• True / False tables • Graphic organizers • Sequencing • Inferential MCQs • Word / phrase meaning tables • Inferential long answer questions

• 20 pictures / text topics • 3 main and 3 ancillary questions for each topic • Extensive model answers • Strategy for Stimulus Based Conversation

What is the source of logical and mathematical truth? This volume revitalizes conventionalism as an answer to this question. Conventionalism takes logical and mathematical truth to have their source in linguistic conventions. This was an extremely popular view in the early 20th century, but it was never worked out in detail and is now almost universally rejected in mainstream philosophical circles. In Shadows of Syntax, Jared Warren offers the first book-length treatment and defense of a combined conventionalist theory of logic and mathematics. He argues that our conventions, in the form of syntactic rules of language use, are perfectly suited to explain the truth, necessity, and a priority of logical and mathematical claims. In Part I, Warren explains exactly what conventionalism amounts to and what linguistic conventions are. Part II develops an unrestricted inferentialist theory of the meanings of logical constants that leads to logical conventionalism. This conventionalist theory is elaborated in discussions of logical pluralism, the epistemology of logic, and of the influential objections that led to the historical demise of conventionalism. Part III aims to extend conventionalism from logic to mathematics. Unlike logic, mathematics involves both ontological commitments and a rich notion of truth that cannot be generated by any algorithmic process. To address these issues Warren develops conventionalist-friendly but independently plausible theories of both metaontology and mathematical truth. Finally, Part IV steps back to address big picture worries and meta-worries about conventionalism. This book develops and defends a unified theory of logic and mathematics according to which logical and mathematical truths are reflections of our linguistic rules, mere shadows of syntax.

This book explores how Russia’s War on Ukraine has changed the global nuclear order. The Russian aggression against Ukraine questioned the values of the liberal regimes and systems upon which the global nuclear order is built. At the heart of this nuclear order lies the 1968 Treaty on the Non-Proliferation of Nuclear Weapons (NPT), which remains until today the cornerstone of the global nuclear disarmament and nonproliferation regime. In this context, the book examines new challenges and threats to the global nuclear order. It discusses the deterioration of nuclear norms, as well as the increasing number of the states further challenging the NPT regime by attempts to develop nuclear weapons. The book further sheds light on a growing number of states trying to resolve their territorial claims using the nuclear coercion and the umbrella function of their nuclear arsenals. The authors present the loopholes in the existing arms control system and the arms trade, which became obvious in the course of the war, and analyze the further split between the supporters of the NPT and the Treaty on the Prohibition of Nuclear Weapons (TPNW). Srutinizing the deepening polarization of the supporters and the opponents of nuclear weapons, the book includes a new debate about the competing narratives on nuclear deterrence and disarmament. Finally, the volume discusses the development and the increase of new missiles and disruptive technologies such as hypersonic missiles, drones, and artificial intelligence. This book will appeal to students and scholars of international relations and political science in general, and security studies, military and defense studies, peace and conflict studies, and foreign policy in particular, as well as policy-makers interested in a better understanding of nuclear deterrence, the global nuclear order, and the impact of Russia's war on Ukraine.

The Second Edition of Skills-Based Health Education provides pre-service and practicing teachers with the pedagogical foundation and tools to develop a comprehensive PreK-12 health education program using the National Health Education Standards. It takes each standard by grade span, provides scenarios based on research to explain the skill, and then provides a step-by-step approach to planning assessment and instruction. Early chapters connect skills-based health education to coordinated school health and the national initiatives of the Centers for Disease Control and Prevention, Healthy People 2020, The Whole Child, and 21st Century Skills. The remaining chapters provide guidance to plan implement, and assess performance tasks. Readers are shown how to establish student needs, select content and skill performance indicators to meet those needs, and plan and implement assessment and instructions.

Skills - Based Health Education provides pre-service and practicing teachers with the pedagogical foundation and tools to develop a comprehensive PreK-12 health education program using the National Health Education Standards. Rather than solely focusing on teaching content, an approach which can prove ineffective in developing healthy behaviors, readers learn to teach the content and skills their students need to be healthy and prepared for the 21st century. The book addresses each one of the national standards with specific directions regarding how to apply the standard, and performance indicators to plan and implement performance tasks that target instruction to a student need. Readers are shown how to establish student need, select content and skill performance indicators to meet the need, and plan and implement assessment and instruction. PowerPoint Presentations and a TestBank are available as free Instructor Downloads. Companion website includes lessons, units, and other support materials to enhance teaching and learning.

This book puts together contributions of linguists and psycholinguists whose main interest here is the representation of Semitic words in the mental lexicon of Semitic language speakers. The central topic of the book confronts two views about the morphology of Semitic words. The point of the argument is: Should we see Semitic words’ morphology as “root-based” or “word-based?” The proponents of the root-based approach, present empirical evidence demonstrating that Semitic language speakers are sensitive to the root and the template as the two basic elements (bound morphemes) of Semitic words. Those supporting the word-based approach, present arguments to the effect that Semitic word formation is not based on the merging of roots and templates, but that Semitic words are comprised of word stems and affixes like we find in Indo-European languages. The variety of evidence and arguments for each claim should force the interested readers to reconsider their views on Semitic morphology.