James E Martin – författare

Many health and scientific professionals require a basic understanding of radiological safety principles, even and especially if they are not specialists in radiological health. Principles of Radiological Health and Safety is designed for this purpose as well as a resource for safety personnel who also handle radiation safety duties. It is a text of basic concepts needed in broad-based protection programs, with real-world examples and practice problems to demonstrate principles and hone skills. Resource data for practical problems in radiation protection are provided along with illustrative examples of their use. For example, modes and energies of radioactive transformation, radiation attenuation and absorption, dose coefficients, and environmental transport parameters are included for many of the common circumstances encountered in laboratory and industrial settings. these are cross referenced to standard compendiums for straightforward use when more in-depth listings need to be consulted. Other topics include:-Atom structure and radioactivity-Radiation protection standards and programs-Radiation interactions and dose-Environmental radiological assessment-Radiation shielding-Radon-Internal radiation dosimetry-Radioactive wasteSafety professionals as well as students and teachers will find Principles of Radiological Health and Safety to be an invaluable addition to their professional and academic libraries.

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth.Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory.Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth.Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory.Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.