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Assessing, Diagnosing, and Treating Serious Mental Disorders: A Bioecological Approach
by Edward H. TaylorAssessing, Diagnosing, and Treating Serious Mental Disorders uniquely provides information that is useful across mental health, psychopathology, practice, and human behavior and development classes, particularly for psychopathology and advanced mental health practice courses. DSM-IV-TR diagnostic criteria is provided for each mental disorder discussed in the textbook, and detailed comparisons to DSM-5 are included. This book represents a new wave of social work education, focusing on mental disorders as an interaction among neurobiology, genetics, and ecological social systems. Edward Taylor argues that most all mental disorders have a foundation within the person's brain that differentially interacts with the social environment. Therefore, how the brain is involved in mental disorders is covered far more comprehensively than found in most social work textbooks. However, the purpose is not to turn social workers into neuroscientists, but to prepare them for educating, supporting, and where appropriate providing treatment for, clients and families facing mental illness. Entire chapters are dedicated to explaining bioecological and other related theories, family support and intervention, and assessment methods. To help students conceptualize methods, the book includes specific steps for assessing needs, joining, and including families in mental health treatment decisions. Methods for helping families become part of the treatment team and for providing in-home interventions are highlighted. Throughout the book, professors and students can find helpful outlines and illustrations for how to understand, assess, and treat mental disorders.
Assessing Differentiated Student Products: A Protocol for Development and Evaluation
by Julia L. Roberts Tracy F. InmanThe second edition of Assessing Differentiated Student Products provides educators with tremendous opportunities to differentiate instruction and facilitate continuous progress for every student. This book provides teachers with everything needed to develop and assess products developed by students. The book includes a list of suggested products; more than 100 DAP tools that assess content, presentation, creativity, and reflection at three tier levels using a multilevel performance scale for a variety of products; and detailed information on how to use these tools in the classroom. By encouraging the use of varied products to demonstrate what students have learned, DAP tools engage children, motivate, have real-world connections, require high-level thinking and problem-solving skills, accommodate learning preferences, allow for self-expression and creativity, promote ownership and pride in one's work, and develop lifelong learners.
Assessing Differentiated Student Products: A Protocol for Development and Evaluation
by Julia L. Roberts Tracy F. InmanThe second edition of Assessing Differentiated Student Products provides educators with tremendous opportunities to differentiate instruction and facilitate continuous progress for every student. This book provides teachers with everything needed to develop and assess products developed by students. The book includes a list of suggested products; more than 100 DAP tools that assess content, presentation, creativity, and reflection at three tier levels using a multilevel performance scale for a variety of products; and detailed information on how to use these tools in the classroom. By encouraging the use of varied products to demonstrate what students have learned, DAP tools engage children, motivate, have real-world connections, require high-level thinking and problem-solving skills, accommodate learning preferences, allow for self-expression and creativity, promote ownership and pride in one's work, and develop lifelong learners.
Assessing Digital Literacy (Peking University Linguistics Research #6)
by Wei ZhangThis book introduces the design and implementation of an assessment model for a new university-level English curriculum in China that aims at developing digital literacy skills. The assessment approach, embedded in the curriculum of an online modular course at Peking University, requires the students to conduct semester-long digital research projects in English in their major fields of study. Combining quantitative and qualitative methods, evaluation rubrics built around Content, Clarity, and Creative/Critical Thinking were developed, evaluated, and refined over three implementation cycles (eight semesters). The book presents a systematic assessment design framework, a set of effective rubrics for evaluating the digital research project, and authentic examples of written and multimedia presentations by Chinese students. Integrating assessment with instruction and technology, the book provides a valuable practical guide to digital literacy assessment for English education in the Outer and Expanding Circle contexts.
Assessing Disorganized Attachment Behaviour in Children: An Evidence-Based Model for Understanding and Supporting Families
by David Shemmings Yvonne ShemmingsPresenting an evidence-based model for assessing children with disorganized attachment and their adult carers, this book outlines key indicators of child maltreatment and effective interventions for child protection workers.
Assessing Dynamics of Democratisation: Transformative Politics, New Institutions, and the Case of Indonesia
by O. TörnquistThe book summarises the critique of these approaches, suggests a comprehensive alternative framework, and shows how the alternative works in reality through a case study of the largest of the new democracies, Indonesia.
Assessing Dyslexia: A Teacher’s Guide to Understanding and Evaluating their Pupils’ Needs
by Gad Elbeheri Eric Q. TridasIn today’s schools, teachers must screen and monitor for academic difficulties and are expected to use assessments to guide their instruction. Understanding the assessment of students with dyslexia gives teachers the knowledge to identify which skills need remediation, and the students’ strengths that can help them overcome their challenges. Assessing Dyslexia provides teachers with answers to questions they often have about assessment and is applicable not only to students with dyslexia but to all who struggle with reading. Written in accessible terms throughout, this book offers information on understanding and interpreting psychoeducational reports and approaches on how to better communicate with parents and students regarding this process. By demonstrating how to use testing to guide their teaching, this book describes the why, how and what of assessment and promotes the self-sufficiency of teachers by providing them with a clear rationale for why particular instructional strategies should be used. With encouragement for teachers to reflect on assessment critically and resources to expand their skill knowledge, this book provides a clear path to enhancing teachers’ practice and improving their pupils’ attainment. Assessing Dyslexia serves as a suitable reading for all teachers and represents a move from the "wait to fail" model to a test to teach approach, addressing the questions and anxieties of today’s teachers.
Assessing Dyslexia: A Teacher’s Guide to Understanding and Evaluating their Pupils’ Needs
by Gad Elbeheri Eric Q. TridasIn today’s schools, teachers must screen and monitor for academic difficulties and are expected to use assessments to guide their instruction. Understanding the assessment of students with dyslexia gives teachers the knowledge to identify which skills need remediation, and the students’ strengths that can help them overcome their challenges. Assessing Dyslexia provides teachers with answers to questions they often have about assessment and is applicable not only to students with dyslexia but to all who struggle with reading. Written in accessible terms throughout, this book offers information on understanding and interpreting psychoeducational reports and approaches on how to better communicate with parents and students regarding this process. By demonstrating how to use testing to guide their teaching, this book describes the why, how and what of assessment and promotes the self-sufficiency of teachers by providing them with a clear rationale for why particular instructional strategies should be used. With encouragement for teachers to reflect on assessment critically and resources to expand their skill knowledge, this book provides a clear path to enhancing teachers’ practice and improving their pupils’ attainment. Assessing Dyslexia serves as a suitable reading for all teachers and represents a move from the "wait to fail" model to a test to teach approach, addressing the questions and anxieties of today’s teachers.
Assessing EFL Writing in the 21st Century Arab World: Revealing The Unknown
by Abdelhamid Ahmed Hassan AbouabdelkaderThis book empirically explores assessment of EFL (English as a Foreign Language) writing in different Arab world contexts at the university level, which often presents a challenge for teachers and students alike. Analysing a number of different practices throughout the chapters including peer assessment, self-assessment, e-rubrics and writing coherence, the authors highlight different issues and challenges that affect the assessment of EFL writing in the Arab world, and provide valuable insights into how it can be improved. This book is sure to become an important practical resource for practitioners, researchers, professors and graduate students working on EFL writing in this region.
Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown
by Abdelhamid Ahmed Hassan AbouabdelkaderThis book empirically explores assessment of EFL (English as a Foreign Language) writing in different Arab world contexts at the university level, which often presents a challenge for teachers and students alike. Analysing a number of different practices throughout the chapters including peer assessment, self-assessment, e-rubrics and writing coherence, the authors highlight different issues and challenges that affect the assessment of EFL writing in the Arab world, and provide valuable insights into how it can be improved. This book is sure to become an important practical resource for practitioners, researchers, professors and graduate students working on EFL writing in this region.
Assessing Emotional Intelligence: Theory, Research, and Applications (The Springer Series on Human Exceptionality)
by Donald H. Saklofske Con Stough James D.A. ParkerManaging human emotions plays a critical role in everyday functioning. After years of lively debate on the significance and validity of its construct, emotional intelligence (EI) has generated a robust body of theories, research studies, and measures. Assessing Emotional Intelligence: Theory, Research, and Applications strengthens this theoretical and evidence base by addressing the most recent advances and emerging possibilities in EI assessment, research, and applications. This volume demonstrates the study and application of EI across disciplines, ranging from psychometrics and neurobiology to education and industry. Assessing Emotional Intelligence carefully critiques the key measurement issues in EI, and leading experts present EI as eminently practical and thoroughly contemporary as they offer the latest findings on: EI instruments, including the EQ-I, MSCEIT, TEIQue, Genos Emotional Intelligence Inventory, and the Assessing Emotions Scale. The role of EI across clinical disorders. Training professionals and staff to apply EI in the workplace. Relationships between EI and educational outcomes. Uses of EI in sports psychology. The cross-cultural relevance of EI. As the contributors to this volume in the Springer Series on Human Exceptionality make clear, these insights and methods hold rich potential for professionals in such fields as social and personality psychology, industrial and organizational psychology, psychiatry, business, and education.
Assessing English for Professional Purposes (Routledge Research in English for Specific Purposes)
by Ute Knoch Susy Macqueen** WINNER OF ILTA/SAGE Best Book Award 2020 ** Assessing English for Professional Purposes provides a state-of-the-art account of the various kinds of language assessments used to determine people’s abilities to function linguistically in the workplace. At a time when professional expertise is increasingly mobile and diverse, with highly trained professionals migrating across national boundaries to apply their skills in English-speaking settings, this book offers a renewed agenda for inquiry into language assessments for professional purposes (LAPP). Many of these experts work in high-risk environments where communication breakdowns can have serious consequences. This risk has been identified by governments and professional bodies, who implement language tests for gate-keeping purposes. Through a sociological lens of risk and responsibility, this book: provides a detailed overview of both foundational and recent literature in the field; offers conceptual tools for specific purpose assessment, including a socially oriented theory of construct; develops theory and practice in key areas, such as needs analysis, test development, validation and policy; significantly broadens the scope of the assessment of English for professional purposes to include a range of assessment practices for both professionals and laypeople in professional settings. Assessing English for Professional Purposes is key reading for researchers, graduate students and practitioners working in the area of English for Specific Purposes assessment.
Assessing English for Professional Purposes (Routledge Research in English for Specific Purposes)
by Ute Knoch Susy Macqueen** WINNER OF ILTA/SAGE Best Book Award 2020 ** Assessing English for Professional Purposes provides a state-of-the-art account of the various kinds of language assessments used to determine people’s abilities to function linguistically in the workplace. At a time when professional expertise is increasingly mobile and diverse, with highly trained professionals migrating across national boundaries to apply their skills in English-speaking settings, this book offers a renewed agenda for inquiry into language assessments for professional purposes (LAPP). Many of these experts work in high-risk environments where communication breakdowns can have serious consequences. This risk has been identified by governments and professional bodies, who implement language tests for gate-keeping purposes. Through a sociological lens of risk and responsibility, this book: provides a detailed overview of both foundational and recent literature in the field; offers conceptual tools for specific purpose assessment, including a socially oriented theory of construct; develops theory and practice in key areas, such as needs analysis, test development, validation and policy; significantly broadens the scope of the assessment of English for professional purposes to include a range of assessment practices for both professionals and laypeople in professional settings. Assessing English for Professional Purposes is key reading for researchers, graduate students and practitioners working in the area of English for Specific Purposes assessment.
Assessing English Language Learners: Theory and Practice
by Guillermo Solano FloresAssessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing, using, selecting, and adapting assessment instruments and strategies to assess content knowledge in English language learners (ELLs). Sensitive to the professional development needs of both in-service and pre-service mainstream teachers with ELLs in their classrooms and those receiving formal training to teach culturally and linguistically diverse students, the text is designed to engage readers in viewing assessment as a critical part of teaching appreciating that assessments provide teachers with valuable information about their students’ learning and thinking becoming aware of the relationship among language, culture, and testing understanding the reasoning that guides test construction recognizing the limitations of testing practices being confident that assessment is an activity classroom teachers (not only accountability specialists) can perform Highlighting alternative, multidisciplinary approaches that address linguistic and cultural diversity in testing, this text, enhanced by multiple field-tested exercises and examples of different forms of assessment, is ideal for any course covering the theory and practice of ELL assessment.
Assessing English Language Learners: Theory and Practice
by Guillermo Solano FloresAssessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing, using, selecting, and adapting assessment instruments and strategies to assess content knowledge in English language learners (ELLs). Sensitive to the professional development needs of both in-service and pre-service mainstream teachers with ELLs in their classrooms and those receiving formal training to teach culturally and linguistically diverse students, the text is designed to engage readers in viewing assessment as a critical part of teaching appreciating that assessments provide teachers with valuable information about their students’ learning and thinking becoming aware of the relationship among language, culture, and testing understanding the reasoning that guides test construction recognizing the limitations of testing practices being confident that assessment is an activity classroom teachers (not only accountability specialists) can perform Highlighting alternative, multidisciplinary approaches that address linguistic and cultural diversity in testing, this text, enhanced by multiple field-tested exercises and examples of different forms of assessment, is ideal for any course covering the theory and practice of ELL assessment.
Assessing English Language Proficiency in U.S. K–12 Schools
by Mikyung Kim WolfAssessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students.
Assessing English Language Proficiency in U.S. K–12 Schools
by Mikyung Kim WolfAssessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students.
Assessing English Learners in the Content Areas, Second Edition: A Research-into-Practice Guide for Educators
by Florin MihaiThe new edition of Assessing English Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ESL assessment outcomes, in the content areas of language arts, math, science and social studies. Significant modifications in education legislation since the publication of the first edition have necessitated this new volume, which includes updated EL demographics as they relate to the Common Core Standards and Every Student Succeeds Act and revised state-by-state test accommodation information. New to this edition is information about the assessment of language arts (in addition to math, science, and social studies). The Second Edition also features new research-based recommendations for large-scale and classroom-based assessments. Like the previous edition, the first two chapters of the book establish the background for the discussion of content-area assessment for ELs, examining several important characteristics of this rapidly growing student population and providing a description of various forms of assessment, including how EL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. Other chapters review EL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their students’ progress. Two extensive appendixes outline TESOL Proficiency Standards and academic vocabulary for the content areas.
Assessing English Proficiency for University Study
by J. ReadThis book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.
Assessing Environmental Risk of Oil Spills with ERA Acute: A New Methodology (SpringerBriefs in Environmental Science)
by Cathrine Stephansen Anders Bjørgesæter Odd Willy Brude Ute Brönner Tonje Waterloo Rogstad Grethe Kjeilen-Eilertsen Jean-Marie Libre Christian Collin-HansenThis open access book introduces readers to a new methodology for assessing the risks to the marine environment following accidental oil spills. The methodology will soon be implemented on the Norwegian Continental Shelf and will be complemented by guidelines for its use in a regulatory framework. The brief book is intended to provide international readers with a basic grasp of what the ERA Acute methodology consists of, what its applications are, and the underlying impact and restoration models used in its development. The content is divided into three main parts: an introduction and overview of risk management applications for generalists at the management level, a model overview for generalist scientists, and a more detailed final section for risk assessment professionals, which presents the results of the validation and sensitivity testing.
Assessing Essential Skills of Veterinary Technology Students
by Laurie J. Buell Lisa E. Schenkel Sabrina TimpermanAssessing Essential Skills of Veterinary Technology Students, Third Edition provides students and instructors with clear guidance on how to evaluate student performance of skills required to enter the veterinary technology profession. Provides students with clear guidance on the capabilities they are expected to demonstrate and how they will be evaluated Gives instructors a standardized framework for assessing students’ performance Offers tools for comparing standards of competency Covers management, pharmacology, medical nursing, anesthesia and analgesia, surgical nursing, laboratory procedures, radiography, laboratory animal care, and exotic animal nursing Includes access to a companion website with a downloadable log for recording progress
Assessing Essential Skills of Veterinary Technology Students
by Laurie J. Buell Lisa E. Schenkel Sabrina TimpermanAssessing Essential Skills of Veterinary Technology Students, Third Edition provides students and instructors with clear guidance on how to evaluate student performance of skills required to enter the veterinary technology profession. Provides students with clear guidance on the capabilities they are expected to demonstrate and how they will be evaluated Gives instructors a standardized framework for assessing students’ performance Offers tools for comparing standards of competency Covers management, pharmacology, medical nursing, anesthesia and analgesia, surgical nursing, laboratory procedures, radiography, laboratory animal care, and exotic animal nursing Includes access to a companion website with a downloadable log for recording progress
Assessing Essential Skills of Veterinary Technology Students
by Laurie J. Buell Lisa E. Schenkel Sabrina Timperman Sandra Lynn Bertholf Amanda ÓnStandardized assessment criteria covering all essential skills from the nine areas required by the American Veterinary Medical Association Committee on Veterinary Technician Education and Activities The newly revised and updated Fourth Edition of Assessing Essential Skills of Veterinary Technology Students provides a comprehensive review of the required American Veterinary Medical Association Committee on Veterinary Technician Education and Activities (AVMA CVTEA®) essential skills for completion of a veterinary technology degree. Each essential skill includes assessment criteria as well as decision-making instructions necessary to demonstrate proficiency both academically and professionally. The text is organized based on the categories provided by the AVMA CVTEA, making it easy for an instructor and students to locate the assessment criteria for a particular essential skill relative to their course. Several guidelines from veterinary organizations regarding standard of care in veterinary medicine have been updated since the publication of the previous edition, including 2018 A AHA Infection Control, Prevention and Biosecurity Guidelines, 2022 AAHA Pain Management Guidelines for Dogs and Cats, 2021 AAHA/AAFP Feline Life Stages Guidelines, 2019 AAHA Canine Life Stages Guidelines, 2021 AAHA Nutrition and Weight Management Guidelines, 2023 AAHA Technician Utilization Guidelines, and others. Written by highly qualified authors, Assessing Essential Skills of Veterinary Technology Students includes assessment criteria that addresses the knowledge, decision-making capabilities, and hands-on skills for the following: Pharmacologic fundamentals of drug administration, pharmacy essentials of drug dispensing, compliance with state and federal regulation, and monitoring of therapeutic responses.Ethics, jurisprudence, and communication in veterinary management.Husbandry, nutrition, and therapeutics of common domestic species, handling and restraint, patient assessment, and dental procedures in small animals.Fundamentals of and experiences with common surgical procedures, patient management and use of anesthetic equipment, proper surgical assistance, pain management, management of surgical equipment and facilities, and perioperative management.Diagnostic laboratory procedures and management of laboratory specimens and equipment, parasitology of common domestic species and diagnostic procedures for parasite, microbiologic procedure and evaluations and necropsy procedures.Avian, exotic, small, and large animal husbandry and nursing skills. The Fourth Edition of Assessing Essential Skills of Veterinary Technology Students is an essential study resource for all undergraduate students enrolled in an AVMA CVTEA accredited veterinary technology program and an excellent teaching resource for instructors of veterinary technology courses.
Assessing Essential Skills of Veterinary Technology Students
by Laurie J. Buell Lisa E. Schenkel Sabrina Timperman Amanda Colón Sandra Lynn BertholfStandardized assessment criteria covering all essential skills from the nine areas required by the American Veterinary Medical Association Committee on Veterinary Technician Education and Activities The newly revised and updated Fourth Edition of Assessing Essential Skills of Veterinary Technology Students provides a comprehensive review of the required American Veterinary Medical Association Committee on Veterinary Technician Education and Activities (AVMA CVTEA®) essential skills for completion of a veterinary technology degree. Each essential skill includes assessment criteria as well as decision-making instructions necessary to demonstrate proficiency both academically and professionally. The text is organized based on the categories provided by the AVMA CVTEA, making it easy for an instructor and students to locate the assessment criteria for a particular essential skill relative to their course. Several guidelines from veterinary organizations regarding standard of care in veterinary medicine have been updated since the publication of the previous edition, including 2018 A AHA Infection Control, Prevention and Biosecurity Guidelines, 2022 AAHA Pain Management Guidelines for Dogs and Cats, 2021 AAHA/AAFP Feline Life Stages Guidelines, 2019 AAHA Canine Life Stages Guidelines, 2021 AAHA Nutrition and Weight Management Guidelines, 2023 AAHA Technician Utilization Guidelines, and others. Written by highly qualified authors, Assessing Essential Skills of Veterinary Technology Students includes assessment criteria that addresses the knowledge, decision-making capabilities, and hands-on skills for the following: Pharmacologic fundamentals of drug administration, pharmacy essentials of drug dispensing, compliance with state and federal regulation, and monitoring of therapeutic responses.Ethics, jurisprudence, and communication in veterinary management.Husbandry, nutrition, and therapeutics of common domestic species, handling and restraint, patient assessment, and dental procedures in small animals.Fundamentals of and experiences with common surgical procedures, patient management and use of anesthetic equipment, proper surgical assistance, pain management, management of surgical equipment and facilities, and perioperative management.Diagnostic laboratory procedures and management of laboratory specimens and equipment, parasitology of common domestic species and diagnostic procedures for parasite, microbiologic procedure and evaluations and necropsy procedures.Avian, exotic, small, and large animal husbandry and nursing skills. The Fourth Edition of Assessing Essential Skills of Veterinary Technology Students is an essential study resource for all undergraduate students enrolled in an AVMA CVTEA accredited veterinary technology program and an excellent teaching resource for instructors of veterinary technology courses.
Assessing EU Leadership in Inter-regional Relations: The Case of the Institutionalisation of ASEAN Disaster Management (Globalisation, Europe, and Multilateralism)
by Giulia TercovichThis book comparatively analyses the role of the EU in influencing the policies of other regional organisations by assessing its role in leading the institutionalisation of ASEAN disaster management institutions. By exploring the role of actors as drivers of the process that led to the institutionalisation of the ASEAN disaster response mechanism, it unpacks the process and assesses the role of the EU in directly or indirectly leading this process, whilst including the role played by other relevant actors, namely Australia, New Zealand, Japan, USA and the UN. In doing so, the book proposes an original framework going beyond the idea of the EU as a sui generis actor and adds a comparative dimension to the analysis of the EU's influence on regional processes. This book will be of key interest to scholars, students and practitioners of EU External Relations, Security Studies, Regional Studies, disaster management, ASEAN-EU relations, EU actorness, and more broadly to and Asia Studies, international relations and inter-regionalism.