Living and Practicing?Ǫby design.This story begins with my not so unique fascination of what makes things work, most especially human beings. In reality, mostly how we, as physicians and healthcare teams of all disciplines help fix them when they break. Why have I, and those who follow the systems we design and advocate the lifestyle choices we choose been so successful at this? Because its not just healers knowledge, but also everything about us that patients sense, trust and embrace. Unspoken dialogues that let them know they are in the right place or not. There are great academicians in all the healing arts with terrible manners that repel patients. We all have had some of them as instructors. Now too many review insurance claims.Now, as DCs our profession risks losing that position, because way too many are afraid to take a strong stand. Our forefathers who went to jail for practicing healthcare by these very same principles now weep at our softness.But, as a caregiver, all of this can be extraordinarily stressful, and economically unfeasible without excellent systems. You can lose yourself in the process, and wind up resenting your chosen path. Or, you can focus on whats most essential to you in life, and deliver services to your patients in ways that fully supports them. Live a phenomenally enviable lifestyle, while advancing humanity as the beast destroys itself.And thats what this book is about. These are my short takes on preserving the fine art of private healthcare practices, no matter what letters follow your name.
When I first got the idea to write Beating Neuropathy my first book while walking the streets of Nantucket I had no idea it would become a best seller. But what I did know is that it would be neuropathy patients that would propel change and awareness and not necessarily professionals. To a point, I was wrong. It turns out that I have had so many caring professionals come forward to join my quest I am honored by their tireless dedication to helping patients in often innovative, "outside the box" ways. You'll now find only these dedicated clinicians in our treatment centers. I've since spent many quiet days and nights at home and at the office contemplating and planning our next steps for you our patients and friends. But like anything else, some have jumped on the neuropathy treatment "bandwagon" with little training or expertise. This concerns me greatly. These are not our clinicians. You see neuropathy is not a one size fits all disorder. Some cases are extraordinarily complex, and often difficult to treat. Fortunately, more patients are now very simple to treat and manage with the knowledge we have gained in our clinics. But the most exciting thing right now is almost always we have been able to improve our patient's quality of life, often dramatically. So much so, that we've gained great confidence in treating many kinds of neuropathy patients in our NeuropathyDR Treatment Centers.
The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios.
Transcription of 1835-1844 minutes of the Wilkes County (NC) Court of Pleas & Quarter Sessions; indexed by personal name, business name, geographic name and subject.
Now available in paper, The Architecture of Cognition is a classic work that remains relevant to theory and research in cognitive science. The new version of Anderson's theory of cognitive architecture -- Adaptive Control of Thought (ACT*) -- is a theory of the basic principles of operation built into the cognitive system and is the main focus of the book.
In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers. The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers. Each chapter includes: *Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice; *Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and *Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing. The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally. New in the Second Edition: *updated research summaries consider new work that has appeared since publication of the first edition; *revised chapter on research and practice in the use of computers in second language writing courses covers recent developments; *streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and *revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.
During the past decade, members of the Cognition and Technology Group at Vanderbilt University have worked with hundreds of teachers and thousands of students throughout North America in the context of the Adventures of Jasper Woodbury problem-solving series--12 videodisc-based adventures plus video-based analogs, extensions, and teaching tips designed to improve the mathematical thinking of students from grades 5 and up, and to help them make connections to other disciplines such as science, history, and social studies. The experience of developing the Jasper series, testing it in classrooms, and re-designing it based on feedback provided The Cognition and Technology Group at Vanderbilt with extraordinarily rich opportunities to learn from teachers, students, parents, administrators, and other community members. This book was written for two reasons. First, it helped the authors to organize the thoughts and experiences of over 70 members of the Learning Technology Center who worked on the Jasper project, and to collaboratively reflect on their experiences and relate them to the broader literature in cognition and instruction. Second, this book gives others a change to learn from the experiences of the Cognition and Technology Group at Vanderbilt. The book is anchored around their experiences with Jasper, but the issues explored are relevant to any attempt to improve educational practice. This book tells a coherent story that helps readers explore issues of curriculum, instruction, assessment, and teacher learning (professional development) within a single context (Jasper) and how all these topics are interrelated. It also helps readers see the relevance of research programs for improving educational practice. Throughout, the need for maintaining a balance of laboratory and classroom research is emphasized.
Metadecisions: Rehabilitating Epistemology constitutes an epistemological inquiry about the foundations of knowledge of a scientific discipline. This text warns contemporary scientific disciplines that neglecting epistemological issues threatens the viability of their pronouncements and designs. It shows that the processes by which complex artefacts are created require a pluralistic approach to artefact design. It argues that viable solutions to fundamental problems in each discipline require cooperation, creativity and respect for contributions from all walks of life, all levels of logic and all standards of rigor - be they in the natural sciences, the social sciences, engineering sciences, management, the law or political sciences. Several true cases, obtained from different walks of life are used to illustrate logic levels in problems and how the application of the process of modeling/metamodeling helps to conceptualize problem dysfunctions and to convert decisions into metadecisions. Ten cases spanning subjects like Doctor Assisted Suicides (DASs), Advising Women on The Risks of Mammograms, a Deregulation Crusade, The Crash of TWA Flight 800, The Control of The World Wide Web, The Creation of the US Department of Homeland Security, among others, are used to illustrate the application of the metasystem framework to increase knowledge and meaning of fundamental problems. The design of any human activity requires the intervention of several inquiring systems where the manager, the engineer, the scientist, the lawyer, the epistemologist, the ethicist and even the artist contribute to shape how problems in the real-world are formulated, how decisions/metadecisions to solve problems are taken, and finally, how actions are implemented.
Proposing a new paradigm for Computer Supported Cooperative Work (CSCW), this ground-breaking book presents a research agenda for developing and testing that paradigm. It constitutes the first attempt to outline a comprehensive model of collaboration that integrates the cognitive/conceptual and social dynamics of groups. The challenge faced by all groups engaged in intellectual work is, on the one hand, to divide the task so that efforts of individual members may proceed in parallel and, on the other hand, to synthesize their separate contributions to form a coherent whole. Addressing this challenge, Smith examines the general form of a theory of computer-based collaboration that extends across different tasks and working situations. He uses the work of Newell, Simon, and Anderson as a base from which to consider a group as a form of distributed information processing system. Within groups, there are constructs analogous to human long-term and short-term memory, conceptual processes, and problem solving and knowledge-construction strategies. He discusses two metacognitive issues -- awareness and control -- as they occur in collaborative behavior. And he reviews a number of advanced computer systems that support collaboration, focusing on their impact on the thinking and behavior of groups. Smith's theoretical framework combines elements of Information Processing System theory -- and its detailed process models of cognitive behavior -- with the situated perspective of activity theory. The book suggests new and useful ways of conceiving problems and solutions to all those interested in the ways in which people interact with each other and with computers to achieve goals.
This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading–writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service teachers can use to develop the complex skills involved in teaching second language writing. Each chapter includes Questions for Reflection, Further Reading and Resources, Reflection and Review, and Application Activities. An ideal text for L2 teacher preparation courses, courses that include both L1 and L2 students, and workshops for instructors of L2 writers in academic (secondary and postsecondary) settings, the accessible synthesis of theory and research enables readers to see the relevance of the field’s knowledge base to their own present or future classroom settings and student writers.
Concentrating on presenting a thorough analysis of DFB lasers from a level suitable for research students, this book emphasises and gives extensive coverage of computer aided modeling techniques.
This best selling collection of original papers represents both for the scholar and the student an updating and a perspective of value on a subject that is at the heart of the educational process.
The fierce, bloody battles of Bataan and Corregidor in the Philippines are legendary in the annals of World War II. Those who survived faced the horrors of life as prisoners of the Japanese. In Conduct Under Fire, John A. Glusman chronicles these events through the eyes of his father, Murray, and three fellow navy doctors captured on Corregidor in May 1942. Here are the dramatic stories of the fall of Bataan, the siege of “the Rock,” and the daily struggles to tend the sick, wounded, and dying during some of the heaviest bombardments of World War II. Here also is the desperate war doctors and corpsmen waged against disease and starvation amid an enemy that viewed surrender as a disgrace. To survive, the POWs functioned as a family. But the ties that bind couldn’t protect them from a ruthless counteroffensive waged by American submarines or from the B-29 raids that burned Japan’s major cities to the ground. Based on extensive interviews with American, British, Australian, and Japanese veterans, as well as diaries, letters, and war crimes testimony, this is a harrowing account of a brutal clash of cultures, of a race war that escalated into total war. Like Flags of Our Fathers and Ghost Soldiers, Conduct Under Fire is a story of bravery on the battlefield and ingenuity behind barbed wire, one that reveals the long shadow the war cast on the lives of those who fought it.
The issue of the transfer of learning from one domain to another is a classic problem in psychology and an educational question of great importance, which this book sets out to solve through a theory of transfer based on a comprehensive theory of skill acquisition.
Worldwide concern in scientific, industrial, and governmental com munities over traces of toxic chemicals in foodstuffs and in both abiotic and biotic environments has justified the present triumvirate of specialized publications in this field: comprehensive reviews, rapidly published progress reports, and archival documentations. These three publications are integrated and scheduled to provide in international communication the coherency essential for nonduplicative and current progress in a field as dynamic and complex as environmental contamination and toxicology. Until now there has been no journal or other publication series reserved exclusively for the diversified literature on "toxic" chemicals in our foods, our feeds, our geographical surroundings, our domestic animals, our wild life, and ourselves. Around the world immense efforts and many talents have been mobilized to technical and other evaluations of natures, locales, magnitudes, fates, and toxicology of the persisting residues of these chemicals loosed upon the world. Among the sequelae of this broad new emphasis has been an inescapable need for an articulated set of authorita tive publications where one could expect to find the latest important world literature produced by this emerging area of science together with documentation of pertinent ancillary legislation.
This unique volume returns in its second edition, revised and updated with the latest advances in problem solving research. It is designed to provide readers with skills that will make them better problem solvers and to give up-to-date information about the psychology of problem solving. Professor Hayes provides students and professionals with practical, tested methods of defining, representing, and solving problems. Each discussion of the important aspects of human problem solving is supported by the most current research on the psychology problem solving. The Complete Problem Solver, Second Edition features: *Valuable learning strategies; *Decision making methods; *Discussions of the nature of creativity and invention, and *A new chapter on writing. The Complete Problem Solver utilizes numerous examples, diagrams, illustrations, and charts to help any reader become better at problem solving. See the order form for the answer to the problem below.
The North Carolina 34th Infantry Regiment was assembled at High Point, North Carolina, in October, 1861. Its members were recruited in the counties of Ashe, Rutherford, Rowan, Lincoln, Cleveland, Mecklenburg, and Montgomery. After serving in the Department of North Carolina, it was sent to Virginia and placed in General Pender's and Scales' Brigade. The 34th was active in the many campaigns of the army from the Seven Days' Battles to Cold Harbor and later participated in the Petersburg siege south of the James River and the operations around Appomattox.
Anyone who writes an up-to-date textbook of semantics has to be au fait with an extremely wide range of contemporary academic activity. John Lyons' new book demonstrates a remarkable ability to achieve such catholicity of expertise...
Research into the biochemical basis of toxicology has expanded rapidly over recent years, amidst concerns over the adverse effects of drugs, environmental pollution and occupational hazards. Following on from the acclaimed first two editions of Principles of Biochemical Toxicology, John Timbrell has expanded the text to include: summary sections questions and model answers thoroughly revised artwork These features, plus the new easy-to-read format will make biochemical toxicology more accessible to undergraduates and postgraduates coming across the subject for the first time, particularly when undertaking self-directed study. This comprehensive textbook provides a thorough explanation of dose-response relationships; disposition and metabolism; toxic responses to foreign compounds, and detailed examples to illustrate mechanisms of toxicity. There is also an expanded and updated bibliography, directing the reader to further reading if required. Students and lecturers will find the clear and concise approach, which established this book as the leading textbook in its field, an essential aid to learning and teaching.
To develop strong disciplinary literacy skills, middle and high school students need to engage with diverse types of challenging texts in every content area. This book provides a blueprint for constructing literacy-rich instructional units in English language arts, science, and social studies. The authors describe how to design interconnected text sets and plan lessons that support learning and engagement before, during, and after reading. Presented are ways to build academic vocabulary and background knowledge, teach research-based comprehension strategies, and guide effective discussions and text-based writing activities. Chapters also cover how to teach students to write argumentative, informative, and narrative essays, and to conduct discipline-specific inquiry. Special features include sample text sets and 24 reproducible planning templates and other teaching tools; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Related to the earlier well-known ACT production system theory, this book's basic goal is to present evidence for the psychological reality of a production system model of mind. Distinguished from the original theory in three ways, this volume uses the rational analyses of Anderson (1990) to improve upon that theory and extend its scope. It also relates the theory to a great deal of new data on the performance and acquisition of cognitive skills. The new theory -- ACT-R -- involves a neurally plausible implementation of a production system architecture. Rational analysis is used to structure and parameterize the system to yield optimal information processing. The theory is applicable to a wide variety of research disciplines, including memory, problem solving, and skill acquisition. Using intelligent tutors, much of the data is concerned with the acquisition of cognitive skills. The book provides analyses of data sets describing the extended course of the acquisition of mathematical and computer programming skills.
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