Extended schools

Examples include Sure Start children s centres and Extended Schools that offer access to a range of integrated, multi-agency services. 

In addition to formal training, the school will need to work with individuals and organisations within the local community to raise awareness of the school s approach to inclusion, to involve the community more in the life of the school and to consider how the school can support the community, for example, through Extended School provision and Sure Start children s centre. Similarly, community organisations will need to consider how they, in turn, can support the school s inclusion agenda. 

Many schools will be developing extended school provision through ... 

The key focus will be on service provision and impact as a whole, rather than on the inspection of individual services. In the future some aspects of Extended School services may be inspeaed through joint Area Reviews. The Children Act 2004 requires local authorities to co-ordinate all the services provided by statutory, voluntary or private providers for children and young people aged 0-19 as part of an integrated children s service. The Framework for the Inspection of Children s Services sets out the principles to be applied in all relevant inspections of services for children and young people. Guidance for these is found in three main documents published by OFSTED (2005) ... 

There were two schools of thought concerning attempts to extend Hammett s treatment of substituent effects to electrophilic substitutions. It was felt by some that the effects of substituents in electrophilic aromatic substitutions were particularly susceptible to the specific demands of the reagent, and that the variability of the polarizibility effects, or direct resonance interactions, would render impossible any attempted correlation using a two-parameter equation. - o This view was not universally accepted, for Pearson, Baxter and Martin suggested that, by choosing a different model reaction, in which the direct resonance effects of substituents participated, an equation, formally similar to Hammett s equation, might be devised to correlate the rates of electrophilic aromatic and electrophilic side chain reactions. We shall now consider attempts which have been made to do this. 

In 1927, Jack Johnson became assistant professor at Cornell University thus starting a career which extended almost 40 years at that school He restructured the courses in organic chemistry and developed a broad program of research His enthusiasm and personal contributions led to his promotion to full professor in 1930 when he was barely 30 years old... 

The work of Wibaut s school was more recently extended by den... 

As a consequence, I would like to develop a working explanation or, perhaps more accurately, a schematic taxonomy for the particular kind of "knowledge-discipline" we find in science. My scheme is explicitly not a sociological model. In contrast, I draw on the notion of the construction of historical identities. In practice, national or ethnic identity may be conflated with professional or disciplinary identity, in a way that actually integrates the notions of "tradition" and "school" with that of our historical understanding of "discipline." In this explanation, the school is best understood by analogy to an extended family rather than to a nuclear group at one site. 

Given the emphasis of earlier chapters in this book, it is crucial to emphasize that the kinds of chemical problems to which the methods of quantum mechanics were extended in the 1930s were first and foremost the ones that earlier had concerned the chemists of the London-Manchester school, as discussed in chapters 7 and 8. Consequently, it was in England as well as in the United States that quantum chemistry first thrived. 

Ingold exemplifies a research leader who combined information and approaches from disparate sources, reformulated questions and answers, and extended his influence widely through personal contacts and the activities of his students and collaborators. Publication was important as a means of exchanging information and exerting influence, but so, too, was personal presence. In contrast to the internationalism of the London-Manchester school, the combined intellectual and physical isolation of members of the Paris school in the 1920s and 1930s demonstrates clearly how isolation can lead to a dead end. 

We the editors send our warmest regards to all the authors who had to put up with our constant nagging and repeated demands on several rounds of revisions. To some authors, it may have caused some anxiety attacks, for which we apologise and also commend them profusely for their patience and hard work. Last, but not the least, both Carsten Ehrhardt and Kwang-Jin Kim appreciate the expert review and digestion for the in silico chapters extended by their mutual friend, Ian Haworth, Ph.D., at the University of Southern California - School of Pharmacy. Finally, we also realise that the book is a live being that constantly requires updates and mending, as the science moves forward. Therefore, we can hardly wait for the next edition for that reason. 

The conference was hosted by the Center for Entrepreneurship and Corporate Growth at the Goizueta Business School. We wish to acknowledge the generous contributions made by Siemens Medical Solutions, the sponsor of the conference. We are particularly indebted to Thomas N. McCausland, President of Siemens Medical Solutions, USA who worked closely with us in the design and delivery of the conference. We are also indebted to Dr. Erich R. Reinhardt, CEO and President of Siemens Medical Solutions and member of Siemens AG for his endorsement of the conference and his participation. We also wish to extend our appreciation to Bob Drazin, Faculty Director of the Center of Entrepreneurship and Corporate Growth, and Tom Robertson, former Dean at Goizueta, for their support of our efforts. 

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