Steel Line Group
This textbook, now in its third edition, is ideal for graduate dysphagia courses in speech-language pathology programs. The unique value of this book is the multidisciplinary approach it presents. Too often, speech-language pathologists function clinically with insufficient interaction with, or understanding of, the roles of other professionals involved with their patients. This text incorporates information pertinent to the roles, tools, and views of a multidisciplinary dysphagia team, including physicians, speech pathologists, nurse specialists, and dieticians, that works together on a daily basis. For the third edition, the authors have added a companion workbook that includes practical exercises accompanying each chapter - for example, a step-by-step tutorial for making objective measures of timing and displacement from fluoroscopic swallow studies. The exercises are designed to clarify and expand on information presented in the text and should be of interest not only to students but to practicing clinicians hoping to add new skills to their repertoires.Previous chapters have also been thoroughly revised and updated, including new information on the following topics: Effects of head and neck cancer, chemotherapy, and radiation therapies on swallowing Clinical and bedside assessments Survey instruments used by patients and clinicians How surgeries/treatments affecting the head and neck (e. g., cervical spine, thyroid) affect swallowing Greatly expanded information pertinent to unique features of dysphagia associated with CVA, neurogenic and neuromuscular disorders New information regarding reflexive interactions between esophagus and larynx that potentially influence swallowing Assessment in infants and children New tools for nonoral feeding Recommendations for dysphagia diets, and practical ways to implement these Rheologic characteristics of foods and how this information is incorporated in assessment and treatment planning The utility of endoscopy in assessment and treatment; how and why critical endoscopic observations (i.e., aspiration, penetration) may differ from fluoroscopy Greater discussion of radiation and need/recommendations for exposing patients to radiation The value and validation of the anterior-posterior esophageal screen New technologies and improvements in existing technologies for oral-pharyngeal and esophageal dysphagia assessment New information regarding swallowing in the normal elderly, with particular attention to utility of information in differentiating normal from disease Contribution of objective measurement data in treatment planning (in particular, the use of objective data to predict aspiration even when not observed on fluoroscopy) New tools for making measures in dynamic swallow studies that streamline the measurement process A comprehensive overview of behavioral, medical, and surgical approaches to dysphagia The DVD includes an animated tutorial demonstrating techniques for objective measures from fluoroscopy studies. In addition, it includes both normal and patient fluoroscopy studies for review and measurement. The patient studies selected are representative of impairments typically observed in clinical practice (inpatient and outpatient). Other media clips illustrate each instrumental assessment technique introduced in the book (e.g., endoscopic, transnasal esophagoscopy, high resolution manometry), performed on a variety of dysphagic patients. As noted, a separate workbook is also available to reinforce student learning of the concepts presented in the textbook and DVD. With its updated and expanded content, Dysphagia Assessment and Treatment Planning, Third Edition highlights the most current evidence-based research as it applies to a team-based approach to clinical practice.
Local Planning for Terror and DisasterÂ gives voice to experts in key fields involved with local preparedness, assessing the quality of preparedness in each field, and offering directions for improvement.Â Introductory chapters provide overviews of terror medicine, security and communications, which are indispensable to successful preparedness, while subsequent chapters concentrate on a particular field and how responders from that field communicate and interact with others during and after an event.Â Thus, aÂ chapter by a physician discusses not only the doctor's role but how that role is, or should be, coordinated with emergency medical technicians and police.Â Similarly, chaptersÂ by law enforcement figures also review police responsibilities and interactions with nurses, EMTs, volunteers and other relevant responders.Â
Developed from topics at recent Symposia on Terror Medicine and Security, Local Planning also encompassesÂ aspects of emergency and disaster medicine, as well as techniques for diagnosis, rescue, coordination and security that are distinctive to a terrorist attack.Â Each chapterÂ also includes aÂ case study that demonstrates preparedness, or lack thereof, for a real or hypothetical event, including lessons learned, next steps, and areas for improvement inÂ thisÂ global eraÂ which increasingly calls for preparedness at a local level.
How successful is your congregation as a multi-generational congregation, united in love of the Lord, joyful worship, and service to a broken world? Good planning needs a clear understanding of the problems and opportunities so have a church team use the Manual's challenging yet realistic evaluations to evaluate your strengths and weaknesses and begin planning for the future to which God is inviting you and your new members!
The First Evaluation is taken from a study by the Hartford Institute for Religious Research on factors that predict growth or decline in churches. We selected the best predictors of growth for the Manual. These elements involve the congregation's mission and purpose, its vitality and spirituality, its willingness to meet new challenges, the nature of the main worship service as being joyful rather than stilted, and whether the members are involved in outreach. Your evaluation team's members each rate the present performance of the church and develop a joint value as a baseline to measure future results. Throughout your time together team members also use a personal notebook to record insights for improvement actions that will be invaluable in later planning sections.
The Second Evaluation utilizes 10 factors which characterize the culture of the younger generations from Dr. Johnson's book "Where have all the Young People Gone" (2012). Your team discovers how social interaction between older church members and the younger generations might create some discomfort and works to proactively identify possible solutions.
The Third Evaluation is similar to the second in that it addresses the young people's cultural values, but here they are taken from a college chaplain's advice regarding how to get more young people involved. Your team now moves beyond the objective scientific elements using the nuances found here to provide another great opportunity to understand the younger generations.
In this third evaluation we introduce discussion of specific moral issues such as mixing pharisaic teaching and behavior with basic Christian anchoring (focusing on the letter of the law, rather than on the spirit of the law). The insight in this section is that congregations who love the law rather than love the Lord will find Generations X and Y hard to attract.
The Fourth and Fifth Evaluations are linked together in the Manual because they cover similar issues with living Jesus' New Commandment of love. Your team looks at coffee hours, social and business meetings, and greeting new people at Sunday services.
The New Commandment is the most serious of the generational issues. It appears widely but is taken for granted and often simply set aside; the bible, however, talks about actually becoming a new person in Christ. Jesus said, "Just as I have loved you, you should love one another. By this everyone will know that you are my disciples if you have love for one another" (John 13:34-35). This emphasis is vital to the Manual. Our conviction is that effectively reaching out to others through evangelism, the Great Commandment of Jesus, loses much of its punch unless love is integral to the efforts.
Planning: When your congregation's team has finished the evaluations, they have covered elements found in a spiritually powerful church; they understand young people on many different levels; and they have some idea where your own church stands with respect to love (sheep, goat or hybrid). Their notebooks are filled with insights for possible improvement actions and the love that must go with them. The Manual at this stage provides guidance to your team for drafting both a proposed vision statement and sample action plans. Your team's results, in preparation for building the love in your hearts for those that God already has in mind for your church to minister with, are, finally, entrusted to the leaders of your church for implementation.
The book discusses the idea of the learning community as a vehicle for professional learning and school development.
As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice. In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning. This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written.
The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community.
For the new edition the authors also:
They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system.
Presents a guide to the legal issues surrounding money and finances for older people or those planning for older age. Many of us leave it all too late to plan for retirement, or are caring for elderly relatives and face difficult decisions. The legal complexities are daunting. This guide by John Kerrigan, a professional solicitor, is written for law students, lawyers and financial advisors who are advising those planning for retirement, are retired or are caring for retired people. It clearly explains the issues and sets you on the path to giving sound financial advice in the context of the law. It guides you through how to plan for older age, whether for yourself, a client or a family member; gives sound advice for planning for retirement and pension planning after retirement; covers difficult and taboo subjects, such as: capacity, powers of attorney, authority to operate a bank account, intervention orders, financial welfare guardianships, advance medical directives and care home fees; follows current case law and statutory positions in all cases; sets out key financial strategies - inheritance tax, strategies for lifetime mitigation, will planning and post death tax planning; takes into account HMRC's proposed changes to the taxation of Discretionary Trusts and discusses the Scottish Government consultation document on technical issues in relation to succession and the Scottish Law Commission's major Report on Trusts (No. 239), both published in August 2014.
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