Paul Cooper – författare

Rely on the #1 Guide to Pump Design and Application--Now Updated with the Latest Technological Breakthroughs

Long-established as the leading guide to pump design and application, the Pump Handbook has been fully revised and updated with the latest developments in pump technology. Packed with 1,150 detailed illustrations and written by a team of over 100 internationally renowned pump experts, this vital tool shows you how to select, purchase, install, operate, maintain, and troubleshoot cutting-edge pumps for all types of uses. The Fourth Edition of the Pump Handbook features:

Inside This Updated Guide to Pump Technology

Rely on the #1 Guide to Pump Design and Application-- Now Updated with the Latest Technological Breakthroughs

Long-established as the leading guide to pump design and application, the Pump Handbook has been fully revised and updated with the latest developments in pump technology. Packed with 1,150 detailed illustrations and written by a team of over 100 internationally renowned pump experts, this vital tool shows you how to select, purchase, install, operate, maintain, and troubleshoot cutting-edge pumps for all types of uses. The Fourth Edition of the Pump Handbook features:

Inside This Updated Guide to Pump Technology

This book draws on a framework of enregisterment and indexicality to chart the ways in which the Yorkshire dialect came to be associated with particular linguistic repertoires and social stereotypes from the nineteenth century through to today. Cooper situates the work within a historical enregisterment framework, rooted in an ideological approach to the study of language.

Focusing on representations of the Yorkshire dialect in a corpus of nineteenth-century writing, comprising poetry, ballads, songs, and plays, Cooper explores how the dialect came to be enregistered and indexical of social values such as friendliness, directness, or authenticity, and how sub-varieties impacted the division of communities along ideological lines. The volume also includes qualitative analyses of metalinguistic commentary from such historical sources as dictionaries, glossaries, and magazines. Taken together, the book offers a holistic picture of the evolution of the Yorkshire dialect and in turn, stereotypes of “Yorkshireness” which persist to this day. Cooper shows how an enregisterment approach can offer a deeper understanding of the historical relationships between dialect and identity and in turn, contemporary perceptions of dialects and their speakers.

This volume will be of interest to students and scholars in historical sociolinguistics, dialectology, and English language.

This book draws on a framework of enregisterment and indexicality to chart the ways in which the Yorkshire dialect came to be associated with particular linguistic repertoires and social stereotypes from the nineteenth century through to today. Cooper situates the work within a historical enregisterment framework, rooted in an ideological approach to the study of language.

Focusing on representations of the Yorkshire dialect in a corpus of nineteenth-century writing, comprising poetry, ballads, songs, and plays, Cooper explores how the dialect came to be enregistered and indexical of social values such as friendliness, directness, or authenticity, and how sub-varieties impacted the division of communities along ideological lines. The volume also includes qualitative analyses of metalinguistic commentary from such historical sources as dictionaries, glossaries, and magazines. Taken together, the book offers a holistic picture of the evolution of the Yorkshire dialect and in turn, stereotypes of “Yorkshireness” which persist to this day. Cooper shows how an enregisterment approach can offer a deeper understanding of the historical relationships between dialect and identity and in turn, contemporary perceptions of dialects and their speakers.

This volume will be of interest to students and scholars in historical sociolinguistics, dialectology, and English language.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition.

This practical guide is divided into three clear sections which focus on:

* the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed* the principles and practices of intervention, including specific educational interventions and behaviour management techniques* a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties making suggestions for school-based interventions.

Rooted in the experiences of practitioners who work with children with AD/HD every day, this book draws on up-to-date research evidence to challenge crude assumptions about AD/HD and argue that the best way to understand it is as a condition in which biological and environmental factors interact.

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition.

This practical guide is divided into three clear sections which focus on:

* the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately diagnosed* the principles and practices of intervention, including specific educational interventions and behaviour management techniques* a series of case studies illustrating the nature of AD/HD and its relationship with other difficulties making suggestions for school-based interventions.

Rooted in the experiences of practitioners who work with children with AD/HD every day, this book draws on up-to-date research evidence to challenge crude assumptions about AD/HD and argue that the best way to understand it is as a condition in which biological and environmental factors interact.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.