An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.

The war in Afghanistan came to an end in 2014 after nearly thirteen years of conflict. Throughout that period, British officials have described UK operations there in various conflicting and often contradictory ways; as a counter-terrorism mission, a stabilisation mission, and a counter-narcotics mission, respectively. This book investigates how the war was ’sold’ to the British public and how Britain’s ’transnational’ foreign and defence policy impacted on the unfolding of UK strategy in Afghanistan and the way it was communicated. It argues that because the UK’s foreign and defence policy is transnationally-oriented - meaning that it is foundationally aimed at maintaining alliance with the United States and the institutional coherence of NATO - UK strategy is contingent upon collective security and, crucially, is fundamentally concerned with the means of policy (maintaining alliances) over the ends (using alliances to effect change). Explaining the inalienability of collective security systems to national security is no easy task, however, and, when faced with the adversities of Afghanistan, the UK state has since 2008 instead opted to describe the significance of Afghanistan in narrow, nation-centric, counter-terrorist concerns in order to maintain public support for collective security operations there whilst, paradoxically, framing the conflict in a manner that avoids talking about the transnational structure and purpose of the mission. This kind of ’strategic’ communication is increasingly becoming a focus of the UK state as it faces a transnational dilemma of maintaining its collective security bonds whilst facing a public increasingly sceptical of liberal interventionism.

The framework for teaching document is an evolving instrument, but the core concepts and architecture (domains, components, and elements) have remained the same.Major concepts of the Common Core State Standards are included. For example, deep conceptual understanding, the importance of student intellectual engagement, and the precise use of language have always been at the foundation of the Framework for Teaching, but are more clearly articulated in this edition.The language has been tightened to increase ease of use and accuracy in assessment.Many of the enhancements to the Framework are located in the possible examples, rather than in the rubric language or critical attributes for each level of performance.

Although the general public in the United States assumes children to be generally healthy and thriving, a substantial and growing number of children have at least one chronic health condition. Many of these conditions are associated with disabilities and interfere regularly with children's usual activities, such as play or leisure activities, attending school, and engaging in family or community activities. In their most severe forms, such disorders are serious lifelong threats to children's social, emotional well-being and quality of life, and anticipated adult outcomes such as for employment or independent living. However, pinpointing the prevalence of disability among children in the U.S. is difficult, as conceptual frameworks and definitions of disability vary among federal programs that provide services to this population and national surveys, the two primary sources for prevalence data. Opportunities for Improving Programs and Services for Children with Disabilities provides a comprehensive analysis of health outcomes for school-aged children with disabilities. This report reviews and assesses programs, services, and supports available to these children and their families. It also describes overarching program, service, and treatment goals; examines outreach efforts and utilization rates; identifies what outcomes are measured and how they are reported; and describes what is known about the effectiveness of these programs and services.

"Polyvocal Professional Learning through Self-Study Research illustrates the power of “we” for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaboration, across multiple professions, academic disciplines, contexts, and continents. These authors have noted and reviewed each other’s chapters and adapted their contributions to generate a polyvocal conversation that significantly advances scholarship on professional learning through self-study research. Building on, and extending, the existing body of work on self-study research, the book offers an extensive and in-depth scholarly exploration of the how, why, and impact of professional learning through context-specific, practitioner-led inquiry. The chapters illustrate polyvocal professional learning as both phenomenon and method, with the original research that is presented in every chapter adding to the forms of methodological inventiveness that have been developed and documented within the self-study research community.“This unique book represents an inspiring step forward in self-study research. Authors from various continents provide evidence of how the “I” can be strengthened through the “we” perspective, showing convincingly how polyvocality, transdisciplinarity, and an intercultural approach deepen professional learning. This powerful book offers important new insights for the methodology of self-study, with an impact beyond teachers and teacher educators.”Fred A. J. Korthagen, Professor Emeritus at Utrecht University, The Netherlands“A fascinating set of chapters illustrate the importance of many lenses and many voices when studying one’s practice. Each chapter testifies that self-study and its ties to improvement through posing thoughtful questions, collecting and analyzing relevant data, and interrogating the interpretation of one’s analysis of self are global and cross-disciplinary. This book is a must-read!”Renée T. Clift, Professor and Associate Dean, University of Arizona, USA"

The protection of civilians which has been at the forefront of international discourse during recent years is explored through harnessing perspective from international law and international relations. Presenting the realities of diplomacy and mandate implementation in academic discourse.

Rev. ed. of: Computer organization and design / John L. Hennessy, David A. Patterson. 1998.

The Price of Freedom Denied shows that, contrary to popular opinion, ensuring religious freedom for all reduces violent religious persecution and conflict. Others have suggested that restrictions on religion are necessary to maintain order or preserve a peaceful religious homogeneity. Brian J. Grim and Roger Finke show that restricting religious freedoms is associated with higher levels of violent persecution. Relying on a new source of coded data for nearly 200 countries and case studies of six countries, the book offers a global profile of religious freedom and religious persecution. Grim and Finke report that persecution is evident in all regions and is standard fare for many. They also find that religious freedoms are routinely denied and that government and the society at large serve to restrict these freedoms. They conclude that the price of freedom denied is high indeed.

The Asian American community has found its authoritative guide in this reference to practical, political, financial, educational, and professional areas of community life. Statistical data and comprehensive listings provide readers access to financial aid opportunities; professional career and business advice; health-related information; and community organisations, publications, and media outlets world-wide.