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Written specifically for non-infectious disease specialists in both inpatient and outpatient settings, A Rational Approach to Clinical Infectious Diseases provides concise, practical guidance that mimics the decision-making process and reasoning employed by an ID physician. Using clear, understandable language, Dr. Zelalem Temesgen and his esteemed colleagues at the Mayo Clinic present the art and the context of infectious diseases together with the science, helping non-specialists apply a rational approach to the diagnosis and treatment of infectious conditions. - Clearly explains the rationale of opting for one particular treatment or length of course over another in order to arrange appropriate management and follow-up. - Provides focused ID decision support to questions such as: - What diagnostic test should I order? - What is the correct antibiotic for this patient/geographical region? - Are IV or oral antibiotics most appropriate? - How long should the antibiotic course be and when should it be de-escalated? - What special considerations should be taken in immunocompromised patients? - How often should complex infections be followed up? - Uses a succinct, easy-to-read writing style, following a consistent format: Important characteristics/epidemiology; Clinical related data; Rash characteristics; Ancillary diagnostic studies; Treatment; and Other. - Provides visual and quick-reference support with dozens of figures and tables throughout the text. - Contains invaluable guidance to help non-specialists provide the best care for patients, stem antibiotic misuse and resistance, avoid adverse drug events, and avoid unnecessary costs.
KAT LOMB (1909-2003) was one of the great polyglots of the 20th century. A translator and one of the first simultaneous interpreters in the world, Lomb worked in 16 languages for state and business concerns in her native Hungary. She achieved further fame by writing books on languages, interpreting, and polyglots. Polyglot: How I Learn Languages, first published in 1970, is a collection of anecdotes and reflections on language learning. Because Dr. Lomb learned her languages as an adult, after getting a PhD in chemistry, the methods she used will be of particular interest to adult learners who want to master a foreign language.
Modern linguistic theory has been based on the promise of explaining how language acquisition can occur so rapidly with such subtlety, and with both surprising uniformity and diversity across languages. This handbook provides a summary and assessment of how far that promise has been fulfilled, exploring core concepts in acquisition theory, including notions of the initial state, parameters, triggering theory, the role of competition and frequency, and many others, across a variety of syntactic topics that have formed the central domains of investigation and debate. These topics are treated from the unique perspective of central actors in each domain who have helped shape the research agenda. The authors have presented a summary of the data, the theories under discussion, and their own best assessments of where each domain stands. Providing as well the agenda for future work in the field showing both particular needs and general directions that should be pursued in the coming decades.
With academic courses either encouraging commercialism, or cultivating zealots, Chittick states that it is impossible to understand classical Islamic texts without the years of contemplative study that are anathema to the modern education system. Insisting upon a return to the ways of the ancient wisdom tradition, which saw the quest for knowledge of the soul, the world, and God as a unifying spiritual discipline, Chittick maintains that the study of Islamic texts cannot be treated separately from self-understanding. Fascinating, radical, and a true challenge to modern trends in academic study, this book opens a new debate in Islamic thought.
In this second edition of Steve Fuller's original work Philosophy, Rhetoric, and the End of Knowledge: A New Beginning for Science and Technology Studies, James Collier joins Fuller in developing an updated and accessible version of Fuller's classic volume. The new edition shifts focus slightly to balance the discussions of theory and practice, and the writing style is oriented to advanced students. It addresses the contemporary problems of knowledge to develop the basis for a more publicly accountable science. The resources of social epistemology are deployed to provide a positive agenda of research, teaching, and political action designed to bring out the best in both the ancient discipline of rhetoric and the emerging field of science and technology studies (STS). The authors reclaim and integrate STS and rhetoric to explore the problems of knowledge as a social process--problems of increasing public interest that extend beyond traditional disciplinary resources. In so doing, the differences among disciplines must be questioned (the exercise of STS) and the disciplinary boundaries must be renegotiated (the exercise of rhetoric). This book innovatively integrates a sophisticated theoretical approach to the social processes of creating knowledge with a developing pedagogical apparatus. The thought questions at the end of each chapter, the postscript, and the appendix allow the reader to actively engage the text in order to discuss and apply its theoretical insights. Creating new standards for interdisciplinary scholarship and communication, the authors bring numerous disciplines into conversation in formulating a new kind of rhetoric geared toward greater democratic participation in the knowledge-making process. This volume is intended for students and scholars in rhetoric of science, science studies, philosophy, and communication, and will be of interest in English, sociology, and knowledge management arenas as well.
"Experimental Methods in Language Acquisition Research" provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology."
Contains papers presented at the October 1998 SIAM Workshop on Object Oriented Methods for Interoperable Scientific and Engineering Computing that covered a variety of topics and issues related to designing and implementing computational tools for science and engineering.
Beyond Training examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. It seeks to move discussion of language teacher development beyond the level of "training," which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout is that teacher education needs to engage teachers not merely in the mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes that underly their teaching practices.