With the realization that many clues and hints preceded the September 11 terrorist attacks, statisticians became an important part of the global war on terror. This book surveys emerging research at the intersection of national security and statistical sciences. In it, a diverse group of talented researchers address such topics as Syndromic Surveillance; Modeling and Simulation; Biometric Authentication; and Game Theory. The book includes general reviews of quantitative approaches to counterterrorism, for decision makers with policy backgrounds, as well as technical treatments of statistical issues that will appeal to quantitative researchers.
This volume contains extended versions of 28 carefully selected and reviewed papers presented at The Fourth International Conference on Mathematical Methods in Reliability in Santa Fe, New Mexico, June 21OCo25, 2004, the leading conference in reliability research. The meeting serves as a forum for discussing fundamental issues on mathematical methods in reliability theory and its applications. A broad overview of current research activities in reliability theory and its applications is provided with coverage on reliability modeling, network and system reliability, Bayesian methods, survival analysis, degradation and maintenance modeling, and software reliability. The contributors are all leading experts in the field and include the plenary session speakers, Tim Bedford, Thierry Duchesne, Henry Wynn, Vicki Bier, Edsel Pena, Michael Hamada, and Todd Graves.
This open access book explores the expectations surrounding dementia, what it ‘looks like’ and how people have been treated by others. It aims to raise awareness of the different types of dementia, and how they impact the brain, body, and lived experience, including experience of Alzheimer’s disease, Vascular Dementia, Posterior Cortical Atrophy, Frontotemporal Dementia, Semantic Dementia, and Lewy Body Dementia. The co-authors reflect on their experience with informal and formal care, before finishing with a focus on the spectrum of dementia research from clinical trials to user-led research. Throughout the book, co-authors have shared personal stories of how dementia has affected them and people with lived experience of dementia share what they wish people knew about living with the disease. Co-produced by people with lived experience of dementia, academics and health care professionals, this book is an accessible resource about dementia from the perspective of people actively involved in the field and essential reading for healthcare professionals wishing to learn more about the experience of this neuroprogressive condition, as well as policymakers, and members of the public.
The World of Business Student Workbook offers students an opportunity to enhance their learning and focus on lesson content by providing an organizational frameworkfor course notes, linked directly to student text lessons. 250 pages, softcover.
Children and Young People's Nursing provides a comprehensive overview of the issues facing children's nurses today. It focuses on developing best practice and implementing high quality care. This book covers the wide range of general and specialist care settings in which children and young people's nurses work, including schools, the community
The second edition of Experiential Unity Theory and Model: Treating Trauma in Therapy addresses the impact of trauma prevalent in the field of group therapy and in individual counseling and proposes Experiential Unity theory and model as an effective treatment option. It offers an integrative treatment approach that adheres to the principles of neuroscience and utilizes bottom-up processing, and a right-brain orientation to engage and process trauma. This theory and model has been offered in Individual therapy sessions as a treatment for depression, anxiety, addictions and other trauma- related distress and in Psychiatric Group therapy programs for over fourteen years. It has also been taught in university courses and delivered in workshops internationally, and at the Trauma informed Practice Institute, Vancouver, BC, Canada.
Stranger Things meets Sideways Stories from Wayside School in this quirky supernatural middle grade novel about a boy on an unlikely quest to uncover an enchanted book to defeat an unearthly nemesis—from New York Times bestselling author Alyson Noël. When he first started seeing ghosts, Max mistakenly assumed everyone else could see them, too. Now, after years of being blamed for the pranks of mischievous spirits, Max is determined to do whatever it takes to make himself normal. But when he’s sent to spend the summer with his eccentric grandfather, Ramhart, being normal becomes impossible. Here in Glimmerville, bakeries sell enchanted pies, the lake is infested with mermaids, the town’s beloved ghosts roam free, and Ramhart himself is celebrated as the world’s most famous monster hunter. At first, all Max wants is to survive the summer, but the more time he spends in Glimmerville, the more he starts to wonder if he’s finally found a place where he can truly be himself. But when a supernatural attack steals Ramhart’s soul, Max—with the help of a few new friends—must go on a quest to find his grandfather’s renowned Field Guide, an enchanted book that contains all the knowledge Ramhart has gathered about defeating unearthly nemeses. And if they don’t find the book fast, Glimmerville will crumble into chaos, and Max will lose the only person who’s ever made him feel at home.
For Surveys of Musical Theater, Music Appreciation courses and Popular Culture Surveys. This unique historical survey illustrates the interaction of multiple artistic and dramatic considerations with an overview of the development of numerous popular musical theater genres. This introduction provides more than a history of musical theater, it studies the music within the shows to provide an understanding of the contributions of musical theater composers as clearly as the artistry of musical theater lyricists and librettists. The familiarity of the musical helps students understand how music functions in a song and a show, while giving them the vocabulary to discuss their perceptions.
Andy Pithouse and Alyson Rees use original research to identify key ingredients needed to help create successful foster placements and help prevent placement breakdown. In this study the lives and activities of 10 foster families who provide lasting and effective care are examined. The families' everyday world of meanings, negotiations, activities, settings, rituals and relationships that help to create these successful placements, are explored. The authors identify the main components that, according to the carers and the children, contribute to acceptance, belonging and stability in the family. The book examines the emotional and practical work involved in caring, and explores how it is received and reciprocated by fostered young people. With important insights into child and carer perspectives on fostering, What Works in Foster Care is a source of invaluable information for foster carers, children's service professionals, and trainees and care staff more generally who may be engaged with children who are looked after.
The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children’s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children’s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers.
The incidence of aggression and violence is of wide concern. It is therefore vital that we try to understand the mechanisms involved. This book outlines definitions and theories of aggressive behaviour and points out the contribution of both biological and psychological factors. Aggression primarily occurs within an interpersonal exchange and is often accompanied by increased arousal and negative feelings. It is most likely to occur in response to provocation but individuals differ in what they consider constitutes provocation. Aggressive behaviour is both multicausal and multifaceted but in order to study it, we have to break it down into components and find ways in which to measure these. This book describes a body of research examining the conditions under which the behavioural, affective and physiological components of aggression are elicited. A specific experimental technique which measures behavioural aggression in the laboratory is described. The task was found to be sensitive to individual differences in aggressive disposition. Aggression is not, however, confined to a small group of extremely hostile individuals. Alcohol or substance abuse is often associated with aggression in the general population. The results of some studies examining the effects of alcohol and benzodiazepines on the feelings and behaviour of healthy volunteers are reported. The way in which people appraise a situation influences the way they feel and behave. These drugs, therefore, impair the ability to process socially relevant information which, in turn, lowers the threshold at which aggressive behaviour is likely to occur. It is only by continuing to study the complex interaction between pharmacological and psychological factors that we will gain more insight into the processes underlying aggressive behaviour.
Life and Suicide Following Brain Injury tells the story of Tom, a 43 year-old man who acquired a brain injury from a road traffic accident at the age of 22. Tom survived but went on to take his own life 20 years later. As a vulnerable adult with mental health issues and long-term difficulties with substance misuse, this book tells Tom's story from his early childhood through to his death. In telling Tom's story, the author- a researcher in the brain injury field and Tom's sister- identifies the multiple suicide risk factors as well as the lack of understanding and inadequate service provision for people with complex needs following TBI. His story serves as a harrowing example of what can go wrong when timely intervention and support is not forthcoming, identifying a multitude of risk factors and possible points of intervention to improve care in the future. This book provides insight to professionals and academics across health and social care in the risks of suicide associated with TBI. It also provides support for those who have experienced the grief of losing a survivor to suicide, or those struggling to support a survivor who is suicidal.
Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today‘s classroom. Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.
Intersectional Humanism and Star Trek: Discovery focuses on the shift from the liberal humanism of the Star Trek franchise to the intersectional humanism of Star Trek: Discovery. Featuring a great deal of diversity both in front of and behind the camera, Discovery affirms the guiding principle of the franchise: infinite diversity in infinite combinations. Arguing that the focus of Discovery is a connection between a variety of beings and ways of being in the world, the author analyzes the relationships among humanoids and machines, animals, and between each other as well as the representation of trauma in the series. The author finds that, while there are reversions to some of the more problematic elements of liberal humanism over the course of the series, ultimately it forms connections that will progress humanity and deepen our relationship to each other and the world around us.
Rome was an empire of images, especially images that bolstered their imperial identity. Visual and material items portraying battles, myths, captives, trophies, and triumphal parades were particularly important across the Roman empire. But where did these images originate and what shaped them? Empire of Images explores the development of the Roman visual language of power in the Republic in Iberian Peninsula, the Gallic provinces, and Greece and Macedonia, centering the development of imperial imagery in overseas conquest. Drawing on a range of material evidence, this book argues that Roman imperial imagery developed through prolonged interaction with and adaptation by subjugated peoples. Despite their starring role in Roman imagery, the populations of Rome’s provinces continuously reinterpreted and reimagined Roman images of power to navigate their membership in the new imperial community, and in doing so, contributed to the creation of a universal visual language that continues to shape how Rome is understood.
Child Agency and Voice in Therapy offers innovatory ways of thinking about, and working with, children in therapy. The book: considers different practices such as respecting the rights of the child in therapy and recognising and listening to children as ‘active agents’ and ‘experts’; features approaches that: access children’s views of their therapy; engage with them as researchers or co-researchers; and that use play and arts-based methods; draws on arts therapies research in ways that enable insight and learning for all those engaged with children’s therapy and wellbeing; considers how the contexts of the therapy, such as a school or counselling centre, relate to the ways children experience themselves and their therapy in relation to rights, agency and voice. Child Agency and Voice in Therapy will be beneficial for all child therapists and is a good resource for courses concerning childhood welfare, therapy, education, wellbeing and mental health.
“This stellar book extends teachers’ thinking well beyond 'book spaces' and into 'digital spaces' by offering theorized approaches to analyzing children’s literature across media, and careful descriptions of effective learning activities that are rich in detail and practical advice. This book (and its digital spaces) is an indispensable guide to engaging with children’s literature and new digital media.” Michele Knobel, Montclair State University, USA. “The book overall is exciting, informative and practical, outlining important theoretical perspectives and ideas while also providing much wisdom and advice to teachers about how to transform their literary programs.” Frances Christie, Emeritus Professor of Language andLiteracy Education, University of Melbourne and HonoraryProfessor of Education, University of Sydney, Australia. This book connects classroom teaching of children’s literature with the digital age. It celebrates the charm of children’s literature and its role in literacy development, as well as the appeal of information and communications technology (ICT) to students and its capacity to enrich students’ learning and enjoyment of literary texts. The authors outline the ways in which children’s literature is developing new dimensions, for example: The re-publication of children’s books on CD ROM and the world wide web Web resources for working with literary texts, including e-mail discussion groups Children’s participation in the collaborative construction of online narratives The book provides practical guidance for teachers who areinexperienced with ICT. It describes and discussesimplementation of activities that extend traditional approaches toliterary texts and take advantage of available technology.
Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.
This book describes a body of research examining the conditions under which the behavioural, affective and physiological components of aggression are elicited.
Starting with the premise that American Indians have been colonized, Horne outlines the dangers of colonial mimicry. She proposes a theory of subversive mimicry through which writers can use the language of the colonial power to subvert it and inscribe diverse First Nations voices. Drawing on select works by Thomas King, Beatrice Culleton, Ruby Slipperjack, Jeannette Armstrong, Lee Maracle, and Tomson Highway, the study also elucidates decolonizing strategies with which readers can collaborate.
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