Strategies for Developing Content Area Literacy in Middle and Secondary Classrooms addresses the challenges facing students as they move from learning to read in the primary grades to reading to learn in the middle and secondary classrooms; and it will offer a description of the components for all effective adolescent literacy programs that should be required as part of the middle and high school curriculum. The heart of the book will offer classroom teachers in primary and secondary schools an easy-to-follow and comprehensive set of instructional strategies for students' development of literacy skills for reading, writing, and studying in the content areas.
Journaling in content area classrooms offers students the benefits of developing
literate thinking through writing and drawing. Journal writing is unlike note taking
where students are focused on summarizing and copying ideas in the text.
`Jeni Riley and David Reedy share excellent examples of how primary school children worked on a non-fiction text format.... A well-informed book with a welcome dose of humour' - Nursery World `The theoretical underpinning to this volume is rigorous and the case studies are both endearing and informative' - Early Years `One of the insights of social theories of language which is now taken for granted is that language varies as the social context varies' (Kress, 1997) This is a book that operationalizes this insight: it charts young children's early attempts to write as they struggle to communicate meaning for a variety of purposes. Each section deals with the appropriate research evidence on the development of children's competence in literacy, and their growing awareness of genre, and uniquely, with a clear approach to teaching children from three to seven years. The text combines the necessary theoretical underpinning plus the day-to-day practical experience of working with young children in order to develop their understanding of the different forms and language of texts.
Poetic writing • write on a variety of topics, shaping, editing, and reworking texts
to express experiences and ideas imaginatively in an extended range of genres,
choosing appropriate language features and using conventions of writing ...
Yvonne N. Bui's How to Write a Master's Thesis is a step-by-step guidebook that demystifies a process that can often prove to be overwhelming and confusing to graduate students. The tone and format of this applied book is reader-friendly and includes practical suggestions that go beyond informing what "should" be done. It is chock full of detailed explanations, examples, and supplemental materials that have been used successfully in advising students in completing their master's theses.
he purpose of this book is to teach and model how to write a master's thesis. The
book is intended for graduate students who will write a thesis as part of the
requirements for a master's degree as well as for university faculty who are
teaching ...
Dose Coefficients for Intakes of Radionuclides by Workers
The Commission’s 1990 recommendations on radiation protection standards in ICRP Publication 60 were developed to take into account new biological information related to the detriment associated with radiation exposures and supersede the earlier recommendations in ICRP Publication 26. In order to permit immediate application of these new recommendations, revised values of the Annual Limits on Intake (ALIs) based on the methodology and biokinetic information and incorporating the new dose limits and tissue weighting factors, wT were issued as ICRP Publication 61. Since issuing ICRP Publication 61, ICRP has published a revised kinetic and dosimetric model of the respiratory tract. The main aim of the present report is to give values of dose coefficients for workers using this new model.
Since issuing ICRP Publication 61, ICRP has published a revised kinetic and dosimetric model of the respiratory tract. The main aim of the present report is to give values of dose coefficients for workers using this new model.
Feiring provides a well-written introduction to the techniques and applications of linear programming. He shows readers how to model, solve, and interpret appropriate linear programming problems. His carefully-chosen examples provide a foundation for mathematical modelling and demonstrate the wide scope of the techniques.
COMPUTER SOLUTIONS TO LINEAR PROGRAMMING PROBLEMS The
development of linear programming and the development of the digital computer
have occurred simultaneously. The first linear programming problem that was
solved ...
Long a best-seller, this eagerly awaited Sixth Edition offers an illuminating overview of the field of organization studies through the views of leading writers whose ideas are presently the subject of much interest and debate. Authors Derek S. Pugh and David J. Hickson do a masterful job of capturing the essence of each writer's contribution to the field-providing coverage of all the classic and cutting edge theories in management today.
Trist, E. L. (1981). The socio-technical perspective. In A. van de Ven & W. F.
Joyce (Eds.),Perspectives on organization design and behaviour (pp. 19–75).
London: Wiley-Interscience. Trist, E. L., et al. (1987). Organizational choice. New
York: Garland. Rosabeth Moss Kanter Rosabeth Moss Kanter is a professor of
business administration at the Harvard Business School and a consultant to
many organizations. A sociologist working in the tradition of Max Weber (see
Chapter 1), she has ...
This volume introduces the reader to one of the most fundamental topics in social science statistics: experimental design. The authors clearly show how to select an experimental design based on the number of independent variables and the number of subjects. Other topics addressed include variability, hypothesis testing, how ANOVA can be extended to the multi-group situation, the logic of the t test and completely randomized designs.
Steven R. Brown, Lawrence E. Melamed. SERIES EDITOR'S INTRODUCTION
Social science methods can be divided in two, nonexperimental and
experimental. A key principle of experimental work is manipulation of a treatment
variable (X), followed by observation of a response variable (Y). If I change X,
and Y changes in the hypothesized way, then I am tempted to say X causes Y
However, this causal inference rests on soft ground, unless the experiment has
been properly ...
As their argument unfolds, the authors reveal that memories do not solely reside in a linear passage of time, linking past, present and future, nor do they soley rest within the individual's conciousness, but that memory sits at the very heart of 'lived experience'; whether collective or individual, the vehicle for how we remember or forget is linked to social interaction, object interaction and the different durations of living that we all have. It is very much connected to the social psychology of experience.
Studies in Remembering and Forgetting David Middleton, Dr. Steven D. Brown
Steve D Brown. NINE Technologising experience: infrastructures in remembering
and forgetting Example 1 (From Brown, Middleton & Lightfoot, 2001) Interviewer:
ReadyAds Project Manager: I guess what I am hearing is that one use of the e-
mail seems like it is very formal - to report on action points from the meeting? yes
but also as a record of where . . . ((they both look at a computer screen)) (.) if you
look ...
Over the past two decades, great strides have been made in the development of communication frameworks, information theory, communication skills and techniques for problem solving. This volume brings these developments to the attention of human service practitioners and students and provides a foundation in communication principles and skills. Focusing on the basic knowledge and skills necessary for effective interviewing, the authors cover such basic topics as awareness, self disclosure, giving and responding to feedback, listening, non-verbal messages, problem solving and conflict resolution.
This volume brings these developments to the attention of human service practitioners and students and provides a foundation in communication principles and skills.
What it means to be a self - and a self communicating and being in a particular culture - are key issues interwoven throughout Min-Sun Kim’s impressive text, Non-Western Perspectives on Human Communication. Going beyond cultural descriptions or instructions on adapting to specific cultures, the author interrogates the very core assumptions underlying the study of human communication and challenges longstanding individualistic, Western models on which much intercultural research is based. Kim proposes a non-western way of conceptualizing identity, or the "self" - the cornerstone of cultural research -- illuminating how traditional western and non-western views can be blended into a broader, more realistic understanding of cultures and communication. Grounding her work in a thorough knowledge of the literature, she challenges students and researchers alike to reexamine their approach to intercultural study.
Awareness of these limitations is a crucial preparation for genuine understanding
of cultural identity and human communication. Part IV, "Conclusion," looks at
research and theoretical developments that explore new combinations (
coexistence, synthesis) of individualistic and collectivistic orientations. This
research, as it matures, should lead to better conceptualizations in the field of
human communication. All these sections deal with different, yet related, topics.
In addition, the ...
