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Tight deadlines, high expectations, friction with peers, family drama: With all these stressors on middle and high school students and few healthy outlets for releasing them, it's no wonder they have trouble concentrating on schoolwork. But what if you could teach students long-standing, field-proven ways to successfully navigate stress? In this practical, step-by-step guide, authors Abby Wills, Anjali Deva, and Niki Saccareccia show you how to do just that by following their stress-wise framework--a model that all secondary-level educators can use to help both themselves and their students build their "stress IQ," or become better able to accept stress as an aspect of well-being and modulate their reaction to it. Informed by the science of stress and resilience, the practices of yoga and Ayurveda, and the authors' own decades of work with students and teachers, this book offers: (1) Scripts, strategies, and activities for developing students' vitality in the face of stress and encouraging them to make choices that serve the class's collective well-being rather than relying on short-term coping solutions; (2) A flexible, easy-to-implement system of learning cycles and phases to follow over weeks and months for optimal effectiveness; (3) Comprehensive background information on the physiology and psychology of stress; and (4) Real-life examples of the stress-wise framework in action. Learning in school is challenging enough without the exhaustion, anxiety, and distraction of stress added to it. "From Stressed Out to Stress Wise" includes everything you need to ensure that your students have the necessary skills, resources, and mindset to calmly and confidently thrive in the classroom and beyond.

The number of students experiencing anxiety at school is on the rise. With this book, teachers can create emotionally supportive environments and strengthen children's abilities to cope with anxiety. This must-have resource: (1) Provides a framework for understanding anxiety, its causes, and the various ways it can present in young people; (2) Offers standalone action strategies for classroom use, including a matrix to identify which strategies may be most useful for specific situations; and (3) Makes implementation of strategies easy with reproducibles for teacher and student use. Drs. David Campos and Kathleen McConnell Fad wrote this book to ensure that teachers, regardless of their prior knowledge and background, have a wide range of easy-to-understand and useful instructional tools to address anxious behaviors.

Edited by a diverse group of expert collaborators, the "Handbook of the Cultural Foundations of Learning" is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field's most timely and relevant topics.

All children deserve the best possible future. But in this era of increasing economic and social inequality, more and more children are being denied their fair chance at life. This book examines the impact of inequality on children's health and education, and offers a blueprint for addressing the impact of inequality among children in economic, sociological, and psychological domains. Chapters examine a wide range of studies including exposure to stress and its biological consequences; the impact of federal programs offering access to nutrition for mothers and children; the impact of parental decision-making and child support systems; the effects of poverty on child care and quality of education, parental engagement with schools, parent-child interactions, friendship networks, and more. The book concludes with commentaries from leading scholars about the state of the field, and efforts to help mitigate the effects of inequality for children in the U.S. and throughout the world.

Though schools have become the default mental health providers for children and adolescents, they are poorly equipped to meet the mental health needs of their students. "Evidence-Based Practice in School Mental Health" differs from other books that address child and adolescent psychopathology by focusing on how to help students with mental disorders in pre-K-12th-grade schools. Chapters address the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, available rapid assessment instruments, school-based interventions using multi-tiered systems of support, and easy-to-follow suggestions for progress monitoring. Additionally, the text shares detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems. Each chapter finishes with extensive web resources and real-life case examples drawn from the author's clinical practice. This book serves as a helpful resource for school-based mental health providers (e.g., school social workers, school psychologists, and school counselors), communities-in-schools coordinators, and MSW students focusing on child and adolescent mental health. Chapters include: (1) Introduction (James C. Raines); (2) Attention Deficit/Hyperactivity Disorder (Maria Scannapieco and Kirsten Painter); (3) Autism Spectrum Disorder (Michelle S. Ballan and Jennifer Hyk); (4) Specific Learning Disorder (James C. Raines); (5) Early Onset Schizophrenia (Theresa Early); (6) Bipolar Disorders (Chris Ahlman); (7) Depressive Disorders (Jacqueline Corcoran); (8) Anxiety Disorders (Nikolaus Schuetz and Amy N. Mendenhall); (9) Obsessive-Compulsive Disorder (James C. Raines); (10) Trauma and Stress Disorders (Marleen Wong, Pamela Vona, and Stephen Hydon); (11) Eating Disorders (Elizabeth C. Pomeroy and Alice Tate Smith); (12) Elimination Disorders (James C. Raines); (13) Disruptive Disorders (Shantel D. Crosby, Andy J. Frey, Gary Zornes, and Kristian Jones); and (14) Self-Harm Disorders (James C. Raines and Stephanie Ochocki).

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK-12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to this edition: (1) Incorporates the latest research findings and instructional practices; (2) Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning; (3) Chapters offering fresh, expanded perspectives on writing and vocabulary; and (4) Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts. This book contains the following chapters: (1) Evidence-Based Best Practices for Developing Literate Communities (Jacquelynn A. Malloy, Barbara A. Marinak, and Linda B. Gambrell); (2) Current Issues and Best Practices in Literacy Instruction (Christina L. Madda, Vicki B. Griffo, P. David Pearson, and Taffy E. Raphael); (3) Best Practices for Motivating Students to Read (John T. Guthrie and Ana Taboada Barber); (4) Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade (Lesley Mandel Morrow, Susan M. Dougherty, and Diane H. Tracey); (5) Best Practices to Change the Trajectory of Struggling Readers (Victoria J. Risko and Doris Walker-Dalhouse); (6) Best Practices for Teaching Dual-Language Learners: Leveraging Everyday Literacies (Michael Domínguez and Kris D. Gutiérrez); (7) Best Practices in Adolescent Literacy Instruction (Douglas Fisher and Nancy Frey); (8) Best Practices for Developmental Word Study in Phonics, Vocabulary, and Spelling (Donald R. Bear); (9) Best Practices in Vocabulary Instruction (Kathy Ganske); (10) Best Practices in Narrative Text Comprehension Instruction (Janice F. Almasi and Susan J. Hart); (11) Best Practices in Informational Text Comprehension Instruction (Nell K. Duke and Nicole M. Martin); (12) Best Practices in Fluency Instruction (Melanie Kuhn, Timothy Rasinski, and Chase Young); (13) Best Practices in Teaching Writing (Troy Hicks); (14) Best Practices in Reading Assessment, (Peter Afflerbach, Byeong-Young Cho, Maria Elliker Crassas, and Jong-Yun Kim); (15) Best Practices in Teaching the New Literacies of Online Research and Comprehension (Lisa Zawilinski, Elena Forzani, Nicole Timbrell, and Donald J. Leu); (16) Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs (D. Ray Reutzel and Sarah K. Clark); (17) Best Practices in the Physiological, Emotional, and Behavioral Foundations of Literacy Achievement (Diane H. Tracey); (18) Building Strong Home, School, and Community Partnerships through Culturally Relevant Teaching (Jeanne R. Paratore, Patricia A. Edwards, and Lisa M. O'Brien); and (19) Best Practices in Professional Learning for Improving Literacy Instruction in Schools (Sharon Walpole, John Z. Strong, and Cary B. Riches).

This text presents current, accessible information on enhancing the counseling process using a brain-based paradigm. Leading experts provide guidelines and insights for becoming a skillful neuroscience-informed counselor, making direct connections between the material covered and clinical practice. In this much-needed resource-the first to address neurocounseling concepts across the counseling curriculum-chapters cover each of the eight common core areas in the 2016 CACREP Standards in addition to several specialty areas of the Standards. Detailed case studies, questions for reflection, quiz questions, and a glossary facilitate classroom use. Following a preface, the book is divided into five parts as follows: Part 1: Foundations of Case Conceptualization, contains the following chapters: (1) Anatomy and Brain Development (Laura K. Jones); (2) Neurophysiological Development Across the Life Span (Laura K. Jones); (3) Biology of Marginality: A Neurophysiological Exploration of the Social and Cultural Foundations of Psychological Health (Kathryn Z. Douthit and Justin Russotti); and (4) Neurophysiology of Traumatic Stress (Laura K. Jones, Christopher Rybak, and Lori A. Russell-Chapin). Part 2: Counseling Relationships and Assessments, contains the following: (5) Neuroscience of Attention: Empathy and Counseling Skills (Allen E. Ivey, Thomas Daniels, Carlos P. Zalaquett, and Mary Bradford Ivey); (6) Neuroscience-Informed Counseling Theory (SeriaShia Chatters, Carlos P. Zalaquett, and Allen E. Ivey); (7) Neurocounseling Assessment (Lori A. Russell-Chapin); and (8) Wellness and Optimal Performance (Theodore J. Chapin). Part 3: Neuroadaptation and Addiction provides: (9) Clinical Neuroscience of Substance Use Disorders (Sean B. Hall and Kiera D. Walker); and (10) Psychopharmacology Basics (Nancy Sherman and Thomas A. Field). Part 4: Emerging Neuroscience-Informed Modalities, provides: (11) Neuro-Informed Group Work (Chad Luke and Joel F. Diambra); and (12) Neuro-Informed Career-Focused Counseling (Chad Luke and Thomas A. Field). Part 5: Summary, concludes with the following: (13) Conducting Brain-Based Research and Program Evaluation (Eric T. Beeson and Thomas A. Field); and (14) Ten Practical Guidelines for Neurocounseling (Lori A. Russell-Chapin, Thomas A. Field, Laura K. Jones). Explanation of Quiz Answers and a glossary are provided in an appendix.

Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings first reported at the Dyslexia Foundation's 12th Extraordinary Brain Symposium, this landmark volume collects cutting-edge dyslexia research from the worlds foremost experts on this complex disorder, as well as insights from experts newly interested in applying their innovative techniques to dyslexia research. 40+ international contributors from multiple disciplines present groundbreaking research on: (1) neurolinguistic and neurophysiological precursors of dyslexia; (2) new techniques and technologies--ranging from molecular genetics, to neuroimaging, to cognitive neuroscience; (3) genetic influences on reading and reading disability; (4) the magnocellular theory of dyslexia; (5) anatomical risk factors for reading and language disorders; (6) subcortical auditory function and how it contributes to variance in reading ability; (7) cortical phenotypes associated with developmental dyslexia; (8) the impact of atypical auditory processing in infancy on later language and reading skills; (9) the interplay among environment, brain, and behavior while children are developing reading skills; (10) phonological processing difficulties and their effect on later literacy outcomes; (11) the latest techniques in pediatric neuroimaging and more. Each of the book's four sections has a helpful integrative introduction. And to help readers shape the course of future dyslexia studies, a concluding chapter distills the key themes discussed at the symposium and examines specific recommendations for further research on the genetics, neurobiology, and behavior of dyslexia. An important volume that will be cited and quoted in the literature for years to come, this book sheds new light on the precursors and early indicators of dyslexia--and will provide a strong foundation for tomorrow's innovative interventions. Part I, Brain Development, Genes, and Behavior Phenotypes, begins with an introduction by R. Holly Fitch and contains the following: (1) Overview of Early Brain Development: Linking Genetics to Brain Structure (Richard S. Nowakowski & Nancy L. Hayes); (2) Loss of the Dyslexia Susceptibility Gene DCDC2 Increases Synaptic Connectivity in the Mouse Neocortex (Joseph LoTurco, Aarti Tarkar, & Alicia Yue Che); (3) The Magnocellular Theory of Dyslexia (John Stein); (4) Investigation of Candidate Genes in Families with Dyslexia (Cecilia Marino, Sara Mascheretti, Andrea Facoetti, & Massimo Molteni); and (5) What Educators Should Know About the State of Research on Genetic Influences on Reading and Reading Disability (Elena L. Grigorenko). Part II, Potential Early Precursors of Specific Language Impairment and Dyslexia, begins with an introduction by April A. Benasich and contains the following: (6) Biological Factors Contributing to Reading Ability: Subcortical Auditory Function (Bharath Chandrasekaran & Nina Kraus); (7) Timing, Information Processing, and Efficacy: Early Factors that Impact Childhood Language Trajectories (April A. Benasich & Naseem Choudhury); (8) Neurolinguistic and Neurophysiological Precursors of Dyslexia: Selective Studies from the Dutch Dyslexia Programme (Ben A.M. Maassen, Aryan van der Leij, Natasha M. Maurits, & Frans Zwarts); and (9) Phonology and Literacy: Follow-Up Results of the Utrecht Dyslexia and Specific Language Impairment Project (Elise de Bree, Margaret J. Snowling, Ellen Gerrits, Petra van Alphen, Aryan van der Leij, & Frank Wijnen). Part III, Potential Neurobehavioral Markers and Biological Mechanisms of Specific Language Impairment and Dyslexia, begins with an introduction by R. Holly Fitch and contains the following: (10) Cortical Phenotypes Associated with Developmental Dyslexia: Reverse and Forward Genetic Approaches Using Animal Models (Glenn D. Rosen); (11) Using Animal Models to Dissociate Genetic, Neural, and Behavioral Contributors to Language Disability (R. Holly Fitch & Caitlin E. Szalkowski); (12) Prediction of Children's Reading Skills: Understanding the Interplay Among Environment, Brain, and Behavior (Jessica M. Black & Fumiko Hoeft); and (13) A Multifactorial Approach to Dyslexia (Cyril R. Pernet & Jean-Francois Demonet). Part IV, Developmental Neuroimaging: Identification, Intervention, and Remediation, begins with an introduction by April A. Benasich and contains the following: (14) Evolution of Pediatric Neuroimaging and Application of Cutting-Edge Techniques (P. Ellen Grant); (15) Anatomical Risk Factors for Reading Comprehension (Christiana M. Leonard); (16) Windows into Receptive Processing (Elena Plante); (17) Neural Correlates of Reading-Related Processes Examined with Functional Magnetic Resonance Imaging Before Reading Onset and After Language/Reading Remediation (Nora Maria Raschle, Michelle YH Chang, Patrice L. Stering, Jennifer Zuk, & Nadine Gaab); (18) Transcending Gaps Among Disciplines in Neurodevelopmental Disorders: From Brain Volumetrics to Collaborative Multisystem Assessment (Martha R. Herbert); and (19) Integration of Left-Lateralized Neural Systems Supporting Skilled Reading (Bruce D. McCandliss & Yuliya N. Yoncheva). "Critical Research, Directions, and Priorities," a conclusion by Peggy McCardle and Brett Miller, and an index are included.

As our understanding of learning focuses on the whole person rather than individual aspects of learning, so the process of learning is beginning to be studied from a wide variety of perspectives and disciplines. This handbook presents a comprehensive overview of the contemporary research into learning: it brings together a diverse range of specialties with chapters written by leading scholars throughout the world from a wide variety of different approaches. The International Handbook of Learning captures the complexities of the learning process in seven major parts. Its 55 chapters are sub-divided in seven parts: (1) Learning and the person: senses, cognitions, emotions, personality traits and learning styles; (2) Learning across the lifespan; (3) Life-wide learning; (4) Learning across the disciplines: covering everything from anthropology to neuroscience; (5) Meaning systems' interpretation; (6) Learning and disability; and (7) Historical and contemporary learning theorists. Written by international experts, this book is the first comprehensive multi-disciplinary analysis of learning, packing a diverse collection of research into one accessible volume. Part I, Learning and the Person, contains the following: (1) Learning and the Senses (Paul Martin and Viv Martin); (2) Learning Cognitions/Cognitive Learning/Learning and Cognition (Knud Illeris); (3) Learning a Role: Becoming a Nurse (Michelle Camilleri); (4) Self-Constructed Activity, Work Analysis, and Occupational Training: an Approach to Learning Objects for Adults (Marc Durand); (5) Emotional Intelligence (Betty Rudd); (6) Language and Learning (Bernard Camilleri); (7) Gender and Learning--Feminist Perspectives (Julia Preece); (8) Identity and Learning (Lyn Tett); (9) Thinking Styles and Learning (Li-Fang Zhang); and (10) Non-Learning (Peter Jarvis). Part II, Learning Across the Life-Span, contains the following: (11) Learning in Early Childhood (Christine Stephen); (12) The School Years (Kristiina Kumpulainen); (13) Crossing boundaries: Harnessing Funds of Knowledge in Dialogic Inquiry across Formal and Informal Learning Environments (Lasse Lipponen); (14) Young People and Learning (Rachel Brooks); (15) Adult Learning: Andragogy versus Pedagogy or from Pedagogy to Andragogy (Peter Jarvis); (16) Exploring Learning in Midlife (Jo-Anne H. Willment); (17) The Older Adult in Education (Mary Alice Wolf); (18) Lifelong Learning in Long-Term Care Settings (Alexandra Withnall); (19) The Biographical Approach to Lifelong Learning (Peter Alheit); (20) Learning from our Lives (John Field); (21) Psychological Development (Mark Tennant); and (22) Transformative Learning (Patricia Cranton and Edward W. Taylor). Part III, Learning Sites, contains the following: (23) Informal Learning--Everyday Living (Paul Hager); (24) Self-Directed Learning (Katarina Popovic); (25) Learning at the Site of Work (Stephen Billett); (26) Organisational Learning won't be Turned off (Bente Elkjaer); (27) E-learning (m-learning) (Susannah Quinsee); (28) Sleep-dependent Learning (Daan R. van der Veen and Simon N. Archer); (29) Learning and Violence (Shahrzad Mojab and Bethany J. Osborne); and (30) Aesthetic Education (Lars Ilum). Part IV, Learning and Disability, contains the following: (31) Learning, Sensory Impairment Physical Disability (Joanna Beazley Richards); (32) Autism Spectruitions and Learning (Mary Watts); (33) Reading Disability (Julian G. Elliott and Elena L. Grigorenko); and (34) On Becoming a Person in Society: the Person with Dementia (Kay de Vries). Part V, Learning across the Disciplines "Human and Social Sciences", contains the following: (35) Human-centric Learning and Post-human Experimentation (Richard Edwards); (36) Piaget's Constructivism and Adult Learning (Etienne Bourgeois); (37) Psychoanalytic Perspectives on Learning and the Subject called the Learner (Linden West); (38) Sociology and Learning (Martin Dyke and Ian Bryant); (39) Anthropology and Learning (Peggy Froerer); (40) Learning in a Complex World (Mark Olssen); (41) Perspectives on Geography and Learning (Johanna L. Waters); (42) Learning as a Microhistorical Process (Christina Toren Natural Sciences); (43) Evolution (Ian Abrahams and Michael Reiss); (44) The Brain and Learning (John Stein); (45) Cognitive Neurophysiology--Promoting Neuroergonomics of Learning (Anu Holm and Kiti Muller); (46) Pharmacology and Learning (Roberta Stasyk). Part VI, Learning and Religious and Meaning Systems, contains the following: (47) Buddhist Theory of Education (Caroline Brazier and David Brazier); (48) Christianity (Jeff Astley); (49) The Confucian Learning: Learning to Become Fully Human (Qi Sun); (50) Exploring Aspects of Learning in Hindu Philosophy (Prem Kumar); and (51) Learning Within Context of Faith and the Intellect: a Thinking Islam (Naznin Hirji). Part VII, Geographic Cultural Systems--Broader Perspectives, contains the following: (52) Jewish Ways of Learning (Gabriela Ruppin-Shand and Michael Shire); (53) Remodelling Learning on an African Cultural Heritage of Ubuntu (Rebecca Nthogo Lekoko and Oitshepile MmaB Modise); (54) Indian Culture and Learning (Sunil Behari Mohanty); (55) The Challenges of Adult Learning in Latin America: from Literacy to Lifelong Learning (Tim Ireland).

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When college teachers think about student engagement, they suggest that engaged students really want to learn, exceed expectations, and demonstrate passion and excitement (Barkley, 2009). In this book, the reader will find a host of ideas that should help create passion and excitement in the classroom. In this book, the authors describe engagement techniques that address topics within the context of a particular course in psychology. Each chapter provides an annotated bibliography of activities published elsewhere as well as a new unpublished activity that the author has used. The annotated bibliography outlines exercises and demonstrations that enhance student engagement relevant to the topic area that have been published in TOPS, the "Handbooks for Teaching Psychology," as well as activities recommended in various Instructor's manuals and those available through OTRP. The book is divided into five sections. The first section describes activities that can be used in the social, developmental, environmental, organizational, and cross-cultural psychology. The second section describes activities that can be used to teach sensation and perception, cognitive psychology, intelligence, language and related topics. In the third section, the editors offer teaching techniques relevant to biological psychology, research methods and related topics, as well as history and systems courses. Abnormal behavior, personality, gender and adjustment are all addressed in Section 4. Section 5 is devoted to activities that can be used in more than one course and include topics such as diversity, critical thinking, positive psychology and APA style writing. Section 1, Social and Developmental Psychology, contains: (1) How Engaging Are You? A Review of Teaching Methods to Engage Students in Child and Adolescent Psychology Courses (Aaron S. Richmond and Lisa Kindelberger Hagan); (2) Adult Development: Designing a Retirement and Care Plan for Older Adults (Maya M. Khanna); (3) Classroom Activities for a Course on Death, Dying, and Bereavement (Lisa M. Bauer); (4) Group Dynamics (Donelson R. Forsyth); (5) Engaging Students in Psychology and Law: An Exercise in Jury Selection (Kathryn T. Hendricks and Matthew T. Huss); (6) Engaging Students in Applied Social Psychology (Richard J. Harnish, K. Robert Bridges, Alecia V. Denillo, and Michelle L. Flaherty); (7) Teaching Environmental Psychology: Demonstrations and Exercises (Paul A. Bell, Patricia A. Romano, Thomas C. Greene, Jacob A. Benfield, Britt L. Mace and Gretchen A. Nurse); (8) Activities for Engagement in an Industrial/Organizational Psychology Course (Tracy E. Zinn and Whitney F. Smiley); and (9) Engaging Students in Cross-Cultural Psychology (Stephanie L. Anderson and Richard L. Miller). Section 2, Cognitive Processes, contains: (10) Sensation and Perception: Activities to Promote Learning and Clarify Student Perceptions (Cindy Gibson); (11) Engaging Students in Cognitive Psychology (David W. Carroll and Allen Keniston); (12) Exercises and Demonstrations for Motivation and Emotion Courses (Alan Hughes); (13) Is Your Educational Psychology Class Boring? A Review of Teaching Methods to Engage Your Students (Aaron S. Richmond); (14) Intelligence (Amber Esping and Jonathan Plucker); and (15) Engaging Students in the Psychology of Language (David W. Carroll and Eleni Pinnow). Section 3, Biological Processes, Research and the History of Psychology, contains: (16) Online Teaching Resources for Animal Behavior (Joseph J. Benz); (17) Activities for a Neuroscience Course (S. A. Lloyd, R. A. Shanks, and C. L. Robertson); (18) Physiological Psychology (Frank Ferraro, III); (19) Engaging Activities for Students Who are Learning Research Methods (William J. Lammers); (20) Activities for Student Engagement in a Statistics Course (Tracy Zinn and Whitney Smiley); (21) Activities for Engagement in a Psychometric Course (B. Jean Mandernach and Jana Hackathorn); and (22) Engaging Students in History and Systems of Psychology Courses (William Douglas Woody). Section 4, Abnormal Behavior and Personality, contains: (23) Creating Transformative Experiences for Students in Abnormal Psychology (Anton O. Tolman); (24) Health Psychology (Robin A. Anderson); (25) Engaging Students in Clinical Psychology Courses (Jeanne M. Slattery); (26) Human Sexuality (Karen Rayne and Missi Patterson); (27) Psychology of Religion (Kevin L. Ladd and Michael E. Nielsen); (28) The Psychology of Gender (Isabelle D. Cherney); (29) Personality (Marianne Miserandino); and (30) Teaching the Psychology of Adjustment (Dana S. Dunn, Elizabeth Yost Hammer and Wayne Weiten). Section 5, Activities That Can Be Used In More Than One Course, contains: (31) Ethics of Psychotherapy and Counseling (Mitchell M. Handelsman, Allison Bashe and Sharon K. Anderson); (32) Engaging Students in APA-Style Writing (Lynn A. Bruner); (33) On Happiness: Introducing Students to Positive Psychology (Dana S. Dunn, Brittany M. Beard and David J. Fisher); (34) Teaching about Diversity: Activities that Promote Student Engagement (Christie Cathey and Alexandra S. Ross); (35) Peace and War (Linda M. Woolf and Michael R. Hulsizer); (36) Nonverbal Communication (Don W. Stacks, Mark Hickson III, Jessica Deyo, and Price Walt); and (37) Critical Thinking Activities for the Teaching of Psychology (Paul C. Smith). Individual papers contain tables, figures, footnotes, references and appendices. [For Volume 1, "Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities," see ED533155.]

"Research Doctorate Programs in the Biomedical Sciences: Selected Findings from the NRC Assessment" examines data on the biomedical sciences programs to gather additional insight about the talent, training environment, outcomes, diversity, and international participation in the biomedical sciences workforce. This report supports an earlier publication, "A Data-Based Assessment of Research-Doctorate Programs in the United States," which analyzes data and rankings from more than 5,000 doctoral programs, 982 of which were in the biomedical sciences. "Research Doctorate Programs in the Biomedical Sciences" explores questions about degrees and completion rates as they relate to GRE scores, student funding, program facilities, diversity among faculty members, and other variables. The report examines 11 biomedical science fields including cell and developmental biology, genetics and genomics, microbiology, nutrition, and physiology, among others.

The purpose of this book goes beyond a procedural manual or a "how-to, cook book" approach to vision screening. This book is intended to assist the new school nurse in fully understanding the screening process, comprehending the pathophysiology of the several visual functions, which may be assessed in the school setting. This book is also intended to assist the experienced school nurse in reflecting upon and evaluating existing screening programs, techniques, and outcomes.

This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work in cooperative groups to research and design a museum display that communicates findings about life on a remote tropical island. The module in this book can be used to build a whole curriculum or fit into current lesson plans to add interest. (KHR)

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work in cooperative groups to research and design a museum display that communicates findings about life on a remote tropical island. (KHR)

This book includes more than 500 entries describing advances in the treatment of disease and the understanding of human health. The emphasis is on significant advances in diseases, treatments, and health issues. Topics included are: alternative or nonwestern medicine; anesthesia and analgesia; antibiotics; cancer; cell biology and physiology; dentistry; dermatology; diagnosis; drugs; ears and hearing; emergency care; endocrinology; gastroenterology; genetic disease; genetics; health institutions, professions, specialties, and policy; heart and blood vessel anatomy, function, and disease; hematology; imaging; immunology; infection control; infectious disease; men's health; nephrology; neurology; nutrition; obstetrics and gynecology; old-fashioned medicine; ophthalmology; organizations, international; organizations, U.S.; orthopedics; pediatrics; plastic surgery; psychology; public health; surgery; transplants or artificial organs; U.S. government; and women's health. The book provides a subject list, which presents the entry names by broad subject area; a timeline, which lists medical and health milestones chronologically, beginning about 10,000 BC and ending in the year 2000; and a general index to the contents of the entries. Each entry contains a source for additional reading. (SM)

The perceptual motor development module, the eleventh in a series developed for the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia, provides the student with basic information on the physiological development of young children. A number of learning and measurement activities related to children's perceptual, physical, and combined perceptual motor abilities are offered. A brief narrative is given for each area of physiological development (height and weight, and skeletal, nervous, muscular and endocrine systems), followed by available ontogenetic data. Learner characteristics charts, under each of the abilities discussed, provide information on areas of development, ontogenies and conditions necessary to work effectively with certain developmental abnormalities. Much of this dodule consists of these charts and suggested learning and measurement activities. A list of appropriate cognitive competencies needed by teachers is given. (ED)

This booklet on sprinting is divided into four chapters. Chapter 1 "Introduction," provides an analysis of the 100-meter dash, summarizes world records, and discusses the reliability of timing the sprint race. Chapter 2, "Describing the Sprinter," discusses the following topics: anatomical characteristics, flexibility, reaction, strength/power, racial comparisons, circulatory characteristics, age and sprinting, body composition, hereditary influences, specificity of speed, sprinting mechanics, and stride length and frequency. Chapter 3, "Physiological Factors Affecting Speed and Its Development," examines speed improvement occurring through physiological changes in muscle and joint tissue, circulation, and the nervous system resulting from commonly used supplementary programs (any program other than sprint training). The final chapter, "Training the Sprinter," analyzes important research in miscellaneous areas that directly affects sprinting speed, supplementary training programs, and the critical area of sprint training programs, which includes sprint-resisted and sprint-assisted training. Lists of references and selected reading conclude each chapter. (JA)

This monograph offers information, suggestions, and proposals to teachers, students, and citizens to increase their understanding of the aging process in both its physical and psychosociological aspects. Part I, What Is Aging? examines various aspects of aging, some of its major characteristics, and what it is like to grow old in the U.S. today. Part II is concerned with the physical aspects of aging: how the body changes; the aging processes of human cells, human tissue, and organ systems; aging and disease; some theories on why aging takes place; and suggestions on how to deal constructively with aging. Part III examines some psychosociological aspects of aging, with emphasis on ways to encourage continued psychological and social involvement with the rest of the world. Appendixes provide details of resources for additional information. Appendix A describes programs for senior citizens, specifically those provided by ACTION and the Department of Labor. Appendix B lists materials available free from the Administration on Aging. Appendix C gives the locations of all regional and state agencies on aging. (MBM)

This book, one in the series on Aerospace Education III, deals with the general nature of human physiology during space flights. Chapter 1 begins with a brief discussion of the nature of the atmosphere. Other topics examined in this chapter include respiration and circulation, principles and problems of vision, noise and vibration, and self-imposed stresses. Chapter 2 provides an account of aerospace medicine. The next two chapters are devoted to a general description of protective equipment used by fliers, pilot training, and surviving and living in space. Chapters 5 and 6 provide information on skylab and future space flights. The book is designed to be used in the Air Force ROTC program. (PB)

Strategies for coping with stress and tension that may be used by a teacher in a classroom setting are presented. The development of tension control as an area of study is traced, noting the role total relaxation plays in various religious and philosophical movements. Stages of teaching students how to relax through a technique known as progressive relaxation are described. A glossary of selected terms frequently used in tension control literature is included, and references for further reading are provided. (JD)

This monograph consists of eight papers which refer in one way or another to the pharmacology of cocaine. The papers are: (1) Cocaine 1984: Introduction and Overview" (John Grabowski); (2) "Cocaine: A Growing Public Health Problem" (Edgar H. Adams and Jack Durell); (3) "Neural Mechanisms of the Reinforcing Action of Cocaine" (Roy A. Wise); (4) "The Pharmacology of Cocaine" (Reese T. Jones); (5) "Assessment of the Dependence Potential of Cocaine in Animals" (Chris E. Johanson); (6) "The Behavioral Pharmacology of Cocaine in Humans" (Marian W. Fischman); (7) "Changing Patterns of Cocaine Use: Longitudinal Observations, Consequences, and Treatment" (Ronald K. Siegel); and (8) "Cocaine Abuse: A Review of Current and Experimental Treatments" (Herbert D. Kleber and Frank H. Gawin). References, some of them extensive, are included for each paper. A list of National Institute on Drug Abuse (NIDA) research monographs is included. (JN)

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work as a team of design specialists for an advertising agency whose clients are official sponsors of the Olympics. Their task is to design educational/advertising campaigns. (KHR)

This book is designed for middle school life science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work as a team of design specialists for an advertising agency whose clients are official sponsors of the Olympics. Their task is to design educational/advertising campaigns. The module in this book can be used to build a whole curriculum or fit into current lesson plans to add interest. (KHR)

This textbook is a course in anatomy, physiology, and hygiene for high schools and advanced classes in common schools. The book complies with many states' law requiring lessons on the nature of alcoholic drinks and narcotics, and their effects.

This textbook is designed as a first book in the study of such laws of practical hygiene as pupils of primary grades can comprehend, and as will lead to the formation of habits essential to a healthy, happy, and useful life.

This textbook is designed to aid teachers who are using the "Fourteen Weeks Course." The problems contained in all the books are solved. The book contains answers in natural philosophy, chemistry, descriptive astronomy, experiments in chemistry, human physiology, physics, and astronomy.

This textbook issue has been prepared to accompany later editions, and includes complete reference to all the problems and practical questions contained in Steele's "Popular Physics," "Popular Chemistry," "Hygienic Physiology," and "New Descriptive Astronomy."

This textbook is the teacher's answer book for questions and problems in the "Fourteen Weeks Course" in natural philosophy, chemistry, human physiology, and physics.