This collection of papers presents ideas and research that helps to find a link between the retarded child's educational setting and the onset of delinquency. The first section presents the impacts of the judicial system on the mentally retarded offender, and researcher attempts to find a relationship between intelligence and delinquency. The second section deals with the legal mandates, such as P.L. 94-142, and the parameters that schools much comply with the ensure that every student, regardless of his/her handicap, receives a free and appropriate education. Finally, the last section focuses upon some of the methods currently being used by school districts to comply with P.L. 94-142 and presents a case study that amplifies the need for schools to identify and nurture exceptional children.

Vols. for 1973- include the following subject areas: Biological sciences, Agriculture, Chemistry, Environmental sciences, Health sciences, Engineering, Mathematics and statistics, Earth sciences, Physics, Education, Psychology, Sociology, Anthropology, History, Law & political science, Business & economics, Geography & regional planning, Language & literature, Fine arts, Library & information science, Mass communications, Music, Philosophy and Religion.

Focusing on the role of the educational developer, the 19 essays in this collection provide a forum for educational developer practitioners: (1) to share their practices and insights; (2) to explore what it means to be an educational developer and instructional designer, and to give some philosophical reflection of the role; and (3) to clarify the professional role and explore the distinction between the educational developer and instructional designer. Individual papers discuss what it means in practice to be an instructional developer or designer, highlight the literature and theories underpinning their development activities, and give examples of research already undertaken and appropriate for the future. The intended audience is threefold: professional developers; those new to the field; and academic colleagues of instructional developers. (SD)

Includes entries for maps and atlases.

This comprehensive introduction to the thought of Jurgen Habermas covers the full range of his ideas from his early work on student politics to his recent work on communicative action, ethics and law. Andrew Edgar examines Habermas' key texts in chronological order, revealing the developments, shifts and turns in Habermas' thinking as he refines his basic insights and incorporates new sources and ideas. Some of the themes discussed include Habermas' early reshaping of Marxist theory and practice, his characterization of critical theory, his conception of universal pragmatics, his theories of communicative action and discourse ethics, and his defence of the project of modernity. Edgar offers much more than a schematic run through of Habermas' big ideas. He deals in detail with Habermas' arguments in order to demonstrate how he weaves together multiple strands of thought, and he usefully situates Habermas' ideas within the contexts of the history of German philosophy, the history of sociology, and within contemporary debates in both continental and analytic philosophy. By engaging with some of Habermas' key critics and contrasting his views with the ideas of contemporaries, Edgar is able to give a clear sense of Habermas' place and importance in contemporary philosophy and social theory.