysis of linear models and ordinary least squares. Subsequent chapters explore extensions such as ridge regression, generalized linear models, and additive models. The second half focuses on the use of general-purpose algorithms for convex optimization and their application to tasks in statistical learning. Models covered include the elastic net, dense neural networks, convolutional neural networks (CNNs), and spectral clustering. A unifying theme throughout the text is the use of optimization theory in the description of predictive models, with a particular focus on the singular value decomposition (SVD). Through this theme, the computational approach motivates and clarifies the relationships between various predictive models. Taylor Arnold is an assistant professor of statistics at the University of Richmond. His work at the intersection of computer vision, natural language processing, and digital humanities has been supported by multiple grants from the National Endowment for the Humanities (NEH) and the American Council of Learned Societies (ACLS). His first book, Humanities Data in R, was published in 2015. Michael Kane is an assistant professor of biostatistics at Yale University. He is the recipient of grants from the National Institutes of Health (NIH), DARPA, and the Bill and Melinda Gates Foundation. His R package bigmemory won the Chamber's prize for statistical software in 2010. Bryan Lewis is an applied mathematician and author of many popular R packages, including irlba, doRedis, and threejs.

A Computational Approach to Statistical Learning gives a novel introduction to predictive modeling by focusing on the algorithmic and numeric motivations behind popular statistical methods. The text contains annotated code to over 80 original reference functions. These functions provide minimal working implementations of common statistical learning algorithms. Every chapter concludes with a fully worked out application that illustrates predictive modeling tasks using a real-world dataset. The text begins with a detailed analysis of linear models and ordinary least squares. Subsequent chapters explore extensions such as ridge regression, generalized linear models, and additive models. The second half focuses on the use of general-purpose algorithms for convex optimization and their application to tasks in statistical learning. Models covered include the elastic net, dense neural networks, convolutional neural networks (CNNs), and spectral clustering. A unifying theme throughout the text is the use of optimization theory in the description of predictive models, with a particular focus on the singular value decomposition (SVD). Through this theme, the computational approach motivates and clarifies the relationships between various predictive models. Taylor Arnold is an assistant professor of statistics at the University of Richmond. His work at the intersection of computer vision, natural language processing, and digital humanities has been supported by multiple grants from the National Endowment for the Humanities (NEH) and the American Council of Learned Societies (ACLS). His first book, Humanities Data in R, was published in 2015. Michael Kane is an assistant professor of biostatistics at Yale University. He is the recipient of grants from the National Institutes of Health (NIH), DARPA, and the Bill and Melinda Gates Foundation. His R package bigmemory won the Chamber's prize for statistical software in 2010. Bryan Lewis is an applied mathematician and author of many popular R packages, including irlba, doRedis, and threejs.

Reviews "A remarkable tripartite collaboration. . . . A new and highly revealing account of how the Korean War began, based on a careful comparison of Chinese, Soviet, and even North Korean sources. The authors' achievement, from a historian's perspective, is roughly the equivalent of making a first flight around the hidden side of the moon. . . . An exemplary standard for the 'new' Cold War history."Atlantic Monthly "A fascinating and exciting book. Every expert on Soviet and Chinese foreign policy and every student of international relations and the Cold War will have to read it. I am awed by the materials that have been put together in this book; it is international collaboration at its very best."Melvyn P. Leffler, University of Virginia "This title, the first using newly available resources from China and Russia, represents the opening of a new era in the study of Sino-Soviet relations and their effect on international politics. The credentials of the authors are the highest." Library Journal "This magisterial work provides the missing dimension of the Korean war how policy was made on the communist side. Making use of previously unavailable Chinese and Soviet sources . . . this is likely to become the standard work on the subject."--John Merrill, George Washington University.

This text was developed as a manual for those employed in the emergency services ESP, those who deal with victims of trauma in the workplace, work in school systems or acute psychiatric settings, provide assistance to ESP, or who are employed in other settings where persons may experience trauma. The book can also be used by mental health workers as they conduct workshops or provide debriefings where trauma has occured.Visit www.geraldlewis.com for more information.

This text was developed as a manual for those employed in the emergency services ESP, those who deal with victims of trauma in the workplace, work in school systems or acute psychiatric settings, provide assistance to ESP, or who are employed in other settings where persons may experience trauma. The book can also be used by mental health workers as they conduct workshops or provide debriefings where trauma has occured.
Visit www.geraldlewis.com for more information.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

With the emergence of a diverse public school student population, existing literature affirms the existence of a Black teacher shortage and the low representation of teachers of color in U.S. public schools. Although there are over 3 million public school teachers, African American teachers only comprise approximately 8 percent of the public school teaching workforce. In fact, the education field is dominated by White, middle-class teachers, particularly, White female teachers. While the retention of all teachers of color is a pertinent issue, an examination of Black female teachers who can assist in diversifying the teaching field is timely and warranted. Despite Black females' historic role in public education and that teaching is a female-dominated profession, Black female teachers represent only 7.7 percent of the American teaching force, while students of color represent almost 49 percent of the total student enrolment. This important, timely, and provocative book places recruitment and retention of Black female teachers at the center. The contributions address not only the recruitment of Black female teachers but also discuss mechanisms necessary to retain them. Thus, this collection not only focuses on recruiting and retaining Black female teachers for the sake of having their representation in schools; rather, authors consider some of the implicit (and overt) nuances that these teachers experience in schools across the United States.

We live in a global society, wherein our dependence on our neighbors is growing more intensely each year. Technology, travel, and interdependent economic systems require that nations know more and share more of their natural resources. Among the most precious of these resources is the intellectual talent that resides in their countries. This edited volume sheds light on the unique challenges, trends, and intersecting issues related to identifying intellectual potential of children of color around the world, providing access to appropriate curriculum and instructional opportunities, addressing the professional capacities of teachers working with these students, and the role of diverse families and communities in the talent development process in these communities. To achieve the volume 'EUROs' objectives, the editors bring together expert scholars from around the world who have a vested interest in gifted children of color.

Black males face several active and inactive discriminations across society. In education, they encounter stiffer disciplinary actions such as out of school suspension and expulsion than their White peers, are overrepresented in special education programs as well as over diagnosed; are underrepresented in gifted in talented programs; advanced placement and honors courses; and have the lower college graduation rates compared to other racial groups. Although these issues are barriers to Black male success, we know that for every challenge, there is a solution to improving academic, career, and life outcomes for Black males. Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers. The chapter authors address the gap on research from a strengths-based perspective, around implications of the COVID-19 pandemic on Black male educational attainment, the increased anti-black racism around police racial profiling and disciplinary issues in education, and academic and career outcomes of Black males. More importantly, the chapter authors provide recommendations for policy, practice and research.

African American Males in PreK-12 Schools: Informing Research, Practice, and Policy presents a comprehensive viewpoint on preK-12 schooling for African American males. Including theoretical, conceptual, and research based chapters, this edited volume offers readers compelling evidence of the education challenges and successes for this student population. Each chapter provides a richer perspective of the experiences of African American males throughout their elementary and secondary education. Additionally, each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counselors, parents, etc. Collectively, the contributors communicate throughout the edited volume that educational change is needed and that educational success is attainable for African American males. It is intended that the edited volume will help inform education research, practice, and policy as they relate to African American males. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American males.

This is the story of North Carolina parent choice advocates' push for the creation and expansion of choice policies. The exploration of the politics, ideology, and interests surrounding parent choice includes but also stretches beyond the most frequently discussed choice policies of charter schools, school vouchers, and tuition tax credits.

To tell the story of the modern school choice movement in America, Wayne D. Lewis elucidates what can be learned from the campaign by North Carolina parent choice advocates for the creation and expansion of school choice policies in the state. The exploration of the politics, ideology, and interests surrounding parent choice in this conversation includes but also stretches beyond the frequently discussed choice policies of charter schools, school vouchers, and tuition tax credits. In this work, Lewis makes the argument that parents' push for these policies is closely akin to parents' rejection of busing and redistricting policies in Charlotte-Mecklenburg and Raleigh-Durham, their advocacy for the state-support of home-schooling options across the state, and their campaign for the expansion of magnet and intradistrict choice options. Central to parents' advocacy for all of these policies, argues Lewis, lies a more foundational desire to reconceputalize public schooling such that parents have much more individual control over how public funding is used for the education of their children.

Harold Lewis applied a cross-disciplinary approach in his highly accessible discussion of fuzzy control concepts. With the aid of fifty-seven illustrations, he thoroughly presents a unique mathematical formalism to explain the workings of the fuzzy inference engine and a novel test plant used in the research. Additionally, the text posits a new viewpoint on why fuzzy control is more popular in some countries than in others. A direct and original view of Japanese thinking on fuzzy control methods, based on the author's personal knowledge of - and association with - Japanese fuzzy research, is also included.

The first edition of Practical Sedimentology contained dis ACKNOWLEDGMENTS cussions of principles and techniques that could be applied to the analysis of sediments in the field and in laboratories sup Colleagues at the University of Canterbury and the Univer plied with inexpensive and commonly available equipment. sity of New England, Lismore, have helped with practical When considering a revised edition, we felt that it was inap advice on their experiences with various methodologies dis propriate to restrict consideration to the simple and common cussed in this volume. At the University of Canterbury, we techniques because so many modern analyses of sediments are particularly grateful to K. Swanson for advice on prepar use sophisticated and often expensive equipment to examine ing materials for scanning electron microscopy and paleonto sediments and sedimentary rocks. A review of the wide range logical specimens; to G. Coates (working at the university at of available techniques and equipment was not feasible in the the time of the first edition of Practical Sedimentology) for same volume as a review of principles. The original intent to compilation of, and additions to, the procedures for textural analysis and some tables and sketches; to Ted Montague for produce a concise summary of practical sediment studies in an inexpensive format was maintained, but now in the form the bulk of the chapter on borehole sedimentology; to Dr. J.

"A pioneering political-scientific history. . . . Lucidly composed, meticulously documented, and handsomely presented."--The Annals
"A fascinating and compelling story of the beginnings of the Chinese nuclear weapon program."--Arms Control Today

There is a great dispar.ity between the ability of the major industrial nations to produce and distribute chemicals and our ability to comprehend the nature and potential severity of unintended consequences for man, his life support systems and the environment generally. Furthermore, the gap between our ability to produce and distribute myriad chemicals and our ability to identify, understand or predict unfavorable environmental impacts may widen. As environmental scientists we are conscious of the interrelatedness, not only of environmental systems, but of nations as well. Materials are continually moved across boundaries by human as well as natural agencies. The extent, rate and nature of transfer for most pollutants is largely unknown. We can only guess which of the numerous chemicals produced are candidates for concern. More important still is our practical ignorance of the mechanisms of chronic effects upon natural systems and of the concentrations, combinations and circumstances that may lead to irreversibilities or to serious consequences for man. We know very little also regarding the potential for or the kinds of indirect effects that might occur. With respect to the environmentltself, we know little of its assimilative capacity with regard to widely dispersed pollutants and their transformation products. But what we do know is disquieting, and a much-improved system for the evaluation and management of toxic and hazardous chemicals is needed.

The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and hidden minorities .White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions in both urban and suburban settings that enable minority students to succeed. This book encourages reflection and self-examination, and calls for recognizing and reinforcing students ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities. This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity. Each chapter concludes with a set of questions for personal reflection or group discussion."

The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and hidden minorities .White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions in both urban and suburban settings that enable minority students to succeed. This book encourages reflection and self-examination, and calls for recognizing and reinforcing students ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities. This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity. Each chapter concludes with a set of questions for personal reflection or group discussion."

"A pioneering political-scientific history. . . . Lucidly composed, meticulously documented, and handsomely presented."--The Annals
"A fascinating and compelling story of the beginnings of the Chinese nuclear weapon program."--Arms Control Today

Harold Lewis applied a cross-disciplinary approach in his highly accessible discussion of fuzzy control concepts. With the aid of fifty-seven illustrations, he thoroughly presents a unique mathematical formalism to explain the workings of the fuzzy inference engine and a novel test plant used in the research. Additionally, the text posits a new viewpoint on why fuzzy control is more popular in some countries than in others. A direct and original view of Japanese thinking on fuzzy control methods, based on the author's personal knowledge of - and association with - Japanese fuzzy research, is also included.

There is a great dispar.ity between the ability of the major industrial nations to produce and distribute chemicals and our ability to comprehend the nature and potential severity of unintended consequences for man, his life support systems and the environment generally. Furthermore, the gap between our ability to produce and distribute myriad chemicals and our ability to identify, understand or predict unfavorable environmental impacts may widen. As environmental scientists we are conscious of the interrelatedness, not only of environmental systems, but of nations as well. Materials are continually moved across boundaries by human as well as natural agencies. The extent, rate and nature of transfer for most pollutants is largely unknown. We can only guess which of the numerous chemicals produced are candidates for concern. More important still is our practical ignorance of the mechanisms of chronic effects upon natural systems and of the concentrations, combinations and circumstances that may lead to irreversibilities or to serious consequences for man. We know very little also regarding the potential for or the kinds of indirect effects that might occur. With respect to the environmentltself, we know little of its assimilative capacity with regard to widely dispersed pollutants and their transformation products. But what we do know is disquieting, and a much-improved system for the evaluation and management of toxic and hazardous chemicals is needed.