3 (p0-1): 第一部分 理论基础建设 3 (p0-2): 1.马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想是一脉相承的统一的科学体系 11 (p0-3): 2.“三个代表”重要思想的历史地位 20 (p0-4): 3.贯彻“三个代表”重要思想的关键在坚持与时俱进 28 (p0-5): 4.中国化的马克思主义的形成与发展 36 (p0-6): 5.用发展的马克思主义指导新的实践 45 (p0-7): 6.正确认识资本主义发展的历史进程 53 (p0-8): 7.正确认识社会主义发展的历史进程 61 (p0-9): 8.在社会主义市场经济条件下深化对劳动价值论的认识 70 (p0-10): 9.人的全面发展与社会的全面进步的关系 79 (p0-11): 10.新的历史条件下必须加强社会主义政治文明建设 87 (p0-12): 11.不断促进社会主义物质文明、政治文明和精神文明的协调发展 93 (p0-13): 12.“积极引导宗教与社会主义社会相适应”思想的重要意义 102 (p0-14): 13.从马克思主义的视角看“全球化” 113 (p0-15): 14.正确认识哲学社会科学的地位和作用 123 (p0-16): 第二部分 思想道德建设 123 (p0-17): 15.全面建设小康社会对思想政治教育提出的新要求 132 (p0-18): 16.正确认识社会主义改革实践对人们思想的影响 140 (p0-19): 17.科学理解共产主义理想及其追求 148 (p0-20): 18.中国特色社会主义共同理想与共产主义远大理想的关系 157 (p0-21): 19.加强公民道德建设的重要意义 168 (p0-22): 20.公民道德责任在公民道德建设中的重要作用 178 (p0-23): 21.为人民服务在社会主义道德体系中具有核心地位 187 (p0-24): 22.搞社会主义市场经济必须坚持集体主义的价值观导向 195 (p0-25): 23.建立与社会主义法律规范相协调的社会主义思想道德体系的科学依据 202 (p0-26): 24.改革开放以来社会主义思想道德建设的成就、经验与启示 222 (p0-27): 25.“以德治国”与“依法治国”方略相结合的重要意义 229 (p0-28): 26.新时期要加强以诚实守信为重点的思想道德建设 238 (p0-29): 27.加强和改进未成年人思想道德建设 246 (p0-30): 28.在全面建设小康社会的进程中大力弘扬艰苦奋斗精神 254 (p0-31): 29.爱国主义精神的当代要求及其价值 264 (p0-32): 30.弘扬和培育中华民族精神的当代价值 271 (p0-33): 31.将弘扬和培育民族精神作为先进文化精神极为重要的任务纳入国民教育和精神文明建设全过程 278 (p0-34): 32.思想政治教育对个人发展的意义 286 (p0-35): 33.网络化时代对思想政治教育工作提出的挑战 295 (p0-36): 34.宣传思想工作要做到“三贴近” 305 (p0-37): 第三部分 党的建设理论 305 (p0-38): 35.中国共产党领导人民建设中国特色社会主义必须坚持的基本经验 313 (p0-39): 36.深化对于中国共产党执政规律的认识 321 (p0-40): 37.新的历史条件下加强和改进党的建设的总体要求 329 (p0-41): 38.中国共产党是中国工人阶级的先锋队,同时是中国人民和中华民族的先锋队 338 (p0-42): 39.增强党的阶级基础和扩大党的群众基础的辩证统 344 (p0-43): 40.中国共产党是最高纲领和最低纲领的统一论者 353 (p0-44): 41.与时俱进是对党的思想路线的丰富和发展 362 (p0-45): 42.创新是一个政党永葆生机的源泉 370 (p0-46): 43.大力弘扬求真务实精神 378 (p0-47): 后记 本书结合当今我国的社会现实, 紧扣思想理论界的时代脉搏, 把研究视野凝聚在理论基础建设, 思想道德建设, 党的建设理论这三个重大课题上

vi, [201] pages : 26 cm "Zhong deng zhi ye xue xiao jiao xue yong shu (ji suan ji ying yong zhuan ye)."

1 (p1): 第1章 Visual FoxPro 6.0基础知识 1 (p1-1): 1.1 知识结构图 1 (p1-2): 1.2 知识要点 3 (p1-3): 实训1 使用Visual FoxPro 6.0 5 (p1-4): 实训2 认识项目管理器 9 (p2): 第2章 数据库的基本操作 9 (p2-1): 2.1 知识结构图 10 (p2-2): 2.2 知识要点 16 (p2-3): 实训1 创建数据库和表 20 (p2-4): 实训2 输入记录 24 (p2-5): 实训3 浏览与编辑记录 27 (p2-6): 实训4 删除记录 30 (p2-7): 实训5 索引记录 34 (p2-8): 实训6 设置字段属性 37 (p2-9): 实训7 工作区的使用 42 (p3): 第3章 创建查询和视图 42 (p3-1): 3.1 知识结构图 42 (p3-2): 3.2 知识要点 44 (p3-3): 实训1 使用查询向导创建查询 48 (p3-4): 实训2 使用查询设计器创建查询 51 (p3-5): 实训3 创建视图 58 (p4): 第4章 结构化查询语言SQL 58 (p4-1): 4.1 知识结构图 58 (p4-2): 4.2 知识要点 61 (p4-3): 实训1 SQL数据查询 68 (p4-4): 实训2 SQL数据定义 72 (p4-5): 实训3 SQL数据操作 78 (p5): 第5章 程序设计基础 78 (p5-1): 5.1 知识结构图 79 (p5-2): 5.2 知识要点 83 (p5-3): 实训1 数据及其运算 88 (p5-4): 实训2 结构化程序设计基础 98 (p5-5): 实训3 子程序和过程文件 102 (p5-6): 实训4 参数传递及自定义函数 107 (p6): 第6章 表单设计 107 (p6-1): 6.1 知识结构图 107 (p6-2): 6.2 知识要点 111 (p6-3): 实训1 使用表单向导创建表单 114 (p6-4): 实训2 使用表单设计器创建表单 117 (p6-5): 实训3 表单控件的使用(1) 124 (p6-6): 实训4 表单控件的使用(2) 135 (p7): 第7章 报表设计 135 (p7-1): 7.1 知识结构图 135 (p7-2): 7.2 知识要点 137 (p7-3): 实训1 使用向导创建报表 139 (p7-4): 实训2 使用报表设计器创建报表 148 (p8): 第8章 菜单和工具栏设计 148 (p8-1): 8.1 知识结构图 148 (p8-2): 8.2 知识要点 150 (p8-3): 实训1 创建菜单 158 (p8-4): 实训2 创建快捷菜单和工具栏 165 (p9): 第9章 应用程序设计实例 165 (p9-1): 9.1 知识结构图 165 (p9-2): 9.2 知识要点 167 (p9-3): 实训 应用程序的设计、编译与发布 179 (p10): 附录1 Visual FoxPro 6.0常用命令一览表 189 (p11): 附录2 Visual FoxPro 6.0常用函数一览表 200 (p12): 附录3 常用的表单属性、事件与方法 201 (p13): 附录4 常用的控件属性、事件与方法

<p><P>"If you hear a dinosaur/Knocking loudly on your door,/Through the keyhole firmly say/'Nobody is home today.'/If the bell should start to ring,/Tell the beast, 'No visiting.'/If you see there's more than one,/Turn around and start to run." Here's a collection of poems about every kind of dinosaur you can think of&#151;including the real reason why they all disappeared.</p>

A four year old Mexican American girl is taken away from her parents because she is obese and experiencing health problems related to her weight. Such a measure, once seen as extreme, quickly comes to be seen as a logical means of addressing a problem viewed as nothing short of child abuse. And yet, for all the purported concern for these children's welfare, little if any mention is ever made of the psychological ramifications of removing children from their families. They are simply the latest victims of the war on obesity--a war declared on a "disease" but conducted, April Herndon contends in this book, along cultural lines. Fat Blame is a book about how the war on obesity is, in many ways, shaping up to be a battle against women and children, especially women and children who are marginalized via class and race. While conceding that fatness can be linked to certain conditions, or that some populations might be heavier than others, Herndon is more interested in the ways women and children are blamed for obesity and the ways interventions aimed at preventing obesity are problematic in and of themselves. From bariatric surgeries being performed on children to women being positioned as responsible for carrying to term a generation of thin children, her book looks closely at the stories of real people whose lives are drastically altered by interventions that are supposedly for their own good. As with so many practices surrounding bodies and health, like dieting, people are often simultaneously blamed and empowered through policies and interventions, especially those that seem to offer them choices. What Herndon reveals is how such choices only offer the illusion of being empowering. Rather, she shows how woman and children are pushed, pulled, and sometimes victimized by interventions such as bariatric surgeries, limits on reproductive technologies, and having their families broken up by the courts. Only by identifying members of this group as victims of discrimination, she argues, can we hope to return them to a fuller and richer kind of agency. In declaring a war on obesity, the United States has said that fat is one of the most serious enemies it faces. Fat Blame asks us to confront the real enemy--the moral, political, and ideological significance of our every move in this "war."

<p><p>a Simple Rhythmic Text Portrays Little Gorilla, Who Is Loved By Everyone In The Jungle As He Begins To Grow . . . And Grow . . . And Grow.<p></p><h3></h3><p>little Gorilla's Velvety-soft World Seems As Comfortably Secure As The Story's Evocation Of Love And Friendship.</p>

32 pages Introduces India looking at Delhi the capital, famous sights, every day family life and traditions. Suggested level: primary Includes index

A collection of flower arrangements for a variety of settings, from dinner parties to churches and stately homes. Written by an international flower festival judge, this book is suitable for amateur flower arrangers.

In cellular networks, a new generation of CDMA or WCDMA-based networks will start operations in most countries in the near future. The standardized WCDMA technology generates new challenges in radio network planning, optimization and QoS management because of the dynamic nature of its radio interface and various new services and different network operating modes. Moreover, new and modified radio planning phases as well as new field measurements and emphasized QoS management are needed when UMTS networks are designed and optimized. Hence, a practical UMTS planning process must be defined in detail, from dimensioning to optimization tasks. This book follows the UMTS planning process. It is organized in three parts: Part I - UMTS configuration planning; Part II - UMTS topology planning; and Part III - UMTS network functionality. The first chapter in Part I introduces the UMTS and UTRAN systems and radio network planning strategy, and defines a planning process for UMTS. In Chapter 2, the UMTS planning process is covered, and a detailed description of the UMTS power budget is given, with planning threshold examples provided.

NOTE: This loose-leaf, three-hole punched version of the textbook gives you the flexibility to take only what you need to class and add your own notes — all at an affordable price. For loose-leaf editions that include MyLabTM or MasteringTM, several versions may exist for each title and registrations are not transferable. You may need a Course ID, provided by your instructor, to register for and use MyLab or Mastering products. For one-semester courses in Applied Calculus. This package includes MyLab Math. Anticipating and meeting student needs Calculus and Its Applications, Brief Version remains a best-selling text because of its intuitive approach that anticipates student needs, and a writing style that pairs clear explanations with carefully crafted figures to help students visualize concepts. Key enhancements in the 12th Edition include the earlier introduction of logarithmic and exponential functions to help students master these important functions and their applications. The text's accompanying MyLabTM Math course also has been revised substantially, as new co-author Gene Kramer (University of Cincinnati, Blue Ash) revisited every homework question and learning aid to improve content clarity and accuracy. These and all other aspects of the new edition are designed to motivate and help students more readily understand and apply principles of calculus. Note: The title of this text was formerly Calculus and Its Applications. Personalize learning with MyLab Math By combining trusted author content with digital tools and a flexible platform, MyLab Math personalizes the learning experience and improves results for each student.

"Michael Lee Aday, better known by his stage name Meat Loaf, is an American musician, singer, songwriter, record producer, and actor. Meat Loaf's Bat Out of Hell trilogy of albums has sold more than 50 million copies worldwide. Everything in the story of Meat Loaf is big. From the place he was born (Texas); to the family he was born into (his father weighed 22 stone, his uncle weighed over 40 stone, while Meat Loaf himself weighed 17 stone before he was even in his teens); to the sound he made (a colossal collision between Richard Wagner, Phil Spector and Bruce Springsteen); and of course the records he sold - nearly 50 million in Britain and America alone. Now, on the eve of the 40th anniversary of Bat Out of Hell, the album that gave rise to Meat Loaf's astonishing career, the premiere of Bat Out Of Hell: The Musical, and the launch of a mammoth two-year farewell tour, Mick Wall, who has interviewed Meat Loaf on numerous occasions throughout his career, pulls back the curtains to reveal the soft-hearted soul behind the larger-than-life character he created for himself. From a tumultuous childhood with an alcoholic father to the relentless abusive bullying from classmates and their parents alike, nobody could have predicted Meat Loaf's meteoric rise to fame. But when the messianic rock opera Bat Out of Hell was released in 1977, it became one of the biggest albums of all time, selling over 45 million copies worldwide to date. Its release marked the start of a rollercoaster ride of incredible highs and seemingly career-ending lows. By the 80s, Meat Loaf was battling with drug and alcohol addiction and escalating money problems that would eventually lead to a nervous breakdown. But just when it seemed like it was all over, the astonishing success of Bat Out of Hell II and the mega-hit 'I'd Do Anything For Love (But I Won't Do That)' marked an extraordinary new wave of success. Now, Mick Wall will bring this extraordinary story up to date, drawing on the hours he spent with Meat Loaf, both in interviews and on tour, as well as offering up a unique insight from those who have known him best."--

Preface Back Story Contents About the Editors Contributors Chapter 1: Profiling Developmental Learning for Students with Additional Needs (SWANs) 1.1 Introduction References Chapter 2: Competence Assessment 2.1 Introduction 2.2 Measurement 2.3 Instructional Implications 2.4 Reporting References Chapter 3: Functional Communication Competence for Students with Additional Needs 3.1 Introduction 3.2 Designing the SWANs Communication Assessment 3.3 Trials of the Communication Assessment 3.4 Development of a Learning Progression 3.5 Using the Learning Progression to Set Instructional Goals 3.6 Using the Learning Progression to Identify Teaching Programs 3.7 Summary References Chapter 4: Using Symbols to Make Meaning: Functional Literacy for Students with Additional Needs 4.1 Designing the SWANs Literacy Assessment 4.2 Trial of the Literacy Items 4.3 Development of the Literacy Learning Progressions 4.4 Using the Learning Progression to Identify Teaching Programs References Chapter 5: Interpersonal Competence for Students with Additional Needs 5.1 Introduction 5.2 Construction of a Criterion-Referenced Framework for Interpersonal Processes 5.2.1 Using the Insights of Practitioners in the Construction Process 5.2.2 Outlining the Domain of Inquiry 5.2.3 Establishment of Strands 5.2.4 Identifying Capabilities and Behavioural Indicators 5.2.5 Differentiating Performance Quality 5.2.6 Data Collection 5.3 Data Analysis and Continuum Construction 5.4 Discussion References Chapter 6: Cognitive Skills – Students with Additional Learning Needs and Autism Spectrum Disorder 6.1 Introduction 6.1.1 Victorian Students with Additional Learning Needs 6.1.2 Related Research 6.2 Methodology 6.2.1 Participants 6.2.2 SWANs Cognitive Skill Instrument 6.2.3 Data Analysis 6.2.4 Establishing Progressions with Expert Panelling 6.3 Results 6.3.1 Initial Analyses 6.3.2 Analyses on Divided Data Set 6.3.3 Empirical Establishment of Progressions 6.4 Discussion References Chapter 7: Profiling Transitions in Emotional Development for Students with Additional Learning Needs 7.1 Introduction 7.2 Victorian Essential Learning Standards for Students with Additional Learning Needs 7.3 Importance of Inclusion of Emotional Learning Progress 7.4 Creating a Standards-Referenced Framework 7.4.1 Identification of Components, Indicators and Developmental Criteria 7.4.2 Development of an Observation Questionnaire 7.5 Data Collection 7.6 Calibration of the Observation Questionnaire and Establishment of Levels of Emotion Development 7.7 Comparison of Levels on the Derived Scale of Emotion with VELS Stages of Learning 7.8 Conclusions References Chapter 8: The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs 8.1 Introduction 8.2 Method 8.2.1 Participants 8.2.2 Workshops 8.3 Results and Discussion 8.3.1 Review of the Construct Definition 8.3.2 Review of Strands and Capabilities 8.3.3 Review of Indicators of Skill and Understanding 8.3.4 Mapping the Rubrics to a Progression 8.3.5 Targeting Instruction to the Learning Progression 8.4 Conclusion References Chapter 9: Assessing and Understanding Early Numeracy for Students with Additional Learning Needs 9.1 Introduction 9.1.1 The Role of the Teacher 9.1.2 Building Learning Progressions from Criterion-Referenced Frameworks 9.2 Method 9.2.1 Participants 9.2.2 Materials 9.2.3 Analysis 9.3 Results and Discussion 9.3.1 Initial Analysis 9.3.2 DIF Analysis 9.4 Conclusion References Chapter 10: Understanding and Mapping Digital Literacy for Students with Disability 10.1 Introduction 10.2 Developing and Mapping the Construct 10.2.1 Living in the Digitised World 10.2.2 Digital Technology as Tool or Instrument 10.2.3 Literacy in a Sociocultural Constructivist Framework 10.2.4 Conceptual Approaches to Digital Literacy 10.2.5 Definition of the Construct of Digital Literacy 10.3 Developing the SWANs Digital Literacy Assessment 10.3.1 Applying S. E. Dreyfus and Dreyfus’ (1980) Taxonomy 10.3.2 Drafting the Indicative Behaviours 10.3.3 Drafting the Quality Criteria 10.3.4 Pairwise Comparisons 10.3.5 Piloting and Panelling 10.4 Collecting Data on Student Digital Literacy Ability 10.4.1 Demographic Backgrounds 10.4.2 Psychometric Analysis 10.5 Crafting the Digital Literacy Learning Progression 10.5.1 Setting Cut Points 10.5.2 Developing Level Descriptions 10.5.3 Standard Setting 10.5.4 Extent of the Match – Hypothesised and Derived Progressions 10.6 Summary References Chapter 11: Supporting Motor Learning in the Classroom for Students with Motor Performance Needs 11.1 Introduction 11.2 The Development of a Learning Progression 11.3 Sourcing the Findings of Research 11.3.1 An Accessible Domain Description 11.3.2 Conceptualisation of Motor Skill Advance 11.3.3 Classroom-Important Motor Aspects and Skills 11.4 Method 11.4.1 Determining Subject Matter Experts 11.4.2 Achieving a Developmental Description of the Learning Domain 11.4.3 Differential Weighting of Item Steps by Pairwise Comparison 11.4.4 Trialling the Items by Assessment of Students with Physical Disability 11.5 Results 11.5.1 The Multidimensionality of the Learning Domain 11.5.2 Standard Setting 11.5.3 Cut-Points 11.5.4 Devising Level Descriptions 11.6 Conclusion References Chapter 12: Thinking Skills Instructional Strategies: Teaching Students with Additional Needs to be Better Thinkers 12.1 Introduction 12.2 Thinking Skills Learning Progression 12.3 Method 12.3.1 Workshop Participants 12.3.2 Materials 12.4 Workshop Activities and Results 12.5 Discussion 12.6 Conclusion References Chapter 13: Using Differential Item Functioning to Validate a Judgement-Based Assessment of Emergent Literacy for Students with Autism Spectrum Disorder 13.1 Introduction 13.2 Method 13.2.1 Participants 13.2.2 Materials 13.2.3 The Partial Credit Model and Differential Item Functioning 13.3 Results and Discussion 13.3.1 Differential Step Functioning (DSF) 13.4 Conclusion References Chapter 14: A Curriculum for Students with Additional Needs 14.1 Curriculum Design Based on Principles of Equitable Access to Education 14.2 Curriculum Design in Practice 14.3 Abilities Based Learning and Education Support (ABLES) 14.4 Conclusion References Appendix: Learning Progressions for Students with Additional Needs

Preface 5 Back Story 5 Contents 11 About the Editors 13 Contributors 15 Chapter 1: Profiling Developmental Learning for Students with Additional Needs (SWANs) 16 1.1 Introduction 16 References 22 Chapter 2: Competence Assessment 24 2.1 Introduction 24 2.2 Measurement 25 2.3 Instructional Implications 33 2.4 Reporting 35 References 39 Chapter 3: Functional Communication Competence for Students with Additional Needs 40 3.1 Introduction 40 3.2 Designing the SWANs Communication Assessment 41 3.3 Trials of the Communication Assessment 46 3.4 Development of a Learning Progression 48 3.5 Using the Learning Progression to Set Instructional Goals 48 3.6 Using the Learning Progression to Identify Teaching Programs 51 3.7 Summary 52 References 55 Chapter 4: Using Symbols to Make Meaning: Functional Literacy for Students with Additional Needs 57 4.1 Designing the SWANs Literacy Assessment 57 4.2 Trial of the Literacy Items 61 4.3 Development of the Literacy Learning Progressions 64 4.4 Using the Learning Progression to Identify Teaching Programs 67 References 71 Chapter 5: Interpersonal Competence for Students with Additional Needs 73 5.1 Introduction 73 5.2 Construction of a Criterion-Referenced Framework for Interpersonal Processes 74 5.2.1 Using the Insights of Practitioners in the Construction Process 75 5.2.2 Outlining the Domain of Inquiry 76 5.2.3 Establishment of Strands 77 5.2.4 Identifying Capabilities and Behavioural Indicators 77 5.2.5 Differentiating Performance Quality 78 5.2.6 Data Collection 79 5.3 Data Analysis and Continuum Construction 80 5.4 Discussion 81 References 83 Chapter 6: Cognitive Skills – Students with Additional Learning Needs and Autism Spectrum Disorder 85 6.1 Introduction 85 6.1.1 Victorian Students with Additional Learning Needs 86 6.1.2 Related Research 87 6.2 Methodology 88 6.2.1 Participants 88 6.2.2 SWANs Cognitive Skill Instrument 89 6.2.3 Data Analysis 89 6.2.4 Establishing Progressions with Expert Panelling 90 6.3 Results 90 6.3.1 Initial Analyses 90 6.3.2 Analyses on Divided Data Set 91 6.3.3 Empirical Establishment of Progressions 95 6.4 Discussion 98 References 100 Chapter 7: Profiling Transitions in Emotional Development for Students with Additional Learning Needs 103 7.1 Introduction 103 7.2 Victorian Essential Learning Standards for Students with Additional Learning Needs 104 7.3 Importance of Inclusion of Emotional Learning Progress 105 7.4 Creating a Standards-Referenced Framework 106 7.4.1 Identification of Components, Indicators and Developmental Criteria 107 7.4.2 Development of an Observation Questionnaire 108 7.5 Data Collection 108 7.6 Calibration of the Observation Questionnaire and Establishment of Levels of Emotion Development 109 7.7 Comparison of Levels on the Derived Scale of Emotion with VELS Stages of Learning 111 7.8 Conclusions 112 References 113 Chapter 8: The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs 115 8.1 Introduction 115 8.2 Method 117 8.2.1 Participants 117 8.2.2 Workshops 118 8.3 Results and Discussion 118 8.3.1 Review of the Construct Definition 118 8.3.2 Review of Strands and Capabilities 119 8.3.3 Review of Indicators of Skill and Understanding 119 8.3.4 Mapping the Rubrics to a Progression 122 8.3.5 Targeting Instruction to the Learning Progression 123 8.4 Conclusion 125 References 126 Chapter 9: Assessing and Understanding Early Numeracy for Students with Additional Learning Needs 129 9.1 Introduction 129 9.1.1 The Role of the Teacher 130 9.1.2 Building Learning Progressions from Criterion-Referenced Frameworks 130 9.2 Method 134 9.2.1 Participants 134 9.2.2 Materials 135 9.2.3 Analysis 135 9.3 Results and Discussion 136 9.3.1 Initial Analysis 136 9.3.2 DIF Analysis 140 9.4 Conclusion 142 References 143 Chapter 10: Understanding and Mapping Digital Literacy for Students with Disability 145 10.1 Introduction 145 10.2 Developing and Mapping the Construct 146 10.2.1 Living in the Digitised World 147 10.2.2 Digital Technology as Tool or Instrument 147 10.2.3 Literacy in a Sociocultural Constructivist Framework 149 10.2.4 Conceptual Approaches to Digital Literacy 149 10.2.5 Definition of the Construct of Digital Literacy 152 10.3 Developing the SWANs Digital Literacy Assessment 153 10.3.1 Applying S. E. Dreyfus and Dreyfus’ (1980) Taxonomy 153 10.3.2 Drafting the Indicative Behaviours 153 10.3.3 Drafting the Quality Criteria 155 10.3.4 Pairwise Comparisons 156 10.3.5 Piloting and Panelling 158 10.4 Collecting Data on Student Digital Literacy Ability 158 10.4.1 Demographic Backgrounds 158 10.4.2 Psychometric Analysis 159 10.5 Crafting the Digital Literacy Learning Progression 160 10.5.1 Setting Cut Points 161 10.5.2 Developing Level Descriptions 162 10.5.3 Standard Setting 162 10.5.4 Extent of the Match – Hypothesised and Derived Progressions 164 10.6 Summary 164 References 165 Chapter 11: Supporting Motor Learning in the Classroom for Students with Motor Performance Needs 171 11.1 Introduction 171 11.2 The Development of a Learning Progression 173 11.3 Sourcing the Findings of Research 174 11.3.1 An Accessible Domain Description 174 11.3.2 Conceptualisation of Motor Skill Advance 175 11.3.3 Classroom-Important Motor Aspects and Skills 176 11.4 Method 176 11.4.1 Determining Subject Matter Experts 176 11.4.2 Achieving a Developmental Description of the Learning Domain 176 11.4.3 Differential Weighting of Item Steps by Pairwise Comparison 178 11.4.4 Trialling the Items by Assessment of Students with Physical Disability 178 11.5 Results 180 11.5.1 The Multidimensionality of the Learning Domain 182 11.5.2 Standard Setting 184 11.5.3 Cut-Points 185 11.5.4 Devising Level Descriptions 185 11.6 Conclusion 191 References 194 Chapter 12: Thinking Skills Instructional Strategies: Teaching Students with Additional Needs to be Better Thinkers 199 12.1 Introduction 199 12.2 Thinking Skills Learning Progression 200 12.3 Method 201 12.3.1 Workshop Participants 201 12.3.2 Materials 202 12.4 Workshop Activities and Results 203 12.5 Discussion 206 12.6 Conclusion 206 References 207 Chapter 13: Using Differential Item Functioning to Validate a Judgement-Based Assessment of Emergent Literacy for Students with Autism Spectrum Disorder 210 13.1 Introduction 210 13.2 Method 213 13.2.1 Participants 213 13.2.2 Materials 213 13.2.3 The Partial Credit Model and Differential Item Functioning 213 13.3 Results and Discussion 216 13.3.1 Differential Step Functioning (DSF) 218 13.4 Conclusion 219 References 220 Chapter 14: A Curriculum for Students with Additional Needs 222 14.1 Curriculum Design Based on Principles of Equitable Access to Education 222 14.2 Curriculum Design in Practice 224 14.3 Abilities Based Learning and Education Support (ABLES) 227 14.4 Conclusion 228 References 228 Appendix: Learning Progressions for Students with Additional Needs 230

A four year old Mexican American girl is taken away from her parents because she is obese and experiencing health problems related to her weight. Such a measure, once seen as extreme, quickly comes to be seen as a logical means of addressing a problem viewed as nothing short of child abuse. And yet, for all the purported concern for these children's welfare, little if any mention is ever made of the psychological ramifications of removing children from their families. They are simply the latest victims of the war on obesity--a war declared on a "disease" but conducted, April Herndon contends in this book, along cultural lines. Fat Blame is a book about how the war on obesity is, in many ways, shaping up to be a battle against women and children, especially women and children who are marginalized via class and race. While conceding that fatness can be linked to certain conditions, or that some populations might be heavier than others, Herndon is more interested in the ways women and children are blamed for obesity and the ways interventions aimed at preventing obesity are problematic in and of themselves. From bariatric surgeries being performed on children to women being positioned as responsible for carrying to term a generation of thin children, her book looks closely at the stories of real people whose lives are drastically altered by interventions that are supposedly for their own good. As with so many practices surrounding bodies and health, like dieting, people are often simultaneously blamed and empowered through policies and interventions, especially those that seem to offer them choices. What Herndon reveals is how such choices only offer the illusion of being empowering. Rather, she shows how woman and children are pushed, pulled, and sometimes victimized by interventions such as bariatric surgeries, limits on reproductive technologies, and having their families broken up by the courts. Only by identifying members of this group as victims of discrimination, she argues, can we hope to return them to a fuller and richer kind of agency. In declaring a war on obesity, the United States has said that fat is one of the most serious enemies it faces. Fat Blame asks us to confront the real enemy--the moral, political, and ideological significance of our every move in this "war."

Paul Theroux left Victoria Station in April thinking that taking eight trains across Europe, Eastern Europe, the USSR and Mongolia would be the easy way to get to the Chinese border. The reality, of course, was very different. In fact, Theroux experienced a decidedly odd and unexpected trip to China that set the challenging tone for his journey.

Keine Beschreibung vorhanden. Erscheinungsdatum: 02.12.2021

After driving his family and friends crazy with his incessant banging on his drum, Conga Crocodile gets his big break when his drumming catches the attention of Marla, the lead singer in a new disco group.

After driving his family and friends crazy with his incessant banging on his drum, Conga Crocodile gets his big break when his drumming catches the attention of Marla, the lead singer in a new disco group.

UMTS Radio Network Planning, Optimization and QOS Management describes practical planning process and gives solutions for detailed planning actions by following the planning process. The role of radio planning tool environment is emphasized by specifying the requirements of the digital map production, design tool, field measurement tool, and QOS measurement tool and by giving several examples of the results of these topics. By following the content of the book, a reader is able to build up an efficient UMTS planning and optimization tool environment and to carry out a practical UMTS planning and optimization project from configuration planning to field and QOS measurements.

<p>Inhabitants of Phoenix tend to think small but live big. They feel connected to individual neighborhoods and communities but drive farther to get to work, feel the effects of the regional heat island, and depend in part for their water on snow packs in Wyoming. In <i>Metropolitan Phoenix</i>, Patricia Gober explores the efforts to build a sustainable desert city in the face of environmental uncertainty, rapid growth, and increasing social diversity.</p> <p><i>Metropolitan Phoenix</i> chronicles the burgeoning of this desert community, including the audacious decisions that created a metropolis of 3.6 million people in a harsh and demanding physical setting. From the prehistoric Hohokam, who constructed a thousand miles of irrigation canals, to the Euro-American farmers, who converted the dryland river valley into an agricultural paradise at the end of the nineteenth century, Gober stresses the sense of beginning again and building anew that has been deeply embedded in wave after wave of human migration to the region. In the early twentieth century, the so-called health seekers—asthmatics, arthritis and tuberculosis sufferers—arrived with the hope of leading more vigorous lives in the warm desert climate, while the postwar period drew veterans and their families to the region to work in emerging electronics and defense industries. Most recently, a new generation of elderly, seeking "active retirement," has settled into planned retirement communities on the perimeter of the city.</p> <p><i>Metropolitan Phoenix</i> also tackles the future of the city. The passage of a recent transportation initiative, efforts to create a biotechnology incubator, and growing publicity about water shortages and school funding have placed Phoenix at a crossroads, forcing its citizens to grapple with the issues of social equity, environmental quality, and economic security. Gober argues that given Phoenix's dramatic population growth and enormous capacity for change, it can become a prototype for twenty-first-century urbanization, reconnecting with its desert setting and building a multifaceted sense of identity that encompasses the entire metropolitan community.</p>

<p><p>A simple rhythmic text portrays Little Gorilla, who is loved by everyone in the jungle as he begins to grow . . . and Grow . . . and GROW.<p></p><h3></h3><p>"Little Gorilla's velvety-soft world seems as comfortably secure as the story's evocation of love and friendship."</p>

<p><p>A simple rhythmic text portrays Little Gorilla, who is loved by everyone in the jungle as he begins to grow . . . and Grow . . . and GROW.<p></p><h3></h3><p>"Little Gorilla's velvety-soft world seems as comfortably secure as the story's evocation of love and friendship."</p>

Inhabitants of Phoenix tend to think small but live big. They feel connected to individual neighborhoods and communities but drive farther to get to work, feel the effects of the regional heat island, and depend in part for their water on snow packs in Wyoming. In Metropolitan Phoenix , Patricia Gober explores the efforts to build a sustainable desert city in the face of environmental uncertainty, rapid growth, and increasing social diversity. Metropolitan Phoenix chronicles the burgeoning of this desert community, including the audacious decisions that created a metropolis of 3.6 million people in a harsh and demanding physical setting. From the prehistoric Hohokam, who constructed a thousand miles of irrigation canals, to the Euro-American farmers, who converted the dryland river valley into an agricultural paradise at the end of the nineteenth century, Gober stresses the sense of beginning again and building anew that has been deeply embedded in wave after wave of human migration to the region. In the early twentieth century, the so-called health seekers—asthmatics, arthritis and tuberculosis sufferers—arrived with the hope of leading more vigorous lives in the warm desert climate, while the postwar period drew veterans and their families to the region to work in emerging electronics and defense industries. Most recently, a new generation of elderly, seeking "active retirement," has settled into planned retirement communities on the perimeter of the city. Metropolitan Phoenix also tackles the future of the city. The passage of a recent transportation initiative, efforts to create a biotechnology incubator, and growing publicity about water shortages and school funding have placed Phoenix at a crossroads, forcing its citizens to grapple with the issues of social equity, environmental quality, and economic security. Gober argues that given Phoenix's dramatic population growth and enormous capacity for change, it can become a prototype for twenty-first-century urbanization, reconnecting with its desert setting and building a multifaceted sense of identity that encompasses the entire metropolitan community.

<p>Inhabitants of Phoenix tend to think small but live big. They feel connected to individual neighborhoods and communities but drive farther to get to work, feel the effects of the regional heat island, and depend in part for their water on snow packs in Wyoming. In <i>Metropolitan Phoenix</i>, Patricia Gober explores the efforts to build a sustainable desert city in the face of environmental uncertainty, rapid growth, and increasing social diversity.<br><br><i>Metropolitan Phoenix</i> chronicles the burgeoning of this desert community, including the audacious decisions that created a metropolis of 3.6 million people in a harsh and demanding physical setting. From the prehistoric Hohokam, who constructed a thousand miles of irrigation canals, to the Euro-American farmers, who converted the dryland river valley into an agricultural paradise at the end of the nineteenth century, Gober stresses the sense of beginning again and building anew that has been deeply embedded in wave after wave of human migration to the region. In the early twentieth century, the so-called health seekers&mdash;asthmatics, arthritis and tuberculosis sufferers&mdash;arrived with the hope of leading more vigorous lives in the warm desert climate, while the postwar period drew veterans and their families to the region to work in emerging electronics and defense industries. Most recently, a new generation of elderly, seeking "active retirement," has settled into planned retirement communities on the perimeter of the city.<br><br><i>Metropolitan Phoenix</i> also tackles the future of the city. The passage of a recent transportation initiative, efforts to create a biotechnology incubator, and growing publicity about water shortages and school funding have placed Phoenix at a crossroads, forcing its citizens to grapple with the issues of social equity, environmental quality, and economic security. Gober argues that given Phoenix's dramatic population growth and enormous capacity for change, it can become a prototype for twenty-first-century urbanization, reconnecting with its desert setting and building a multifaceted sense of identity that encompasses the entire metropolitan community.</p>