Hydrology in Practice is an excellent and very successful introductory text for engineering hydrology students who go on to be practitioners in consultancies, the Environment Agency, and elsewhere. This fourth edition of Hydrology in Practice, while retaining all that is excellent about its predecessor, by Elizabeth M. Shaw, replaces the material on the Flood Studies Report with an equivalent section on the methods of the Flood Estimation Handbook and its revisions. Other completely revised sections on instrumentation and modelling reflect the many changes that have occurred over recent years. The updated text has taken advantage of the extensive practical experience of the staff of JBA Consulting who use the methods described on a day-to-day basis. Topical case studies further enhance the text and the way in which students at undergraduate and MSc level can relate to it. The fourth edition will also have a wider appeal outside the UK by including new material on hydrological processes, which also relate to courses in geography and environmental science departments. In this respect the book draws on the expertise of Keith J. Beven and Nick A. Chappell, who have extensive experience of field hydrological studies in a variety of different environments, and have taught undergraduate hydrology courses for many years. Second- and final-year undergraduate (and MSc) students of hydrology in engineering, environmental science, and geography departments across the globe, as well as professionals in environmental protection agencies and consultancies, will find this book invaluable. It is likely to be the course text for every undergraduate/MSc hydrology course in the UK and in many cases overseas too.
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.
In the 14 years since the first edition of Addictions was published, a wealth of substantive and crucial new findings have been added to our knowledge of alcohol and other substance use disorders. This primary reference has now been updated and expanded to include 38 chapters, all completely rewritten to reflect new knowledge gained about the science of alcohol and other drugs, as well as new treatment approaches and research trends. Addictions: A Comprehensive Guidebook, Second Edition, features a roster of senior scientists covering the latest findings in the study of alcohol and other drug use, abuse, and dependence. Skillfully edited by Drs. Barbara S. McCrady and Elizabeth E. Epstein, the chapters primarily review the literature published in the last 14 years since the first edition. The volume covers seven different content areas: Section I addresses broad conceptual issues as well as information on the etiology, neuroscience, epidemiology and course of alcohol and other drug use, abuse, and dependence. Section II provides detailed pharmacological and clinical information on the major drugs of abuse, including alcohol. Sections III, IV, and V focus on knowledge of importance to clinical practice, including a section on assessment and treatment planning, information on a range of empirically supported treatments, and issues related to clinical practice. Section VI provides information about specific population groups, and Section VII addresses policy, prevention, and economic issues in the field. The book is appropriate for a wide variety of readers who are either treating, learning to treat, doing research on, or teaching about addictions. Comprehensive and succinct, it is written in a manner that is accessible and useful to practitioners, students, clinician trainees, and researchers. It is also an ideal textbook for graduate courses and training programs in psychology, psychiatry, social work, and addictions certifications, and for advanced undergraduate courses on alcohol and other substance use disorders
This timely text draws on interdisciplinary theory and research to examine the multidimensional risk and protective factors for eight challenges of living frequently encountered by social workers. The authors provide a working model for social workers to integrate the most up-to-date evidence about challenges of living they face in their daily practice. Using a multidimensional biopsychosocial-spiritual perspective, the book examines etiology, course, and intervention strategies related to these eight challenges of living. Key Features Examines exemplar challenges of living: The working model is applied to eight major problems commonly encountered by social workers—financial impoverishment; community violence; child maltreatment; traumatic stress disorders; substance abuse; obesity; HIV/AIDS; and major depression. Presents a range of theories of causation: The book provides up-to-date and accessible coverage of biological risk and protective factors and emphasizes how each challenge of living is experienced across diverse identity groups. Makes the material come alive: Four life studies are woven throughout chapters to illustrate theory and research. Promotes critical thinking: Active Learning Exercises help students integrate knowledge about the case, knowledge about the self, and values and ethics with general knowledge from the behavioral sciences. Intended Audience This is an excellent supplemental text for advanced undergraduate and graduate courses in social work and counseling such as Human Behavior in the Social Environment and Social Work Prevention. Since the book offers an interdisciplinary perspective, it may also be of interest to those in the psychology, public health, and allied health disciplines.
Older people and people with a disability have a right to be included in all aspects of home and community life, and yet, environmental barriers continue to exist in the built environment. There are concerns about how well homes can support older people and people with a disability over time as their needs change. Occupational therapists are well suited to determining the most appropriate home modification solutions to address environmental barriers. They possess the knowledge and skills necessary to evaluate people’s current and future needs in the context of the nature and use of the environment and can work collaboratively with design and construction professionals to develop solutions. To be comprehensive and effective in their approach, occupational therapists need to understand not only the individual’s requirements, but also, the ethical and legal contexts for practice, the technical aspects of the built environment, the relevance and intent of access standards and design approaches, and the application of a range of products and finishes. An Occupational Therapist’s Guide to Home Modification Practice, Second Edition by Elizabeth Ainsworth and Desleigh de Jonge and their team of expert contributors provides comprehensive information to inform occupational therapists about current practice and research. This includes the authors using a transactional approach to examine the person-occupation-environment interaction and providing occupational therapists with a detailed understanding of the various dimensions of the home environment that can impact on client’s home modification decisions. New material has been provided relating to research and practice issues, such as an overview of the latest home modification outcome research findings as documented in literature; an update on outcome evaluation; new research information about the dimensions of the home impacting on decision making; additional information grabrail and ramp prescription; and the inclusion of new case studies illustrating minor and major modification solutions for clients who present with diverse needs. In the Second Edition you’ll find: A detailed understanding of aspects of the home environment that impact home modification decisions A review of legislative environment and funding systems that facilitate service delivery An overview of home modification services, as well as future trends A range of comprehensive case studies — illustrated by photographs Additional theory to inform knowledge, and skill development, that can be used in home modification practice worldwide Included with the text are online supplemental materials for faculty use in the classroom.. An Occupational Therapist’s Guide to Home Modification Practice, Second Edition provides a range of resources and tools, and it can be used as a teaching aid to support students, interns, and novice therapists or as a manual for reflection and practice for more experienced home modification practitioners.
Pre-financial crisis, EU citizens were 'overlooking' Europe ignoring it in favour of globalisation, economic flows, and crises of political corruption. Innovative focus group methods allow an analysis of citizens' reactions, and demonstrate how euroscepticism is a red herring, instead articulating an indifference to and ambivalence about Europe.
Sociological research on the experience of first-generation college students has expanded significantly in the last decade, providing broad-ranging data about the ways that these students enter college settings and their comparative progress toward graduation. However, we still know little about differences among first-gen students. In this book, we problematize the notion that there is only way to be a first generation student, and we consider the implications that different routes into and through college have for post-college mobility. Drawing on interviews with 64 college students at one highly selective campus and national longitudinal survey data from 28 campuses, we found that rather than developing a sense of belonging on campus at large, first-generation students were located in one of four different smaller multi-dimensional niches, what we refer to as campus geographies"--
Long recognized as the leading text in this dynamic field, Rogers’ Textbook of Pediatric Intensive Care provides comprehensive, clear explanations of both the principles underlying pediatric critical care disease and trauma as well as how these principles are applied. Led by Drs. Donald H. Shaffner, John J. McCloskey, Elizabeth A. Hunt, and Robert C. Tasker, along with a team of 27 section editors as well as more than 250 expert global contributors, the fully revised Sixth Edition brings you completely up to date on today’s understanding, treatments, technologies, and outcomes regarding critical illness in children.
This story takes place in the United States. The year is 2010 . Sally Anderson eight years old is loving life. She has a best friend Lizzy Smith who is the same age as her. They do everything together. Then Lizzy and Sally soon find out that a big change is going to happen in their lives. Sally's family is moving to New York City. This change surprises Sally and Lizzy. So Sally and Lizzy decide to become Pen Pals. Will Sally and Lizzy's friendship be strong enough to handle this big change in there lives? Or will the decision to be become Pen Pals make Lizzy and Sally's Friendship stronger than ever ?
The role of Africans in the growth and process of Christianity in South Africa in the late nineteenth and early twentieth century. In particular the book provides an insight into the role of writing and literacy in the church founded by the South African prophet, Isaiah Shembe, in 1910. The book provides a substantial, contextualising introduction which includes discussion of the church’s history and its position in contemporary South Africa, and weaves in discussion of the topics of literacy and modernity. The book then moves to the three documents, presented in their language of composition, Zulu and in an English translation. The three ‘books’, each from Shembe’s Nazareth Baptist Church, provide the reader with a fascinating insight into the growth and organisation of one of southern Africa’s most influential African Churches, and into the use and interpretation of the Bible by the church’s founder, Isaiah Shembe, and by church members. Central to the writings is the complex presence of Shembe, present both through his own words in the first book and, in the second book, through the memory of Meshack Hadebe, a member of the church in the 1920’s and 1930’s. The extracts in the third book provide a glimpse of the church’s hymnal and the unique religious poetry of the hymns, authored by Shembe.
Elizabeth A. Waraksa examines the ceramic female figurines excavated by John Hopkins at the Precinct of Mut in Luxor, Egypt between 2001 and 2004. The figurines date from the New Kingdom to the Late Period (ca. 1550-332 BCE). Ceramic figurines are frequently overlooked by archaeologists, art historians, and social historians because the lack the aesthetic qualities usually associated wit Egyptian art. However, the Hopkins-excavated figurines display features that mark them as standardized ritual objects. Waraksa argues that ceramic female figurines were produced in Workshops, utilized by magician/physicians in healing rituals, and regularly snapped and discarded at the end of their effective "lives". This is a new, broader interpretation for objects that have previously been considered as toys, dolly, concubine figures, and - most recently - votive "fertility figurines"."--Publisher's website
In this unique book, Liz Done undertakes an affective thought-provoking nomadic inquiry into the doctoral process in which she engages with the writings of Deleuze, Cixous, Nietzsche, Foucault and many others. The paradox of learning, as thoroughly relational but simultaneously implying the radical specificity of every learner’s experience, is unpacked in a text that is careful to explain the ideas and theories that are mobilised. As a pedagogic intervention, the book seeks to raise questions, not answer them, but ultimately offers a very powerful statement about the value of education as learning and its capacity to transform a life. Academic production is revealed as a situated, embedded, relational, and complex process. The book’s rhizomatic threads include: transgressing linear neopositivist models, doing something different with theory, the importance of free experimentation, and memory as both mobility and freedom. Braidotti’s nomadic subjectivity and Gannon’s refusal to be pinned down in a bid for intellectual purity were also mobilised in the writing of this text. It performs the inclusive potential of Deleuzian and feminist poststructuralist thought, insisting on a scholarship that is about open inquiry, (ad)venture, and learning as multiplicity. It is untimely, as Deleuze might say, in its contemporary relevance.
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