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Book SynopsisIn this thoroughly revised edition of his classic bestseller, John C. Maxwell reveals how to develop the vision, value, influence, and motivation required of successful leaders.

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Book SynopsisWritten to meet the needs of teachers, lecturers and tutors, this is the definitive guide to surveying and understanding the key issues, best practices and new developments in teaching modern languages.Table of ContentsPreface Introduction Part 1: Students and Staff 1. Modern languages as a university; Who are Our Students? 2. Where do they go? Languages and Careers 3. Who Teaches them? Professional Development in Modern Languages Part 2: The Theory and Practice of Language Teaching 4. Research into Language Learning; Curriculum Design 5. The Four Skill and Video in Language Teaching 6. Teaching Grammar; Teaching and Learning Vocabulary 7. Language Testing and Assessment 8. Using the Foreign Language Assistant 9. Translation and Interpreting Part 3: Modes and Contexts of University Language Learning 10. Specialists in Other Disciplines 11. Residence Abroad 12. Independent Language Learning 13. Open and Distance Learning in Modern Languages 14. Computer-Assisted Language Learning 15. The Internet and Computer-Mediated Communication 16. Tandem Learning in Languages 17. Corpora and Concordances 18. A Diverse Discipline 19. Cultural Studies 20. Business Studies 21 Linguistics; Area Studies; Literature in Modern Language Programmes Useful Addresses Glossary Index

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Book SynopsisExamining the presence and influence of GenAI in the contexts of English for Academic Purposes (EAP), and written composition within university-level English as a foreign language (EFL) programmes, this book asserts a humanist view of language education informed by Critical Realism and the social realist philosophy of education.This author looks at the GenAI-language education interaction through explicit philosophical engagement, with the aim of strengthening a critical and emancipatory approach to EAP, written composition, and language education. By highlighting technological determinism and relating it to broader neoliberalist mechanisms, it provides new insights into the social, political, economic, cultural and historical contexts within which the use of GenAI technologies by language teachers and learners can be understood.Humanising Language Education in the Generative Artificial Intelligence Age will appeal to students and scholars of linguistics, education and sociology as well as organizations devoted to understanding the evolution, application, and impact of GenAI on education and language learning.

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Book SynopsisThis book introduces the role of Rapid Prototyping Techniques within the product development phase. It deals with the concept, origin, and working cycle of Rapid Prototyping Processes with emphasis on the applications. Apart from elaboration of engineering and non-engineering applications, it highlights recent applications like Bio-Medical Models for Surgical Planning, Molecular Models, Architectural Models, Sculptured Models, Psycho-Analysis Models. Special emphasis has been provided to the technique of generating human organs from live cells/tissues of the same human named 3D BIO PRINTERS. As the Rapid Prototyping Techniques are for tailor made products and not for mass manufacturing hence the book also elaborates on the mass manufacturing of rapid prototyped products. This includes casting and rapid tooling. The book concludes with Reverse Engineering and the role played by Rapid Prototyping Techniques towards the same. With globalization of market and advances in science and technology, the life span of products has shortened considerably. For early realization of products and short development period, engineers and researchers are constantly working together for more and more efficient and effective solutions. The most effective solution identified has been usage of computers in both designing and manufacturing. This gave birth to the nomenclatures CAD (Computer Aided Designing) and CAM (Computer aided Manufacturing). This was the initiation that ensured short product development and realization period. Researchers coined the concept as Rapid Prototyping. In contrast to Prototyping, Rapid prototyping is a group of techniques used to quickly fabricate a scale model of a physical part or assembly using three-dimensional computer aided design (CAD) data. Construction of the part or assembly is usually done using 3D printing or "additive or subtractive layer manufacturing" technology. The first methods for rapid prototyping became available in the late 1980s and were used to produce models and prototype parts. Today, they are used for a wide range of applications and are used to manufacture production-quality parts in relatively small numbers if desired without the typical unfavorable short-run economics. This economy has encouraged online service bureaus for early product realization or physical products for actual testing. This book is expected to contain Seven Chapters. Chapter 1 would explain product life cycle and the product development phase in the same, introducing role of Rapid Prototyping Techniques in Product development phase. Chapter 2 would deals with the concept, origin and working cycle of Rapid Prototyping Processes. Chapter 3 would concentrates on the applications of Rapid Prototyping Technology. Apart from elaboration of engineering and non-engineering applications, it also elaborates on recent applications like Bio-Medical Models for Surgical Planning, Molecular Models, Architectural Models, Sculptured Models, Psycho-Analysis Models etc. Chapter 4 would introduce the various Rapid Prototyping systems available worldwide. The chapter also introduces the technique of generating human organs from live cells/tissues of the same human named 3D BIO PRINTERS hence ensuring low rejection rate by human body. As the Rapid Prototyping Techniques are for tailor made products and not for mass manufacturing hence Chapter 5 would elaborates on the mass manufacturing of rapid prototyped products. This includes Casting and Rapid Tooling. Chapter 6 would deal with Reverse Engineering and the role played by Rapid Prototyping Techniques towards the same. As the product realization is primarily dependent on various softwares which are required to be understood for better accuracy so the concluding chapter of the book i.e. Chapter 7 would explain some software associated with the various techniques.

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Book SynopsisAre you a secondary school teacherwho needs to know about phonics andteaching reading? Then this book is for you. There are lots of books on teaching phonics but most are written to support primary teachers. This book is written specifically for secondary teachers working with childrenwho need support with reading. The text uses case studies from secondary schools to highlight effective ways to support children with reading and includes useful tips on teaching strategies and ideas for resources. The text covers the subject knowledge you need for the teaching of reading in the broadest sense, including phonics. Intended to support you, as a secondary teacher, it gives guidance on planning methods of assessment and explores a range of intervention programmes and resources. This text is your comprehensive support resource in teaching reading. Table of ContentsIntroduction What is the role of phonics in the teaching of reading? Understanding the alphabetic code Challenges Phonics into spelling (morphology and spelling strategies) The pedagogy of reading in Key Stage 3 Tracking, assessing and intervening in students’ learning

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Book SynopsisThoroughly updated throughout, this classic, practical text on how to write and publish a scientific paper takes its own advice to be as clear and simple as possible.The purpose of scientific writing, according to Barbara Gastel and Robert A. Day, is to communicate new scientific findings. Science is simply too important to be communicated in anything other than words of certain meaning.This clear, beautifully written, and often funny text is a must-have for anyone who needs to communicate scientific information, whether they're writing for a professor, other scientists, or the general public. The thoughtfully revised 9th edition retains the most important materialincluding preparing text and graphics, publishing papers and other types of writing, and plenty of information on writing stylewhile adding up-to-date advice on copyright, presenting online, identifying authors, creating visual abstracts, and writing in English as a non-native language.A seTrade ReviewI have been using and recommending How to Write and Publish a Scientific Paper throughout my career, starting with the earliest editions. Not only is this book thorough, instructive, and fun to read, it was a critical guide in helping me to prepare manuscripts and grant applications and to hone my ability to write clear, meaningful, and easy-to-understand text. I promote this book in the many grantsmanship presentations I give each year, and I have given copies to my many trainees and to the graduate students in the PhD training program I direct. * William C. Parks, PhD, Professor of Medicine and Associate Dean for Graduate Research Education, Cedars-Sinai Medical Center, Los Angeles, CA *For almost four decades, first as a student and then a supervisor, How to Write and Publish has been my go-to resource for scientific writing. It is both informative and a joy to read; students-and academics-engage with it. It is comprehensive, and, critically, it has evolved through new editions, adapting to the ever-changing world of scientific communication. The 9th edition is no exception (for instance, it includes additions on e-publishing and the ethics of applying publication metrics). If your shelf has room for only one book on scientific writing, this should be it. * David JS Montagnes, PhD, Department of Evolution, Ecology, and Behaviour, University Liverpool, UK *Implausibly thorough, clear, funny-everything you would want in a book on scientific writing! Follow its advice or beware the consequences... * Tara Gray, Author, Publish & Flourish: Become a Prolific Scholar and Associate Provost for Faculty Development, New Mexico State University *How to Write and Publish a Scientific Paper is a highly desirable, up-to-date, and effective source for all the basic forms of scientific communication, essential to writing-in-the disciplines or scientific/professional writing courses and writing centers. As much for faculty as for students, it guides the reader through the whys as well as presenting the how-tos, all in readable, accessible prose. The book casts the writer in the role of decision maker-for example, not relying formulaically on IMRAD but explaining that it is one of many possible options for organization. Perhaps best of all, it promotes the basic truth that writing is essential to doing science. * Valerie M. Balester, Assistant Provost, Undergraduate Studies and Professor of English, Texas A&M University *

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Book SynopsisThe SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This series offers specialist guidance for a full range of subjects in the upper primary and secondary curriculum; including English, Maths, Science, History, Geography, Languages, RE, Art, D&T, PE and Music. Each book draws on a wealth of experience and provides practical, tried and tested strategies and resources that will support teachers in delivering successful, inclusive lessons for all pupils.An invaluable tool for continuing professional development, Addressing Special Educational Needs and Disabilities in the Curriculum will be essential for teachers and teaching assistants seeking subject specific guidance in supporting pupils with a wide range of learning needs. This series will also be of great interest to SENCOs, senior management teams and ITT providers.

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Book SynopsisThis book unlocks the transformative potential of Micro Human Efforts (MHE) in the domain of disaster resilience through an interwoven narrative of human resilience, grounded in insights from the influential special issue of the International Journal of Mass Emergencies and Disasters.This work delves into the critical, often neglected, role of individual, intuitive initiatives in the wake of catastrophic events. By illuminating how these efforts can significantly reshape post-disaster recovery strategies, this book underscores the importance of local knowledge and community ingenuity. It posits that MHE has the capability to amplify grassroots movements into impactful agents of change. Readers will embark on a comprehensive exploration that redefines disaster management through a human-centred lens and highlights the essential contributions of individuals in fostering resilience.The volume serves as an invaluable resource for academics, practitioners, and all stakeholders committed to advancing sustainable and adaptive responses in the face of climate-induced challenges.

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Book SynopsisMaster basic matrix methods by seeing how the mathematics is used in practice in a range of data-driven applications. Includes a wealth of engaging exercises for quizzes, self-study and interactive learning, as well as online JULIA demos offering a hands-on learning experience for upper-level undergraduates and first-year graduate students.

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Book SynopsisThis book includes interviews with fourteen internationally-acclaimed leading figures in Second Language Acquisition (SLA), who speak on seminal issues in the field as well as their own contributions to SLA scholarship. As well as covering the contributors’ backgrounds and academic achievements, the interviews also delve into their areas of expertise, current theoretical and practical considerations, and contemporary questions, developments and challenges in SLA. The author probes their views on current topics including input and interaction, vocabulary acquisition, teaching pronunciation, writing development, syntactic processing, multilingualism, L1 attrition, complex dynamic systems, processing instruction, instructed second language acquisition, and technology in language teaching. An introduction by the author draws out the key themes and debates in the field today, and highlights areas for future research and further exploration, and a foreword is provided by Rod Ellis. This book will be of interest to students and scholars of Applied Linguistics, Teacher Education and Methodology, and Second and Foreign Language Education.Table of ContentsChapter 1: SLA at 55: What are the key issues?Chapter 2: Input and Interaction in SLA: An Interview with Susan Gass.Chapter 3: Interaction and Feedback in SLA: An Interview with Alison Mackey.Chapter 4: Classroom Interaction and SLA: An Interview with Masatoshi Sato.Chapter 5: Teaching Pronunciation and SLA: An Interview with Tracey Derwing.Chapter 6: Vocabulary Acquisition and Pedagogy in SLA: An Interview with Norbert Schmitt.Chapter 7: Morphosyntactic Processing in SLA: An Interview with Alison Gabriele.Chapter 8: Emergentist Syntax and SLA: An Interview with William O’Grady.Chapter 9: Writing Development in SLA: An Interview with Rosa Manchon.Chapter 10: First Language Attrition and SLA: An Interview with Monika Schmid.Chapter 11: Bilingualism and SLA: An Interview with Antonella Sorace.Chapter 12: Complex Dynamic Systems and Bi-/Multilingualism in SLA: An Interview with Kees de Bot.Chapter 13: Instructed Second Language Acquisition: An Interview with Shawn Loewen.Chapter 14: Processing Instruction and SLA: An Interview with Alessandro Benati.Chapter 15: Digital Technology and SLA: An Interview with Glenn Stockwell.

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Book SynopsisFrom day 1 to your dissertation, this is your one-stop guide to improving your writing skills at university to achieve better grades.

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Book SynopsisAfter completing a degree in architecture in architecture Sibylle Kramer worked for gmp von Gerkan, Marg and Partners in different functions, such as Chief Representative in Beijing. In 2001 she set up her successful architecture practice in Hamburg which has received various awards and competition prizes. Kramer is also a frequent participant on selection committees for architectural competitions.

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Book SynopsisThis book explores cross-international experiences in the field of adult English language teaching and learning, using cross-cultural dialogues to hear voices from different countries and different settings – formal, informal and non-formal – discussing how their lifelong learning has or is still in the process of helping them to change their lives. The book addresses two major questions: (1) How do adults learn languages and transform themselves through learning? (2) How do authorities and societies build capacity for sustainable language development? It will be of interest to researchers, policymakers and adult language teachers, concerned with diverse aspects of teaching and learning English as lingua franca for enhancing the public good internationally.The book draws on the way in which the Western paradigm of lifelong learning was applied by an international team of inspired professionals to English language education in the Tempus project “Lifelong Language Learning University Centre Network for New Career Opportunities and Personal Development (UNICO)”. This project was undertaken by eleven universities in three countries: the Siberian Federal District of the Russian Federation, the Kyrgyz Republic, and the Republic of Tajikistan, in partnership with the Charles University in Prague, the Institute of Education from the University College London, and the University of Córdoba in Spain. Table of ContentsChapter 1. Post-Knowledge Economy and Lifelong Language Learning: New Agendas and Issues.- Chapter 2. Language Learning Policies In Context: Economic, Political And Legal Dimensions.- Chapter 3. Political, Social and University Framing of Lifelong Learning Policies: Countries’ Views And Crossings.- Chapter 4. Spaces Of Adult Language Learning: Lifelong Language Learning in, for and Through The Workplace.- Chapter 5. Lifelong Language Learning: Voices From the Remote Regions.- Chapter 6. Learning In Diverse Learner Contexts.- Chapter 7. Teaching Adults: Learning Languages in the Pandemic Span.- Chatper 8. Assessment In Adult Language Learning .- Chapter 9. Technological Bridges Between the Language Teacher and the Language Learner.- Chapter 10. Adult Language and Communication Learning For Sustainable Human Development.

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Book SynopsisSuitable for upper-undergraduate and graduate courses on growth modeling, this title presents an introduction to growth curve modeling and addresses how to monitor the change in variables over time since there is no "one size fits all" approach to growth measurement.Trade Review“Thus, it is an excellent resource for statisticians, public health analysts, biologists, botanists, economists, and demographers who require a modern review of statistical methods for modeling growth curves and analyzing longitudinal data.” (Zentralblatt MATH, 1 April 2015) Table of ContentsPreface xiii 1 Mathematical Preliminaries 1 1.1 Arithmetic Progression 1 1.2 Geometric Progression 2 1.3 The Binomial Formula 4 1.4 The Calculus of Finite Differences 5 1.5 The Number e 9 1.6 The Natural Logarithm 10 1.7 The Exponential Function 11 1.8 Exponential and Logarithmic Functions: Another Look 13 1.9 Change of Base of a Logarithm 14 1.10 The Arithmetic (Natural) Scale versus the Logarithmic Scale 15 1.11 Compound Interest Arithmetic 17 2 Fundamentals of Growth 21 2.1 Time Series Data 21 2.2 Relative and Average Rates of Change 21 2.3 Annual Rates of Change 25 2.3.1 Simple Rates of Change 25 2.3.2 Compounded Rates of Change 26 2.3.3 Comparing Two Time Series: Indexing Data to a Common Starting Point 30 2.4 Discrete versus Continuous Growth 32 2.5 The Growth of a Variable Expressed in Terms of the Growth of its Individual Arguments 36 2.6 Growth Rate Variability 46 2.7 Growth in a Mixture of Variables 47 3 Parametric Growth Curve Modeling 49 3.1 Introduction 49 3.2 The Linear Growth Model 50 3.3 The Logarithmic Reciprocal Model 51 3.4 The Logistic Model 52 3.5 The Gompertz Model 54 3.6 The Weibull Model 55 3.7 The Negative Exponential Model 56 3.8 The von Bertalanffy Model 57 3.9 The Log-Logistic Model 59 3.10 The Brody Growth Model 61 3.11 The Janoschek Growth Model 62 3.12 The Lundqvist–Korf Growth Model 63 3.13 The Hossfeld Growth Model 63 3.14 The Stannard Growth Model 64 3.15 The Schnute Growth Model 64 3.16 The Morgan–Mercer–Flodin (M–M–F) Growth Model 66 3.17 The McDill–Amateis Growth Model 68 3.18 An Assortment of Additional Growth Models 69 3.18.1 The Sloboda Growth Model 71 Appendix 3.A The Logistic Model Derived 71 Appendix 3.B The Gompertz Model Derived 74 Appendix 3.C The Negative Exponential Model Derived 75 Appendix 3.D The von Bertalanffy and Richards Models Derived 77 Appendix 3.E The Schnute Model Derived 81 Appendix 3.F The McDill–Amateis Model Derived 83 Appendix 3.G The Sloboda Model Derived 85 Appendix 3.H A Generalized Michaelis–Menten Growth Equation 86 4 Estimation of Trend 88 4.1 Linear Trend Equation 88 4.2 Ordinary Least Squares (OLS) Estimation 91 4.3 Maximum Likelihood (ML) Estimation 92 4.4 The SAS System 94 4.5 Changing the Unit of Time 109 4.5.1 Annual Totals versus Monthly Averages versus Monthly Totals 109 4.5.2 Annual Totals versus Quarterly Averages versus Quarterly Totals 110 4.6 Autocorrelated Errors 110 4.6.1 Properties of the OLS Estimators when ε Is AR(1) 111 4.6.2 Testing for the Absence of Autocorrelation: The Durbin–Watson Test 113 4.6.3 Detection of and Estimation with Autocorrelated Errors 115 4.7 Polynomial Models in t 126 4.8 Issues Involving Trended Data 136 4.8.1 Stochastic Processes and Time Series 137 4.8.2 Autoregressive Process of Order p 138 4.8.3 Random Walk Processes 141 4.8.4 Integrated Processes 145 4.8.5 Testing for Unit Roots 146 Appendix 4.A OLS Estimated and Related Growth Rates 158 4.A.1 The OLS Growth Rate 158 4.A.2 The Log-Difference (LD) Growth Rate 161 4.A.3 The Average Annual Growth Rate 161 4.A.4 The Geometric Average Growth Rate 162 5 Dynamic Site Equations Obtained from Growth Models 164 5.1 Introduction 164 5.2 Base-Age-Specific (BAS) Models 164 5.3 Algebraic Difference Approach (ADA) Models 166 5.4 Generalized Algebraic Difference Approach (GADA) Models 169 5.5 A Site Equation Generating Function 179 5.5.1 ADA Derivations 180 5.5.2 GADA Derivations 180 5.6 The Grounded GADA (g-GADA) Model 184 Appendix 5.A Glossary of Selected Forestry Terms 186 6 Nonlinear Regression 188 6.1 Intrinsic Linearity/Nonlinearity 188 6.2 Estimation of Intrinsically Nonlinear Regression Models 190 6.2.1 Nonlinear Least Squares (NLS) 191 6.2.2 Maximum Likelihood (ML) 195 Appendix 6.A Gauss–Newton Iteration Scheme: The Single Parameter Case 214 Appendix 6.B Gauss–Newton Iteration Scheme: The r Parameter Case 217 Appendix 6.C The Newton–Raphson and Scoring Methods 220 Appendix 6.D The Levenberg–Marquardt Modification/Compromise 222 Appendix 6.E Selection of Initial Values 223 6.E.1 Initial Values for the Logistic Curve 224 6.E.2 Initial Values for the Gompertz Curve 224 6.E.3 Initial Values for the Weibull Curve 224 6.E.4 Initial Values for the Chapman–Richards Curve 225 7 Yield–Density Curves 226 7.1 Introduction 226 7.2 Structuring Yield–Density Equations 227 7.3 Reciprocal Yield–Density Equations 228 7.3.1 The Shinozaki and Kira Yield–Density Curve 228 7.3.2 The Holliday Yield–Density Curves 229 7.3.3 The Farazdaghi and Harris Yield–Density Curve 230 7.3.4 The Bleasdale and Nelder Yield–Density Curve 231 7.4 Weight of a Plant Part and Plant Density 239 7.5 The Expolinear Growth Equation 242 7.6 The Beta Growth Function 249 7.7 Asymmetric Growth Equations (for Plant Parts) 253 7.7.1 Model I 254 7.7.2 Model II 255 7.7.3 Model III 256 Appendix 7.A Derivation of the Shinozaki and Kira Yield–Density Curve 257 Appendix 7.B Derivation of the Farazdaghi and Harris Yield–Density Curve 258 Appendix 7.C Derivation of the Bleasdale and Nelder Yield–Density Curve 259 Appendix 7.D Derivation of the Expolinear Growth Curve 261 Appendix 7.E Derivation of the Beta Growth Function 263 Appendix 7.F Derivation of Asymmetric Growth Equations 266 Appendix 7.G Chanter Growth Function 269 8 Nonlinear Mixed-Effects Models for Repeated Measurements Data 270 8.1 Some Basic Terminology Concerning Experimental Design 270 8.2 Model Specification 271 8.2.1 Model and Data Elements 271 8.2.2 A Hierarchical (Staged) Model 272 8.3 Some Special Cases of the Hierarchical Global Model 274 8.4 The SAS/STAT NLMIXED Procedure for Fitting Nonlinear Mixed-Effects Model 276 9 Modeling the Size and Growth Rate Distributions of Firms 293 9.1 Introduction 293 9.2 Measuring Firm Size and Growth 294 9.3 Modeling the Size Distribution of Firms 294 9.4 Gibrat’s Law (GL) 297 9.5 Rationalizing the Pareto Firm Size Distribution 299 9.6 Modeling the Growth Rate Distribution of Firms 300 9.7 Basic Empirics of Gibrat’s Law (GL) 305 9.7.1 Firm Size and Expected Growth Rates 305 9.7.2 Firm Size and Growth Rate Variability 308 9.7.3 Econometric Issues 310 9.7.4 Persistence of Growth Rates 312 9.8 Conclusion 313 Appendix 9.A Kernel Density Estimation 314 9.A.1 Motivation 314 9.A.2 Weighting Functions 315 9.A.3 Smooth Weighting Functions: Kernel Estimators 316 Appendix 9.B The Log-Normal and Gibrat Distributions 322 9.B.1 Derivation of Log-Normal Forms 322 9.B.2 Generalized Log-Normal Distribution 325 Appendix 9.C The Theory of Proportionate Effect 326 Appendix 9.D Classical Laplace Distribution 328 9.D.1 The Symmetric Case 328 9.D.2 The Asymmetric Case 330 9.D.3 The Generalized Laplace Distribution 331 9.D.4 The Log-Laplace Distribution 332 Appendix 9.E Power-Law Behavior 332 9.E.1 Pareto’s Power Law 333 9.E.2 Generalized Pareto Distributions 335 9.E.3 Zipf’s Power Law 337 Appendix 9.F The Yule Distribution 338 Appendix 9.G Overcoming Sample Selection Bias 339 9.G.1 Selection and Gibrat’s Law (GL) 339 9.G.2 Characterizing Selection Bias 339 9.G.3 Correcting for Selection Bias: The Heckman (1976 1979) Two-Step Procedure 342 9.G.4 The Heckman Two-Step Procedure Under Modified Selection 345 10 Fundamentals of Population Dynamics 352 10.1 The Concept of a Population 352 10.2 The Concept of Population Growth 353 10.3 Modeling Population Growth 354 10.4 Exponential (Density-Independent) Population Growth 357 10.4.1 The Continuous Case 357 10.4.2 The Discrete Case 359 10.4.3 Malthusian Population Growth Dynamics 361 10.5 Density-Dependent Population Growth 363 10.5.1 Logistic Growth Model 364 10.6 Beverton–Holt Model 371 10.7 Ricker Model 374 10.8 Hassell Model 377 10.9 Generalized Beverton–Holt (B–H) Model 380 10.10 Generalized Ricker Model 382 Appendix 10.A A Glossary of Selected Population Demography/Ecology Terms 389 Appendix 10.B Equilibrium and Stability Analysis 391 10.B.1 Stable and Unstable Equilibria 391 10.B.2 The Need for a Qualitative Analysis of Equilibria 392 10.B.3 Equilibria and Stability for Continuous-Time Models 392 10.B.4 Equilibria and Stability for Discrete-Time Models 394 Appendix 10.C Discretization of the Continuous-Time Logistic Growth Equation 400 Appendix 10.D Derivation of the B–H S–R Relationship 401 Appendix 10.E Derivation of the Ricker S–R Relationship 403 Appendix A 405 Table A.1 Standard Normal Areas (Z Is N(0, 1)) 405 Table A.2 Quantiles of Student’s t Distribution (T Is tv) 407 Table A.3 Quantiles of the Chi-Square Distribution (X Is 𝛘v 2) 408 Table A.4 Quantiles of Snedecor’s F Distribution (F Is Fv1, v2) 410 Table A.5 Durbin–Watson DW Statistic—5% Significance Points dL and dU (n is the sample size and k′ is the number of regressors excluding the intercept) 415 Table A.6 Empirical Cumulative Distribution of τ for ρ = 1 419 References 420 Index 431

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Book SynopsisWhy do we grow up to look, act, and feel as we do? Through most of the twentieth century, scientists and laypeople answered this question by referring to two factors alone: our experiences and our genes. But recent discoveries about how genes work have revealed a new way to understand the developmental origins of our characteristics. These discoveries have emerged from the new science of behavioral epigenetics--and just as the whole world has now heard of DNA, epigenetics will be a household word in the near future. Behavioral epigenetics is important because it explains how our experiences get under our skin and influence the activity of our genes. Because of breakthroughs in this field, we now know that the genes we''re born with don''t determine if we''ll end up easily stressed, likely to fall ill with cancer, or possessed of a powerful intellect. Instead, what matters is what our genes do. And because research in behavioral epigenetics has shown that our experiences influence how oTrade ReviewWinner of the 2016 William James Book AwardWinner of the 2016 Eleanor Maccoby Book AwardDavid Moore's description of the complex discoveries in epigenetics is a tour de force-it allows all readers to appreciate the significance of these unexpected phenomena. The Developing Genome is required reading for all who wonder about the power of genes." * Jerome Kagan, PhD, Daniel and Amy Starch Professor of Psychology, Emeritus, Harvard University *Epigenetics is one of the hottest topics in biology these days, and that certainly makes sense-it helps explain on a nuts-and-bolts level precisely how experience, especially early in life, leaves long-lasting effects on our bodies and our behaviors. Not surprisingly, it's also a complex subject to understand, and is vulnerable to hype and inflated promises. There's no one better than David Moore to write a book like this-he knows the field inside out and writes about it in a way that is insightful, appropriately skeptical at points, and utterly clear and accessible to the interested non-scientist. This is a terrific book." * Robert M. Sapolsky, PhD, John A. and Cynthia Fry Gunn Professor of Biological Sciences, and Professor of Neurology and Neurological Sciences, Stanford University *Every dogma has its day, and the once-vaunted central dogma of molecular biology has seen better ones. A steady stream of surprising findings emerging from the rapidly growing field of behavioral epigenetics is showing us how our DNA does not legislate from above, but is rather a participant in a highly interactive developmental system. It is from this system that our behavior and psychology emerge. In his wonderfully informative and accessible new book, David Moore proves himself a skillful guide to this very complicated and vast new field. For readers hoping to understand what all the excitement is about without drowning in a sea of jargon, they need look no further." * Mark Blumberg, PhD, F. Wendell Miller Distinguished Professor in the Departments of Biology and Psychology, University of Iowa *Reading David Moore's explanation of epigenetics is relevant for anyone who is interested in health and behavior as an aid in making appropriate life decisions, or from an academic perspective. This authoritative, intriguing, practical, and wise book helps steer us away from the tradition of assuming that genes are deterministic, and towards a better understanding of how life experiences can alter the genomic heritage that all parents share with their children." * J. Steven Reznick, Professor of Developmental Psychology, University of North Carolina, Chapel Hill *[The Developing Genome] show the limitation of the blueprint metaphor of genomes for something so intricate, complex, multilayered and dynamic. [It] underscore[s] the risks of taking metaphors too literally, not just in undermining popular understanding of science, but also in trammelling scientific enquiry. They are for anyone interested in how new discoveries and controversies will transform our understanding of biology and of ourselves. Behavioural epigenetics is a controversial field, with critics arguing that many of its findings are little more than correlation and conjecture. Moore is suitably sceptical without shying away from the more contentious areas." -Claire Ainsworth, New ScientistMoore's book joins Jablonka and Lamb's text as a new standard in epigenetics literature. It is a compulsively readable account of one of the most vibrant areas in science that is well-researched, well-written, and thought-provoking from beginning to end. For both general readers and interdisciplinary scholars, The Developing Genome can be considered the logical starting point to acquaint themselves with a field that is quickly becoming impossible to ignore." * Derek Lee, Pennsylvania State University, Project MUSE *Table of ContentsPart I: What's the Big Deal? Getting Up to Speed 1. Context 2. Phenotypes 3. Development 4. DNA 5. Zooming in on DNA 6. Regulation 7. Zooming in on Regulation Part II: What Do We Know? 8. Epigenetics 9. Zooming in on Epigenetics 10. Experience 11. Zooming in on Experience 12. Primates 13. Memory 14. Zooming in on Memory 15. Nutrition 16. Zooming in on Nutrition Part III: The Meanings and Mechanics of Inheritance 17. Inheritance 18. Multiplicity 19. Evidence 20. Grandparents Part IV: Implications 21. Caution 22. Hope 23. Conclusions Acknowledgments Notes References Index

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Book SynopsisNEW YORK TIMES BESTSELLER?JAMES BEARD FOUNDATION AND IACP BOOK AWARD WINNER ? Change the way you think about cooking! In this epic guide to better eating, the chef, recipe developer, and video producer Sohla El-Waylly reimagines what a cookbook can be, teaching home cooks of all skill levels how cooking really works.?The new Joy of Cooking.? ?The New York Times A BEST BOOK OF THE YEAR: The New York Times, NPR, Epicurious, The Boston Globe?The book I wish someone had handed me when I began my own journey as a cook.??from the Foreword by Samin Nosrat, New York Times bestselling author of Salt, Fat, Acid, HeatA book to return to again and again and again.? ?Yotam Ottolenghi, New York Times bestselling author of Plenty and Ottolenghi Simple A practical, information-packed, and transformative guide to becoming a better cook and conquering the kitchen, Start Here is a must-have master class in leveling up your cooking.Across a dozen technique-themed chapters?from?Temperature Management 101?and?Break it Down & Get Saucy? to ?Go to Brown Town,? ?All About Butter,?and ?Getting to Know Dough??Sohla El-Waylly explains the hows and whys of cooking, introducing the fundamental skills that you need to become a more intuitive, inventive cook.A one-stop resource, regardless of what you?re hungry for, Start Here gives equal weight to savory and sweet dishes, with more than two hundred mouthwatering recipes,including: Crispy-Skinned Salmon with Radishes & Nuoc Cham Charred Lemon Risotto Chilled Green Tahini Soba Lemon, Pecorino & Potato Pizza Fruity-Doodle Cookies Masa & Buttermilk Tres Leches Packed with practical advice and scientific background, and an almost endless assortment of recipe variations, along with tips, guidance, and how-tos, Start Here is culinary school?without the student loans.

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Book Synopsis Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of Science. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. It includes advice about obtaining your first teaching post, and about continuing professional development. The book shows you how to plan creative lessons, how to make good use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a new teacher. The book comes with access to a companion website, www.sagepub.co.uk/secondary, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach science this book will help you to improve your classroom performance, by providing you with practical advice, but also by helping you to think in depth about the key issues. It also supplements guidance on undertaking a research project with examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE.Trade Review′The informative content and informal writing style make this a useful and easy to read book. The content is well suited to those training to be secondary science teachers. It covers a broad range of material and does so in a logical, easy to follow manner.′ - Ian Abrahams, Lecturer in Science Education, Institute of Education, University of LondonTable of ContentsWhat is Science Teaching? Who are Science Teachers? - Bernie Kerfoot What are you expected to teach in a science lesson? - Matt Cochrane Planning to teach a science lesson - Matt Cochrane Elements of a science lesson - Matt Cochrane Managing learning in science - Bernie Kerfoot Managing Learning; measuring learning - Bernie Kerfoot Teaching different abilities; Teaching different pupils - Judith Thomas Teaching different ages; Key Stage 3 to Post-16 - Judith Thomas Science Teaching Issues: science for all - Judith Thomas Creativity and innovation in science teaching and learning - Tony Liversidge Science Outside the Classroom - Tony Liversidge reflective practice and professional development - Tony Liversidge

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Book SynopsisMost of us worry that we're not very good negotiators - too quick to concede or too abrupt in our approach. But negotiation is present in almost every social interaction - we cannot avoid it. Neale and Lys present a practical new approach that will help you master this crucial everyday skill in every situation. Instead of focusing on reaching agreement at any cost, Neale and Lys reveal how to overcome our psychological biases and assess the hidden value in any negotiation. They explain how to know what a good deal is; when to negotiate and when to walk away; why keeping a straight face can prevent you from getting the best deal; when to make the first offer and when to wait; and why meeting in the middle can result in both sides being worse off. Drawing on three decades of ground-breaking research into behavioural economics, psychology and strategic thinking, Getting (More of) What You Want will revolutionise the way you approach negotiation. Whether you're looking for a better deal on your new car, asking for a pay rise, selling your company or just deciding who does the washing up, this book will help you become a more successful, more efficient negotiator - and get more of exactly what you want.Trade ReviewThe best book I've ever read on negotiation. -- Robert Sutton, Stanford Professor and co-author of * Scaling Up Excellence: Getting to More Without Settling for Less *Weaves together the best research and advice on negotiation so that you can feel more calm and collected when facing your next negotiation at work or as a consumer. And perhaps even with your kids. -- Chip Heath, co-author of * Decisive, Switch, and Made to Stick *This book surpasses the others [on negotiation]. Based on rigorous evidence and stunningly comprehensive in its consideration of the many aspects of negotiation -- Jeffrey Pfeffer, Thomas D. Dee II Professor of Organizational Behavior, Stanford Business SchoolThese two powerhouse professors de-bunk many common myths and lay out a disciplined approach to mastering the strategy and practice of negotiation. -- Sally Blount, Dean, Kellogg School of Management, Northwestern UniversityMargaret Neale and Thomas Lys have done something enormously important for the fields of negotiation scholarship and practice. They've combined principles of economics and psychology into a set of often novel and genuinely actionable insights that will serve negotiators of all sorts very well. -- Robert B. Cialdini, author of * Influence: The Psychology of Persuasion *

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Book SynopsisIntroducing a succinct analysis of the main syntactic properties of Welsh, the author puts forward a general analysis of clause structure, agreement, case-marking, and other phenomena. He also provides us with a comparative analysis of these phenomena in relation to other Celtic languages, Germanic and Romance languages, and English.Trade ReviewA significant body of research on the motivations for and mechanisms of word order variation (e.g., case, the Extended Projection Principle (EPP) etc.) have dominated recent work in minimalist principles and parameters syntax. Roberts' book provides a very important addition to this canon of work, bringing in new evidence from a relatively understudied language. ... In addition to this important technical and theoretical contribution, Roberts' book fills a gap in the literature on the syntax of the Celtic languages. ...this is work of importance not only to Celticists and VSO-ologists, but also to any syntactician seriously considering the nature and variation in word order derivation and constituent licensing. * Linguist List *

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Book SynopsisA grammar reference that is known for its clear explanations and for dealing with the topics students find most difficult. Two separate books of exercises provide practice.Trade Review'The strength of the book is that examples from classroom research are used to demonstrate how meta-language about grammar and meaning can be included, rather than added separately, in a content lesson to support language development... Chapters 3 and 4 contain many valuable subject-based examples, used with both young and adolescent learners... This volume is a welcome addition to work taking this view on how language development is involved in content learning. ...this book is valuable both to TESOL students and practitioners already familiar with a functional approach and to those whose thinking and practice is moving in that direction.' * Applied Linguistics *

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Book SynopsisThis book begins by introducing the structure of the Kubernetes API and which operations it serves. Following chapters demonstrate how to write native Kubernetes resources definitions using Go structures defined in the API and API Machinery libraries. Miscellaneous utilities are described to help you work with different resource fields and to convert your resource definitions to or from YAML or JSON. Next, you will learn how to interact with the Kubernetes API server to create, delete, update,and monitor resources in a cluster using the client-go library. A complete chapter is devoted to tools provided to test your programs using the client-go library. An example follows to wrap up the first part of the book, describing how to write a kubectl plugin. Next, you will learn how to extend the Kubernetes API using Custom Resource Definitions, and how to write Kubernetes resources in a generic way as well as how to create your own resources using the unstructured concept. The next chapters dTable of ContentsChapter 1: Kubernetes API Introduction.Chapter 2: Kubernetes API Operations.Chapter 3: Working with API Resources in Go.Chapter 4: Using Common types.Chapter 5: The API Machinery.Chapter 6: The Client-go library.Chapter 7: Testing Applications using Client-Go.Chapter 8: Extending Kubernetes API with Custom Resources Definitions.Chapter 9: Working with Custom Resources.Chapter 10: Writing Operators with the controller-runtime Library.Chapter 11: Writing the Reconcile Loop.Chapter 12: Testing the Reconcile Loop.Chapter 13: Creating an Operator with Kubebuilder.

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Book Synopsis Luca Antiga is a deep learning researcher and entrepreneur known for translating theory into high-impact AI applications. With extensive industry and academic collaborations, Luca brings clarity and pragmatic rigor to every page. He distills years of neural-network innovation into guidance that accelerates reader competence.  Eli Stevens is a seasoned machine-learning engineer recognized for simplifying complex architectures for production teams. With startup intensity and open-source spirit, Eli delivers frank, actionable insights throughout the book. He converts frontier research into approachable steps that help readers deploy real-world solutions.  Howard Huang is a software engineer on the core PyTorch team, known for advancing distributed training at scale. With insider knowledge of the framework, Howard injects authoritative best practices into the narrative. He turns deep infrastructure expertise into clear tactics that boost reader productivity.  Thomas Viehmann is a data-science consultant and educator praised for demystifying advanced AI concepts. With classroom experience and community mentorship, Thomas offers an encouraging, structured teaching style. He translates academic depth into tools and patterns readers can apply immediately. 

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Book SynopsisThe definitive work on social and emotional learning (SEL) research and practice is now in an extensively revised second edition, featuring all-new and thoroughly updated chapters. The worldâs leading SEL scholars describe state-of-the-art interventions that build students' competencies for managing emotions, showing empathy for others, forming supportive relationships, and making responsible decisions. The scientific underpinnings of SEL are explored and its impact on academic achievement and behavior is examined. The Handbook discusses ways to assess SEL and design effective, developmentally and culturally informed programs for students in preschool through secondary school settings and beyond. New to This Edition *Reflects a decade of significant advances in research, policy, and implementation. *New and expanded topics--equity, culturally responsive practice, multi-tiered systems of support, adult SEL, technology tools and applications, mental healt

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Book SynopsisHow are invented languages created? Artificially constructed languages (''conlangs'') shed light on how we can apply the universal principles of language to produce whole new languages. Grounded on world building and linguistic typology, this engaging book provides a step-by-step guide to language invention, introducing the basic blocks of language building (such as sounds, morphemes and sentence structure) and demonstrating their use in both natural languages from English to Swahili, and invented languages from Esperanto to Klingon. An original conlang is developed throughout the book to bring the theory to life, accompanied with scaffolded, creative exercises that allow the reader to explore different linguistic options before incorporating them in their own conlang. Making conlanging accessible to readers with little or no background in linguistics, this guide is ideal for linguistics students, creative writers, and readers interested in language and language invention.

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Book SynopsisThis vital Handbook explores Universal Design for Learning (UDL), a flexible framework that helps educators design learning environments that address the diverse needs of all students. James Basham and K. Alisa Lowrey bring together global experts in sociology, neuroscience, education and design to assess how UDL can transform education.

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Book SynopsisThis book offers the first full-length treatment of the topic of debating as a method of developing English Foreign Language (EFL) speaking, inviting scholars and practitioners to reflect on the demands of the current age for moving forward educational practice. While debating is a well-known method of dialogic speaking and is widely practiced, the extent to which it is integrated in adult TEFL has not been established, and an understanding of its affordances for developing foreign language speaking is also limited.This book fills the gap in the field of TESOL and applied linguistics on the affordances of debating as a form of dialogic speaking that can promote a holistic understanding and improvement of experience of education, and indeed academic outcomes. The two main themes that situate the work are those of dialogic speaking and affect (at times referred to as ''humanistic'', ''positive psychology'' and ''social and emotional learning''). The book details the experiences of an adult EFL debate group in a private language school in the North of Italy. It reports how the participants experience the pedagogy so as to offer insights into it as a form of teaching speaking in adult EFL, as well as providing a practical framework with lesson plans and curriculum. The affordances of debating emerge as being social, cognitive, educational and communicative, and are discussed alongside the work of language teaching scholars Curran and Freire, and more broadly within a Social Constructivist approach to education. As such, debating is discussed as being a holistic and dialogic form of pedagogy. Particular attention to experience - often affective - is also found to be fundamental in planning and assessing educational outcomes for both teachers and learners.

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Book Synopsis“Authors Sharon Aiken-Wisniewski, Rich Whitney, and Deborah Taub have done a great service to student affairs and to student learning and development with this fine book, The Missing Competency: A Program Development Model for Student Affairs. The profession owes them great appreciation for returning the foundational competency of programming to our collective attention and providing a contemporary model to implement programs of quality.”—From the foreword by Susan R. KomivesProgram development is central to the work of student affairs professionals, yet the field has not prioritized the development of competency in this area. This theory-to-practice, sequential guide to program development fills that gap in the literature. The authors describe the elements of program planning and delivery from the inception of the idea through the use of assessment to revise and improve the program for the future.Whether a new professional or a seasoned leader, this volume offers the reader a deeper understanding of program development. Starting with a foundational understanding of this process, the book proceeds to a step-by-step process, taking a program from an idea to a proposal with goals, objectives, budget, and timeline with tasks, and beyond planning to implementation. The book concludes with stressing the importance of assessment as the program continues to develop over time. Each chapter applies program development concepts through program examples. Finally, the authors leave readers with tools and templates to support the process.Table of ContentsForeword. Programing 4.0. Beyond the Old Story—Susan R. Komives Acknowledgments Preface 1. Overview of the Program Development Model. Integrated Model for Program Development 2. Evolution of Program Development 3. Why Develop This Program? 4. Program Definition Stage. Goals, Objectives, and Outcomes 5. Program Definition and Planning Stages. Budget Essentials 6. Program Planning and Monitoring Stages. Developing a Roadmap for the Program 7. Implementation and Launch Stages. Lights, Camera, Action 8. Assessment of the Program 9. Reflections Forward Appendix. Backdating Schedule References About the Authors Index

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Book SynopsisScreenwriting for Neurotics is a quirky and accessible handbook for beginning screenwriters. Whether you are a student in a screenwriting class or just someone who wants to try their hand at writing for fi lm or television, this handy guidebook makes the entire process simple and unintimidating. Scott Winfield Sublett, a veteran screenwriter and screenwriting teacher, walks you step by step from start to finish and helps you navigate potential and unforeseen difficulties along the way, offering handy tips and suggestions to keep you from becoming blocked or stalled.Rather than throwing you into the writing process headfirst, Sublett guides you through the various decisions you need to make— about plot, character, structure, conflict—in the order you need to make them. He explains in straightforward terms the terminology and jargon, the theory and industry standards, and dispels common myths about screenwriting that can discourage or hold back a beginning writer.Balancing theory and practice and offering valuable and insightful examples from recognizable and well-known classic and contemporary films, ranging from Casablanca to A Christmas Story to Clerks, Sublett provides the new writer with the necessary tools to successfully write a feature-length screenplay and offers a roadmap of where to go next. With an emphasis on helping a writer not just to begin, but also to finish a script, Screenwriting for Neurotics is the screenwriting book to help you actually write one.

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Book SynopsisCreated out of the Swamp by a freak accident, Swamp Thing is an elemental creature who uses the forces of nature and wisdom of the plant kingdom to fight the polluted world s self-destruction. Alan Moore took the Swamp Thing to new heights in the 1980s with his unique narrative approach. His provocative and groundbreaking writing, combined with masterly artwork by some of the medium s top artists, made Swamp Thing one of the great comics of the late twentieth century. Book One begins with the story 'The Anatomy Lesson,' a haunting origin story that reshapes Swamp Thing mythology with terrifying revelations that begin a journey of discovery and adventure that will take him across the stars and beyond. In this second collection, The Swamp Thing says goodbye to the illusion of his own humanity after learning that he is 100% plant, meets a crew of benevolent alien invaders inspired by the classic comic strip Pogo (also set in the swamp), and consummates his relationship with Abigail Arcane as only he could. The third volume is brimming with visceral horrors including underwater vampires, a werewolf with an unusual curse, the hideous madman called Nukeface. Best of all, this volume features the comics debut of John Constantine, Hellblazer, who launches Swamp Thing on a voyage of self-discovery that will take him from the darkest corners of America to the roots of his own long-hidden heritage. Volume four brings Swamp Thing s quest for self-discovery with the mystic John Constantine to its shattering conclusion. A harbinger of doom has been released with the sole charge of waking an evil beyond comprehension, and Swamp Thing, John Constantine, Deadman, The Phantom Stranger, Etrigan the Demon, The Spectre and other masters of the occult must unite against the dark forces that threaten to eradicate Heaven s light. The fifth volume begins as Swamp Thing returns from his sojourn to hell, only to learn that his girlfriend Abby is being persecuted for their 'unnatural relations.' When she skips town for Gotham City, he follows and runs afoul of Batman, Lex Luthor, and the Gotham City Police Department. The sixth and final volume collects Moore s entire run, reprinting issues #57-64 and features the classic stories 'Loving the Alien' and All Flesh is Grass.'

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Book SynopsisThis book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students.The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors. Trade Review"In an increasingly global society, knowledge of other cultures and languages is crucial for optimal functioning. Many deaf and hard of hearing people face considerable challenges in this global society, an important one being their lack of proficiency in foreign languages such as English. This well written, pioneering work about teaching English as a foreign language to deaf and hard of hearing students is an important step to change this situation for the better. "Harry Knoors, Professor of Deaf Education, Radboud University, The Netherlands."English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions selectively and effectively presents multiple perspectives, viewpoints and beliefs on teaching English to DHH students. The book is an impressive example of a long-awaited approach to teaching students with functional diversity: one that presents classroom-relevant research that will support teachers and professionals working with DHH students. The interventions and strategies presented in the volume reflect the contributors’ life-time experience with DHH students making it a valuable resource for futurepractitioners. This book is a must for researchers interested in language teaching innovation."Mari Carmen Campoy Cubillo, PhD.“The edited volume English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions is a timely contribution to the field of special needs education and provides a comprehensive review of effective practices and strategies for teaching English as a foreign language to the deaf and hard of hearing (DHH) learners.”Amir Ghorbanpour holds a PhD in linguistics from Tarbiat Modares University, Tehran, Iran."[T]his edited book is a valuable resource that can guide EFL teachers, practitioners, and all those involved in the DHH education across the world working with DDH learners as it offers a comprehensive and accessible review of comprehensible input theories, researchers’ hands-on experience, and insight from DHH learners.”Yudhi Arifani and Trishna Nanda Barianty, Universitas Muhammadiyah Gresik, Indonesia; Sitti Maryam Hamid, Universitas Muhammadiyah Makasar, Indonesia; and Nur Hidayat, Universitas Negeri Surabaya, Indonesia."In an increasingly global society, knowledge of other cultures and languages is crucial for optimal functioning. Many deaf and hard of hearing people face considerable challenges in this global society, an important one being their lack of proficiency in foreign languages such as English. This well written, pioneering work about teaching English as a foreign language to deaf and hard of hearing students is an important step to change this situation for the better. "Harry Knoors, Professor of Deaf Education, Radboud University, The Netherlands."English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions selectively and effectively presents multiple perspectives, viewpoints and beliefs on teaching English to DHH students. The book is an impressive example of a long-awaited approach to teaching students with functional diversity: one that presents classroom-relevant research that will support teachers and professionals working with DHH students. The interventions and strategies presented in the volume reflect the contributors’ life-time experience with DHH students making it a valuable resource for futurepractitioners. This book is a must for researchers interested in language teaching innovation."Mari Carmen Campoy Cubillo, PhD.“The edited volume English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions is a timely contribution to the field of special needs education and provides a comprehensive review of effective practices and strategies for teaching English as a foreign language to the deaf and hard of hearing (DHH) learners.”Amir Ghorbanpour holds a PhD in linguistics from Tarbiat Modares University, Tehran, Iran."[T]his edited book is a valuable resource that can guide EFL teachers, practitioners, and all those involved in the DHH education across the world working with DDH learners as it offers a comprehensive and accessible review of comprehensible input theories, researchers’ hands-on experience, and insight from DHH learners.”Yudhi Arifani and Trishna Nanda Barianty, Universitas Muhammadiyah Gresik, Indonesia; Sitti Maryam Hamid, Universitas Muhammadiyah Makasar, Indonesia; and Nur Hidayat, Universitas Negeri Surabaya, Indonesia.Table of ContentsIntroduction-State of the art of research on teaching English as a foreign language to DHH learnersPART 1: STRATEGIES AND INTERVENTIONS FOR COMPREHENSIVE INPUTChapter 1-To speak or not to speak? Pronunciation activities for deaf and hard of hearing students learning English as a foreign languageChapter 2- Phonic reading as a strategy in learning to read English as a foreign language for deaf and hard-of-hearing pupilsChapter 3– Using cartoons as a strategy for enhancing oral communication in EFL classes for deaf and hard of hearing studentsChapter 4- Bringing film to English as a foreign language for the deaf and hard of hearing classPART 2: CONTEXTS AND OUTCOMESChapter 5- Individual differences in deaf learners’ second language acquisitionChapter 6- Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languagesChapter 7- Adult deaf and hard of hearing people on learning English as a foriegn language – international experiences and recommendationsConclusion- Teaching English as a foreign language to DHH learners - future research and practical perspectives

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Book SynopsisThe updated Sixth Edition of the best-selling Proposal Writing: Effective Grantsmanship for Funding offers a fresh, robust presentation of the basics of program design and proposal writing for community services funding. Authors Soraya M. Coley, Cynthia A. Scheinberg, and new co-author Yulia A. Levites Strekalova help readers develop the knowledge they need to understand community agencies, identify and describe community needs, identify funding sources, develop a viable program evaluation, prepare a simple line-item budget, and write a compelling need statement. The jargon-free, step-by-step presentation makes the book as useful to students in the university classroom as to first-time grant writers in the nonprofit setting. The new edition adds activities that can be done individually or in class to build students′ skills and apply the chapter material.Table of ContentsPreface About the Authors Chapter 1: An Orientation to Proposal Writing A Book for the Beginning Grant Writer A Brief History of Giving and Philanthropy Differences Between Grants and Contracts Definition of a Proposal Request for Proposals (RFP) Key Points for Chapter 1 Chapter 1 Activities Chapter 2: Understanding the Nonprofit Agency About the Nonprofit Mission-Driven Analysis of the Agency/Organization Organizational Capacity Key Points for Chapter 2 Chapter 2 Activities Chapter 3: Finding and Applying for Funding Finding Funding The Federal Government The State and Local Government Foundations and Corporate Giving Crowdsourced Funding Search and Review Is This Information for Real? Key Points for Chapter 3 Chapter 3 Activity Chapter 4: The Proposal Overview The Components of a Proposal Proposal Submission and Scoring Process Key Points for Chapter 4 Chapter 4 Activities Chapter 5: Logistics and Basics of Writing the Proposal The Nuts and Bolts of Writing a Proposal Writing for an Established versus New Organization Writing a Proposal for a Collaborative Writing Style and Format Using Audio/Visual Media Key Points for Chapter 5 Chapter 5 Activities Chapter 6: Design the Program Understand the Community Through Data Formulating Program Ideas Key Points for Chapter 6 Chapter 6 Activities Chapter 7: Program Objectives and Evaluation Evaluation Four Steps to Preparing the Objectives and Evaluation Plan A Logic Model Writing the Evaluation Section Ethical Considerations Key Points for Chapter 7 Chapter 7 Activity Chapter 8: Writing the Need or Problem Statement The Aim of the Need/Problem Statement A Guide to Writing the Need Statement Theory of Change Key Points for Chapter 8 Chapter 8 Activities Chapter 9: Program Description Implementation Plan The Project Narrative Project Timeline Scope of Work Forms Key Points for Chapter 9 Chapter 9 Activities Chapter 10: Creating the Budget and Budget Justification The Budget Context Preparation of a Line-Item Budget Other Types of Budgets Other Budgeting Issues Key Points for Chapter 10 Chapter 10 Activities Chapter 11: Other Proposal Components and Finishing Touches Project Abstract Agency Capability Statement Sustainability Statement Letters of Support Memorandum of Understanding (MOU) Finishing Touches Key Points for Chapter 11 Chapter 11 Activities Appendix A • Estimating Time Appendix B • Funding Resource Information Appendix C • Budget Appendix D • Additional Information Appendix E • Proposal Sections Appendix F • Handout Materials References and Suggested Readings

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Book SynopsisTeaching can be exhilarating when creativity, innovation, and wide-open enthusiasm are cranked up to the max! In Classroom Cheat Codes, Todd Finley offers visually engaging and practical strategies designed to energize your instructional approach.Whatâs Inside? Inspiring Ideas â Over 1,200 awesome instructional tips, each accompanied by a unique graphic. PD/PLC-Ready Design â Each chapter includes previews of key strategies, a unique mnemonic device, reflection questions, and a checklist of activities to try. Evidence-Based Insights to Common Problems â Experts are cited for solutions to Lesson Starters, How to Increase Participation in Whole Class Discussions, What to Do When Kids Refuse to Do the Work, How to Help Students with Executive Function Issues, and much more! By the end of this toolbox, you'll not only have ideas to try tomorrow but also the confidence to create dynamic, student-centered learning environments that foster engagement, deeper understanding, and unforgettable classroom experiences for everyone!

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Book Synopsis Shortly after World War II the United States began to export to developing countries the ''land-grant model-its system of applied agricultural science. This system is made up of subnational agricultural universities, extension services, and experiment stations, and also of national-level organizations to support and coordinate agricultural develoTable of ContentsIntroduction: Institutions, Technology, and Agricultural Development -- United States: The American System of Agricultural Science -- India: Reaching the Peasant Farmer -- India: Higher Education for Agricultural Development -- India: Agricultural Research and the New Seed Technology -- Nigeria: Searching for Effective Extension -- Nigeria: New Universities and Agricultural Development -- Nigeria: Institutionalization of Agricultural Research -- Conclusion: The Politics of Institutional Development -- Appendixes -- Selected Biographical Sketches -- India: Major Events in Agricultural Institution Building (1947–85) -- Nigeria: Major Events in Agricultural Institution Building (1948–86)

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Book SynopsisThis book translates the best current research on adolescent writing instruction into teacher-friendly practices that are easy to implement in todayâs diverse classrooms. Leading experts present instructional methods that are applicable across the curriculum as well as specific, proven techniques to build writing skills and promote critical thinking in English language arts, social studies, science, and math. Key chapters address multimodal writing and pedagogical uses of generative artificial intelligence (AI). Other essential topics include self-regulated strategy development, culturally sustaining writing practices, writing for college readiness, and teaching argument writing. Guiding Questions, Action Steps, and helpful classroom examples in each chapter enhance the bookâs utility as a teacher resource and course text.

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Book SynopsisThis is the most authoritative archive of Barry Boehm's contributions to software engineering. Featuring 42 reprinted articles, along with an introduction and chapter summaries to provide context, it serves as a "how-to" reference manual for software engineering best practices.Trade Review"The fact that we still face basically the same problems in the areas of software architecture, reuse, and development with modern approaches (such as reliability and performance, as well as the software development process in service-oriented architectures) makes this book continue to be highly relevant. This, and the sheer pleasure of reading it, makes the book a remarkable and extraordinary contribution to an otherwise buzzword-driven book market." (Computing Reviews, March 25, 2008)Table of ContentsIntroduction xi Richard W. Selby Acknowledgements xiii Chapter 1. Software Architecture and Quality 1 Introduction 1 Lawrence Bernstein Article 1–1. Software Design and Structuring (1975) 5 Barry W. Boehm Article 1–2. Quantitative Evaluation of Software Quality (1976) 21 Barry W. Boehm, J. R. Brown, and M. Lipow Article 1–3. An Early Application Generator and Other Recollections (1997) 47 Barry W. Boehm Article 1–4. COTS Integration: Plug and Pray? (1999) 69 Barry W. Boehm and Chris Abts Article 1–5. Software Defect Reduction Top 10 List (2001) 75 Barry W. Boehm and Victor R. Basili Article 1–6. COTS-Based Systems Top 10 List (2001) 81 Victor R. Basili and Barry W. Boehm Chapter 2. Software Economics 87 Introduction 87 Richard W. Selby Article 2–1. Software and Its Impact: A Quantitative Assessment (1973) 91 Barry W. Boehm Article 2–2. Software Engineering Economics (1984) 117 Barry W. Boehm Article 2–3. Improving Software Productivity (1987) 151 Barry W. Boehm Article 2–4. Managing Software Productivity and Reuse (1999) 179 Barry W. Boehm Article 2–5. Software Economics: A Roadmap (2000) 185 Barry W. Boehm and Kevin J. Sullivan Article 2–6. Early Experiences in Software Economics (2002) 219 Barry W. Boehm Chapter 3. Software Tools 227 Introduction 227 Arthur B. Pyster Article 3–1. Some Experience with Automated Aids to the Design of Large-Scale Reliable Software (1975) 231 Barry W. Boehm, Robert K. McClean, and D. B. Urfrig Article 3–2. A Software Development Environment for Improving Productivity (1984) 245 Barry W. Boehm, Maria H. Penedo, E. Don Stuckle, Robert D. Williams, and Arthur B. Pyster Article 3–3. Cost Models for Future Software Life Cycle Processes: Cocomo 2.0 (1995) 269 Barry W. Boehm, Bradford Clark, Ellis Horowitz, Chris Westland, Ray Madachy, and Richard W. Selby Article 3–4. Developing Groupware for Requirements Negotiation: Lessons Learned (2001) 301 Barry W. Boehm, Paul Grünbacher, and Robert O. Briggs Chapter 4. Software Process: Early Spiral Model 315 Introduction 315 Walker Royce Article 4–1. Prototyping Versus Specifying: A Multiproject Experiment (1984) 319 Barry W. Boehm, Terence E. Gray, and Thomas Seewaldt Article 4–2. A Spiral Model of Software Development and Enhancement (1988) 345 Barry W. Boehm Article 4–3. Anchoring the Software Process (1996) 367 Barry W. Boehm Chapter 5. Software Risk Management 383 Introduction 383 Tom DeMarco Article 5–1. Software Risk Management: Principles and Practices (1991) 387 Barry W. Boehm Article 5–2. Section 1. Software Risk Management: Introduction and Overview (1989) 403 Barry W. Boehm Article 5–3. Section 2. Risk-Management Practices: The Six Basic Steps (1989) 427 Barry W. Boehm Article 5–4. Section 3. Risk-Resolution Techniques (1989) 471 Barry W. Boehm Article 5–5. Section 4. Implementing Risk Management (1989) 481 Barry W. Boehm Chapter 6. Software Process: Emerging Extensions 499 Introduction 499 Leon J. Osterweil Article 6–1. Using the WinWin Spiral Model: A Case Study (1998) 503 Barry W. Boehm, Alexander Egyed, Julie Kwan, Daniel N. Port, Archita Shah, and Ray Madachy Article 6–2. Making RAD Work for Your Project (1999) 523 Barry W. Boehm Article 6–3. Requirements that Handle IKIWISI, COTS, and Rapid Change (2000) 529 Barry W. Boehm Article 6–4. Get Ready for Agile Methods, with Care (2002) 535 Barry W. Boehm Article 6–5. Some Future Trends and Implications for Systems and Software Engineering Processes (2006) 545 Barry W. Boehm Chapter 7. Software and Systems Management 573 Introduction 573 Frederick P. Brooks, Jr. Article 7–1. Theory-W Software Project Management: Principles and Examples (1989) 579 Barry W. Boehm and Rony Ross Article 7–2. The Art of Expectations Management (2000) 607 Barry W. Boehm Article 7–3. Unifying Software Engineering and Systems Engineering (2000) 611 Barry W. Boehm Article 7–4. Spiral Acquisition of Software-Intensive Systems of Systems (2004) 615 Barry W. Boehm, A. Winsor Brown, Victor R. Basili, and Richard Turner Chapter 8. Software Engineering State of the Art and Practice 627 Introduction 627 Victor R. Basili Article 8–1. Software Engineering (1976) 633 Barry W. Boehm Article 8–2. Software Engineering—As It Is (1979) 663 Barry W. Boehm Article 8–3. Gaining Intellectual Control of Software Development (2000) 687 Barry W. Boehm and Victor R. Basili Article 8–4. A View of 20th and 21st Century Software Engineering (2006) 697 Barry W. Boehm Chapter 9. Value-Based Software Engineering 731 Introduction 731 Kevin J. Sullivan Article 9–1. Project Termination Doesn’t Equal Project Failure (2000) 737 Barry W. Boehm Article 9–2. Avoiding the Software-Model-Clash Spiderweb (2000) 743 Barry W. Boehm, Daniel N. Port, and Mohammed Al-Said Article 9–3. Value-Based Software Engineering: A Case Study (2003) 749 Barry W. Boehm and Li Guo Huang Article 9–4. Value-Based Processes for COTS-Based Applications (2005) 763 Ye Yang, Jesal Bhuta, Barry W. Boehm, and Daniel N. Port Article 9–5. An Initial Theory of Value-Based Software Engineering (2005) 777 Barry W. Boehm and Apurva Jain Chapter 10. Being a Software Engineer in the Software Century 797 Barry W. Boehm Index 807 About the Editor 817

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Book SynopsisProviding a unified coverage of the latest research and applications methods and techniques, this book is devoted to two interrelated techniques for solving some important problems in machine intelligence and pattern recognition, namely probabilistic reasoning and computational learning. The contributions in this volume describe and explore the current developments in computer science and theoretical statistics which provide computational probabilistic models for manipulating knowledge found in industrial and business data. These methods are very efficient for handling complex problems in medicine, commerce and finance. Part I covers Generalisation Principles and Learning and describes several new inductive principles and techniques used in computational learning. Part II describes Causation and Model Selection including the graphical probabilistic models that exploit the independence relationships presented in the graphs, and applications of Bayesian networks to multivariate statisticTable of ContentsPartial table of contents: GENERALISATION PRINCIPLES AND LEARNING. Structure of Statistical Learning Theory (V. Vapnik). MML Inference of Predictive Trees, Graphs and Nets (C.Wallace). Probabilistic Association and Denotation in Machine Learning ofNatural Language (P. Suppes & L. Liang). CAUSATION AND MODEL SELECTION. Causation, Action, and Counterfactuals (J. Pearl). Efficient Estimation and Model Selection in Large Graphical Models(D. Wedelin). BAYESIAN BELIEF NETWORKS AND HYBRID SYSTEMS. Bayesian Belief Networks and Patient Treatment (L. Meshalkin &E. Tsybulkin). DECISION-MAKING, OPTIMIZATION AND CLASSIFICATION. Axioms for Dynamic Programming (P. Shenoy). Extreme Values of Functionals Characterizing Stability ofStatistical Decisions (A. Nagaev). Index.

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Book SynopsisA lavishly illustrated, irresistible look at some of the most spectacular houses and gardens—whose owners come from the worlds of fashion, design, art and society—that have appeared in the pages of Vogue over the last decade. Here is Tory Burch’s stylish and informal Southampton estate, Lauren and Andres Santo Domingo’s glamorous duplex in Paris, Dries Van Noten’s romantic house and garden in Belgium, Alexa and Trevor Traina’s dramatic and colorful San Francisco house, Cindy Crawford and Rande Gerber’s lakeside Canadian cabin, shoe maestro Bruno Frisoni and designer Hervé Van der Straeten’s modern house in the heart of Tangier, Stella McCartney’s grand English country garden, Olya and Charles Thompson’s richly patterned Brooklyn house, and the old-world Wilshire estate of Gela Nash-Taylor and Duran Duran’s John Nash Taylor and many more.     These breathtaking houses and gardens have been photographed by such celebrated photographers as François Halard, Oberto Gili, Mario Testino and Bruce Weber among others; such writers as Hamish Bowles, Joan Juliet Buck, Plum Sykes, Jonathan Van Meter and Chloe Malle give you an intimate view of the owners and how they live. This book is a look at some of the world’s most iconic houses and gardens—not only rich in ideas for all readers but a resource and inspiration for designers, architects, and landscape architects as well.

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Book SynopsisFood gardening is becoming increasingly popular, as people look for new ways to live more sustainably and minimize harm to the environment. This book addresses the most pressing challenges facing food gardening in the 21st century - worldwide changes in climate, the environment, natural resources, and communities - and the basic biological, ecological and social concepts which influence our understanding. Examples throughout the text demonstrate how gardeners can use these theories to their advantage.Table of ContentsPART I: Starting at the beginning: gardens and the big picture Chapter 1: What can Food Gardens Contribute? Gardens and Wellbeing Chapter 2: Changes coming to your garden Chapter 3: Responding to change as a food gardening strategy. Appendix - Worked formal garden experiments PART II: Starting the garden Chapter 4: Garden placement Chapter 5: How plants live and grow Chapter 6: Starting and caring for garden plants PART III: Garden management Chapter 7: Soil, nutrients, and organic matter Chapter 8: Water, soils, and plants Chapter 9: Managing pests, pathogens, and beneficial organisms Chapter 10: Saving seeds for planting and sharing

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