This book is about the story of my childhood and what I had to endure growing up in a foreign country. It is about all the trials and tribulations a small child had to suffer and never once complained about. It contains a great deal of graphic details of things that were done to me and of the thoughts and emotions I had to go through. It contains my life story of when we reached the shores of Australia to the time I was 21 and was married. It will bring you to tears at times but I must tell you it left an indelible image in my psyche which I had to work through for years. It is all true to the best of my abilities as I remember these things happening to me. I have changed names and left last names out or just used initials as I didn't want to offend anyone who is still alive today. Please read it with and open mind and heart and allow me to show you what a child of society should never endure while they are innocent and growing up. Goulburn Post Newspaper Article.. A LOT of people are told they should write the story of their life, but Goulburn woman Andrea Reid has taken this advice seriously and done it. The book is called A New Beginning and it is about her experiences growing up in the Blue Mountains in the 1960s as the child of Dutch migrants. Mrs. Reid's family came to Australia in 1959, answering the Australian Government's call for skilled migrants. "Lots of them went to the Snowy Mountains Scheme but my father preferred the Blue Mountains and got a on the railways as an electrical engineer," she said. The book cover her life from ages 3 to 21 and contains many detailed references to a time passed in Australia's (for better and worse), including many snippets of life and times in the Blue Mountains in that era. But her childhood was a journey of pain and suffering. Mrs. Reid said she suffered abuse within her own family and bullying at school because she was different. "It seems like we were the only migrants at Lawson Public School," she said. "I was bullied and it was totally ignored back then and often the teachers would single you out and blame you for starting things as well." She said times were extremely tough at home as both of her parents became alcoholics and her mother suffered from undiagnosed schizophrenia for many years. As a child herself she was left to raise her brother and sister due to her parent's neglect. "I remember starving for most of my childhood," she said. "There was never enough food and I used to love going to friend's houses because I would often get fed there." She left home as soon as she could to escape the abuse, and trained to be a nurse, but was raped and then fired from work. So began her life as a single mother until she met her husband. Mrs Reid's predominant message throughout the book is that children should not have to endure suffering like she did as a child. "Children are sensitive beings. We have a responsibility to them. We are ushers of life," Mrs Reid said. "My life was one of twists and turns that no child should ever have experienced." She said writing the book was cathartic and necessary. "This book cleaned a lot of mental anguish from my childhood," she said. "Writing the book gave me a purpose when my children left home and allowed me to clear all that stuff out." Mrs Reid was a nurse for 25 years, until a back injury prevented her from working. She originally came to Goulburn in 1986. She plans to write another book and travel to Holland and visit her relatives at some point.
Academic Skills for International Students emphasises students’ potential for flexibility and change, and shows them how, through understanding a new educational setting, and adapting their existing learning skills to this, they can acquire the learning habits of successful students. The book takes a unique approach by focusing in the first instance on what ‘learning and understanding’ means in the ‘Western’ educational paradigm and how international students can develop adaptive behaviour to enable them to operate in that paradigm. The elements of language development and improvement are then fitted in to that overall pedagogic approach.
This engaging new book takes a fresh approach to the major topics surrounding the processes and rituals of death and dying in the United States. It emphasizes individual experiences and personal reactions to death as well as placing mortality within a wider social context, drawing on theoretical frameworks, empirical research and popular culture. Throughout the text the authors highlight the importance of two key factors in American society which determine who dies and under what circumstances: persistent social inequality and the American consumerist ethic. These features are explored through a discussion of topics ranging from debates about euthanasia to deaths resulting from war and terrorism; from the death of a child to children’s experience of grieving and bereavement; and from beliefs about life after death to more practical issues such as the disposal of the dead body. Drawing on sociological, anthropological, philosophical, and historical research the authors present the salient features of death and dying for upper-level students across the social sciences. For anyone interested in learning more about the end of life, this book will provide a useful and accessible perspective on the uniquely American understanding of death and dying.
Vision is the process of extracting behaviorally-relevant information from patterns of light that fall on retina as the eyes sample the outside world. Traditionally, nonhuman primates (macaque monkeys, in particular) have been viewed by many as the animal model-of-choice for investigating the neuronal substrates of visual processing, not only because their visual systems closely mirror our own, but also because it is often assumed that “simpler” brains lack advanced visual processing machinery. However, this narrow view of visual neuroscience ignores the fact that vision is widely distributed throughout the animal kingdom, enabling a wide repertoire of complex behaviors in species from insects to birds, fish, and mammals. Recent years have seen a resurgence of interest in alternative animal models for vision research, especially rodents. This resurgence is partly due to the availability of increasingly powerful experimental approaches (e.g., optogenetics and two-photon imaging) that are challenging to apply to their full potential in primates. Meanwhile, even more phylogenetically distant species such as birds, fish, and insects have long been workhorse animal models for gaining insight into the core computations underlying visual processing. In many cases, these animal models are valuable precisely because their visual systems are simpler than the primate visual system. Simpler systems are often easier to understand, and studying a diversity of neuronal systems that achieve similar functions can focus attention on those computational principles that are universal and essential. This Research Topic provides a survey of the state of the art in the use of animal models of visual functions that are alternative to macaques. It includes original research, methods articles, reviews, and opinions that exploit a variety of animal models (including rodents, birds, fishes and insects, as well as small New World monkey, the marmoset) to investigate visual function. The experimental approaches covered by these studies range from psychophysics and electrophysiology to histology and genetics, testifying to the richness and depth of visual neuroscience in non-macaque species.
Your Business Degree helps business and commerce students to maximise their chances of success in their degree studies and increase their readiness for employment after they graduate. By targeting the development of graduate competencies and academic skills, in line with TEQSA requirements, this book will help facilitate critical, minimum learning outcomes for any business student. It will be particularly appropriate for AACSB-accredited Business degrees as it is closely aligned to Assurance of Learning standards and requirements.
Anthony and Andre are fraternal twins born in Syracuse, New York. They were both diagnosed with Autism at the age of 3. When Anthony and Andre were diagnosed with Autism, the statistic were 1 out of every 150 children were being diagnosed. Today those statistics have changed to 1 out of every 59.
A Financial Times Best History Book of the Year A surprising account of frontier law that challenges the image of the Wild West. In the absence of state authority, Gold Rush miners crafted effective government by the people—but not for all the people. Gold Rush California was a frontier on steroids: 1,500 miles from the nearest state, it had a constantly fluctuating population and no formal government. A hundred thousand single men came to the new territory from every corner of the nation with the sole aim of striking it rich and then returning home. The circumstances were ripe for chaos, but as Andrea McDowell shows, this new frontier was not nearly as wild as one would presume. Miners turned out to be experts at self-government, bringing about a flowering of American-style democracy—with all its promises and deficiencies. The Americans in California organized and ran meetings with an efficiency and attention to detail that amazed foreign observers. Hundreds of strangers met to adopt mining codes, decide claim disputes, run large-scale mining projects, and resist the dominance of companies financed by outside capital. Most notably, they held criminal trials on their own authority. But, mirroring the societies back east from which they came, frontiersmen drew the boundaries of their legal regime in racial terms. The ruling majority expelled foreign miners from the diggings and allowed their countrymen to massacre the local Native Americans. And as the new state of California consolidated, miners refused to surrender their self-endowed authority to make rules and execute criminals, presaging the don’t-tread-on-me attitudes of much of the contemporary American west. In We the Miners, Gold Rush California offers a well-documented test case of democratic self-government, illustrating how frontiersmen used meetings and the rules of parliamentary procedure to take the place of the state.
To educate American girls and women in ways beyond the traditional has been a dangerous experiment that has challenged basic notions of female nature and has seemed to threaten the social order... One such bold venture in female education--the Bryn Mawr School of Baltimore, Maryland--is the subject of Andrea Hamilton's lively and well-researched book... In Hamilton's telling, the story of the Bryn Mawr School moves beyond its local particulars to illumine much about the history of American education and life... The importance of Hamilton's contribution is that she never loses sight of the complexity of the school and its relation to society. Her history of the Bryn Mawr School helps us understand aspects of the unique position held by American women in national social, intellectual, and cultural life."--from the Foreword by Helen Lefkowitz Horowitz Baltimore's Bryn Mawr School was founded in the 1880s, the first college-preparatory school for girls in the United States. Unlike other educational institutions at the time, the Bryn Mawr School championed intellectual equality of the sexes. Established with the goal of providing girls with an education identical to boys' in quality and compass, it endeavored to prepare girls to excel in a public sphere traditionally dominated by men. Narrating the history of the Bryn Mawr School, Andrea Hamilton's A Vision for Girls examines the value of single-sex education, America's shifting educational philosophy, and significant changes in the role of women in American society. Hamilton reveals an institution that was both ahead of its time and a product of its time. A Vision for Girls offers an original and engaging history of an institution that helped shape educational goals in America, shedding light on the course of American education and attitudes toward women's intellectual and professional capabilities.
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