Explores ethical, legal, and policy issues of people with disabilities and examines topics central to the lives of individuals with disabilities and their families.
Manual for Clinical Practice For the ICF Research Branch, in cooperation with the WHO Collaborating Centre for the Family of International Classifications in Germany (DIMDI)
Manual for Clinical Practice For the ICF Research Branch, in cooperation with the WHO Collaborating Centre for the Family of International Classifications in Germany (DIMDI)
ICF Research Branch in cooperation with the WHO Collaborating Centre for the Family of International Classifications in Germany (at DIMDI) Practical, standardized tools to assess and document functioning, disability, and health according to the WHO ICF in a variety of health conditions and settings The WHO's International Classification of Functioning, Disability and Health (ICF) is the accepted common framework for understanding and documenting functioning and disability. The ICF Core Sets selected for this book have now been developed to facilitate the standardized use of the ICF in real-life clinical practice and thus improve quality of care. By using this collection of clear checklists, definitions, and forms, clinicians will quickly and easily be able to assess clients with a range of typical health conditions at different stages and in a variety of health care contexts. This manual: • Introduces the concepts of functioning and disability • Describes how and why the ICF Core Sets have been developed • Shows, step-by-step, how to apply the ICF Core Sets in clinical practice • Includes all 31 ICF Core Sets plus documentation forms (more than 1,400 pages of printable PDFs) on a CD-ROM. This manual is inherently multi-professional and will be of benefit not only for practitioners working in various health care contexts but also for students and teachers.
This text introduces university students to the philosophical ethos of critical thinking, as well as to the essential skills required to practice it. The authors believe that Critical Thinking should engage students with issues of broader philosophical interest while they develop their skills in reasoning and argumentation. The text is informed throughout by philosophical theory concerning argument and communication—from Aristotle’s recognition of the importance of evaluating argument in terms of its purpose to Habermas’s developing of the concept of communicative rationality. The authors’ treatment of the topic is also sensitive to the importance of language and of situation in shaping arguments, and to the necessity in argument of some interplay between reason and emotion. Unlike many other texts in this area, then, Good Reasons for Better Arguments helps to explain both why argument is important and how the social role of argument plays an important part in determining what counts as a good argument. If this text is distinctive in the extent to which it deals with the theory and the values of critical thinking, it is also noteworthy for the thorough grounding it provides in the skills of deductive and inductive reasoning; the authors present the reader with useful tools for the interpretation, evaluation and construction of arguments. A particular feature is the inclusion of a wide range of exercises, rich with examples that illuminate the practice of argument for the student. Many of the exercises are self testing, with answers provided at the back of the text; others are appropriate for in-class discussion and assignments. Challenging yet accessible, Good Reasons for Better Arguments brings a fresh perspective to an essential subject.
From its earliest days the Law Society of Upper Canada adhered to the traditions of English legal practice and education. In the 1930s and 1940s, however, some of the most cherished of those traditions were challenged in a bitter debate about the nature of legal education in Ontario. This book tells the story of that debate and one of its leading participants, Cecil Augustus Wright. 'Caesar' Wright was one of the first Canadian legal academics to attend Harvard Law School, and his Harvard background played a significant role in the development of his position in the controversy over legal education. The established lawyers who served as benchers of the law society insisted that legal training should be principally a matter of practical experience. Wright, who sought to bring American notions of the roles of lawyers and legal academic to Ontario, tried unsuccessfully to persuade the benchers that the job of educating young lawyers should be transferred to the universities. Decades of contention culminated in 1949 with Wright's dramatic resignation from Osgoode Hall Law School and his appointment as dean of the newly created Faculty of Law at the University of Toronto. The debate between the benchers of the law society and the proponents of academic legal education touched the lives of many prominent lawyers and law professors, and its resolution permanently changed the nature of legal education in Ontario. Ian Kyer and Jerome Bickenbach offer an account of the conflict and a portrait of the energetic and often acerbic figure who has been called Canada's most influential law teacher.
The Law Society of Upper Canada adhered to the traditions of English legal practice and education. In the 1930s and 1940s, however, some of those traditions were challenged in a bitter debate about the nature of legal education in Ontario. This book tells the story of that debate and one of its leading participants, Cecil Augustus Wright.
This volume in The SAGE Reference Series on Disability explores ethical, legal, and policy issues of people with disabilities, and is one of eight volumes in the cross-disciplinary and issues-based series, which examines topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The presentational style (concise and engaging) emphasizes accessibility. Taken individually, each volume sets out the fundamentals of the topic it addresses, accompanied by compiled data and statistics, recommended further readings, a guide to organizations and associations, and other annotated resources, thus providing the ideal introductory platform and gateway for further study. Taken together, the series represents both a survey of major disability issues and a guide to new directions and trends and contemporary resources in the field as a whole.
This text introduces university students to the philosophical ethos of critical thinking, as well as to the essential skills required to practice it. The authors believe that Critical Thinking should engage students with issues of broader philosophical interest while they develop their skills in reasoning and argumentation. The text is informed throughout by philosophical theory concerning argument and communication—from Aristotle’s recognition of the importance of evaluating argument in terms of its purpose to Habermas’s developing of the concept of communicative rationality. The authors’ treatment of the topic is also sensitive to the importance of language and of situation in shaping arguments, and to the necessity in argument of some interplay between reason and emotion. Unlike many other texts in this area, then, Good Reasons for Better Arguments helps to explain both why argument is important and how the social role of argument plays an important part in determining what counts as a good argument. If this text is distinctive in the extent to which it deals with the theory and the values of critical thinking, it is also noteworthy for the thorough grounding it provides in the skills of deductive and inductive reasoning; the authors present the reader with useful tools for the interpretation, evaluation and construction of arguments. A particular feature is the inclusion of a wide range of exercises, rich with examples that illuminate the practice of argument for the student. Many of the exercises are self testing, with answers provided at the back of the text; others are appropriate for in-class discussion and assignments. Challenging yet accessible, Good Reasons for Better Arguments brings a fresh perspective to an essential subject.
The profession of recreational therapy relies on the ability to plan, implement, and evaluate the services offered to clients. Determining what those services will be requires a complex assessment process in which therapeutic recreation specialists, recreational therapists, and other rehabilitation professionals integrate client assessment with the classification from the International Classification of Functioning, Disability, and Health (ICF). Recreational Therapy Assessment is an evidence-based guide that illustrates best practices in performing those assessments in different settings so the needs of each client can be addressed. Recreational Therapy Assessment provides direction on how to assess clients in order to determine their specific needs. The first book of its kind structured to facilitate program planning at an individualized level, readers will find assessment protocols for various consumer groups: Older adults Mental health consumers Individuals with intellectual and developmental disabilities People with physical disabilities Those from diverse cultural backgrounds Of particular value to readers is understanding how the ICF classification system can aid and affirm assessment goals and outcomes, and how practitioners can better integrate their services with those of other members of an interdisciplinary team of providers. The chapters include practical examples, case studies, reflection questions, and learning activities to promote student understanding and assist in the assessment and classification process. Conducting effective consumer assessments is a vital skill for both current and future professionals in the field of recreational therapy. Recreational Therapy Assessment will prepare readers to perform those assessments to help them plan and implement customized services for a range of clients.
Authoritative and updated, Epilepsy: A Comprehensive Textbook, 3rd Edition, contains 365 chapters that cover the full spectrum of relevant topics in biology, physiology, and clinical information, from molecular biology to public health concerns in developing countries. Written by world-renowned authorities and expertly edited by epileptologists Drs. Jerome Engel, Jr., Solomon L. Moshé, Aristea S. Galanopoulou, John M. Stern, Alexis Arzimanoglou, Jacqueline A. French, Renzo Guerrini, Andres M. Kanner, and Istvan Mody, this three-volume work includes detailed discussions of seizure types and epilepsy syndromes, relationships between physiology and clinical events, psychiatric and medical comorbidities, conditions that could be mistaken for epilepsy, and an increasing range of pharmacologic, surgical, and alternative therapies.
From its earliest days the Law Society of Upper Canada adhered to the traditions of English legal practice and education. In the 1930s and 1940s, however, some of the most cherished of those traditions were challenged in a bitter debate about the nature of legal education in Ontario. This book tells the story of that debate and one of its leading participants, Cecil Augustus Wright. 'Caesar' Wright was one of the first Canadian legal academics to attend Harvard Law School, and his Harvard background played a significant role in the development of his position in the controversy over legal education. The established lawyers who served as benchers of the law society insisted that legal training should be principally a matter of practical experience. Wright, who sought to bring American notions of the roles of lawyers and legal academic to Ontario, tried unsuccessfully to persuade the benchers that the job of educating young lawyers should be transferred to the universities. Decades of contention culminated in 1949 with Wright's dramatic resignation from Osgoode Hall Law School and his appointment as dean of the newly created Faculty of Law at the University of Toronto. The debate between the benchers of the law society and the proponents of academic legal education touched the lives of many prominent lawyers and law professors, and its resolution permanently changed the nature of legal education in Ontario. Ian Kyer and Jerome Bickenbach offer an account of the conflict and a portrait of the energetic and often acerbic figure who has been called Canada's most influential law teacher.
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