Avoiding Attack discusses the diversity of mechanisms by which prey avoid predator attacks and explores how such defensive mechanisms have evolved through natural selection. It considers how potential prey avoid detection, how they make themselves unprofitable to attack, how they communicate this status, and how other species have exploited these signals. Using carefully selected examples of camouflage, mimicry, and warning signals drawn from a wide range of species and ecosystems, the authors summarise the latest research into these fascinating adaptations, developing mathematical models where appropriate and making recommendations for future study. This second edition has been extensively rewritten, particularly in the application of modern genetic research techniques which have transformed our recent understanding of adaptations in evolutionary genomics and phylogenetics. The book also employs a more integrated and systematic approach, ensuring that each chapter has a broader focus on the evolutionary and ecological consequences of anti-predator adaptation. The field has grown and developed considerably over the last decade with an explosion of new research literature, making this new edition timely.
This book presents an innovative theoretical and empirical approach to the present attributions of meaning to the past. Based on the author’s fieldwork in the contemporary Polish town of Oświęcim – Auschwitz, in German – it observes the manner in which residents remember and narrate the past of their town, drawing on theoretical perspectives from the work of figures such as George Herbert Mead and Erving Goffman. With attention to narratives concerning pre-war Catholic–Jewish coexistence, wartime Nazi occupation, the Holocaust and post-war Communist Poland, the author explores the complementary, fluid and contradictory nature of meaning-making processes in various contemporary interactional contexts, both online and offline. As such, it will appeal to social scientists with interests in memory studies, the Holocaust and interactional sociology.
Within the context of the growing demands for ethical, legal, and fiscal accountability in psychosocial practices, Evidence-Based Practice for Social Workers: An Interdisciplinary Approach, Third Edition provides a coherent, comprehensive and useful resource for social workers and other human service professionals. This fully updated text teaches readers to 1) conduct clinical assessments informed by current human behaviour science; 2) implement interventions supported by current outcome research; and 3) engage in evaluation as part of daily practice to ensure effective implementation of evidence-based practices. Sample assessment/evaluation instruments (contributed by leading experts) allow practitioners and students to better understand their use as both assessment and evaluation tools. Case studies and sample treatment plans help the reader bridge the gap between clinical research and everyday practice. Overall, Evidence-Based Practice for Social Workers provides practitioners and students with a thoroughly researched yet practice-oriented resource for learning and implementing effective assessment, intervention and evaluation methods for a wide array of psychosocial disorders and problems-in-living in adults, children and families.
In this stinging critique of our legal system, Thomas Ross reveals how in making and justifying their opinions, judges rely to a startling degree on personal constructs that often perpetuate the deep biases in society. While these terrible societal prejudices have become the basic building blocks of our law, Ross suggests that they don't have to be. Instead, he posits that knowledge of the problem offers a first step toward imagining a different and better future.
Weave arts activities to STEM instruction, and STEAM ahead to academic success Arts activities enhance the skills critical for achieving STEM success, but how do busy STEM educators integrate the arts into sometimes inflexible STEM curriculum? This new edition of From STEM to STEAM explores emerging research to detail the way. It includes: Classroom-tested strategies, including sample K-12 lessons plans and planning templates. Tools for building a professional development program designed to helps arts and STEM teachers collaborate to create STEAM lessons. Sample planning frameworks for transitioning schools from STEM to STEAM. The main objective of both art and science is discovery. Lead your students to make that connection and STEAM ahead to academic success!
Research shows that activities associated with the arts can enhance creativity, problem-solving, memory systems, motor coordination, and analytical skills. Best-selling author David A. Sousa and veteran arts educator Thomas J. Pilecki demonstrate how arts education is integral to the development of the brain and to students′ overall academic achievement. This book provides: " Classroom-tested strategies and techniques for both integrating the arts in STEM instruction " Data from schools that have already integrated the arts into STEM subjects, plus anecdotes and student success stories " How-to′s for organizing curriculum and instructional strategies to allow for the integration of STEM subjects and the arts " Strategies for getting the entire staff and community involved in STEAM initiatives
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