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You hold in your hands a new book. Professor Dorothy Robbins dedicated it to one of the aspects of the cultural heritage of the famous psychologist L. S. Vygot­ sky. His activity (deyatelnost) was multifaceted. He had input into different fields of psychology: its methodology, psychology of art, pathopsychology, the psy­ chology of child and adolescent development, pedagogical psychology, general psychology, speech psychology, and other fields. Within his various activities he enriched not only psychology, but a variety of different sciences/academics­ pedagogics, defectology, psychiatry, literary critical theory, and linguistics. Some famous scientists feel that he left his mark in fields of various scientific areas that did not exist during his lifetime-such as psycho linguistics, semiotics, and cybernetics. Many psychologists and linguists conduct research in the spirit of his ideas that are contained within his approach of cultural-historical theory of human psy­ chological development, all created by Vygotsky as early as the 1920s and 1930s; these ideas have become popular among scientists in different countries in the last decades. The use of Vygotsky's theories, even beyond the frame of psychol­ ogy, turns out to be fruitful. I hope that this new book by Dorothy Robbins will help readers understand the deeper meaning of the scientific/academic research undertaken by my father and the scientific results that were obtained by him.

Psycholinguistics --- Vygotsky, Lev Semënovic --- Psychology --- Experimentele psychologie --- History. --- psycholinguistiek --- psycholinguistiek. --- Cognitive psychology. --- Linguistics. --- Education. --- Cognitive Psychology. --- Linguistics, general. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Linguistic science --- Science of language --- Language and languages --- Psychology, Cognitive --- Cognitive science --- Education

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Nursing --- Education, Nursing --- Study and teaching --- Education, Nursing. --- Study and teaching. --- Nursing Education --- Educations, Nursing --- Nursing Educations --- Nurses --- Nursing Care --- Students, Nursing --- Clinical nursing --- Nurses and nursing --- Nursing process --- education --- Medical education --- Care of the sick --- Medicine --- Soins infirmiers --- Verpleegkunde. --- Étude et enseignement --- verpleegkundigen --- nurses --- onderwijs --- gezondheidszorg --- health care --- geneeskunde --- medicine --- volksgezondheid --- public health --- Education (General) --- Medicine (General) --- Onderwijs (algemeen) --- Geneeskunde (algemeen) --- Education

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"This book provides both young and senior scientists with a comparative view of current theoretical models of text production. Models are clearly situated in their historical context, scrutinized in their further evolution with a fine-grained observation of differences between models." "Following the description of writing phases initially proposed by Hayes and Flower (1980), the first part of the book presents planning, translating and revising processes and compares them to other researchers' conceptions. The second part is devoted to the cognitive functioning of writing. Decisive issues are examined like the management of different processes, the role of working memory in text writing and the characteristic of the development of writing expertise. The book concludes with the commentaries of two prominent researchers in this field, John R. Hayes and Ronald T. Kellogg, who have been invited to react to analyses developed in the book and to complete the presentation of their own model." "Very complete and informative to read, this book will be useful to people working in the teaching of writing or studying this specific human activity."--BOOK JACKET.

Writing --- Languages & Literatures --- Philology & Linguistics --- Cognitieve processen. --- Modellen. --- Psychologie. --- Schreiben. --- Schrijven. --- Textproduktion. --- Wetenschappelijke teksten. --- Writing. --- Psycholinguistics --- Didactics of languages --- Cognitive psychology. --- Education. --- Cognitive Psychology. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, Cognitive --- Cognitive science --- Psychology --- Education

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This study confirms a strong and robust relationship between economic growth and poverty reduction in sub-Saharan Africa. Employing a panel of 46 countries covering the period 1972-97, the analysis finds that a 10 percent increase in per capita GDP leads to a 1 percent increase in life expectancy, a 3-4 percent decline in infant mortality rates, and a 3½-4 percent increase in the rate of gross primary school enrollment. The results are robust for high- and low-income, as well as fast- and slow-growth, countries. The study also finds that quality of growth, civil conflict, HIV/AIDs, civil and institutional freedom, and island economies are important control variables that help explain the variability of poverty across Africa. A country's latitude is not found to be a significant factor explaining life expectancy or infant mortality rates, though it is a significant factor explaining gross primary school enrollments.

Macroeconomics --- Social Services and Welfare --- Poverty and Homelessness --- Health Behavior --- General Welfare --- Economic Development: General --- Personal Income, Wealth, and Their Distributions --- Health: General --- Welfare, Well-Being, and Poverty: General --- Education: General --- Government Policy --- Provision and Effects of Welfare Program --- Health economics --- Poverty & precarity --- Education --- Social welfare & social services --- Personal income --- Health --- Poverty --- Poverty reduction --- National accounts --- Income --- United States

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The impact of public education expenditure on human capital, the supply of different labor skills, and its macroeconomic and distributional consequences is appraised within a multisector CGE model. The model is applied to and calibrated for two Heavily Indebted Poor Countries (HIPCs), Tanzania and Zambia. The simulation results suggest that education expenditure can raise economic growth. However, to maximize benefits from education expenditure, a sufficiently high level of physical investment is needed, as are measures that improve the match between the pattern of educational output and the structure of effective demand for labor. An important result of the simulation experiments is that a well-targeted pattern of education expenditure can be effective for poverty alleviation.

Labor --- Macroeconomics --- Public Finance --- National Government Expenditures and Education --- Demand and Supply of Labor: General --- Wages, Compensation, and Labor Costs: General --- Labor Economics: General --- Education: General --- Labour --- income economics --- Public finance & taxation --- Education --- Education spending --- Labor supply --- Wages --- Expenditure --- Expenditures, Public --- Labor market --- Labor economics --- Zambia --- Income economics