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Studio Thinking 3 is a new edition of a now-classic text, a research-based account of teaching and learning in high school studio arts classes. It poses a framework that identifies eight habits of mind taught in visual arts and four studio structures by which they are taught. This expanded, full-color edition includes new material about how the framework has been used since the original study, with new perspectives from artist-teachers who currently apply the Studio Thinking Framework in their own practice. It also reviews how contemporary organizations, educators, and researchers outside the arts have utilized the framework, highlighting its flexibility to inform teaching and learning. New chapters for "Studio Thinking 3" include: (1) Students as Contemporary Artists: Building Agency in the Studio highlights how studio teachers support learner autonomy, including the ability to create increasingly self-directed artworks; (2) Artist-Teachers examines how artistic practices and teaching practices intertwine and how the Studio Thinking Framework can nurture the relationship between them; (3) Assessment is a Conversation introduces the practical ways that teachers are using Studio Thinking to assess and evaluate students' work, working processes, and thinking in the arts; and (4) Studio Thinking discusses how the Studio Thinking Framework has informed teaching and research in visual arts, theater, dance, music, arts integration, STEAM, and other contexts. The first edition of this bestseller was featured in "The New York Times" and "The Boston Globe" for its groundbreaking research on the positive effects of art education on student learning across the curriculum. "Studio Thinking 3" will help advocates explain arts education to policymakers, support art teachers in developing and refining their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. This book features: (1) An explanation of "art as thinking" that unpacks and clarifies how teaching art is the process of teaching thinking; (2) An account of what Studio Thinking looks like in diverse contemporary settings; (3) Models of studio arts instruction that illuminate what educators are doing to support students' learning in the arts and why they are doing it that way; and (4) Full-color images with examples of student art throughout the book. [Foreword written by Mario R. Rossero. For "Studio Thinking 2: The Real Benefits of Visual Arts Education. Second Edition," see ED594787.]

With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5-12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume. Aspects new to this volume include: (1) Chapters on new topics: building multicultural classrooms, Black girls' digital literacies, issues of equity and access, and creating inclusive writing communities; (2) New chapters on core topics: academic language, learning from multiple texts, and reading interventions; (3) Increased attention to issues of diversity, equity, and inclusion; and (4) The latest knowledge about adolescents' in- and out-of-school literacies. [The foreword was written by Donna E. Alvermann.]

An emphasis on scribbles and drawing as important brain-building behavior makes this book's Neuroconstructive theory of child development and Scribbling/Drawing/Writing practice unique. A child's brain builds itself in response to genetics, DNA codes, and the environment. One of the pre-determined ways a child's brain naturally builds itself is by scribbling and drawing. Seemingly formless scribbles both indicate and organize a very special kind of brain activity called symbolic reasoning, or the ability to think using marks. This activity called scribbling prepares the child to "do" mathematics, compose music, write books, create art, and conduct and record scientific experiments. I coined the term "Neuroconstructive" in my 1990 dissertation. Neuroconstructive theory proposes that the infant's and child's physical, emotional and mental life influence brain growth. Activities can be constructive or destructive. This book proposes that toddlers' scribbles are especially constructive, accessing and organizing special brain patterns for speech and literacy. (Contains 115 footnotes, a list of the children appearing in the book, and a list of resources.)

This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy. With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy -- while considering how the latter can inform future scholarship.

This book explores research on processes that influence family-school partnerships in support of student learning and education. It highlights research related to culture, contexts, and development as families and schools work together to promote smooth transitions and academic achievement. The volume discusses research related to family and community engagement with schools, and describes the various mechanisms by which partnerships may support students' long-term developmental outcomes and success beyond school. Each chapter sets forth a forward-thinking research agenda aimed at further understanding and implementing the processes by which family-school partnerships promote children's healthy adjustment. In addition to examining critical and emerging issues, this unique book also provides robust strategies, data, and rationales across the following areas: (1) Cultural processes and the connections among home, school, and community; (2) Family-school relationships during adolescence; (3) Achievement mediators of family engagement in children's education; (4) Continuities and consistencies across home and school systems; (5) Uncovering processes and pathways in family-school research; and (6) Strengthening networks and attachments to promote child development. "Processes and Pathways of Family-School Partnerships Across Development" is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, and other interrelated disciplines.

This volume focuses on how family-school partnerships are conceptualized, defined, and operationalized as well as the research that is needed to advance these foundational issues. Each chapter integrates prevailing approaches into a research-based framework for supporting learning from pre-K through high school. The book incorporates structural and relational methods into the larger context of educational processes to promote research about collaboration and to improve the academic and behavioral development of students. Diverse theories and models of family-school alliances demonstrate approaches and interventions that are goal-directed and strengths-based, respectful and responsive. In addition, the book analyzes cognitive, behavioral, and interpersonal aspects of partnership and discusses different methods of assessing parental involvement and student outcomes. Included in the coverage are innovative, agenda-setting discussions on: (1) Definitions and conceptual frameworks of family-school partnerships; (2) Need-satisfying partnerships; (3) Diverse parent perspectives and participation; and (4) Measurement of family-school partnership constructs over time. "Foundational Aspects of Family-School Partnership Research" is an essential resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.

"The Tough Kid: Teachers and Parents as Partners" describes a process in which the teacher works with the Tough Kid's parents (that is, the adult or adults with primary care-taking responsibilities) to identify the problem, collect information about it, and develop a plan to deal with it. Teachers and parents share the common goal of wanting what's best for the student, so it makes sense to enlist them in helping their child succeed. This approach is especially effective when concerns present themselves at home and at school. At the heart of "The Tough Kid: Teachers and Parents as Partners" is a four-stage process called TAPP (Teachers and Parents as Partners). TAPP directs teachers and parents through a sequence of focused meetings in which they: (1) define the Tough Kid's problem behavior; (2) consider factors that motivate the behavior; (3) agree on strategies to change the challenging behavior; and (4) parents and teachers jointly develop a plan and implement it across home and school. Author Sue Sheridan has taken a process traditionally used by coaches and consultants and presented it as a tool teachers can use to address behavioral, social, and academic problems in their classrooms. In addition to the in-depth explanation of the TAPP process, this book also provides universal suggestions for establishing a positive and cooperative relationship with the parents of all students in the class. Building connections with families early in the school year can yield a number of benefits. Employing the strategies in this book makes teaching easier if problems arise, and there are benefits for students as well. Research shows that students whose parents participate in their education demonstrate: (1) improved academic performance; (2) greater study habits; (3) more appropriate social skills; and (4) better attitudes toward school.

The first edition of this bestseller was featured in "The New York Times" and "The Boston Globe" for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalizing on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including: (1) The addition of Exhibitions as a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique); (2) Explanation and examples of the dispositional elements of each Habit, including skill, alertness (noticing appropriate times to put skills to use), and inclination (the drive or motivation to employ skills); (3) A chart aligning Habits to the English Language Arts and Mathematics Common Core. Descriptions of how the Framework has been used inside and outside of schools in curriculum planning, teaching, and assessment across arts and non-arts disciplines; and (4) A full-color insert with new examples of student art. "Studio Thinking 2" will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education. [To view the companion piece, "Studio Thinking from the Start: The K-8 Art Educator's Handbook," see ED592384.]

Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media; integrating literacy instruction with science, social studies, and math; and teaching English language learners and struggling readers. Vivid case studies, thoughtful discussion questions and activities in each chapter, and detailed ideas for program and lesson planning make this an indispensable classroom resource and professional development tool. Following a foreword by Donna A. Alvermann, the book is divided into three parts. Part I, Perspectives toward Adolescent Literacy Instruction, presents: (1) Discussing Texts with Adolescents in Culturally Responsive Ways (Alfred W. Tatum); (2) Meaningful Content for Middle School Students for Whom English Is an Additional Language (Eliane Rubinstein-Avila and Janelle Johnson); (3) Rethinking Literacy Learning and Teaching: Intersections of Adolescents' In-School and Out-of-School Literacy Practices (Shelley Hong Xu); (4) iLife: Understanding and Connecting to the Digital Literacies of Adolescents (Dana J. Wilber); and (5) The Role of Motivation in Engaged Reading of Adolescents (David G. O'Brien and Deborah R. Dillon). Part II, Developing Reading and Writing Strategies for Multiple Contexts, continues with: (6) Actively Engaging Middle School Students with Words (Karen Bromley); (7) Strategy Matters: Comprehension Instruction for Older Youth (Rachel Brown); (8) Reading and Writing across Multiple Texts (Cynthia Hynd Shanahan); (9) Multimodality and Literacy Learning: Using Multiple Texts to Enhance Content-Area Learning (Fenice B. Boyd and Mary K. Thompson); (10) Assisting Struggling Readers with Textbook Comprehension (Heather K. Sheridan-Thomas); (11) The Reality of Challenging Texts in High School Science and Social Studies: How Teachers Can Mediate Comprehension (Elizabeth Birr Moje and Jennifer Speyer); (12) Humanities Instruction for Adolescent Literacy Learners (Kelly Chandler-Olcott); and (13) Fostering Acquisition of Official Mathematics Language (Codruta Temple and Kathleen A. Hinchman). Part III, Adolescent Literacy Program Issues, concludes with: (14) Intervening When Older Youth Struggle with Reading (Gay Ivey); (15) Instructional Moves That Support Adolescent Learners Who Have Histories of Failure (Douglas Fisher); (16) Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class (Cindy Litman and Cynthia Greenleaf); (17) Literacy Assessment for Adolescents: What's Fair about It? (Mark W. Conley); (18) Program Development (David W. Moore); and (19) Multiple Dimensions of Adolescent Literacy Teacher Education (Patricia L. Anders).

Noting that productive family-school relationships are necessary for socializing and supporting children and adolescents as learners, and that such relationships can take many forms, this book examines the goals, contributions, and accountability of families and schools for educational outcomes. Addressed to school psychologists, the book describes four key elements necessary for optimal school-family relationships: (1) approach; (2) attitudes; (3) atmosphere; and (4) actions. Each chapter contains beginning and ending questions to organize reading and place main points within an applied context. Case studies, vignettes, and activities are presented as examples to which school and community professionals may relate. Chapter 1, "Family-School Relationships as a Protective Factor," discusses the role of policy in family-school relationships, types of family-school activities, current conditions, the importance of process, and the status of relationships. Chapter 2, "Approach: The Framework for Interaction with Families," examines the content and research findings related to a framework for interacting with families. Chapter 3, "Attitudes: Values and Perceptions about Family Involvement," considers perceptions that families and schools hold about one another and the relevance of this relationship for children's learning. Chapter 4, "Atmosphere: The Climate in Schools for Families and Educators," discusses how the climate in and around schools can support or inhibit healthy family-educator relationships, focusing on the importance of trust and communication. Chapter 5, "Actions: Strategies for Building Share Responsibility," describes seven broad actions that professionals can take to work with families as partners across grades K-12: garnering administrative support, acting as a system advocate, implementing family-school teams, increasing problem solving across home and school, identifying and managing conflict, supporting families, and helping teachers improve communication and relationships with families. The book's five appendices include a position statement from the National Association of School Psychologists on home-school collaboration, a checklist for quality indicators of the six national standards for parent/family involvement, and an inventory for creating school-family connections. (Contains 260 references.) (KB)

This book describes a drawing-based approach to writing. The first part of the book, "The Reasons Why," provides both background and rationale for the drawing-based literacy program and is in four parts: The Drawing/Writing Experience; Brain Science Informs Education; New Classrooms, New Teachers; and The New Literacy. The second part, "How To Do It," guides the reader through the five steps of the Drawing/Writing process. Part Three, "Hitchhikers' Guide to Brain Science," provides background information from neurobiology useful for understanding Neuroconstructivism as a theory and Drawing/Writing as a practice. Part Four, "The Thinking Child," describes WholeBrain curricular guidelines and strategies, and includes sample English and Fine Arts programs appropriate at the middle, high school, and college levels. (RS)

Writing-Across-the-Curriculum (WAC), a pedagogic reform that has been gathering strength since the 1970s, is an effort to shift the full burden of writing instruction away from composition classes and return the charge to the disciplines or content areas. This professional reference book is intended to educate librarians about WAC. Nine chapters are divided into four parts. Part 1 describes some aspects, historical as well as pedagogical, of discourse theory and of the place of writing and writing-across-the-curriculum in it. Part 2 discusses research skills programs to complement WAC programs, recommendations for library-based assignments that work with process writing, and a writing course that is based on the use of primary sources and other scholarly materials that could be taught by an individual librarian or in collaboration with an instructor. Part 3 examines the interdependencies and collaborations WAC makes possible. Part 4 is a collection of case-studies describing successful alliances among librarians, writing program directors, and instructors in writing-intensive/library-intensive courses. Appendices include instructions for article analysis; types of library resources; discourse forms for content writing; and guidelines for peer evaluation of drafts, effective group behavior, journal keeping, and writing groups. (Author/AEF)

Drawing from research concerned with sex stereotypes and reading, this book is intended for use by reading teachers at all levels who wish to understand and eliminate sex stereotyping in the materials and practices they use. The nine articles in the book are arranged under three categories: the cognitive, social, and educational dimensions of sex stereotyping; sex stereotyping in reading, writing, and language; and instructional strategies that combat sex stereotyping. Specific topics discussed in the articles include (1) sex differences and cultural expectations in reading, (2) girls' and boys' reading interests, (3) reading materials used in the United States from Colonial Times to the present, (4) language differences between males and females, (5) establishing the nonsexist classroom, (6) the problems of establishing a multicultural, nonsexist classroom, and (7) teaching high school students to spot sex stereotypes in reading materials. Appendixes contain resources for eliminating sex stereotyping in the classroom, including guidelines from the International Reading Association on sexism, sexist language, and sex stereotyping in reading materials. (HTH)

Chapter 1.2 of the book "Managing Business Risk: A Practical Guide to Protecting Your Business," 5th edition, is presented. The chapter enumerates the top 10 global strategic risks for business in 2008 and their implications, as identified by Ernst & Young and Oxford Analytica. They include regulatory and compliance risks, global financial shocks, and ageing consumers and workforce, among others. Companies are advised to look beyond their daily operations to anticipate potential strategic threats and opportunities.

The chapter presents the land-use model ProLand and the fuzzy expert system UPAL. ProLand models the regional distribution of agricultural land-use systems whilst UPAL predicts the species richness of vascular plants. Linking land-use and ecological models allows us to assess socioeconomic and ecological effects of policy measures by identifying interactions and estimating potential trade-offs. The effects of the Common Agricultural Policy reform on land use, key economic figures, and plant species richness are modelled for a study area in Hesse, Germany. Results indicate that the reform positively influences ground rent and species richness. [ABSTRACT FROM AUTHOR]

The soil community supports an enormous variety of biological interactions among its living inhabitants,which include those occurring between animals, insects, microorganisms and plants. [ABSTRACT FROM AUTHOR]

In this paper we attempt to formalise some of the basic attributes of performative interaction against a background of sociological analysis in order to better understand how computer interfaces may support performance. We show how this generic formalisation can be used in the deconstruction, analysis and understanding of performative action and more broadly in live performance. Two examples of this form of analysis are shown: the installation piece Deus Oculi; and Stelarc's Ping Body performance piece. The analysis of these pieces renders visible the varied (re)mappings of the causal nature of interaction, direct and indirect effects, and how these are perceived and exploited by the various members of performance social groupings. Our aim, then, is to provide a model that can be used to explore the relationships that exist in performative activities across domains. [ABSTRACT FROM AUTHOR]

If you believe what you read in the newspapers, the world is poised for a pandemic. The scourge is likely to be infection with the influenza A virus. Although there may be some doubt concerning these cataclysmic predictions, they are based on solid epidemiological and historical data. It is well documented that during the past several centuries, an influenza virus pandemic has raced through the human population every 20-40 years or so. In 1918-1919, a pandemic due to influenza virus infected one out of every five humans. This "Spanish Flu," which was also known as "La Grippe," is estimated to have killed more than 30 million people in less than 2 years (Mills et al., 2004). To put this in perspective, this influenza pandemic killed one out of every four soldiers that died during World War I (Oxford et al., 2005). Luckily, there has not been a repeat of the 1918-1919 pandemic. However, recent events such as the emergence of the avian influenza that is currently causing mortality in Asia may signal the evolution of a new, highly virulent influenza virus that might cause a serious worldwide influenza epidemic. [ABSTRACT FROM AUTHOR]

Our previous work proposed a simple algorithm for the distribution and coordination of network management policies across a number of autonomous management nodes by partitioning an Abstract Syntax Tree into different branches and specifying coordination points based on data and control flow dependencies. We now extend this work to support more complex policies containing control flow logic and looping, which are part of the PRONTO policy language. Early simulation results demonstrate the potential performance and scalability characteristics of this framework. [ABSTRACT FROM AUTHOR]

During the past few decades, the landscape of the family structure has changed dramatically. The United States has seen a decrease in the "traditional" family, complete with two biological parents and consisting of one parent in the workforce and the other in a caregiver role. It is now being replaced with an ever-increasing diverse family structure. The population of children living with two parents has decreased to 69% in 2002, down from 72% in 1990 and 77% in 1980 (U.S. Census Bureau, 2003). Single-parent families and stepparent families have become more common, despite the fact that children in single-parent or divorced families are at greater risk for lower academic achievement and more likely to drop out of school or bear children at an early age, as well as displaying psychological factors including depression, anxiety, stress, and aggression (Fields, Smith, Bass, & Lugaila, 2001; McLanahan & Sandefur, 1994). [ABSTRACT FROM AUTHOR]

The inherent freedom of playful arenas combined with intimate ubiquitous technologies has led to a new breed of guerrilla performance. We draw on theory from computing, performance and club culture to illustrate the Performance Triad model, a method for the analysis, deconstruction and understanding of tripartite interaction in playful arenas. We then apply the Performance Triad model to Schizophrenic Cyborg a part reversal of wearable computing technology where the user is outfitted with an electronic communication display and yet this display is visible to others not the cyborgs themselves. This ubiquitous performance investigates the shifting boundaries between performer, participant and observer and of technology-enhanced guerrilla performance. [ABSTRACT FROM AUTHOR]

Temporal logics with past operators are gaining increasing importance in several areas of formal verification for their ability to concisely express useful properties. In this paper we propose a new approach to bounded verification of PLTL, the linear time temporal logic extended with past temporal operators. Our approach is based on the transformation of PLTL into Separated Normal Form, which in turn is amenable for reduction to propositional satisfiability. An experimental evaluation shows that our approach induces encodings which are significantly smaller and more easily solved than previous approaches, in the cases of both model checking and satisfiability problems. [ABSTRACT FROM AUTHOR]

A chapter of the book "Bloom's Period Studies: The Eighteenth Century English Novel" is presented. It deals with satire and parody in the literary works of the eighteenth-century English novelist Henry Fielding. In the parody of Colley Cibber, "An Apology for the Life of Mrs. Shamela Andrews," Fielding asserts both the validity and power of fiction as exemplified by the comic works of Cervantes.

Chapter 9 from the book "Working Slavery, Pricing Freedom: Perspectives From the Caribbean, Africa and the African Diaspora" is presented. It discusses the resistance and rebellion staged by the African people during the transatlantic slave trade, as well as their evolution to become seasoned labourers in the British Caribbean during 1690-1807. It cites the studies on such resistance and rebellion, including those of Darold Wax and William Piersen.

Increasingly in recent decades the computer has become a mediator between the human operator and the physical system being controlled. This occurred first in aviation, then in process control, manufacturing and military systems. More recently it happened in hospitals, trains, automobiles and home appliances. This new form of control is often called supervisory control, where the role of the human operator becomes more like a manager: planning, setting goals and constraints, diagnosing failures, intervening in control as necessary, and learning from experience. The hope has been to relieve the operator of tedious work and make the system both more efficient and more reliable. Unfortunately human-computer interaction (HCI) and reliability of supervisory control have not been as positive as had been hoped. This paper reviews twelve dilemmas that have emerged from experience. They have implications for human error and system reliability. [ABSTRACT FROM AUTHOR]

The article is concerned with designing products and systems using a methodology called human-centered design. Human-centered design is a process of ensuring that the concerns, values, and perceptions of all stakeholders in a design effort are considered and balanced. There are three primary objectives within human-centered design. These objectives should drive much of designers' thinking, particularly in the earlier stages of design. The first objective of human-centered design is that it should enhance human abilities. The second objective is that human-centered design should help overcome human limitations.

The article presents an excerpt from the play "Coriolanus: Or, The Roman Matron. A Tragedy. Taken from Shakespeare and Thomson," by Thomas Sheridan.

A telesurgical model was developed for simulation experiments evaluating cooperative manipulation between a paramedic local to the patient and a physician operating through a telerobot. In this study we tested the hypothesis that sending the signals from a remote telesurgical setup asynchronously (sending the telemanipulator signals ahead of the video signals, which were delayed because of the time it took for compression / decompression) improve controller stability and favorably affect task performance by the medical team. We found essentially no difference in task performance between the synchronous and asynchronous transmission of the telesurgical signals when the physician operated the laparoscope and the assistant operated the laparotomy tools. But with asynchronous transmission we found a significant improvement (31% to 60%) in task completion time when the physician operated any of the laparotomy tools. [ABSTRACT FROM AUTHOR]

An excerpt from the book "The Life of the Reverend Jonathan Swift. The Works of the Rev.Jonathan Swift, D.D. Dean of St. Patrick's, Dublin," by Thomas Sheridan, is presented.

Chronic illness has numerous sexual implications. Threat to bodily integrity, a self-concept as "different," and interaction with gender role all have their effect on sexual functioning, in addition, diseases such as hypertension, diabetes, and renal failure are associated with specific sexual threats or dysfunctions. Problems may come from the disease process itself, from medication or treatment side-effects, or from the psychosomatic interaction. Therapy should be directed at the whole patient and include the partner. A problem-solving approach is useful, combined with focus on gender and sensuality as distinct from genital performance. Throughout counseling, the worker must be sensitive to the delicacy of these issues and to the client's ethical choices. [ABSTRACT FROM AUTHOR]

Chapter 19 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It considers the condition of sugar colonies in the British West Indies during the industrial revolution from 1756 to 1775. It was during the outbreak of the Seven Years' War to the beginning of the American Revolution that the expansion of production and trade in tropical and subtropical commodities reached a high point. Also discussed is the racial conflict which affected sugar plantations in Saint Vincent in the early 1770s.

Chapter 18 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It examines the emergence of specialist sugar colonies in the economic history of the British Caribbean colonies from 1714 to 1755. The principal dynamic element in English export trade during the middle decades of the 18th century was colonial trade. The expansion in the sugar production of the Caribbean colonies occurred during the Treaty of Utrecht period.

Chapter 17 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It examines the fluctuations in the sugar industry in the British West Indies due to war and peace from 1623 to 1713. More than 90% of the sugar products were produced in Barbados, Jamaica, Antigua, Saint Kitts, Nevis and Montserrat. The decline in sugar prices from 1650 to 1685 was related to consumer goods prices.

Chapter 16 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It cites several tasks of a sugar planter in the 18th century such as supervising the labourers in the cultivation and arranging for credit and loans. Sephardic Jews played a role of financiers in the sugar industry and suppliers of Negro slaves in Brazil. It states the role of Colonel Samuel Martin in influencing the quality of plantership through his apprentices.

Chapter 15 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It cites the importance of molasses and rum to the plantation economy in the 18th century due to the expansion of overseas markets. The Irish market grew in 1763 after it became less expensive for merchants to obtain their rum from England than to import such product from sugar colonies. It explains the factors that contribute to the expansion of rum and molasses in the British Caribbean economy.

Chapter 14 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It discusses the sugar industry and sugar plantation in the British West Indies. It attributes the shift in the emphasis of foreign trade from intra- to extra-European markets and sources of supply to the growing popularity of tropical commodities. Also examined is the sugar trade of the British West Indies with England, Wales and North America.

Chapter 13 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It discusses the role of the English commission agent as banker of a sugar planter in the British West Indies. One potential source of capital for planters was the London money market in England. The Parliamentary Act of 1732 helped to extend the scope of the commission system.

Chapter 12 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It discusses the role of the English merchant as banker in sugar colonies in the British West Indies. Among the London, England merchants who were instrumental in establishing sugar colonies were Maurice Thompson and Sir Martin Noell. The author explains that capital investment in the period of slavery generally led to lower unit costs of sugar production.

Chapter 11 of the book "Sugar & Slavery: An Economic History of the British West Indies" is presented. It focuses on slavery in the sugar industry. It says Indians may be the first servants to till the soil of Barbados. Differences in the agricultural systems of West India and West Africa are mentioned, including a tradition-directed tribal system geared to self-efficiency. It notes that among the reasons for high mortality of slaves were disease and malnutrition.

Chapter 10 of the book "Sugar & Slavery: An Economic History of the British West Indies" is presented. It focuses on sugar plantations in Jamaica. It provides an overview of the early sugar trade on the island nation. Also noted is the substantial increase in the movable property on the median plantation in the country from 1741 to 1745.

Chapter 9 of the book "Sugar & Slavery: An Economic History of the British West Indies" is presented. It offers insights on the sugar industry on the island of Antigua. It says the island became the leading British sugar colony in the Lesser Antilles, exceeding Barbados. It also provides information on sugar planter Samuel Winthrop.

Chapter 8 of the book "Sugar & Slavery: An Economic History of the British West Indies" is presented. It provides information the sugar industry on the islands of Saint Christopher, Nevis, Montserrat and Antigua, collectively known as the Leeward Islands. A brief background on the tropical islands is offered. Factors that have attracted merchants and trades to Nevis are cited, including facilities for trade and shipping.

Chapter 7 of the book "Sugar and Slavery: An Economic History of the British West Indies" is presented. It focuses on the island of Barbados which was considered the first English colony in the Caribbean Area to launch a successful sugar trade. It describes the physical setting of the island which was said to be favourable to its development as a sugar colony. Also discussed are the advantages of the strategic location of the island nation.