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This forest data assessment was conducted as part of the five-year Global Transformation of Forests for People and Climate: a focus on West Africa project, funded by the Swedish International Development Cooperation Agency (Sida). This document aims to provide quality data to support decision-making and sustainable management of forest and land resources at both national and subregional levels. It also seeks to develop processes that could be replicated in other subregions within Africa and outside the region. This document is one of the outputs of the project and provides information on existing forest data in the Economic Community of West African States (ECOWAS) countries, critical information gaps on forest condition and land use and land cover dynamics, and capacity development needs.

This book presents a systematic and unified report on the minimal description of constructible sets. It starts at a very basic level (almost undergraduate) and leads up to state-of-the-art results, many of which are published in book form for the very first time. The book contains numerous examples, 63 figures and each chapter ends with a section containing historical notes. The authors tried to keep the presentation as self-contained as it can possibly be.

Swift's A Modest Proposal has always aroused the interest not just of literary critics, but also of linguists and pragmatists. Within the latter approaches, the study of irony, and more concretely, the intentions and attitudes that must have guided the production of such an intricate work, have always been paramount. However, it seems that within pragmatics the analysis has been restricted so far to the 1729 work itself. In the present author's view, it is interesting to contextualise this masterpiece of irony and satire within Swift's wider writing on Ireland, an approach that remains to be carried out. Accordingly, this work sets out to analyse a selection of Swiftâ (TM)s Irish Tracts, with a view to tracing the evolution within Swift's literary production of his views and attitudes towards the situation of his homeland. Although different pragmatic approaches are applied, the emphasis is laid upon the contributions that the relevance-theoretical framework and its studies on irony may bring to the understanding of this particular Tract. The works selected are meant to cover and also be representative of the main phases currently distinguished within Swift's writing on the Irish Question. It is therefore hoped that a deeper analysis of the former works by Swift on this topic will provide new insights for a better understanding of A Modest Proposal.

A set which can be defined by systems of polynomial inequalities is called semialgebraic. When such a description is possible locally around every point, by means of analytic inequalities varying with the point, the set is called semianalytic. If one single system of strict inequalities is enough, either globally or locally at every point, the set is called basic. The topic of this work is the relationship between these two notions. Namely, Andradas and Ruiz describe and characterize, both algebraically and geometrically, the obstructions for a basic semianalytic set to be basic semialgebraic. Then they describe a special family of obstructions that suffices to recognize whether or not a basic semianalytic set is basic semialgebraic. Finally, they use the preceding results to discuss the effect on basicness of birational transformations.

Provides an authoritative review of the key developments in achieving durable disease resistance in cereal crops Comprehensive coverage of the major diseases that affect cereal crops (Fusarium head blight, Septoria tritici blotch, tan spot) Assesses the key challenges in breeding durable disease-resistant cereals faced globally, with dedicated chapters to the regional strategies established by North America, North-west Europe, North Africa and West Asia

Soft tissue refers to tissues that connect, support, or surround other structures and organs of the body, not being bone. Soft tissue includes tendons, ligaments, fascia, skin, fibrous tissues, fat, and synovial membranes (which are connective tissue), and muscles, nerves and blood vessels (which are not connective tissue). In this book, the authors present current research in the study of the composition, mechanisms of injury and repair of soft tissue. Topics discussed include the soft tissue biomechanics of diabetic foot ulcers; cellular and physiological soft tissue response in hip arthroplasty; peri-implant soft tissues in orthodontic anchorage; connecting tissue injuries and mechanical properties; MRI findings of myopathies in soft tissue; and soft tissue behaviour after mandibular symphysis bone graft harvesting.

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Warbird is on the run, labeled an enemy of Earth as well as of the Shi'ar! But what is the secret of the alien artifact she's uncovered, and will it endanger the team? The X-Men must choose whether to help her or bring her in. Plus: back from their honeymoon, Northstar and Kyle face a threat at home...while Northstar faces another threat all on his own! And deep in space, something is coming that might literally tear the team apart! Then, it's the aftermath of X-Termination! Iceman is changed after his multi-dimensional ordeal. What aftershocks will this have in his life? And what is left of the Astonishing X-Men, the X-Treme X-Men and the Age of Apocalypse? Find out here! COLLECTING: Astonishing X-Men 57-59, Astonishing X-Men 62-68

"Pencils ready? On your mark...get set...begin!" Remember flipping over a page full of unrelated fact problems and scrambling to answer as many as possible in a minute? Remember trying to memorize math facts by rote? Many of our children are still asked to learn this way-even though research shows this approach can harm student learning more than help. Explore an effective, research-based approach to math fact instruction. No More Math Fact Frenzy examines this research and concludes that our approaches to math fact instruction are often ineffective. We want our students to know their math facts. We know they're better mathematicians when they're comfortable with them. Yet the ways we ask students to learn them in many classrooms remain unproductive. To address this, the authors outline three phases for helping students master their math facts. Building foundational concepts and strategies Learning more efficient reasoning strategies Meaningful, ongoing practice leading to full fact fluency Then they share recommendations for all three phrases: activities and games that build number sense, strategies that lead to flexible thinking, and ways to create and sustain a classroom culture of fluency. This kind of teaching helps students learn their math facts more successfully-and with less stress and anxiety. "When we emphasize foundation concepts and reasoning strategies as the path towards building authentic fluency, students can develop their number sense, articulate their thinking, and understand the reasoning of others." -Linda Ruiz Davenport, Connie S. Henry, Douglas H. Clements, and Julie Sarama