Substance abuse is one of society's most serious problems. Drugs seem to be readily available even in elementary schools, which attests to the success of the drug purveyors and the failure of law enforcement officials, education administrators and parents. As an example, in the U.S. 2003, there were nearly 1.7 million admissions to publicly funded substance abuse treatment programs. Most admissions (23.2 percent) were for alcohol treatment. Marijuana accounted for the largest percentage of illicit drug admissions (15.4 percent), followed by heroin (14.4 percent). This book presents new and important research dealing with treatments and treatment programs aimed at alleviating the misery and loses to society of this vicious behavioural disorder.
Crash Course - your effective every day study companion PLUS the perfect antidote for exam stress! Save time and be assured you have the core information you need in one place to excel on your course and achieve exam success. A winning formula now for over 15 years, each series volume has been fine tuned and fully updated, with an improved layout tailored to make your life easier. Especially written by senior medical students or recent graduates - those who have just been in the exam situation - with all information thoroughly checked and quality assured by expert faculty advisers, the result are books which exactly meet your needs and you know you can trust. Commencing with 'Learning Objectives', every chapter guides you succinctly through the topic, giving full coverage of the curriculum whilst avoiding unnecessary and often confusing detail. A sound knowledge of anatomy will be invaluable in every patient interaction you have - in this bestselling series volume the relationship between anatomy and clinical medicine is made clear throughout. Updates to this edition include new sections on radiology, highlighting the increased importance of CT and MRI scanning in modern medicine. A fully revised self-assessment section matching the latest exam formats is also included. More than 200 illustrations present clinical, diagnostic and practical information in an easy-to-follow manner Friendly and accessible approach to the subject makes learning especially easy Written by students for students - authors who understand exam pressures Contains 'Hints and Tips' boxes, and other useful aide-mémoires Succinct coverage of the subject enables 'sharp focus' and efficient use of time during exam preparation Contains a fully updated self-assessment section - ideal for honing exam skills and self-testing Fully updated self-assessment section - ideal for current examination practice! Includes useful 'Learning Objectives' at the start of each chapter. Includes enhanced artwork programme and improved radiological images. Fully updated to include feedback from hundreds of students! Now celebrating over 15 years of success - Crash Course has been specially devised to help you get through your exams with ease. Completely revised throughout, the new edition of Crash Course is perfectly tailored to meet your needs by providing everything you need to know in one place. Clearly presented in a tried and trusted, easy-to-use, format, each book in the series gives complete coverage of the subject in a no-nonsense, user-friendly fashion. Commencing with 'Learning Objectives', each chapter guides you succinctly through the topic, giving full coverage of the curriculum whilst avoiding unnecessary and often confusing detail. Each chapter is also supported by a full artwork programme, and features the ever popular 'Hints and Tips' boxes as well as other useful aide-mémoires. All volumes contain an up-to-date self-assessment section which allows you to test your knowledge and hone your exam skills. Authored by students or junior doctors - working under close faculty supervision - each volume has been prepared by someone who has recently been in the exam situation and so relates closely to your needs. So whether you need to get out of a fix or aim for distinction Crash Course is for you!!
Stacey draws on observations of and interviews with aides working in Ohio and California to explore the physical and emotional labor associated with the care of others.
Lesson planning in line with the new Primary National Curriculum! Why do we teach children to read? It is not merely to decode the words. We teach them to derive meaning from the text, to comprehend it. To not just read the lines, but to read between the lines and even read beyond the lines. So how can you make teaching comprehension in primary schools effective and engaging? How are you ensuring that children are finding meaning in what they read and how do we support more able readers to learn more? What does a good ′reading′ lesson look like? This book demonstrates the effective teaching of reading through exemplar lessons. It discusses what makes them good lesson plans and how they can be adapted to suit different classes and different schools. In particular, this book helps you to meet the needs of more able readers particularly in years 5 and 6, outlining ways to challenge more able pupils to support them with the level 6 tests in Year 6. It helps you to cultivate your subject knowledge and invigorate your classroom teaching through focusing on what children need to learn and how to teach it. Did you know that this book is part of the Lessons in Teaching series? WHAT IS THE LESSONS IN TEACHING SERIES? Suitable for any teacher at any stage of their career, the books in this series are packed with great ideas for teaching engaging, outstanding lessons in your primary classroom. The Companion Website accompanying the series includes extra resources including tips, lesson starters, videos and Pinterest boards. Books in this series: Lessons in Teaching Grammar in Primary Schools, Lessons in Teaching Computing in Primary Schools, Lessons in Teaching Number and Place Value in Primary Schools, Lessons in Teaching Reading Comprehension in Primary Schools, Lesson in Teaching Phonics in Primary Schools
Many years after Jesse Welden became the first permanent settler in St. Albans, the town was the site of the northernmost raid by Confederate Civil War soldiers in 1864. St. Albans went on to earn fame as the Railroad City. Over the years, the commercial base in St. Albans grew, many churches and schools were founded, and there was a sharp increase in population. Because of these many changes, St. Albans transformed from an agricultural community dependent upon Lake Champlain for transportation to the seat of Franklin County.
Analysing the relationship between EU unity and effectiveness in multilateral negotiations on food standards, climate change and health, this book develops a new model that simplifies earlier work on 'actorness' as well as combining insights from institutionalist, intergovernmentalist and constructivist theories.
From its roots in the unbroken wilderness of central East Texas, Anderson County has overcome many adversities to become the crossroads of East Texas. In the 1830s, rugged pioneers came to the fertile Trinity River Valley to carve out a place for themselves from the untamed country. These pioneers began a settlement along a stream about 10 miles east of the Trinity River in what would become Anderson County. Other families joined their effort, and Fort Houston was soon built in 1835-1836 to protect settlers from the dangers inherent to the wild frontier. Lost in the passage of time, many communities no longer exist. Today the principal towns are Palestine, Frankston, and Elkhart, but many other communities contribute to the quality of life across the county.
Women's work has proved to be an important and lively subject of debate for historians. An earlier focus on the pay, conditions and occupational opportunities of predominantly blue-collar working-class women has now been joined by an interest in other social groups (white-collar workers, clerical workers and professionals) as well as in the cultural practices of the work place, reflecting in part the recent 'cultural turn' in historical methodology. Although the term 'culture' is debated and contested, this volume reflects this diversity, addressing a variety of interpretations. The individual essays address such issues as how women have created occupational and professional identities, negotiated masculine working practices (cultural, legal and institutional) and created their own 'feminine' environments. They also examine the integration of paid work with domestic responsibilities, the concept of 'career' for women, and the construction and representation of women's work within the wider cultural landscape.' By focusing on the experiences of British women between c.1850 and 1950, the collection vividly demonstrates that the association of 'work' with paid labour is problematic and that the categories of 'work', 'leisure' and 'consumption' must be viewed as overlapping and inter-linked rather than as separate entities. Furthermore, it highlights the ways in which the concept of gender operated as an organising principle in the construction and negotiation of identities and practices in British society.
Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English.
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