Plant Systematics, Second Edition, provides the basis for teaching an introduction to the morphology, evolution, and classification of land plants.It presents a foundation of the approach, methods, research goals, evidence, and terminology of plant systematics, along with the most recent knowledge of evolutionary relationships of plants and practical information vital to the field. This updated edition has been expanded to include 15 fern families, 9 gymnosperm families, and increased angiosperm family treatments from 100 to 129. Each family description includes a plate of full color photographs, illustrating exemplars of the group along with dissected and labeled material to show diagnostic features.The book includes a new chapter on species concepts and the role and impact of plant systematics in conservation biology, and a new appendix on statistical and morphometric techniques in plant systematics. It also contains more detailed explanations of maximum likelihood and Bayesian phylogeny inference methods, an expanded coverage and glossary of morphological terms, and an updated chapter on botanical nomenclature.This book is recommended for graduate and undergraduate students in botany, plant taxonomy, plant systematics, plant pathology, plant anatomy, and ecology as well as scientists and researchers in any of the plant sciences. - Fifteen fern families, 9 gymnosperm families, and an increase of angiosperm family treatments from 100 to 129. Each family description includes a plate of full color photographs, illustrating exemplars of the group along with dissected and labeled material to show diagnostic features - A new chapter on species concepts and the role and impact of plant systematics in conservation biology - A new appendix on statistical and morphometric techniques in plant systematics - In addition, the second edition contains more detailed explanations of maximum likelihood and Bayesian phylogeny inference methods, an expanded coverage and glossary of morphological terms, and an updated chapter on botanical nomenclature

AS THE READER, I SUSPECT THAT YOU ARE AS GUILTY AS MY BROTHER RON AND ME FOR RAISING HELL IN YOUR YOUTH. Within these pages are the memories of two senior citizens who drove their family and neighbors absolutely crazy with their youthful foolhardiness during the forties and fifties in Acton, Massachusetts. True stories of two youngsters who terrorized a town, enraged their parents, Ole Ern and Ethel, their neighbors, Ray and Bell Harris, and succeeded in blaming all of them on another kid labeled Gunk, who is ultimately the star of this book. “He was much taller than us, and uglier too. The jerk was as stupid as a box of hair, yet because he thought it funny to push my four-year-old face into his butt and release gas . . . well, it was war.” It didn’t matter what crime we committed; the fact that Gunk was there to take the blame ensured that Ron and I would live another day to get up to more antics, create more chaos, which would be enough to condemn our neighbor across the street. Ron and I did so many tricks on a lot of people that the end results of blaming that other person and getting away with it were so funny that inspiration became an extension of our disruptive activities. Gunk Did It became my mantra for the subsequent indiscretions and were cause for his receiving castigations from anyone we deemed necessary. Predictable as always, as we were to proclaim that Gunk Did It, we never tired of conspiring against him. I owe my learning to inflict falsehoods never dreamed of by humankind to Gunk’s butt-inflicted abuse, which initiated and developed our proclivity for youthful and very funny revenge.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

"A Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure provides new faculty members with practical, down-to-earth wisdom and suggestions for successfully working through to tenure and promotion. The authors, both successful and experienced administrators and experts in higher education, have provided an extremely well-organized and useful guide for new faculty members. It focuses on all aspects of becoming a new faculty member including the various expectations in completing a successful journey toward promotion and tenure. The book underscores the importance of recognizing the three facets of faculty life of teaching, research, and service. This volume clearly sets out, compares, and separates those three components with clarity and provides very useful advice for putting the three together. Taken together with the chapters on 'Documenting Your Progress' and 'Promotion and Tenure, ' new faculty are provided with a solid, practical introduction to building a foundation for success in higher education. Feedback and tips are also provided within each chapter. It is written in a style that readers will be able to easily comprehend and understand and is supported with many examples. In addition, the information can be easily applied to new faculty at various types of institutions of higher education."--EBL book details.

College Success for Students With Learning Disabilities (2nd ed.) offers students the knowledge, guidance, and strategies they need to effectively choose a college, prepare for university life, and make the most of their collegiate experience. This revised edition: Outlines the rights and responsibilities of students with learning disabilities Gives advice on talking to professors and peers, getting involved, and asking for and receiving accommodations. Helps students utilize their strengths to meet and exceed academic standards. Provides additional information on autism spectrum disorders (ASD) and ADHD. Includes a handy guide to universities with special programs and advice from current college students with disabilities. Planning for college can be one of the biggest moments in any student's life, but for students with disabilities, the experience can be challenging on many different levels. This book will empower future students and provide them with hope for success. Grades 9-12

Almost all of the problems studied in this book are motivated by an overriding foundational question: What are the appropriate axioms for mathematics? Through a series of case studies, these axioms are examined to prove particular theorems in core mathematical areas such as algebra, analysis, and topology, focusing on the language of second-order arithmetic, the weakest language rich enough to express and develop the bulk of mathematics. In many cases, if a mathematical theorem is proved from appropriately weak set existence axioms, then the axioms will be logically equivalent to the theorem. Furthermore, only a few specific set existence axioms arise repeatedly in this context, which in turn correspond to classical foundational programs. This is the theme of reverse mathematics, which dominates the first half of the book. The second part focuses on models of these and other subsystems of second-order arithmetic.

This practical resource for teachers, professionals, and parents addresses collaboration, effective communication, and how to work with families. Information also is included on the many different professionals involved in the education of students with disabilities, such as occupational therapists, speech-language pathologists, school psychologists, intervention specialists, and more. Each chapter is written by actual professionals in that area and addresses roles and responsibilities of the authors' job, how they communicate with teachers and parents, and the direct services they provide to students and teachers. With a focus on how everyone must work together to meet student needs, this is an essential text for special education professionals.

Drawing upon material from Britain, Canada, the United States, Australia and New Zealand, Making Representations explores the ways in which museums and anthropologists are responding to pressures in the field by developing new policies and practices, and forging new relationships with communities. Simpson examines the increasing number of museums and cultural centres being established by indigenous and immigrant communities as they take control of the interpretive process and challenge the traditional role of the museum. Museum studies students and museum professionals will all find this a stimulating and valuable read.