The terrorist use of diseases as bioweapons has been one of the major security concerns in recent years, particularly after the anthrax letter attacks in the USA in 2001. This uncertain threat of intentional outbreaks of diseases exists side by side with the constantly changing very real threat from diseases, epidemics and pandemics as recently illustrated by the H1N1 influenza pandemic, SARS, and H5N1 bird influenza events.
This publication contains case studies on the public health planning for (un)usual disease outbreaks for 11 large and small countries with a focus on South Eastern Europe. In many countries, military entities traditionally play an important role in emergency response to disease outbreaks. In smaller countries, very little exists, however, in terms of specific biopreparedness efforts (in both the military and civilian area), which is at least partly due to a relatively low bioterrorism threat perception, and serious resource constraints.
The uncertainty associated with the bioterrorism threat makes public health preparedness planning for such events politically and financially very difficult. The similarity of responding to bioterrorism events and natural disease outbreaks from a public health point of view suggests the merit of looking at biopreparedness as a part of overall health emergency planning, not as a separate effort.
Each season has its own particular work for the farmer, and he does his work without direction from or consultation with his neighbors or any one else. Each season has its own particular games for the young folks, and they take to them without any suggestion from outsiders, just as young ducks take to water, without any instructions from the mother bird. The seasons in the south temperate zone are just the opposite to those in the north. Some years ago I spent the months of July and August in New Zealand, and great was my surprise to find the boys down at Dunedin snowballing on the Fourth of July, while the sleigh-bells made music through the streets. In the following October, which is the spring month in Victoria, Australia, I found the youngsters of Melbourne playing marbles, just as the boys in New York had been doing when I left it the previous May.
Scene by Scene guides are teaching resources. They are short books of questions, designed to save teachers time and lead to rewarding classroom experiences. Each guide is broken down by scene or chapter, to match and complement the text it accompanies. This means that the teacher is provided with a clear list of questions, at every stage of teaching the text. These questions can be used in class, or as homework, and so provide underlying structure to lesson planning.
Scene by Scene Classroom Questions contain both closed, comprehension testing questions, and open, higher order questions, exploring student response, opinion and analysis. Closed questions can be used to check understanding and make sure students are on-task, while open questions promote thinking and reflection. In this way, Scene by Scene Classroom Questions keep students engaged with and focused on the text, and involved in classroom discussion.
To Kill a Mockingbird Classroom Questions is a teacher's resource intended for use in lesson planning, and in the classroom. It contains 178 questions to provoke student engagement and personal response while studying Harper Lee's classic novel.
Why choose to study To Kill A Mockingbird by Harper Lee?
Highly regarded as the go-to-resource of adolescent medicine for more than 30 years,Neinstein's Adolescent and Young Adult Health Care remains the #1 choice for those involved in the care of adolescents and young adults. The 6th Edition continues to deliver practical, authoritative guidance on everything from normal development to legal issues, psychosocial care, and special populations. Extensive updates include the addition of young adult health care; a new color design; numerous new chapters; more algorithms, photos, and bulleted text; and fresh perspectives from a new senior editor and two new associate editors.
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