This glossary expands upon the Comprehensive Glossary of Terms Used in Toxicology. Like its predecessor, it addresses the need for harmonized toxicology terminology, and has undergone a full, comprehensive and rigorous review by IUPAC Committees. It serves as the reference glossary for students and researchers studying the chemical and molecular biological bases of toxicology, and for those involved in chemicals legislation, regulation and risk assessment. Toxicology uses terminology from many disciplines that have been revolutionized by recent developments in molecular biology and biochemistry, and this glossary provides a compilation of definitions of molecular entities that impact on toxicology. Extensive Notes are included to provide context for many of the proteins and important genes defined, with disambiguation where entities are referred to by different names in the literature. We hope that this will be helpful to students and professionals alike.
This glossary addresses the need for harmonised toxicology terminology. Fully comprehensive and rigorously reviewed by IUPAC Committees, it serves as the reference glossary for students and researchers in toxicology, and those involved in chemicals legislation, regulation and risk assessment. Toxicology uses terminology from chemistry, medicine, geology, botany, zoology, ecology, and veterinary medicine, as well as some legal terms. Toxicology has become crucial to global trade in chemicals as legislation is increasingly co-ordinated around the world and is based on the classification of toxicity. Consistent terminology is crucial for effective legislation and trade in the modern world.
This is a reference for those who need to understand the fundamental toxicological concepts that underlie both the scientific development of the subject and its practical applicaton in regulation and management of chemical safety.
This glossary addresses the need for harmonised toxicology terminology. Fully comprehensive and rigorously reviewed by IUPAC Committees, it serves as the reference glossary for students and researchers in toxicology, and those involved in chemicals legislation, regulation and risk assessment. Toxicology uses terminology from chemistry, medicine, geology, botany, zoology, ecology, and veterinary medicine, as well as some legal terms. Toxicology has become crucial to global trade in chemicals as legislation is increasingly co-ordinated around the world and is based on the classification of toxicity. Consistent terminology is crucial for effective legislation and trade in the modern world.
This is a reference for those who need to understand the fundamental toxicological concepts that underlie both the scientific development of the subject and its practical applicaton in regulation and management of chemical safety.
All the tips and tools you need to realize the goal of balanced literacy learning. Students learn to read and write best when their teachers balance literacy instruction. Best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential. Using this essential guide, tap your intuition, collaborate with your peers, and put the research-based strategies embedded within to work in your classroom for a strong and successful balanced literacy program.
This glossary expands upon the Comprehensive Glossary of Terms Used in Toxicology. Like its predecessor, it addresses the need for harmonized toxicology terminology, and has undergone a full, comprehensive and rigorous review by IUPAC Committees. It serves as the reference glossary for students and researchers studying the chemical and molecular biological bases of toxicology, and for those involved in chemicals legislation, regulation and risk assessment. Toxicology uses terminology from many disciplines that have been revolutionized by recent developments in molecular biology and biochemistry, and this glossary provides a compilation of definitions of molecular entities that impact on toxicology. Extensive Notes are included to provide context for many of the proteins and important genes defined, with disambiguation where entities are referred to by different names in the literature. We hope that this will be helpful to students and professionals alike.
Gay Ivey and Douglas Fisher give educators practical strategies to help motivate secondary students to embrace reading, writing, listening, and speaking as essential skills for learning and thinking throughout their lives.
Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life.The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking. The value of reflection and peer discussion in learning to expand their students' literacies is emphasized. Readers are encouraged to reflect on their own experiences with reading and teaching throughout their lifetimes--experiences that will serve well in learning to teach reading. "Your Turn" boxes invite readers to think about their views of the material presented, and to talk with colleagues and teachers about their "best ways" of learning this new information. "Did You Notice?" boxes engage readers in observation and analysis of methods and classroom situations discussed in the text. Teachers' stories serve as models of successful teaching and to draw readers into professional dialogue about the ideas and questions raised. End-of-chapter questions and activities provide additional opportunities for reflection and discussion. All of these pedagogical features help readers expand and refine their knowledge in the most positive ways. Topics covered in Teaching Reading to Every Child, Fourth Edition: *Getting to Know Your Students as Literacy Learners; *Looking Inside Classrooms: Organizing Instruction; *Assessing Reading Achievement; *The Importance of Oral Language in Developing Literacy; *Word Identification Strategies: Pathways to Comprehension; *Vocabulary Development; *Comprehension Instruction: Strategies At Work; *Content Area Learning; *What the Teacher Needs to Know to Enable Students' Text Comprehension; *Writing: Teaching Students to Encode and Compose; *Discovering the World Through Literature; *Technology and Media in Reading; *Teaching Reading to Students Who Are Learning English; *All Students are Special: Some Need Supplemental Supports and Services to Be Successful; and *Historical Perspectives on Reading and Reading Instruction. New in the Fourth Edition: *A new chapter on technology with state-of-the-art applications; *A new chapter with the most up-to-date information on how vocabulary is learned and on how it is best taught, responding to the national renewed interest in vocabulary instruction; *A new section on Readers/Writer's workshop with a focus on supporting student inquiry and exploration of multiple genres; *A more comprehensive chapter on literature instruction and the role of literature in the reading program with examples that support students' multigenre responses; *A discussion of literary theories with examples for classroom implementation; *Broader coverage of the phases of reading development from the pre-alphabetic stage to the full alphabetic stage; *A more inclusive chapter on writing instruction; and *A thoroughly revised chapter on teaching reading to students who are learning English, including extensive information on assessment and evaluation.
“The drums they roll, upon my soul, for that’s the way we go,” runs the chorus in a Harrigan and Hart song from 1874. “Forty miles a day on beans and hay in the Regular Army O!” The last three words of that lyric aptly title Douglas C. McChristian’s remarkable work capturing the lot of soldiers posted to the West after the Civil War. At once panoramic and intimate, Regular Army O! uses the testimony of enlisted soldiers—drawn from more than 350 diaries, letters, and memoirs—to create a vivid picture of life in an evolving army on the western frontier. After the volunteer troops that had garrisoned western forts and camps during the Civil War were withdrawn in 1865, the regular army replaced them. In actions involving American Indians between 1866 and 1891, 875 of these soldiers were killed, mainly in minor skirmishes, while many more died of disease, accident, or effects of the natural environment. What induced these men to enlist for five years and to embrace the grim prospect of combat is one of the enduring questions this book explores. Going well beyond Don Rickey Jr.’s classic work Forty Miles a Day on Beans and Hay (1963), McChristian plumbs the regulars’ accounts for frank descriptions of their training to be soldiers; their daily routines, including what they ate, how they kept clean, and what they did for amusement; the reasons a disproportionate number occasionally deserted, while black soldiers did so only rarely; how the men prepared for field service; and how the majority who survived mustered out. In this richly drawn, uniquely authentic view, men black and white, veteran and tenderfoot, fill in the details of the frontier soldier’s experience, giving voice to history in the making.
Trusted by generations of cardiologists for the latest, most reliable guidance in the field, Braunwald’s Heart Disease, 11th Edition, remains your #1 source of information on rapidly changing clinical science, clinical and translational research, and evidence-based medicine. This award-winning text has been completely updated, providing a superior multimedia reference for every aspect of this fast-changing field, including new material about almost every topic in cardiology.
The comprehensive guide you can trust for evidence-based reading practices It′s settled science: developing skilled readers can enhance students’ lives. That’s why renowned educators Douglas Fisher, Nancy Frey, and Diane Lapp wrote this resource with the urgency of a code blue in an ER—because too many children, for many reasons, struggle with learning to become strong readers. Designed to be a one-stop shop for best practices, Teaching Reading is concise, encyclopedic, and essential. Thirteen interactive modules provide easy to read ideas to support you teaching every child to read very well. You will learn how to: Focus on two critical aspects of reading—word recognition and language comprehension. Select the best activities to support students in grades K-6 to learn letters and sound relationships. Provide developing readers with the most effective oral, written, and reading experiences. Recharge your confidence and craft with uplifting new research findings from neuroscience, cognitive science, and child development. Clear up confusions about phonics progressions, reading fluency, morphology, text selection, grammar, and more. Develop background knowledge, vocabulary, and comprehension instruction. Be up to date on how to help students attain deeper levels of comprehension by applying Theory of Mind and other cutting-edge ideas. Reading is a thrilling but complex process. It involves a heady mix of skills, schema, self-concept, and social dimensions. To give all students the chance to reap its rewards, we need a go-big kind of resource. This is it.
Packed with all the necessary know-how, incl uding samples and case studies, this book should be in the l ibrary of every person who has thought about or is running a consulting business.
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