By age 16, significant a " one might even say "alarming" a " numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential.
Emphasizing prevention as well as intervention, Identifying, Assessing, and Treating PTSD at School clearly defines PTSD, explains its adverse affects on childrena (TM)s academic and social-emotional skills, and offers expert guidance on how to recognize student needs and provide appropriate services. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals:
Todaya (TM)s youth live in an increasingly uncertain world, and school psychologists, counselors, social workers, and general and special education personnel will find Identifying, Assessing, and Treating PTSD at School an invaluable resource in their practices.
Why would a student bring a weapon to school and without any explicable reason open fire on fellow students and teachers? Are school shooters angry? Are they crazy? Is their motive revenge? Hatred for the victims? A hunger for attention? The origins of human violence are complex. Thinkers, historians, and scientists have explored the issue for centuries, but answers remain elusive. The roots of a violent act are multiple, intricate, and intertwined. The mix of factors varies according to the individual and the circumstances. Understanding violence after it has occurred is difficult enough. Trying to assess a threat and keep it from being carried out is even more of a challenge. This monograph presents a systematic procedure for threat assessment and intervention. The model is designed to be used by educators, mental health professionals and law enforcement agencies. Obviously, the same events that led the National Center for the Analysis of Violent Crime (NCAVC) to this subject have also led school administrators and law enforcement officials across the country to consider and develop their own policies and procedures for dealing with threats or acts of violence in schools. This model is offered in the hope that it may help refine and strengthen those efforts. Its fundamental building blocks are the threat assessment standards outlined in Chapter II, which provide a framework for evaluating a spoken, written, and symbolic threat, and the four-pronged assessment approach, which will be described in Chapter III and provides a logical, methodical process to examine the threatener and assess the risk that the threat will be carried out. This model is not a "profile" of the school shooter or a checklist of danger signs pointing to the next adolescent who will bring lethal violence to a school. Those things do not exist. Although the risk of an actual shooting incident in any one school is very low, threats of violence are potentially a problem in any school. Once a threat is made, having a fair, rational, and standardized method of evaluating and responding to threats is critically important.
As Gary Spruce puts it himself: if this book were to have a subtitle it would be 'Ways of Thinking About Music'. Our conception of what music "is" is a crucial factor in defining what we consider important subject knowledge to be, and by implication affects how we design our curriculum, what we teach and the way we teach it. Through this reader, student teachers and practicing teachers will be introduced to the big issues and ideas abounding in music teaching today.
try to predict it using mathematical expressions. His heuristic model without mathematical proof is almost universally accepted. However, it entails a c- cuit specific noise factor that is not known a priori and so is not predictive. In this work, we attempt to address the topic of oscillator design from a diff- ent perspective. By introducing a new paradigm that accurately captures the subtleties of phase noise we try to answer the question: 'why do oscillators behave in a particular way?' and 'what can be done to build an optimum design?' It is also hoped that the paradigm is useful in other areas of circuit design such as frequency synthesis and clock recovery. In Chapter 1, a general introduction and motivation to the subject is presented. Chapter 2 summarizes the fundamentals of phase noise and timing jitter and discusses earlier works on oscillator's phase noise analysis. Chapter 3 and Chapter 4 analyze the physical mechanisms behind phase noise generation in current-biased and Colpitts oscillators. Chapter 5 discusses design trade-offs and new techniques in LC oscillator design that allows optimal design. Chapter 6 and Chapter 7 discuss a topic that is typically ignored in oscillator design. That is flicker noise in LC oscillators. Finally, Chapter 8 is dedicated to the complete analysis of the role of varactors both in tuning and AM-FM noise conversion.
'Improving the quality of learning and teaching is the most important thing that school leaders do. This book contains much that will help the reader in that enterprise. It reflects the fact that much of what we know about effective, high-quality schools is already 'out there' in schools across the country. The book mines that gold. It is full of good sense, a treasure chest of helpful ideas which have the credibility of being grounded in case-study material, and in the experience of the authors, two of whom are practising headteachers. The book sets out the principles underpinning the Learning School, but offers also a strong pragmatic focus and is organized so that it can be dipped into and something worthwhile easily found.It sets out practical and specific steps to creating the Learning School and will support change and improvement in the professional practices involved in making a school a stimulating learning environment for adults as well as students' - Dr Martin J Coles, Assistant Director, National College for School Leadership '[C]learly set out, passionately and well-written, covering much material, full of interesting insights, as one might expect from two head teachers and an acknowledged expert in the field. ..Lots of interesting thoughts and ideas, written in an accessible style. I would certainly recommend this book to my students' - ESCalate The schools of the 21st century cannot continue to apply the techniques of the 20th century. 'New Learning' dispenses with outdated preoccupations with tests, targets, and leadership from above, and focuses on independence of learning and structural flexibility within schools. The authors give a complete overview of how schools can adapt to meet changing needs.They look at the teacher as learner, learning outside the classroom, and the nature of leadership in learning schools, and provide practical solutions to the problems of staffing, resourcing and assessment. This book is an invaluable resource for all mid-to-upper level managers in schools, anyone aspiring to these positions, or anyone who takes a longterm view of the future of educational practice.