David E. Freeman – författare

A comprehensive discussion of surgical treatments for equine colic Colic Surgery in the Horse presents a detailed exploration of surgical procedures in the horse abdomen. It is a state-of-the-art reference for equine surgeons, providing detailed descriptions of surgical treatments for colic in horses. The book offers step-by-step instructions for abdominal surgeries in the equine patient with accompanying photographs and illustrations. Covering all aspects of colic surgery, the book emphasizes a practical approach designed to improve outcomes after surgical treatment. Numerous illustrations accompany the discussions of colic surgery, diseases causing colic, treatment decision making, preoperative considerations, postoperative treatment, and other related topics. The book is an accessible, essential resource for all veterinarians engaged in the surgical treatment of colic in horses. Readers will also find: A thorough introduction to diseases of the stomach, small intestine, and large intestine that cause colic in horsesComprehensive explorations of the assessment of colicPractical discussions of owner-involved decision making in the treatment of equine colicComplete coverage of preoperative management and anesthesia and surgery preparationAn emphasis on a practical approach designed to improve outcomes following surgeryWritten for equine surgeons, residents and interns, Colic Surgery in the Horse will also benefit equine veterinary practitioners with an interest in the treatment of colic in horses.

Plain and simple: until our English learners have equitable access to the curriculum, they’ll continue to struggle with subject area content. And if you’re relying on add-on’s to fit in from your language arts basal or a supplementary program, Mary Soto, David Freeman, and Yvonne Freeman are here to equip you with much more effective, efficient, and engaging strategies for helping your English learners read and write at grade level. One assurance right from the start: Mary, David, and Yvonne are not suggesting you reinvent your curriculum. Instead, Equitable Access for English Learners, Grades K-6, focuses on how to fortify foundational practices already in place. First, you’ll learn more about the Equitable Access Approach, then it’s time to dive into the book’s four units of study. Drawing on each unit’s many strategies, you’ll discover how to apply them to any unit in your own language arts curriculum and start differentiating: How to draft and implement language objectives to help English learners meet academic content standardsHow to make instructional input comprehensible, including translanguaging strategies that draw on your students’ first languages when you don’t know how to speak themHow to utilize the characteristics of text to support readers, along with a rubric for determining a text’s cultural relevance How to build students’ academic content knowledge and develop academic language proficiencyEach unit addresses a commonly taught topic in today’s language arts programs and comes with ready-to-go review and preview activities, key strategies, grade-level adaptations, reflection exercises, and printable online resources. Taken as a whole, they constitute an all-new approach for providing that equitable and excellent access our English learners so rightfully deserve. "When you adopt our Equitable Access Approach, your students will not only thrive, they’ll also find your language arts curriculum much more meaningful and engaging." —Mary Soto, David E. Freeman, and Yvonne S. Freeman

Teacher educators need to be able to not only teach preservice teachers how to teach language arts, math, social studies, or science, but also to teach the language their students need to talk, read, and write about these subjects. Despite this need, there is a lack of research on how best to prepare preservice teachers to teach emergent bilinguals. In this book, teacher educators from institutions across the U.S. report their research with preservice teachers in large cities, suburban communities, and rural border areas. In each chapter, the authors explain what they have learned as they have conducted research on education for preservice teachers who will teach emergent bilinguals in mainstream, bilingual, and ESL.