Conflicted Are the Peacemakers : Israeli and Palestinian Moderates and the Death of Oslo / / Eric N. Budd

• Record Nr.: UNINA9910779457703321
• Autore: Budd Eric N. <1963->
• Pubbl/distr/stampa: New York : , : Bloomsbury, , 2013
• ISBN: 1-4411-1319-3; 1-5013-0092-X; 1-283-87416-4; 1-4411-5166-4
• Descrizione fisica: 1 online resource (217 p.)
• Disciplina: 956.9405/4
• Soggetti: Arab-Israeli conflict - 1993- - Peace; Peace-building - Middle East
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (pages 179-198) and index.
• Nota di contenuto: 1. Introduction: The Moderates and the Elusive Search for Peace -- 2. The Road to Oslo -- 3. The Road from Oslo -- 4. Israeli and Palestinian Peacemakers: Can They Talk the Talk? -- 5. Israeli and Palestinian Peacemakers: Can They Walk the Walk? -- 6. The Death of Oslo: What Lessons Can We Learn? -- Bibliography -- Index.
• Sommario/riassunto: "The 1993 Oslo Accords were a key attempt to resolve the Palestinian-Israeli conflict whose failure was largely attributed to extremists on both sides. The book challenges this conventional wisdom by examining the role of Israeli and Palestinian peacemakers themselves in derailing the peace process. Looking at the role of moderates before and after Oslo, the different agreements and peace proposals they negotiated, and their rhetoric, the book shows that these peacemakers retained an inherent ambivalence toward the peace process and one another. This prevented them and their constituents from committing to the process and achieving a lasting peace. This unique survey shows how the people who drive the peace process can not only undermine it, but also prevent its successful conclusion. By dealing with such an important aspect of negotiation, the book will foster a better understanding of the role of moderates and why peace processes may ; falter. It will fill a gap in the literature and be a valuable research tool for anyone studying conflict processes, the Arab-Israeli conflict, and Middle East politics."--Bloomsbury Publishing.

Dyslexia : A Practitioner's Handbook

• Record Nr.: UNINA9910795831203321
• Autore: Reid Gavin
• Pubbl/distr/stampa: Hoboken : , : John Wiley & Sons, Incorporated, , 2016; ©2016
• ISBN: 9781118980118; 9781118980040
• Edizione: [5th ed.]
• Descrizione fisica: 1 online resource (505 pages)
• Disciplina: 371.91/44
• Soggetti: Dyslexic children--Education--Handbooks, manuals, etc; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Intro -- Dyslexia -- Contents -- About the Author -- Other Books by Gavin Reid -- Foreword -- Preface -- Chapter 1 Defining Dyslexia -- Defining Dyslexia -- Purpose of Definitions -- How Should We Define Dyslexia? -- Definitions -- Barriers to Implementing Policy -- Rose Review and Dyslexia -- Education for Learners with Dyslexia -- Different Perspectives and Agenda -- Points for Reflection -- Chapter 2 Explaining Dyslexia: The Range of Research -- Causal Modelling Framework -- Causal Modelling Framework: An Explanation -- Genetic Factors -- Neurobiological Factors -- Visual and Temporal Processing -- Magnocellular Visual System -- Procedural Timing -- Hemispheric Symmetry -- Processing Speed -- Phonological Processing -- Phonological Awareness and Multisensory Programmes -- Morphological Processing -- Glue Ear -- Cognitive Skills -- Metacognition -- Environmental Factors -- Additional Language Learning -- Dyslexia in Different Orthographies -- Self-disclosure in Adults -- Points for Reflection -- Chapter 3 Assessment: Issues and ; Considerations -- The Context -- Assessment Aims -- Discrepancy Criteria -- Listening Comprehension -- Componential Model of Reading -- Curriculum Focus -- Why an Assessment? -- How? The Assessment Process -- Effect of an Assessment -- Assessment-Points to Consider -- Some Other Considerations -- Self‐concept -- The Role of Parents -- Assessment and Inclusion -- The Bilingual Learner -- Points for Reflection -- Chapter 4 Identifying Needs -- The Context -- Information Processing -- Factors That Can Prompt Concern -- Pre‐school -- School Age -- After Around 2 Years at School -- Upper Primary -- Secondary -- Further and Higher Education -- Workplace -- Linking Assessment with Intervention and Support -- Key Aspects of an IEP -- The Overlap -- Assessing Performances -- Criteria: Summary -- Whose Responsibility?.; Early Identification -- Models of Identification -- Expert/Intervention-Attainment -- Discrepancy Model -- Policy Model -- Stage Process Model -- Curriculum‐focused Model -- Barriers to Learning -- Whole-School Involvement -- Early Warning Signs -- Assessment/Consultancy with Management Team -- Monitoring/Review Meeting -- Points for Reflection -- Chapter 5 Assessment: Approaches and Resources -- The Use of Tests-Points to Ponder -- Assessment and Information Processing -- Cognitive Measures -- Assessment of Processing Skills -- Comprehensive Test of Phonological Processing (CTOPP-2) -- Woodcock Reading Mastery Tests -- Gray Oral Reading Tests (GORT-5) -- Standardised/Psychometric Criteria -- Standardisation -- Psychometric -- Wechsler Individual Achievement Test (WIAT-II and III) -- Comment -- Phonological Representation and Assessment -- Screening -- Curriculum Assessment -- Miscue Analysis -- Assessment in Context -- Assessment for Learning -- Principles of Formative Assessment in Practice -- Metacognitive Assessment -- Assisted Assessment -- Multiple Intelligences Approaches -- A Components Approach -- Observational Assessment -- Observational Framework -- Attention -- Organisation -- Sequencing -- Interaction -- Language -- Comprehension -- Reading -- Visual -- Auditory -- Motivation/Initiative -- Self‐concept -- Relaxation -- Learning Preferences -- Learning Context -- Systematic Observation -- Summary -- Points for Reflection -- Chapter 6 Reading-Social, Cultural and Government Perspectives -- The Social Context for Literacy -- Literacy and Culture -- Defining Literacy -- Critical Literacy -- Engaging the Reader through Critical Literacy -- Challenging Assumptions -- Government Initiatives -- Literacy Standards and International Comparisons -- PISA Study -- Literacy Initiatives -- Points for Reflection -- Chapter 7 The Acquisition of Literacy.; What is Reading? -- Factors to Consider -- Phonological Awareness -- The Alphabetic System-Ehri -- Reading as a Process -- Reading Skills -- Reading Practice -- Developing Reading Skills -- Key Factors -- The Development of Reading -- Developing Print Awareness -- Visual Aspects -- Role of Phonological Information -- Phonological Representations and Dyslexia -- Stages of Reading Development -- Logographic Stage -- Alphabetic Stage -- Orthographic Stage -- Limitations of the Stage Model of Reading -- Reading and Memory -- Relationship Between Phonology and Orthography -- Dyslexia and Different Orthographies -- Points for Reflection -- Chapter 8 Reading Models and Methods -- Bottom-Up and Top-Down Models -- Connectionist Models -- Balance Model of Reading -- Method of Teaching Reading -- Phonic Model -- Look‐and‐Say Model -- Language Experience Models -- Developing Reading Skills -- Teaching Reading-the Debate -- Balanced Approach -- Reading Interventions -- Methodological Issues in Reading Intervention Research -- Factors to ; Consider in Developing and Using Reading Approaches -- The Literacy Experience -- Framework for Teaching -- Summary -- Points for Reflection -- Chapter 9 The Acquisition of Literacy: Spelling -- Why is Spelling Difficult? -- Systems Involved in Spelling -- Phonological Systems -- Spelling and Speech -- Visual Systems -- Homophones -- Spelling Skills -- Spelling Development -- Spelling Policy -- Spelling Strategies -- Word Lists -- Visual Strategies -- Simultaneous Oral Spelling -- Language Experience Approaches -- Cued Spelling -- Paired Spelling -- Spelling Materials -- The ACE Spelling Dictionary -- Catchwords -- Photocopiable Resources -- Points for Reflection -- Chapter 10 Expressive Writing -- The Importance of Writing -- Relationship Between Writing and Spelling -- Expressive Writing: The Process.; Cognitive Skills Associated with Writing -- Writing in the Curriculum -- Developing Metacognitive Skills through Writing -- Metacognitive Strategies for Writing -- Strategies for Writing -- My Favourite Things -- Motivation and Writing -- Planning -- Pre-writing Framework -- Ideas/Detail -- Organisation -- Voice -- Word Choice -- Sentence Fluency -- Conventions -- Presentation -- Developing Ideas -- Handwriting -- Handwriting - Some Points to Consider -- Dysgraphia -- Summary -- Points for Reflection -- Chapter 11 Teaching Approaches: Points to Consider -- Overview of Approaches -- The Context -- Assessment and the Curriculum -- The Learner -- Programmes and Approaches-Some Considerations -- Automaticity, Overlearning and Structure -- Structure -- Overlearning -- Principles -- Issues -- Points for Reflection -- Chapter 12 Supporting Literacy: Individualised Programmes -- Criteria for Selection -- Individualised Programmes -- Orton-Gillingham (OG) -- The Hickey Multisensory Language Course -- Bangor Dyslexia Teaching System -- Letterland -- Reading Recovery -- Identification -- Evaluation of Reading Recovery -- Toe by Toe: Multisensory Manual for Teachers and Parents -- Alternative Approaches -- Dietary Approaches -- Exercise and Movement -- The Inhibition of Primitive Reflexes -- Educational Kinesiology -- Comment on Alternative Interventions -- Comment-Issues to Consider -- Points for Reflection -- Chapter 13 Supporting Literacy: Approaches and Strategies -- Phonics Instructional Approaches -- Jolly Phonics -- Ann Arbor Publications -- Interactive Literacy Games -- Visual Stress -- Smart Kids -- Language Experience -- Other Support Approaches -- THRASS -- Units of Sound -- TextHelp -- Inspiration -- Phonological Approaches -- Sound Linkage -- Phonological Awareness Procedure -- Phonic Code Cracker -- High-Interest Books-History.; Barrington Stoke (www.barringtonstoke.com) -- Start to Finish Books -- Differentiated Texts -- Visual Factors -- The Use of Visual Skills -- Motor Aspects -- Assisted Learning -- Paired‐reading -- Evaluation of Paired‐Reading as a Strategy -- Comment -- Summary -- Points for Reflection -- Chapter 14 Supporting Learning -- Effective Learning -- Key Points about Learning -- The Learning Process -- Realising Potential -- Zone of Proximal Development -- Developing Learning Skills -- Learning Strategies -- Multiple Intelligences -- Study Skills -- Set Goals -- Feedback -- Memory-Some Strategies -- The Role of Self-esteem -- Creativity and the 'Gifted' Dyslexic Student -- Summary -- Points for Reflection -- Chapter 15 Inclusion: Curriculum Access -- The Context -- Responding to the Diverse Needs of Students -- The Challenges -- Individual Needs and Meeting the Needs of All -- Meeting Curriculum Objectives -- Index for Inclusion -- Tensions and Contradictions -- Assessment, Need and Accountability -- Removing Barriers to Achievement -- Interventions and Inclusion -- The Debate ; -- Implications -- Making the School Inclusive -- The Index for Inclusion Network -- Equity -- Principles of Inclusion -- An Inclusive School -- Healthy Schools -- Supporting Inclusion -- Staff Support and Training -- Student Advocacy -- Self‐advocacy: Challenge or Threat? -- Dyslexia and Self-advocacy -- Staff Support -- Key Factors -- Points for Reflection -- Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum -- Responsibility -- Features of Secondary Schools -- Differentiation and Curricular Development -- Differentiation and Assessment -- Subject Areas -- Mathematics -- Music -- Science Subjects -- Physics -- English -- Essay and Report Writing -- Additional Language Learning -- Social Subjects -- Multiple Intelligences in Secondary Schools -- Physical Education.; Staff Development.