Books by "Alan S. Dale"
4 books found
Birth Asphyxia, An Issue of Clinics in Perinatology
by Beena D. Kamath-Rayne, Alan H. Jobe
2016 · Elsevier Health Sciences
The Guest Editors have assembled top experts to provide the most current and clinically relevant articles devoted to Birth Asyphyxia. Articles in this issue are devoted to: Neonatal Transition After Birth; Pathophysiology of Birth Asphyxia; Perinatal Asphyxia from the Obstetrical Standpoint: Diagnosis and Interventions; Stillbirths: U.S. and Global Perspectives; Novel Approaches to Resuscitation and the Impact on Birth Asphyxia; Multiorgan Dysfunction and its Management After Birth Asphyxia; Neonatal Encephalopathy and Update on Therapeutic Hypothermia and Other Novel Therapeutics; Biomarkers in Neonatal Encephalopathy; Imaging and Other Diagnostics in Neonatal Encephalopathy; Asphyxia in the Premature Infant; The role of the NeoNeuro Unit for Birth Asphyxia; Long-term Cognitive Outcomes of Birth Asphyxia and the Contribution of Identified Perinatal Asphyxia to Cerebral Palsy; Global Burden, Epidemiologic Trends, and Prevention of Intrapartum Related Deaths in Low-resource Settings; and Neonatal Resuscitation in Low-resource Settings.
For the first time ever, managers will have a tool that will enable them to effectively grapple with the controversial, and sometimes explosive issues surrounding sexual orientation. Cultivated from Bob Power's 25 years business experience with some of the world's finest organizations, A Manager's Guide to Sexual Orientation in the Workplace provides managers with the knowledge, skills and resources to foster higher productivity and performance through an all-inclusive work environment.
Settle in for a juicy bushel of Peach State bafflement.
Developing Equitable Education Systems
by Mel Ainscow, Alan Dyson, Sue Goldrick, Mel West
2013 · Routledge
Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable. As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise, and provide suggestions for responding to this crucial policy agenda. They propose a teacher-led inquiry strategy that has proved to be effective in moving forward thinking and practice within individual schools. However, their research has shown that using the same strategy for system change is problematic within a policy context that emphasises competition and choice. Learning from this experience, the authors analyse the factors that inhibit the collaborative approach needed to reduce inequities that exist between the schools, in order to formulate proposals that can move the system as a whole towards more equitable provision. In Developing Equitable Education Systems, the authors focus on the way teachers’ sense of ‘fairness’ can become a powerful starting point, helping individual schools to inquire into and develop their own practice and provision. They provide practical suggestions for practitioners about ways of working that can create a greater sense of equity within particular school contexts, and highlight the barriers to a wider strategy for reducing system inequities that reside in local and national policies and traditions. At a time when government policies in many countries move to extend the diversity of educational provision - for example, through the introduction of charter schools in the USA, free schools in Sweden and academies in England - the authors also include a set of recommendations that offer a timely warning against the fragmentation of school systems in the misguided belief that competition benefits all children. They suggest that a more sensible approach would be to avoid situations whereby the improvement of one school leads to a decline in the resources available to, and subsequently the performance of, others.