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| cops acronym for writing: Directing the Writing Workshop Jean Wallace Gillet, Lynn Beverly, 2001-08-17 This book is a practical, highly readable guide to teaching writing across a broad range of ages and grade levels (K-8). Each stage of the writing process is covered in detail, from setting a purpose for writing to drafting, revising, editing, and producing a finished product. The goal is to provide a comprehensive overview of writing development and best practices in teaching, richly illustrated with examples of student work. Teachers learn strategies and techniques to help students work independently and in groups to develop meaningful projects; master needed skills through engaging mini-lessons; produce various forms of fiction and nonfiction writing; and use literature as a source of inspiration and modeling. Special features include Teacher's Tips and quick-reference lists that reinforce key points and aid in instructional planning. An invaluable Appendix provides booklists for mini-lessons on a variety of thematic, stylistic, and grammatical topics. |
| cops acronym for writing: Nonfiction Writing Power Adrienne Gear, 2014-02-17 Writing nonfiction is a key skill that students will need throughout their school lives, and beyond. This remarkable book is designed to help teachers develop a writing program that will enable their students to harness all of their Nonfiction Writing Powers: to Describe, to Instruct, to Compare, to Persuade, to Explain, and to Report. It illustrates ways to encourage students to write because they have something to say, and to recognize that writing well means considering intent and purpose, and choosing the best form of expression. Ideal for teaching writing in the content areas, the book includes guidance on linking writing forms to Science, Social Studies, and other subject areas. |
| cops acronym for writing: Can We Skip Lunch and Keep Writing? Julie D. Ramsay, 2023-10-10 Publishing podcasts, writing digital stories with choose your own adventure endings, and collaborating with students around the country through wikis, Skype, and VoiceThread, Julie D. Ramsay never imagined that she and her fifth grade students would be forging a new frontier using technology to support writing lessons. In a school district with minimal resources and a prescriptive curriculum that makes originality a constant challenge, Julie could have continued teaching grammar and writing skills in isolation. But when she realized how hungry her students were for real writing activities that enabled them to share and learn from their peers in other states, she overcame every obstacle that threatened to stunt their creativity and limit their opportunities to communicate in a digital world. Can We Skip Lunch and Keep Writing? shows teachers how to weave technology throughout the curriculum and get students so fired up about writing that they don' t want to stop when the class period ends. Readers will learn how to select appropriate digital tools, guide and involve students in the learning process, and differentiate instruction to meet individual needs. Through Julie' s inspiring stories and lessons, teachers in the intermediate and middle grades will discover how technology-assisted writing can foster innovation, global communication, and creative problem solving, developing responsible, productive digital citizens whose inherent love of learning will travel with them throughout their lifetimes. |
| cops acronym for writing: Boosting Executive Skills in the Classroom Joyce Cooper-Kahn, Margaret Foster, 2013-01-14 A guide for helping students with weak Executive Function skills to learn efficiently and effectively Students with weak Executive Function skills need strong support and specific strategies to help them learn in an efficient manner, demonstrate what they know, and manage the daily demands of school. This book shows teachers how to do exactly that, while also managing the ebb and flow of their broader classroom needs. From the author of the bestselling parenting book Late, Lost, and Unprepared, comes a compilation of the most practical tools and strategies, designed to be equally useful for children with EF problems as well as all other students in the general education classroom. Rooted in solid research and classroom-tested experience, the book is organized to help teachers negotiate the very fluid challenges they face every day; educators will find strategies that improve their classroom flow and reduce the stress of struggling to teach students with EF weaknesses. Includes proven strategies for teachers who must address the needs of students with Executive Function deficits Contains information from noted experts Joyce Cooper-Kahn, a child psychologist and Margaret Foster, an educator and learning specialist Offers ways to extend learning and support strategies beyond the classroom The book's reproducible forms and handouts are available for free download This important book offers teachers specific strategies to help students with EF deficits learn in an efficient manner, demonstrate what they know, and manage the daily demands of school. |
| cops acronym for writing: Writing Assessment and Instruction for Students with Learning Disabilities Nancy Mather, Barbara J. Wendling, Rhia Roberts, 2009-10-12 A hands-on guide for anyone who teaches writing to students with learning disabilities This valuable resource helps teachers who want to sharpen their skills in analyzing and teaching writing to students with learning disabilities. The classroom-tested, research-proven strategies offered in this book work with all struggling students who have difficulties with writing-even those who have not been classified as learning disabled. The book offers a review of basic skills-spelling, punctuation, and capitalization-and includes instructional strategies to help children who struggle with these basics. The authors provide numerous approaches for enhancing student performance in written expression. They explore the most common reasons students are reluctant to write and offer helpful suggestions for motivating them. Includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities Contains strategies for working with all students that struggle with writing Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts Includes ideas for motivating reluctant writers Mather is an expert in the field of learning disabilities and is the best-selling author of Essentials of Woodcock-Johnson III Tests of Achievement Assessment |
| cops acronym for writing: The Landmark Method for Teaching Writing Jean Gudaitis Tarricone, 1995 |
| cops acronym for writing: The Truth About Cops: A Retired Police Officer's Answers to All Your Burning Questions Tim Dees, 2012-09-14 NOTE FROM THE AUTHOR I have a head full of information, not all of which is useful. It bothers me that the lyrics for Yummy, Yummy, Yummy, I've Got Love in My Tummy are taking up room that could be occupied by something more life-relevant. Still, I've often found myself the person people come to when they want to know something, but aren't sure where to find it, and I enjoy providing that service. Quora is a great outlet for people like me. I stumbled on the site a little more than a year ago, and almost 600 answered questions later, there's enough material for a book. Law enforcement is a passion for me, not for the power trip or the adrenaline rush, but because it can be a truly noble vocation when done right. People depend on law enforcement officers to protect them from predators, see that the bad guys are held to account for their acts, and establish order out of chaos. The authority that cops have is a sacred public trust. Most officers carry out their duties proudly and honorably, but there will always be a few who abuse that trust. The short essays here are about both sides of that issue. These answers are also about separating some of the myths of police work from the reality. There have been so many dramatic depictions of law enforcement, some of them very realistic and others that seem realistic, that people tend to believe they know how cops work and why they do what they do. Here, I've tried to give you the straight scoop, knowledge accumulated from my own experience and from knowing cops from all over the country and the world. Some of it isn't flattering, but otherwise it wouldn't be honest. I hope you enjoy and benefit from these insights into police work. Tim Dees EXCERPT FROM THE BOOK Is It TRUE That Parking Patrol Officers Can NOT Stop Writing A Ticket Once They Have Started? Some agencies do in fact have a policy that an officer, police, parking or otherwise, can't discard a citation once they have started writing it. Virtually all of them have some process for voiding a citation issued in error once the citation has been issued, but this process is carefully monitored to prevent abuse. Absent a monitored process, the system is easily manipulated. Someone makes a call to a person in the police department who has influence, and that person contacts the officer who issued the ticket. They persuade the officer to void the ticket. If the voided ticket appears to be correct in format, e.g. license plate matches the vehicle description, violation is appropriate for that location, etc. then whoever is in charge of reviewing the voided citations is supposed to follow up and find out if the citation was voided for a legitimate reason or as a favor to someone. Most of the time, when the issuing officer has started the citation form (and many of them are generated via handheld computer these days) and the violator runs up and asks them to stop, the violation is legitimate, and the officer has already looked around for the driver of the vehicle. The typical complaint is but I was just gone for a minute (which may or may not be true). In any event, there is seldom a provision in the law for parking there for a minute-you aren't supposed to park there at all. So, in short, it's usually true that the officer is not supposed to stop once they have begun issuing the citation. Buy the book to read more! |
| cops acronym for writing: Writing Done Right Sean J. Killeen, 2016-11-16 Writing Done Right: A Standards-Based Approach for 3-5 Grade Teachers is a comprehensive writing curriculum that shows teachers how to effectively teach all three text types, unlock students' voice, and offer feedback that propels students forward. This flexible curriculum is user-friendly for teachers of all types (homeschool, classroom, tutors, etc.). This book also features exciting revision strategies as well as foundational lessons that continue to build throughout. |
| cops acronym for writing: Rise of the Warrior Cop Radley Balko, 2021-06-01 This groundbreaking history of how American police forces have been militarized is now revised and updated. Newly added material brings the story through 2020, including analysis of the Ferguson protests, the Obama and Trump administrations, and the George Floyd protests. The last days of colonialism taught America’s revolutionaries that soldiers in the streets bring conflict and tyranny. As a result, our country has generally worked to keep the military out of law enforcement. But over the last two centuries, America’s cops have increasingly come to resemble ground troops. The consequences have been dire: the home is no longer a place of sanctuary, the Fourth Amendment has been gutted, and police today have been conditioned to see the citizens they serve as enemies. In Rise of the Warrior Cop, Balko shows how politicians’ ill-considered policies and relentless declarations of war against vague enemies like crime, drugs, and terror have blurred the distinction between cop and soldier. His fascinating, frightening narrative that spans from America’s earliest days through today shows how a creeping battlefield mentality has isolated and alienated American police officers and put them on a collision course with the values of a free society. |
| cops acronym for writing: RTI Guide: Making It Work Concetta Russo, Ellenmorris Tiegerman , Christine K. Radziewicz, 2008 Each chapter separates each skill into subsets and provides specific strategies in each of the three Tiers (I, II, and III) · Easy, fast and powerful solutions · Practical decision making · Strategies based on scientific research · Skill Sets: Reading, Math, Spelling, Writing, Speech/Language, Occupational Therapy · Teams: RTI, CST, IST, CSE · Interventionist: Special Education Teachers, General Education Teachers, Speech/Language Therapists, OT, Psychologists |
| cops acronym for writing: Teaching Students with Mild and High-incidence Disabilities at the Secondary Level Edward James Sabornie, Laurie Ungerleider DeBettencourt, 2004 Focusing on the needs of secondary-level learners with common disabilities-a group often neglected by other books on the market-Teaching Students with Mild and High Incidence Disabilities at the Secondary Level presents numerous research-proven instructional methods and strategies. It thoroughly examines the methods that are effective ;across the board,; as well as methods specific to particular challenges. The authors address special education theory and relevant research in simple, straightforward language that uses minimal jargon, making concepts accessible and understandable to all. Using case studies to show actual instruction ;as it happens,; this book gives readers a realistic portrait of today's diverse student population. Coverage includes: special education and adolescence; instruction methods; and current and future instructional issues. An obvious resource for special education teachers, this book is also an excellent guide for all educators, as it provides information about assessment and curriculum planning. |
| cops acronym for writing: Performing Kamishibai Tara McGowan, 2015-04-10 Kamishibai (paper-theater), a Japanese picture-storytelling medium, is gaining global interest as we move from a text-based culture to one that emphasizes multiple semiotic systems and performance. This is the first volume to explore the potential of kamishibai as a dynamic new interactive medium for teaching multimodal communication and shows how synchronizing oral, visual and gestural modes develops students’ awareness of all modes of communication as potential resources in their learning. By examining the multiple modes involved in kamishibai through actual student performances over several venues, this volume overturns commonly held expectations about literacy in the classroom and provides a critical perspective on assumptions about other media. It offers much-needed information about a medium that is attracting interest from educators, academics and artists worldwide. |
| cops acronym for writing: My View, My Voice, Levels 3-5 Rebekah Coleman, Carolyn Greenberg, 2018-04-02 This classroom resource provides teachers with a strong foundation in the elements of persuasive writing. In the 21st century classroom, the skills and strategies required to effectively evaluate and compose opinions has never been greater. This book discusses why teaching persuasive writing is relevant and beneficial to the target age groups, and includes resources to help grades 3-5 students examine multiple views on a topic and write their own informed, effective opinions and arguments. Persuasive writing provides students with an avenue to examine a topic, develop informed views, express their opinions, and defend their ideas with logical, evidence-based reasoning. This resource takes a unique approach to the topic of teaching persuasive writing with an effective combination of tips, strategies, and resources. With mentor texts, student writing samples, rubrics, lesson plans, and questions to assess professional growth at the end of each section, teachers will learn why persuasive writing is so important in today's classrooms, and how to tackle the challenge of teaching it. This book includes: 21 persuasive writing strategies; 10 lesson plans; student writing samples; mentor texts; anchor charts. |
| cops acronym for writing: Proofreading, Revising & Editing Skills Success in 20 Minutes a Day Brady Smith, 2017 In this eBook, you'll learn the principles of grammar and how to manipulate your words until they're just right. Strengthen your revising and editing skills and become a clear and consistent writer. -- |
| cops acronym for writing: Awakening Brilliance in the Writer's Workshop Lisa Morris, 2013-10-02 Master teacher Lisa Morris invites you to share her secrets of success with writer's workshops. After years of experimenting with the workshop model, she has developed the most effective ways to apply it in the classroom, yielding higher test scores and increased student engagement. Through practical, step-by-step instruction, Morris demonstrates how to use writer's notebooks, mentor texts, the writing process, and the 6 traits. Specific topics include: setting up the classroom for workshops creating a writing curriculum creating guidelines, expectations, and lessons for using notebooks helping students select ideas, brainstorm, and plan assigning writing partners and organizing sharing getting students to self-reflect creating process and product portfolios finding resources for publishing holding effective writing conferences The book also offers an array of invaluable tools, such as student writing samples mini-lessons for each stage of the writing process lesson plans pacing guides for dividing your time during the workshop sample charts to help you stay organized suggested classroom guidelines and handouts a list of mentor texts, organized by what you can use them to teach (e.g., adjectives, alliteration, onomatopoeia, beginnings, endings, strong verbs, sensory details) quotations on each stage of the writing process to motivate students |
| cops acronym for writing: Notorious C.O.P. Derrick Parker, Matt Diehl, 2007-04-01 Throughout his career, Derrick Parker worked on some of the biggest criminal cases in rap history, from the shooting at Club New York, where Derrick personally escorted Jennifer Lopez to police headquarters, to the first shooting of Tupac Shakur. Always straddling the fence between po-po and NYPD outsider, Derrick threatened police tradition to try to get the cases solved. He was the first detective to interview an informant offering a detailed account of Biggie Smalls's murder. He protected one of the only surviving eyewitnesses to the Jam Master Jay murder and knows the identity of the killers as well as the motivation behind the shooting. Notorious C.O.P. reveals hip-hop crimes that never made the paper—like the robbing of Foxy Brown and the first Hot 97 shooting—and answers some lingering questions about murders that have remained unsolved. The book that both the NYPD and the hip-hop community don't want you to read, Notorious C.O.P. is the first insider look at the real links between crime and hip-hop and the inefficiencies that have left some of the most widely publicized murders in entertainment history unsolved. |
| cops acronym for writing: The Right Hand of Sleep John Wray, 2002-05-14 This extraordinary debut novel from Whiting Writers’ Award winner John Wray is a poetic portrait of a life redeemed at one of the darkest moments in world history. Twenty years after deserting the army in the first world war, Oskar Voxlauer returns to the village of his youth. Haunted by his past, he finds an uneasy peace in the mountains–but it is 1938 and Oskar cannot escape from the rising tide of Nazi influence in town. He attempts to retreat to the woods, only to be drawn back by his own conscience and the chilling realization that the woman whose love might finally save him is bound to the local SS commander. Morally complex, brilliantly plotted, and heartbreakingly realized, The Right Hand of Sleep marks the beginning of an important literary career. |
| cops acronym for writing: The Writer's Workplace Sandra Scarry, John Scarry, 1997 |
| cops acronym for writing: My View, My Voice, Levels 6-8 Rebekah Coleman, Carolyn Greenberg, 2018-07-16 This classroom resource provides teachers with a strong foundation in the elements of persuasive writing. In the 21st century classroom, the skills and strategies required to effectively evaluate and compose opinions has never been greater. This book discusses why teaching persuasive writing is relevant and beneficial to the target age groups, and includes resources to help grades 6-8 students examine multiple views on a topic and write their own informed, effective opinions and arguments. Persuasive writing provides students with an avenue to examine a topic, develop informed views, express their opinions, and defend their ideas with logical, evidence-based reasoning. This resource takes a unique approach to the topic of teaching persuasive writing with an effective combination of tips, strategies, and resources. With mentor texts, student writing samples, rubrics, lesson plans, and questions to assess professional growth at the end of each section, teachers will learn why persuasive writing is so important in today's classrooms, and how to tackle the challenge of teaching it. This book includes: 21 persuasive writing strategies; 10 lesson plans; student writing samples; mentor texts; anchor charts. |
| cops acronym for writing: Woodcock-Johnson IV Nancy Mather, Lynne E. Jaffe, 2016-01-22 Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies |
| cops acronym for writing: Die Softly Christopher Pike, 1991 Herb just wanted to photograph the cheerleaders in the school showers, but then he realizes he may also have photographed a murder. |
| cops acronym for writing: The Writer's Workplace with Readings John Scarry, Sandra Scarry, 1998-07 |
| cops acronym for writing: Prose Style; a Handbook for Writers Wilfred Stone, J. G. Bell, 1968 |
| cops acronym for writing: Genre in a Changing World Charles Bazerman, Adair Bonini, 2009-09-16 Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work. |
| cops acronym for writing: Recipe for Reading Educators Publishing Service, Nina Traub, Frances Bloom, Anna Gillingham, 1975 |
| cops acronym for writing: Construction Zone Terry Thompson, 2023-10-10 Instructional scaffolding is an essential part of teaching literacy. But what is scaffolding exactly? What does it look like in a classroom, and how can we improve the ways we use it? Despite its prominence in the repertoire of teaching strategies, scaffolding remains a vague concept for many teachers. ' In essence, scaffolding is the idea of supporting students as they build independence. In The Construction Zone: Building Scaffolding for Readers and Writers, Terry Thompson identifies four critical processes to deepen your understanding and improve your practice of instructional scaffolding: ·' ' ' ' ' ' ' ' Finding and maintaining a specific focus ·' ' ' ' ' ' ' ' Practicing flexibility in planning and delivering instruction ·' ' ' ' ' ' ' ' Giving constructive feedback in response to student efforts ·' ' ' ' ' ' ' ' Monitoring to ensure that students are working at optimal levels of responsibility Thompson' encourages teachers to enhance their use of the traditional gradual release process through five actionable steps: show, share, support, sustain, and survey, and in doing so provides procedures and techniques to help them establish and maintain strong scaffolds throughout the instructional day. The Construction Zone is written from the teacher's perspective and urges educators to fully embrace their role in the scaffolding process while staying mindful of the effect it has on students. ' Taking a student from dependence upon the teacher to independent learning is what teaching is all about, and instructional scaffolding is key to accomplishing this goal. Regardless of where you are in your understanding of instructional scaffolding, The Construction Zone will raise your level of awareness around your instructional practices and the ways you scaffold students to independence.' ' |
| cops acronym for writing: Jump-Starting Boys Pam Withers, 2013-06-17 Everyone knows that boys are falling behind in education. Largely left out of the discussion are parents of boys, who are most aware that their bright, eager sons hit an invisible wall somewhere near fourth grade, after which they become disengaged, discouraged, and disaffected. There are dozens of books on underachieving boys, but most parents brave enough to lift one off the shelf are instantly intimidated by the footnotes, graphs, case studies, and academic-speak addressed almost entirely to educators. What about the average guilt-ridden, frustrated mother or father of an underachieving boy? Jump-Starting Boys is the first book on the market that empowers parents, helping them reclaim the duties and rewards of raising their children and navigate the influences of school and media. Filled with reassurance and support, the authors turn fear and guilt into can-do confidence. Through easy tips and action list sidebars, this is the most practical, readable book on the topic. |
| cops acronym for writing: Police: A Field Guide David Correia, Tyler Wall, 2018-03-13 A radical guide to the language of policing This field guide arms activists—and indeed anyone concerned about police abuse—with critical insights that ultimately redefine the very idea of policing. When we talk about police and police reform, we speak the language of police legitimation through euphemism. So state sexual assault becomes “body-cavity search,” and ruthless beatings “non-compliance deterrence.” In entries such as “police dog,” “stop and frisk,” and “rough ride,” the authors expose the way “copspeak” suppresses the true meaning and history of law enforcement. In field guide fashion, they reveal a world hidden in plain view. The book argues that a redefined language of policing might help us chart a future that’s free. Including explanations of newsmaking terms such as “deadname,” “kettling,” and “qualified immunity,” and a foreword by leading justice advocate Craig Gilmore. |
| cops acronym for writing: Purposeful Co-Teaching Greg Conderman, Val Bresnahan, EdD, Special Education Teacher, Theresa Pedersen, 2008-10-15 Create powerful teaching partnerships that promote success for every student in inclusive classrooms! Ideal for both general and special education classrooms, this indispensible resource integrates interpersonal skills, instructional design, and teaching philosophy to guide educators through the beginning stages of co-teaching relationships toward smooth collaboration. The authors provide proven instructional strategies such as visuals, mnemonics, formative assessment, and more, for use within co-teaching partnerships. Additional resources include: Chapter activities and checklists for planning lessons Case studies from various subject areas and grade levels to illustrate the realities of co-teaching Resources such as books, videos, and helpful Web sites |
| cops acronym for writing: Building Communities of Practice in Higher Education Camila Devis-Rozental, Susanne Rose Clarke, 2024-05-23 Drawing from a diverse range of expert voices within the field, this key work explores how communities of practice are an effective tool for supporting successful collaboration, whilst also creating the foundations for lasting institutional change. By examining communities of practice through a variety of critical lenses, this book encourages readers to consider how strategies may be applied within their own institutions to support feelings of belonging, encourage teamwork, and inspire learning. Supported by both practical case studies and current research, contributors suggest strategies that readers can use to create their own effective communities of practice. Chapters explore topics including: Communities as a method of regeneration within universities Cultivation of knowledge through community collaboration Questions of power in transdisciplinary communities Mapping career pathways through communities of practice Bringing together theory and practice, this is an essential resource for all involved in strategic planning, organisational development, and fostering a positive organisational culture within higher education. |
| cops acronym for writing: The Criminal Alphabet Noel 'Razor' Smith, 2015-08-20 'I have spent almost 33 of the last 53 years in and out of prison, but mainly in. I was a juvenile offender back in the mid 1970s and went on to become an adult prisoner in the 1980s and beyond. My shortest prison sentence was 7 days (for criminal damage) and my longest sentence was life (for bank robbery and possession of firearms). I have 58 criminal convictions for everything from attempted theft to armed robbery and prison escape, and I was a career criminal for most of my life. What I do not know about criminal and prison slang could be written on the back of a postage stamp and still leave room for The Lord's Prayer ...' From ex-professional bank robber and bestselling author Noel Smith, this is the most authoritative dictionary of criminal slang out there - and an unmissable journey, through words, into the heart of the criminal world. |
| cops acronym for writing: The Imperial University Piya Chatterjee, Sunaina Maira, 2014-04-15 At colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police—from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. The Imperial University brings together scholars, including some who have been targeted for their open criticism of American foreign policy and settler colonialism, to explore the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state. The contributors to this book argue that “academic freedom” is not a sufficient response to the crisis of intellectual repression. Instead, they contend that battles fought over academic containment must be understood in light of the academy’s relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this urgent analysis offers sobering insights into such varied manifestations of “the imperial university” as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression. Contributors: Thomas Abowd, Tufts U; Victor Bascara, UCLA; Dana Collins, California State U, Fullerton; Nicholas De Genova; Ricardo Dominguez, UC San Diego; Sylvanna Falcón, UC Santa Cruz; Farah Godrej, UC Riverside; Roberto J. Gonzalez, San Jose State U; Alexis Pauline Gumbs; Sharmila Lodhia, Santa Clara U; Julia C. Oparah, Mills College; Vijay Prashad, Trinity College; Jasbir Puar, Rutgers U; Laura Pulido, U of Southern California; Ana Clarissa Rojas Durazo, California State U, Long Beach; Steven Salaita, Virginia Tech; Molly Talcott, California State U, Los Angeles. |
| cops acronym for writing: Words of the Prophets Jonathan Gross, 2023-05-25 Words of the Prophets treats graffiti as a form of political prophecy. Whether we consider austerity in Thessaloniki, Camorra infiltration in Naples, the fall of Communism in Gdansk, or the rise of gang warfare in Chicago, graffiti is a form of democratic self-expression that dates back to Periclean Athens and the Book of Daniel. Words of the Prophets offers close readings of 400 original photographs taken between 2014 and 2021 in Philadelphia, Venice, Milan, Florence, Syracuse, and Warsaw, alongside literary works by Pawel Huelle, films by Andrezj Wajda, Antonio Capua, and music videos by Natasha Bedingfield and Beyoncé. A third of the book is dedicated to interviews with Krik Kong, Iwona Zajac, Ponchee.193, Jay Pop, Ser, Simoni Fontana, and Mattia Campo Dall’Orto. |
| cops acronym for writing: Integrating Neuropsychological and Psychological Evaluations Daniel K. Reinstein, Dawn E. Burau, 2014-04-24 Integrating Neuropsychological and Psychological Assessments is a resource for neuropsychologists, psychologists, teachers and parents who wish to address both the neurologically- and emotionally-based difficulties with which their children are presenting. In addition to a thorough description of neuropsychological and psychological assessment tools, this book also provides professionals with a unified approach to using the results from assessments to understand and integrate cognitive, behavioral, social and emotional functioning in school-age children. It posits that to educate and treat children who are struggling in school due to unique cognitive or emotional vulnerabilities, the whole child must be considered to decipher their needs and implement interventions. Cultivating a therapeutic relationship that integrates the emotional and relational functioning of the child enhances both their learning and ability to successfully navigate the world. |
| cops acronym for writing: Accepting the Literacy Challenge Alan John Watson, Loretta R. Giorcelli, 1999 |
| cops acronym for writing: Cops, Teachers, Counselors Steven Williams Maynard-Moody, Michael Craig Musheno, 2022-05-10 The new edition of Cops, Teachers, Counselors furthers the exploration of forces that shape the contours of frontline work. This line of inquiry is at the heart of street-level bureaucracy research, a field of study cutting across disciplines, including public administration, political science, social work, law and society, education, and criminal justice. The oft-cited 2003 edition pioneered a qualitative method of inquiry using workers’ own voices and storytelling about fairness in the delivery of services. This NSF-supported field research reveals the ways workers engage in moral judgments, more than implementing laws and policies, to account for their decisions and actions. The new edition wraps an expanded framing around the original chapters, while maintaining a lively, approachable presentation style. It takes on a more enriched perspective of legality than the original, while retaining a focus on frontline work as a powerful source of cultural ordering. In addition to examining workers’ stories of encounters, attention is given to the agency of the governed during interactional moments, the power dynamics in play during both interpersonal and group encounters, and patterns of practice that converge across distinctive service domains. The original edition describes two narratives that shape frontline workers’ decisional judgments and the interplay between legality and morality: the state-agent and citizen-agent narratives. This edition adds the knowledge-agent narrative that stresses the importance of professional and field learning to decisional judgments. The book examines routine encounters of cops, teachers, and counselors with diverse publics when questions of justice and fairness are at play. This new edition speaks to contemporary issues at a time when frontline workers gained broad recognition for their heroic contributions to communities during the Covid 19 pandemic, as well as sustained condemnation for their embodiment of the brutal expression of racialized state power in police actions. The authors conclude with a focus on the significance of place and trust in building social inclusion on the frontlines of public service. |
| cops acronym for writing: Strategies for Teaching Learners with Special Needs Edward A. Polloway, James R. Patton, Loretta Serna, 2008 Revised to incorporate important new information about No Child Left Behind and the 2004 re-authorization of IDEA, this classic work in the field of teaching methodology for students with special needs continues to be the most comprehensive textbook available for students with mild/high incidence disabilities (i.e., learning disabilities, mild retardation/intellectual disabilities, emotional and behavioral disorders, and students experiencing learning problems in the general education classroom). The focus of the book is on effective instructional strategies for students being served in diverse educational settings, with a primary emphasis on those being taught in inclusive educational environments. In Part I, the text provides basic information on curriculum development and instruction while in Part II, an in-depth discussion of key curricular areas is provided. For educators teaching learning disabled students. |
| cops acronym for writing: How the Special Needs Brain Learns David A. Sousa, 2016-02-17 Teaching students with learning challenges just got easier with this groundbreaking guide! If you’ve been searching for effective strategies to meet the needs of learning challenged students, look no further. In this newly revised and updated third edition, expert David A. Sousa addresses the causes of common learning disabilities and provides alternative instructional strategies to ensure learning occurs. Discover cutting-edge brain research to help you: Effectively instruct students with ADHD, LD, dyslexia, autism, and more Utilize assistive technologies to remove barriers to learning Differentiate instruction in speech, reading, writing, and mathematics |
| cops acronym for writing: MediaWriting W. Richard Whitaker, Ronald D. Smith, Janet E. Ramsey, 2013-03-01 MediaWriting is an introductory, hands-on textbook for students preparing to write in the current multimedia environment. Rather than just talk about the differences among the styles of print, broadcast, and public relations, MediaWriting sythensizes and integrates them, while weaving in basic principles of Internet writing and social media reporting. Complete with real-world examples, practical writing exercises, and tips and information for entering into the profession, MediaWriting continues to give students the tools they need to become a successful media writer. The new edition has been extensively rewritten to reflect the dynamic nature of the profession, paying significant attention to how the Internet and social media have become essential communication tools for print and broadcast journalists, and public relations professionals. Further updates and features include: Increased attention to computer-assisted reporting, the preparation of online copy, and social media applications Two new chapters on lead writing and new new media A separate chapter focused solely on ethics Explanatory how to boxes that help students understand and retain main themes Illustrative It Happened to Me vignettes from the authors’ professional experiences Discussion questions and exercises at the end of every chapter Suggested readings that highlight biographies, books, and websites that expand the scope and definition of professionalism In addition to new multimedia elements, the fourth edition’s companion website features enhanced resources for both students and instructors, including chapter overviews, writing tips, a test bank, sample critiques, and a sample syllabus. |
| cops acronym for writing: Directory of Automated Criminal Justice Information Systems 1993 DIANE Publishing Company, 1994-11 Provides information about management systems & the level of automation among justice agencies. Designed to facilitate the exchange of information & the transfer or adaptation of exemplary systems. Detailed system description records for hundreds of systems. Indices by agency name, total personnel, computer equipment, automated functions & criminal justice software. Five system indices. Comprehensive! |
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