Communication students frequently approach librarians seeking a source that will provide a ready summary of a particular theory or tradition. Communication scholars also occasionally need a good central reference for their teaching and research. This encyclopedia provides a one-stop source for theories and theoretical concepts and a relatively comprehensive overview of the entire field of communication theory. It is a significant resource because it summarizes in one place the diversity of theory in the communication field. Yet unlike larger topical encyclopedias that try to cover all topics in many volumes, this is a relatively small set focused just on theory. It will provide an excellent starting place for individuals seeking information on the various topics covered. Furthermore, readers will be able to see how topics relate to one another, get a sense of larger traditions and histories, and find a variety of bibliographical sources with which they can begin to expand their reading lists.

The classroom has been called the experimental lab of the child. Because children spend a major part of their formative years in school, it becomes vital to examine the roles of classroom management and discipline as an important dynamic in student experience and success. A controlled classroom environment is essential for effective learning, good teacher-pupil relationships, and peer collaboration. Results of several national Gallup polls clearly document that both the general public and teachers agree that a major problem for public schools is lack of student discipline in classrooms (Elam, Rose, & Gallup, 1996; Rose & Gallup, 2003, 2004). Schools that typically have a difficult time establishing and enforcing a discipline policy regularly experience teacher burnout and turnover. Many teachers commonly find that approximately one-half of all classroom time can be taken up with activities other than instruction. It can be very difficult for teachers to receive effective training in the right strategies that will allow them more instructional time and less management of behavioral troubles.

Hutchison’s Clinical Methods is a book for students of all ages and all degrees of experience. Although the scope, complexity and technology of clinical medicine continues to evolve with great speed, the aim of this text is exactly as it was when Robert Hutchison published the very first edition in 1897: to provide insight into the acquisition of the traditional clinical skills of history taking and physical examination leading to the formulation of a differential diagnosis and management plan. This approach remains as essential as ever to providing good patient care; indeed, as the array of potential investigations expands (and the overall cost continues to rise), it is imperative that such technological advances are integrated with traditional methods. Even though many patients now have easy access, via the Internet, to information about disease and diagnosis, it is the editors’ experience that patients appreciate just as much as ever time spent listening to their symptoms, careful physical examination and simple human compassion. Although the circumstances of clinical practice of the readers will vary hugely across the world (with different structures and levels of funding of healthcare), a sound clinical method is indispensable. The organisation of this edition adheres to Hutchison’s original approach, with sections on the overall patient assessment, assessment in particular situations, the core body systems and key clinical specialties. Overall, this forms a logical sequence if read straight through but also allows study of each section separately. As in previous editions, new contributors have joined the book. Some have written entirely new chapters and others have modified the work of their predecessors (including the work of Alan Naftalin, Consultant Gynaecologist, who has sadly died since the last edition was published). All the contributors are accustomed to working closely together and the book reflects these professional relationships. It is the editors’ responsibility to mould the chapters into a single text with a logical narrative, but the expertise lies with the contributing authors, whose time and dedication is gratefully acknowledged, as are the extensive contributions of previous experts. Some of the changes to the previous edition have been made as a result of formally gathered feedback from the newly formed International Advisory Board. In addition a reader survey elicited a range of positive suggestions for improvements to the book. Constructive readers’ comments direct to the editors are always welcome.

This material presents a selection of priority learning competences and concepts, along with psychological support, which should be focus of instruction in the 2022 school year in order to achieve learning recovery. This material is not a departure from the existing old curricula for this level but is a modification of the same with a purpose of recovering the lost learning time with maximum learning loss. They have been packed for all primary and secondary classes in Uganda including pre- primary, primary one, senior one and senior five that are still using the old standard curriculums. I therefore, recommend this material and ask all stake holders, educational fraternity to support its implementation as a strategic intervention towards the mitigation of the effects of COVID 19 pandemic on the education system. The effective implementation of this material by the implementors will be a great milestone towards the recovery of lost learning time and giving hope and confidence to learners and teachers.

Often a number of questions are always posed on how the law treats the people with special needs, in the presence of equality provisions, it is absurd that there is still a wide lacuna to deal with people with special needs in our jurisprudence. Special Needs literally means a combination term referring to a wide range of conditions which causes a greater difficulty or restriction in a person’s learning at a normal pace and performance of daily life activities. Like the U.N puts it clear that “The ultimate goal is to achieve [disability] equality”1The ongoing argument succumbs its roots from the different categories of special needs which include autism, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. Basically these individuals require assistance for “ disabilities” (not the right word) that may be medical, mental, or psychological. In the United States "special needs" is a legal term applying in foster care, derived from the language in the Adoption and Safe Families Act of 1997.