Provides strategies for teaching life skills to children with special needs from age 3 to young adulthood, so they can live as independently as possible.

A rising median age at which PhD's receive their first research grant from the National Institutes of Health (NIH) is among the factors forcing academic biomedical researchers to spend longer periods of time before they can set their own research directions and establish there independence. The fear that promising prospective scientists will choose other career paths has raised concerns about the future of biomedical research in the United States. At the request of NIH, the National Academies conducted a study on ways to address these issues. The report recommends that NIH make fostering independence of biomedical researchers an agencywide goal, and that it take steps to provide postdocs and early-career investigators with more financial support for their own research, improve postdoc mentoring and establish programs for new investigators and staff scientists among other mechanisms.

Co-Winner of the 2022 Harry M. Ward Book Prize From celebrated historian John Ferling, the underexplored history of the second half of the Revolutionary War, when, after years of fighting, American independence often seemed beyond reach. It was 1778, and the recent American victory at Saratoga had netted the U.S a powerful ally in France. Many, including General George Washington, presumed France's entrance into the war meant independence was just around the corner. Meanwhile, having lost an entire army at Saratoga, Great Britain pivoted to a “southern strategy.” The army would henceforth seek to regain its southern colonies, Virginia, North Carolina, South Carolina, and Georgia, a highly profitable segment of its pre-war American empire. Deep into 1780 Britain's new approach seemed headed for success as the U.S. economy collapsed and morale on the home front waned. By early 1781, Washington, and others, feared that France would drop out of the war if the Allies failed to score a decisive victory that year. Sir Henry Clinton, commander of Britain's army, thought “the rebellion is near its end.” Washington, who had been so optimistic in 1778, despaired: “I have almost ceased to hope.” Winning Independence is the dramatic story of how and why Great Britain-so close to regaining several southern colonies and rendering the postwar United States a fatally weak nation ultimately failed to win the war. The book explores the choices and decisions made by Clinton and Washington, and others, that ultimately led the French and American allies to clinch the pivotal victory at Yorktown that at long last secured American independence.

The American Revolutionary War began when Massachusetts militiamen and British troops clashed at Lexington and Concord on April 19, 1775. Two months later, a much larger engagement occurred at Bunker Hill in Boston. The conflict then expanded into a continent-wide war for independence from Great Britain. Or so we are taught. A closer look at events in the South in the eighteen months following Lexington and Concord tells different story. The practice of teaching the Revolutionary War as one generalized conflict between the American colonies and Great Britain assumes the South's support for the Revolutionary War was a foregone conclusion. However, once shots were fired, it was not certain that the southern colonies would support the independence movement. What is clear is that both the fledgling American republic and the British knew that the southern colonies were critical to any successful prosecution of the war by either side. In March to Independence: The American Revolution in the Southern Colonies, 1775-1776, historian Michael Cecere, consulting primary source documents, examines how Virginia, North Carolina, South Carolina, and Georgia ended up supporting the colonies to the north, while East Florida remained within the British sphere. South Carolina, Georgia, and East Florida all retained their royal governors through the summer of 1775, and no military engagements occurred in any of the southern colonies in the six months following the battles in Massachusetts. The situation changed significantly in the fall, however, with armed clashes in Virginia and South Carolina; by early 1776 the war had spread to all of the southern colonies except East Florida. Although their march to independence did not follow the exact route as the colonies to the north, events in the South pulled the southern colonists in the same direction, culminating with a united Declaration of Independence on July 4, 1776. This book explores the crucial events in the southern colonies that led all but East Florida to support the American cause.

This volume explores the varied outcomes that self-determination movements around the world have achieved, and in particular seeks to understand what factors promote better outcomes and what factors promote worse ones. Rather than focusing on the metric of achieving independence, the project evaluates the quality of societies after independence, including such elements as economic strength and political resilience, and it analyzes what factors contribute to different outcomes. The study finds that the single most determinative factor in the success of any independence movement is frequently beyond the control of such a movement, often relating to the global and historical contexts in which the movement finds itself. However, a whole host of factors are within the control of such a movement, but movements do not always seek to act on many of them. Activists become so convinced in the justness of the independence cause that they do not focus on actions that would contribute to greater success after independence.

How do Christian students approach their years at a Christian college or university? What are the connections between all those hours of study and the Christian life? A First Step into a Much Larger World invites students, parents, and educators into a broad conversation about faith and learning in a postmodern age. Students will explore how to respond to diversity while maintaining community, how to make learning sensible as an expression of faith, and how to move from passive recipients of education to active and engaged co-learners with others. In so doing, they can transform their undergraduate years into a springboard for engaging the culture beyond the university.

The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.