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Preface | |
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Educational Assessment in America: History, Goals, and Applications | |
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Issues and Measurement Practices in the Schools | |
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Issues and Themes | |
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Learning Objectives | |
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Accountability, Assessment, and Testing | |
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Why do we Test? | |
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Types and Varieties of Tests | |
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Assumptions Made by Test Developers | |
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Trends in Testing | |
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Law and Testing | |
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Case Law | |
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Educational Ethics and Testing | |
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Summary | |
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Discussion Questions | |
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History of Testing in American Education | |
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Issues and Themes | |
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Learning Objectives | |
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Scientific Measurement and Racism | |
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The Next Generation | |
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Single Factor Models | |
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Multiple Factor Models | |
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Contemporary Public Schools | |
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Winds of Change | |
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Summary | |
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Discussion Questions | |
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The Meaning and Quality of Test Scores | |
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The Measurement and Description of Variables | |
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Issues and Themes | |
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Learning Objectives | |
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Variables | |
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Central Tendency | |
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Normal Distribution | |
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Variation and Variance | |
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Standard Scores | |
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Variation | |
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Correlation | |
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Summary | |
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Discussion Questions | |
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Reliability as a Measure of Test Quality | |
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Issues and Themes | |
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Learning Objectives | |
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Reliability | |
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Internal Consistency | |
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Gains and Losses | |
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Standard Error of Measurement | |
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Factors with an Impact on Reliability | |
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Reliability of Cut Scores | |
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Reliability of Performance Tasks and Criterion Tests | |
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Summary | |
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Discussion Questions | |
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Validity as a Measure of Test Quality | |
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Issues and Themes | |
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Learning Objectives | |
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Validity: The Traditional Context of Validity | |
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Contemporary View | |
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Comparison Groups | |
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Test Bias and Fairness | |
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Summary | |
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Discussion Questions | |
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Testing of Students by Classroom Teachers | |
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Planning and Constructing Classroom Tests | |
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Issues and Themes | |
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Learning Objectives | |
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Testing and Teaching | |
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Formative Tests | |
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Summative Evaluations | |
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Testing Formats | |
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Summary | |
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Discussion Questions | |
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Classroom Development and Use of Extended Answer Tests | |
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Issues and Themes | |
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Learning Objectives | |
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Homework | |
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Completion or Short Answer | |
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The Essay Test | |
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Bluffing | |
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Essay Test Format | |
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Essay Grading | |
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The SAT Essay Test | |
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Summary | |
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Discussion Questions | |
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Item Selection and Analysis | |
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Issues and Themes | |
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Classroom Testing | |
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A Priori Qualitative Assessment and Analysis of Tests | |
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Item Difficulty Index | |
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Distracter Analysis | |
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Item Analysis with Constructed or Supply Type Items | |
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Discrimination | |
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Computer Adaptive Testing | |
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Item Response Theory (IRT) | |
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Summary | |
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Discussion Questions | |
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Performance Assessments | |
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Issues and Themes | |
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Learning Objectives | |
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Assessment and Instruction | |
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Performance Based Assessments | |
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Scoring | |
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Portfolios | |
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Summary | |
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Discussion Questions | |
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Grades, Progress Reports, and Report Cards | |
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Issues and Themes | |
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Learning Objectives | |
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Background and History | |
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Purposes of Report Card Grades | |
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Student Grades | |
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Report Card Comments | |
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On-line Report Cards | |
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Report Card Grades for the Gifted | |
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Grades and Students with Special Needs | |
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The Case of Transfer Students | |
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Grade Point Average and Class Rank | |
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Teacher-Parent Conference | |
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Grade Inflation | |
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Promotion and Graduation | |
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Summary | |
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Discussion Questions | |
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Testing for Student Learning, Talent, Aptitude, and Special Needs | |
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Standardized Measures of Learning | |
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Issues and Themes | |
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Learning Objectives | |
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Explaining Test Scores to Parents | |
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Major Achievement Test Batteries | |
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State Mandated Assessments | |
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Summary | |
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Discussion Questions | |
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Testing of Aptitude and Selection | |
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Issues and Themes | |
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Learning Objectives | |
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Aptitude | |
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Scholastic Aptitude and Intelligence | |
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Training of Test Administrators | |
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Tests of Intelligence Administered One-on-One | |
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Tests of Intelligence Administered to Groups | |
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Group Administered Aptitude Tests | |
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Assessment of Talented and Gifted Children | |
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Assessment of Aptitude for College Study | |
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Summary | |
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Discussion Questions | |
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Identification of Learning Problems | |
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Issues and Themes | |
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Learning Objectives | |
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Incidence | |
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Informal Screening | |
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Instructional Support Team | |
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Referral, Assessment, and the IEP Committee | |
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Assessment Process | |
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Formal Assessments of Attention and Focus | |
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AD/HD Measurement Scales | |
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Assessments of Reading Problems | |
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Early Reading Tests | |
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Assessments of Language and Speech Problems | |
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Measures for the Identification of Problems Learning Mathematics | |
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Individualized Educational Plan | |
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Accommodations for Children with Disabilities | |
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Summary | |
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Discussion Questions | |
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No Child, Teacher, or School Left Behind | |
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International, National, and Statewide Testing Programs | |
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Issues and Themes | |
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Learning Objectives | |
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International Comparisons | |
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Nation's Report Card | |
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School Assessments | |
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No Child Left Behind | |
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Summary | |
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Discussion Questions | |
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Student, Family, and Teacher Factors in Test Scores | |
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Issues and Themes | |
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Learning Objectives | |
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Students | |
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Families | |
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Teachers | |
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Summary | |
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Discussion Questions | |
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Test Preparation for Successful Schools | |
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Issues and Themes | |
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Learning Objectives | |
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Accountability Angst | |
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Legal and Ethical Requirements | |
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Marginal Ethics | |
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Successful Schools | |
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Classroom Instruction | |
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Architecture and School Design | |
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Administration | |
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Summary | |
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Discussion Questions | |
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Accountability and Evaluation | |
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Issues and Themes | |
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Learning Objectives | |
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Evaluation Overview | |
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Systematic Program Evaluation | |
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Steps in a Systematic Evaluation | |
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Value-added Evaluation | |
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Summary | |
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Discussion Questions | |
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References | |
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Glossary | |
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Index | |
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About the Author | |