1. Who are the immigrants? -- 2. Why do people immigrate? -- 3. Does the United States welcome refugees? -- 4. Why can't they just "get legal"? -- 5. Is it easy to be "illegal"? -- 6. Are immigrants hurting our economy? -- 7. Is immigration hurting our health, environment, or culture? -- 8. Are immigrants a threat? -- 9. Enforcement: Is it a solution? -- 10. What about amnesty and "guest worker" programs? -- 11. Why do we jail and deport immigrants? -- 12. Can we open our borders? -- Afterword -- Immigration and the law: a chronology.
'A positive step-by-step guide to... help readers resolve their sexual difficulties. It empowers couples to set goals to meet their needs.' Nursing Standard Are you worried about impotence or loss of sexual desire, premature ejaculation or lack of orgasm? Experienced psychosexual therapist and couples counsellor Vicki Ford provides an invaluable guide to understanding the sexual problems that many people face from time to time. Her simple and effective self-help techniques, based on cognitive behavioural therapy (CBT), include practical exercise programs to help develop responsiveness and an understanding of your body. Suitable for both singles and couples, this expert guide will enable you to overcome negative thinking and restore your confidence and your sex life. Specifically, you will learn about: The importance of relaxation and stress reduction techniques The impact of ageing, disability, religion, infidelity, abuse, infertility, childbirth, bereavement and medication on sexual performance Techniques for particular problems Overcoming self-help guides use clinically proven techniques to treat long-standing and disabling conditions, both psychological and physical. Many guides in the Overcoming series are recommended under the Reading Well Books on Prescription scheme. Series Editor: Professor Peter Cooper
“We are among those who have come to enjoy the blossoming intellects, often comical behaviors, and insatiable curiosity of middle schoolers—and choose to work with them! With more than 130 years of combined experience in the profession, we’ve gathered a lot of ideas to share. We know from our interactions with educators around the country that precious few quality resources exist to assist science teachers ‘in the middle,’ and this was a central impetus for updating Doing Good Science in Middle School.” —From the preface This lively book contains the kind of guidance that could only come from veterans of the middle school science trenches. The authors know you’re crazy-busy, so they made the book easy to use, whether you want to read it cover to cover or pick out sections to help you with lesson planning and classroom management. They also know you face new challenges, so they thoroughly revised this second edition to meet the needs of today’s students. The book contains: • big-picture concepts, such as how to understand middle school learners and explore the nature of science with them; • a comprehensive overview of science and engineering practices, STEM, and inquiry-based middle school science instruction, aligned with A Framework for K–12 Science Education and the Next Generation Science Standards; • 10 new and updated teacher-tested activities that integrate STEM with literacy skill-building; • information on best instructional practices and professional-development resources; and • connections to the Common Core State Standards in English language arts and mathematics. If you’re a new teacher, you’ll gain a solid foundation in how to teach science and engineering practices while better understanding your often-enigmatic middle-grade students. If you’re a veteran teacher, you’ll benefit from a fresh view of what your colleagues are doing in new times. Either way, Doing Good Science in Middle School is a rich opportunity to reaffirm that what you do is “good science.”
The editors, along with 15 outstanding contributors, comprehensively explore and provide an overview of the principles behind the interpretation of skeletal blunt force trauma. This expanded second edition provides a discussion on how to train for a career in forensic anthropology and offers guidance on how to complete a thorough trauma analysis. It also provides the labels given to different kinds of fractures and the biomechanical forces required to cause bone to fail and fracture. The text provides a theoretical framework for both evaluating published trauma studies and designing new ones. Experimental trauma research is an area ripe for research, and criteria to consider in choosing which non-human species to use in an actualistic study are offered. Common circumstances in which blunt force trauma is encountered are described. Information is provided on a variety of causes of death due to blunt force trauma. These causes range from accidental deaths to homicides due to blunt force from motor vehicle accidents, falls, strangulation, child and elder abuse, among others. Epidemiological information on whom is most likely affected by these various kinds of blunt force trauma is drawn from both the clinical and forensic literature. The most fundamental elements of the text are offered in four chapters where, bone by bone, fracture by fracture, the authors describe what to call each kind of fracture, what is known about how much force is required to break the bone that way, and fracture specific epidemiological information. This particular section of the text provides an invaluable reference source for forensic anthropologists and other osteologists to consult when looking at and trying to classify a bone fracture. Case studies are included to bring the book full circle back to considering the micro and macro bone changes that are seen when bone fails and fractures. The case studies are illustrative both of the concepts described through the book and of the high quality analyses forensic anthropologists contribute to medicolegal investigations of death every day. The text is further enhanced by 150 illustrations, some in color. This completely updated and expanded new volume is an essential reference for the forensic anthropology professional.
Originally published in 1984, this is a classic in its field. Not only is it the first book to promote reading the cards for your own insight, but it also shows you exactly how to do so. It revolutionizes learning Tarot through a combined emphasis on self-teaching techniques and personal insight. Never before has a Tarot book so comprehensively linked the many areas of New Age thought. You will find journal writing, mythology, psychology, self-help, relationships, prosperity and right livelihood, crystals, channeling, astrology, numerology, poetry, art, and occult metaphysics--all explored and integrated with the Tarot. This revised edition features: Expanded interpretations for the Minor Arcana. Reversed card meanings for all 78 cards. An entirely new history-based appendix on the latest research and discoveries. Information on your Shadow/Teacher cards. A new introduction. An updated bibliography. Tarot for Your Self uses meditations, rituals, spreads, mandalas, visualizations, dialogues, charts, affirmations, and other activities to help you establish your own relationship with the cards. All the information is presented using the best in traditional knowledge and know-how. This powerful breakthrough process will turn all your readings into truly transformative experiences.
This should be the last course a student takes before high school biology. Typically, we recommend that the student take this course during the same year that he or she is taking prealgebra. Exploring Creation With Physical Science provides a detailed introduction to the physical environment and some of the basic laws that make it work. The fairly broad scope of the book provides the student with a good understanding of the earth's atmosphere, hydrosphere, and lithosphere. It also covers details on weather, motion, Newton's Laws, gravity, the solar system, atomic structure, radiation, nuclear reactions, stars, and galaxies. The second edition of our physical science course has several features that enhance the value of the course: * There is more color in this edition as compared to the previous edition, and many of the drawings that are in the first edition have been replaced by higher-quality drawings. * There are more experiments in this edition than there were in the previous one. In addition, some of the experiments that were in the previous edition have been changed to make them even more interesting and easy to perform. * Advanced students who have the time and the ability for additional learning are directed to online resources that give them access to advanced subject matter. * To aid the student in reviewing the course as a whole, there is an appendix that contains questions which cover the entire course. The solutions and tests manual has the answers to those questions. Because of the differences between the first and second editions, students in a group setting cannot use both. They must all have the same edition. A further description of the changes made to our second edition courses can be found in the sidebar on page 32.
This book is a clear and comprehensive guide to all aspects of the management of traumatic brain injury-from early diagnosis and evaluation through the post-acute period and rehabilitation. An essential reference for physicians and other health care professionals who work with brain injured patients, the book focuses on assessment and treatment of the wider variety of clinical problems these patients face and addresses many associated concerns such as epidemiology, ethical issues, legal issues, and life-care planning. Written by over 190 acknowledged leaders, the text covers the full spectrum of the practice of brain injury medicine including principles of neural recovery, neuroimaging and neurodiagnostic testing, prognosis and outcome, acute care, rehabilitation, treatment of specific populations, neurologic and other medical problems following injury, cognitive and behavioral problems, post-traumatic pain disorders, pharmacologic and alternative treatments, and community reentry and productivity.
This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders. Each chapter has been developed to be read and reviewed, in sequence, over the term of a service-learning course. Students in a semester course might read just one chapter each week, while those in a quarter-term course might need to read one to two chapters per week. The chapters are intentionally short, averaging 8 to 14 pages, so they do not interfere with other course content reading. This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students. This text is a student-friendly, self-directed guide to service-learning that: Develops the skills needed to succeed Clearly links service-learning to the learning goals of the course Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses Promotes independent and collaborative learning Equally suitable for courses of a few weeks’ or a few months’ duration Shows students how to assess progress and communicate end-results Written for students participating in service learning as a class, but also suitable for students working individually on a project. Instructor's Manual This Instructor Manual discusses the following six key areas for aligning your course with use of Learning through Serving, whether you teach a senior-level high school class, freshman studies course, or a college capstone class: 1. Course and syllabus design 2. Community-partner collaboration 3. Creating class community 4. Strategic teaching techniques 5. Developing intercultural competence 6. Impact assessment
