The rehabilitation of intellectual impairment resulting from brain injury has become a major professional activity of clinical neuropsychologists. In recent years, neuropsychology has developed from a professional role stressing assessment and diagnosis to one that now includes treatment and rehabilitation activities. Such trends are also manifested in two new research interests of neuropsychologists: the study of the generalizability of neuropsychological test findings to everyday abilities, often referred to as the "ecological validity" of tests, and outcome studies of cognitive retraining treatments. Discovering the relationships between traditional neuropsychological tests and everyday behavior is important because the referral questions posed to neuropsychologists have changed. Now, the neuropsychologist is asked to comment on the patient's functional intellectual abilities as they relate to the everyday demands of home, work and educational settings. Of course, the development of cognitive retraining theory and procedures allows neuropsychologists to intervene in the treatment of the cognitive problems that the neuropsychological evaluation has documented. Since these approaches are still in their formative stages, they have been the subject of clinical lore, great controversy and little systematic research. This situation prompted one of our presenters to lament, "Either you believe Cognitive Retraining is divinly inspired, or the work of the devil. " There is apparently little middle ground. Given this state of affairs, the program committee of the Mid-South Conference on Human Neuropsychology decided to focus on the role of neuropsychologists in rehabilitation.

′A magnificent achievement. A who′s who of contemporary remote sensing have produced an engaging, wide-ranging and scholarly review of the field in just one volume′ - Professor Paul Curran, Vice-Chancellor, Bournemouth University Remote Sensing acquires and interprets small or large-scale data about the Earth from a distance. Using a wide range of spatial, spectral, temporal, and radiometric scales Remote Sensing is a large and diverse field for which this Handbook will be the key research reference. Organized in four key sections: • Interactions of Electromagnetic Radiation with the Terrestrial Environment: chapters on Visible, Near-IR and Shortwave IR; Middle IR (3-5 micrometers); Thermal IR ; Microwave • Digital sensors and Image Characteristics: chapters on Sensor Technology; Coarse Spatial Resolution Optical Sensors ; Medium Spatial Resolution Optical Sensors; Fine Spatial Resolution Optical Sensors; Video Imaging and Multispectral Digital Photography; Hyperspectral Sensors; Radar and Passive Microwave Sensors; Lidar • Remote Sensing Analysis - Design and Implementation: chapters on Image Pre-Processing; Ground Data Collection; Integration with GIS; Quantitative Models in Remote Sensing; Validation and accuracy assessment; • Remote Sensing Analysis - Applications: LITHOSPHERIC SCIENCES: chapters on Topography; Geology; Soils; PLANT SCIENCES: Vegetation; Agriculture; HYDROSPHERIC and CRYSOPHERIC SCIENCES: Hydrosphere: Fresh and Ocean Water; Cryosphere; GLOBAL CHANGE AND HUMAN ENVIRONMENTS: Earth Systems; Human Environments & Links to the Social Sciences; Real Time Monitoring Systems and Disaster Management; Land Cover Change Illustrated throughout, an essential resource for the analysis of remotely sensed data, the SAGE Handbook of Remote Sensing provides researchers with a definitive statement of the core concepts and methodologies in the discipline.

This text provides classroom teachers with information on developing a systematic procedure for assessing reading skill performance and offers prescriptive instruction. The first chapter addresses reading as a language process and establishes the basic conceptual framework. The remainder of the text is organized around five steps that should be followed to provide effective reading instruction. New to this edition: --The latest research on teacher instruction for technologically advanced students. --More emphasis on student assessment versus clinical diagnoses. --The importance of assessing and guiding reading through language literacy development is stressed.

Intended to help students from language-minority backgrounds develop literacy in English, this book identifies and answers the major questions surrounding reading instruction for English as a second language (ESL) students. Specifically, the book reviews and synthesizes what is known about background issues related to the education of ESL students; provides specific suggestions to teachers and administrators for organizing for instruction and enhancing student learning; and gives concrete examples of practical ways in which teachers can develop and implement authentic, meaning-centered instructional activities. Chapters in the book are (1) "Demographic Overview: Changes in Student Enrollment in American Schools" (Julia Lara); (2) "Multiculturation: An Educational Model for a Culturally and Linguistically Diverse Society" (Carlos E. Cortes); (3) "The Acquisition of English as a Second Language" (Jim Cummins); (4) "Self-Esteem: Access to Literacy in Multicultural and Multilingual Classrooms" (Bess Altwerger and Bonnie Lee Ivener); (5) "Instructional Approaches and Teaching Procedures" (Anna Uhl Chamot and J. Michael O'Malley); (6) "Selecting Materials for the Reading Instruction of ESL Children" (Virginia Garibaldi Allen); (7) "Comprehending through Reading and Writing: Six Research-Based Instructional Strategies" (Nancy Farnan and others); (8) "Language, Literacy, and Content Instruction: Strategies for Teachers" (Alfredo Schifini); and (9) "Assessing the Literacy Development of Second-Language Students: A Focus on Authentic Assessment" (Georgia Earnest Garcia). "The ESL Student: Reflections on the Present, Concerns for the Future (Eleanor Wall Thonis) concludes the book. Author and subject indexes are attached. (RS)