Although those of us (and particularly orthopaedists and rheumatologists) who deal with locomotor diseases in man are concerned mainly with stiffness and limitation of movement affecting not only livelihood but also the quality of life-from time to time we see patients suffering from too much of a good thing, whose joints are too freely mobile for the good of the whole man. In most instances, at least in youth, the benefit outweighs the debit. Many hypermobile people in the performing world ballet dancers, circus gymnasts, musicians and sportsmen and women-have delighted audiences over 20 centuries with their unusual ability, prowess and postures. Some types of acquired hypermobility can, however, be disadvantageous, an example being tabes dorsalis with its flaccid joints and perhaps pain as well. In a similar way the restored-to-normal mobility of treated rheumatoid patients (whether by prednisone or longer term drugs such as penicillamine or gold) must be considered abnormal-as hypermobility for that patient which in the long term may hasten secondary arthrotic changes. This treatise deals, however, with the abnormally mobile, either as an effect of inherited connective tissue abnormality or as one end of the normal range of mobility, without any obvious connective tissue change. It comes at a fecund time in our knowledge of the intricacies of the collagen molecule, with intriguing questions concerning the development of local type specific structures. The fibroblast may yet expand to the same diversity as the once humble lymphocyte.
For many years, increasing stress has been placed on the importance of giving the under-sevens a good start in mathematics. Originally published in 1991, Mathematics for Young Children shows how children as young as four and five and of all abilities can be encouraged to carry out their own mathematical explorations whilst covering the content of a prescribed curriculum. A substantial part of the book is taken up with actual case-studies of children working with Marion Bird in a reception classroom, fully illustrated with examples of the children’s work. These case-studies are then analysed to show how a prescribed syllabus can be effectively covered through an investigational approach: a point which is of paramount importance to teachers concerned with the introduction of the National Curriculum. The role of the teacher, too, is examined carefully in order to identify those parts of a teacher’s repertoire which seems to be particularly fruitful in encouraging young children’s active mathematical thinking. Throughout, readers are encouraged to apply and amend ideas to suit their own particular circumstances.
H. Bird was the youngest of five children. Her life was a constant struggle from poverty to abuse and the eventual diagnosis of a disease that would take her life. Her childlike spirit and appreciation of the simple things in life carried her through and inspired many. May her story also be an inspiration to others.
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