The present edition of this book is a revision and expansion of the first two editions which appeared in 1980 and 1985, and in German translation in 1991. More than half of the present volume includes new material, and what has been retained from the former editions has been largely rewritten and updated with new research findings. A completely new chapter has been added on "Attention Deficit Disorder. " The author of the earlier editions (W.H.G.) has been joined by a coauthor (D.E.), and their combined elementary, high school, and university teaching and clinical experience totals approximately seventy-five years. Both of us have directed our professional en ergies to understanding the puzzle of human learning, especially academic learning, of those students who, despite apparently nor mal intelligence and opportunity, have varying degrees of difficulty in acquiring ideas and skills that are easily mastered by others. Until about fifty years ago there was a common tendency to equate academic success with intelligence, and those students who could not meet the demands of the prescribed program were usually required to repeat the same grade with a repetition of the same discouraging treatment that had been unsuccessful the first time.
A thorough revision of Human Developmental Neuropsychology, this book is the most detailed and complete overview of child neuropsychology available today. It begins with a brief introduction to the nervous system, including an up-to-date review of theories of lateralization and sex differences. The second part presents a discussion of newborn and infant assessment, critical periods, disconnection syndromes and other relevant issues in developmental neuropsychology. The next section deals with disorders of development, such as anoxia, malnutrition and head trauma, in detail. The final part offers a comprehensive discussion of functional disturbances, including neurological soft signs, attentional disorders, language disorders, and emotional and behavioral disorders. New to this edition are a chapter on newborn and infant assessment and a chapter on cognitive development in relation to brain functions. The text also includes new information on attentional syndromes, infant HIV infection and Tourette's syndrome, among many other topics.
The present edition of this book is a revision and expansion of the first two editions which appeared in 1980 and 1985, and in German translation in 1991. More than half of the present volume includes new material, and what has been retained from the former editions has been largely rewritten and updated with new research findings. A completely new chapter has been added on "Attention Deficit Disorder. " The author of the earlier editions (W.H.G.) has been joined by a coauthor (D.E.), and their combined elementary, high school, and university teaching and clinical experience totals approximately seventy-five years. Both of us have directed our professional en ergies to understanding the puzzle of human learning, especially academic learning, of those students who, despite apparently nor mal intelligence and opportunity, have varying degrees of difficulty in acquiring ideas and skills that are easily mastered by others. Until about fifty years ago there was a common tendency to equate academic success with intelligence, and those students who could not meet the demands of the prescribed program were usually required to repeat the same grade with a repetition of the same discouraging treatment that had been unsuccessful the first time.
This pioneering source book is an essential text for high school teachers of ESOL, English, Spanish, and creative writing. With background material on the individual countries, books by selected authors, suggested lesson plans, maps, and flags, Central American and Caribbean Literature is a complete study unit.
In a display case at the entrance to the Yellowknife courthouse are a collection of fourteen Inuit carvings that represent landmark cases in the legal history of the Northwest Territories. These cases, which came to trial between 1955 and 1970, and the carvings that represent them illuminate a pivotal period of social change when the Inuit camp system was eroding and age-old practices and traditions were being called into question. Dorothy Harley Eber tells the stories behind the carvings and provides fascinating insights into the unique situations that developed as the Inuit came in contact with Canada's justice system.
This section of Uptown New Orleans gets its name from the various colleges and universities that have existed within its boundaries. Loyola and Tulane are two architecturally diverse universities that line St. Charles Avenue in this historic section. The architecture of this area ranges from the Gothic universities to the grand mansions that also line St. Charles Avenue to the modest shotgun homes and cottages scattered around the perimeter of the section.The New Orleans Architecture Series (see page 21) celebrated its 25th anniversary in 1996. From the beginning, the Friends of the Cabildo have had as their mission to promote history and to establish and protect New Orleans architecture and make it the best documented in the entire United States.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.