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Are you searching for proven programs to raise your school's or district's standards? Here's exactly the guidance you need to improve learning without having to reinvent the wheel. The authors offer comprehensive, objective evidence that will help you select the right program for your school or district. You'll find out which programs accomplish what goals. You'll be able to zero in on the schoolwide programs that can be used in Title 1 projects or in schools that get funding from whole-school legislation.

What were the illnesses that plagued men, women, and children of the ancient world? Traditional approaches to this subject have often relied exclusively on literary evidence, but ancient texts are extraordinarily difficult to interpret. Different methodologies, archaic defitions of diseases, and technical terms whose meanings have shifted over time frustrate discovery of the actual diseases hidden behind textual sources. To uncover this "nosological reality," Mirko D. Grmek has fashioned a vast army of techniques into a new, multidisciplinary approach that combines philology, paleopathology, paleodemography, and iconography with recent developments in genetics, immunology, epidemiology, and clinical medicine. Also new is Grmek's concept of pathocoenosis (the ensemble of pathological states present in a given population) and his method of examining such ancient diseases as leprocy, tuberculosis, and syphilis in relation to one another, and to all other pathological conditions, rather than in isolation.

Part I covers the history, principles, and methods of patient-based neuroscience: lesion method, imaging, computational modeling, and anatomy. Part II covers perception and vision: sensory agnosias, disorders of body perception, attention and neglect, disorders of perception and awareness, and misidentification syndromes. Part III covers language: aphasia, language disorders in children, specific language impairments, developmental dyslexia, acquired reading disorders, and agraphia. Part IV covers memory: amnesia and semantic memory impairments. Part V covers higher cognitive functions: frontal lobes, callosal disconnection (split brain), skilled movement disorders, acalculia, dementia, delirium, and degenerative conditions including Alzheimer's disease, Parkinson's disease, and Huntington's disease.

Many disabilities affecting children are caused by malfunctions in the brain or nervous system. David Freides introduces students to the study of these malfunctions, assuming no prior knowledge of neuropsychology.

This book provides new insights about learning by synthesising existing and emerging findings from cognitive and brain science.

Recognition, though it figures profoundly in our understanding of objects and persons, identity and ideas, has never before been the subject of a single, sustained philosophical inquiry. This work, by one of contemporary philosophy’s most distinguished voices, pursues recognition through its various philosophical guises and meanings—and, through the “course of recognition,” seeks to develop nothing less than a proper hermeneutics of mutual recognition. Originally delivered as lectures at the Institute for the Human Sciences at Vienna, the essays collected here consider recognition in three of its forms. The first chapter, focusing on knowledge of objects, points to the role of recognition in modern epistemology; the second, concerned with what might be called the recognition of responsibility, traces the understanding of agency and moral responsibility from the ancients up to the present day; and the third takes up the problem of recognition and identity, which extends from Hegel’s discussion of the struggle for recognition through contemporary arguments about identity and multiculturalism. Throughout, Paul Ricoeur probes the significance of our capacity to recognize people and objects, and of self-recognition and self-identity in relation to the gift of mutual recognition. Drawing inspiration from such literary texts as the Odyssey and Oedipus at Colonus, and engaging some of the classic writings of the Continental philosophical tradition—by Kant, Hobbes, Hegel, Augustine, Locke, and Bergson—The Course of Recognition ranges over vast expanses of time and subject matter and in the process suggests a number of highly insightful ways of thinking through the major questions of modern philosophy.