Stephen Jackson – författare

A guide for doctors to quickly choose the right drugs in the right dose for the most important clinical problems in the elderlyPrescribing medications for elderly patients is complex - this book gives clear advice on treatment regimes, drug interactions, adverse effects, and recommended dose changesProvides practical help with the problems that can arise in reaching an accurate diagnosis in the elderly, recommends clear treatment options, lists key drug interactions and side effects, and advises when to amend doses

The description of Africa as a continent in perpetual crisis, ubiquitous in the popular media and in policy and development circles, is at once obvious and obfuscating. This collection by leading ethnographers moves beyond the rhetoric of African crisis to theorize people's everyday practices under volatile conditions not of their own making. From Ghanaian hiplife music to the U.S. 'diversity lottery' in Togo, from politicos in Cote d'Ivoire to squatters in South Africa, the essays in "Hard Work, Hard Times" uncover the imaginative ways in which African subjects make and remake themselves and their worlds, and thus make do, get by, get over, and sometimes thrive. The contributors include: Beth A. Buggenhagen, Stephen Jackson, Anne-Maria Makhulu, Mike McGovern, Charles Piot , Dorothea E. Schulz, and Jesse Weaver Shipley.

This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.

This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.

First published in 2011. Routledge is an imprint of Taylor and Francis, an informa company.

This special issue of the Quarterly Journal of Experimental Psychology, guest edited by Stephen Jackson (University of Nottingham, UK) pulls together ten of the latest research papers on the cognitive control of action and regulation of behaviour.

This special issue of the Quarterly Journal of Experimental Psychology, guest edited by Stephen Jackson (University of Nottingham, UK) pulls together ten of the latest research papers on the cognitive control of action and regulation of behaviour.

The past decade has seen increasing interest within the cognitive neuroscience community in understanding the psychological processes involved in representing the body, and in learning how these processes may be implemented within the brain. This special issue of Cognitive Neuroscience contributes to the rapidly developing literature by presenting six empirical and two theoretical discussion papers and their commentaries. It provides a timely review of the current state-of-the-art on several of the most important topic areas in the body representation field.

Scottish Furniture offers a narrative account of furniture-making in Scotland, from the sixteenth century to the twentieth century. Written to scholarly standards, it disseminates a wealth of new research and specialist knowledge to a wide audience.The book is written primarily for readers with an existing knowledge of, and passion for, furniture history. It offers a broad-ranging perspective and covers an unusually long period. In addition to identifying key makers and diagnostic features, the text discusses the nature of national characteristics in material culture through time and across a range of contrasting socio-economic settings, as well as the interaction between design and making in material culture.It is thus of interest to a secondary set of academic readers, unfamiliar with furniture yet engaged with Scottish cultural history.

This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia.

This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia.

Focusing on Australia, Canada, and New Zealand, Religious Education and the Anglo-World historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.

Ethical issues facing anesthesiologists are more far-reaching than those involving virtually any other medical specialty. In this clinical ethics textbook, authors from across the USA, Canada and Europe draw on ethical principles and practical knowledge to provide a realistic understanding of ethical anesthetic practice. The result is a compilation of expert opinion and international perspectives from clinical leaders in anesthesiology. Building on real-life, case-based problems, each chapter is clinically focused and addresses both practical and theoretical issues. Topics include general operating room care, pediatric and obstetrical patient care, the intensive care unit, pain practice, research and publication, as well as discussions of lethal injection, disclosure of errors, expert witness testimony, triage in disaster and conflicts of interest with industry. An important reference tool for any anesthesiologist, whether clinical or research-oriented, this book is especially valuable for physicians involved in teaching residents and students about the ethical aspects of anesthesia practice.