Joan Lash Treland, forerunner in identifying and remediating students with learning disabilities, focuses on a rarely discussed issue: high ability students who achieve at lower than expected levels. By identifying gifted, successful persons in fields ranging from science to politics, Joan begins the exploration of problems that deprive society of the benefits that the gifted underachievers should be contributing to our world. Joan examines the research into dyslexia, plus low performance not related to other handicapping conditions and brings the need for educators to delve into the necessity of identifying and remediating the physical, social, and psychoeducational conditions that cause individuals with great promise to lead lives of low to mediocre performance. In addition to the valuable organization of research, Joan's work makes public an often ignored waste of talent by educators and society as a whole. Highlighting this issue provides educators with an opportunity to find a societal/educational "fix" to a little understood, but serious problem. In her thesis regarding the learning issues that too often define an individual's ability to contribute to society, Joan Treland has examined the contributions and learning problems overcome by eminent individuals including Thomas Edison, Winston Churchill, Auguste Rodin, George S. Patton, William James, Hans Christian Anderson, Eleanor Roosevelt, Gamal Abdul Nasser, Katherine Mansfield, Albert Einstein. The gifts of these "learning challenged," dyslexic geniuses have brought the world advances in science, beauty, understanding of the mind, and overcome threats to world peace. Ironically, each of these individuals suffered from the shame of learning in a different way, viewing the world through a different perspective. By focusing on the abilities and challenges of these gifted individuals Joan Treland presents an alternate view of learning and teaching to the strengths of the individual students. Educators and those in charge of public policy should read this wake-up call to a society that consistently wastes its most valuable resource: the ignored, gifted, and underachieving student. Dyslexia, depression, and lack of motivation frequently prevent talented young people from contributing to our society at the high level that should be expected given their overlooked talents. Joan Treland gathered the research-now parents, educators, and the political leaders must act.
Under the strict rule of twentieth century Irish censorship, creators of novels, films, and most periodicals found no option but to submit and conform to standards. Stage productions, however, escaped official censorship. The theater became a "public space"—a place to air cultural confrontations between Church and State, individual and community, and "freedom of the theatre" versus the audience’s right to disagree. Joan FitzPatrick Dean’s Riot and Great Anger suggests that while there was no state censorship in early-twentieth-century Ireland, the theater often evoked heated responses from theatergoers, sometimes resulting in riots and the public denunciation of playwrights and artists. Dean examines the plays that provoked these controversies, the degree to which they were "censored" by the audience or actors, and the range of responses from both the press and the courts. She addresses familiar pieces such as those of William Butler Yeats, John Millington Synge, and Sean O’Casey, as well as the works of less known playwrights such as George Birmingham. Dean’s original research meticulously analyzes Ireland’s great theatrical tradition, both on the stage and off, concluding that the public responses to these controversial productions reveal a country that, at century’s end as at its beginning, was pluralistic, heterogeneous, and complex.
Eleanor Roosevelt's character was shaped by the history and culture of the Hudson Valley. More than that, Eleanor Roosevelt loved the Hudson Valley. A woman who knew and cared for the whole world chose this place, Val-Kill, as her home in a cottage by a stream. Eleanor Roosevelt: A Hudson Valley Remembrance reflects her unaffected simplicity and caring interest in her neighbors' concerns. Remembered by friends, colleagues, neighbors, and young people, these qualities inspired a community-based group to lead efforts to save her home in 1977 as the country's first national historic site dedicated to a First Lady. The Eleanor Roosevelt Center at Val-Kill continues her work on issues that affect life today.
Inside the 3rd edition of this esteemed masterwork, hundreds of the most distinguished authorities from around the world provide today's best answers to every question that arises in your practice. They deliver in-depth guidance on new diagnostic approaches, operative technique, and treatment option, as well as cogent explanations of every new scientific concept and its clinical importance. With its new streamlined, more user-friendly, full-color format, this 3rd edition makes reference much faster, easier, and more versatile. More than ever, it's the source you need to efficiently and confidently overcome any clinical challenge you may face. Comprehensive, authoritative, and richly illustrated coverage of every scientific and clinical principle in ophthalmology ensures that you will always be able to find the guidance you need to diagnose and manage your patients' ocular problems and meet today's standards of care. Updates include completely new sections on "Refractive Surgery" and "Ethics and Professionalism"... an updated and expanded "Geneitcs" section... an updated "Retina" section featuring OCT imaging and new drug therapies for macular degeneration... and many other important new developments that affect your patient care. A streamlined format and a new, more user-friendly full-color design - with many at-a-glance summary tables, algorithms, boxes, diagrams, and thousands of phenomenal color illustrations - allows you to locate the assistance you need more rapidly than ever.
The mistreatment of older people is categorized in many societies as “elder abuse and neglect,” yet the concept has not been subjected to rigorous critical inquiry. Instead, it has most often represented the interests of professionals, academics, and governments, while policy makers and researchers frequently overlook or disregard the complexity of issues that fall under this designation. Contesting Elder Abuse and Neglect questions existing understandings about the mistreatment of older people. It explores how and why the designation “elder abuse and neglect” came to be and shows how this term masks problems concerning the mistreatment of older people, their place in society, and how they see themselves. Joan R. Harbison and her colleagues expose how supposed solutions to the problem of abuse can take their toll on those people they were originally intended to protect. The book is an important contribution to the literature that encourages new thinking about issues concerning the mistreatment of older people.
Traditional literary criticism once treated Thomas Nashe as an Elizabethan oddity, difficult to understand or value. He was described as an unrestrained stylist, venomous polemicist, unreliable source, and closet pornographer. But today this flamboyant writer sits at the center of many trends in early modern scholarship. Nashe’s varied output fuels efforts to reconsider print culture and the history of the book, histories of sexuality and pornography, urban culture, the changing nature of patronage, the relationship between theater and print, and evolving definitions of literary authorship and 'literature' as such. This collection brings together a dozen scholars of Elizabethan literature to characterize the current state of Nashe scholarship and shape its emerging future. The Age of Thomas Nashe demonstrates how the works of a restless, improvident, ambitious young writer, driven by radical invention and a desperate search for literary order, can restructure critical thinking about this familiar era. These essays move beyond individual and generic conceptions of authorship to show how Nashe’s career unveils the changing imperatives of literary production in late sixteenth-century England. Thomas Nashe becomes both a marker of the historical milieu of his time and a symbolic pointer gesturing towards emerging features of modern authorship.
Joan Lash Treland, forerunner in identifying and remediating students with learning disabilities, focuses on a rarely discussed issue: high ability students who achieve at lower than expected levels. By identifying gifted, successful persons in fields ranging from science to politics, Joan begins the exploration of problems that deprive society of the benefits that the gifted underachievers should be contributing to our world. Joan examines the research into dyslexia, plus low performance not related to other handicapping conditions and brings the need for educators to delve into the necessity of identifying and remediating the physical, social, and psychoeducational conditions that cause individuals with great promise to lead lives of low to mediocre performance. In addition to the valuable organization of research, Joan's work makes public an often ignored waste of talent by educators and society as a whole. Highlighting this issue provides educators with an opportunity to find a societal/educational "fix" to a little understood, but serious problem. In her thesis regarding the learning issues that too often define an individual's ability to contribute to society, Joan Treland has examined the contributions and learning problems overcome by eminent individuals including Thomas Edison, Winston Churchill, Auguste Rodin, George S. Patton, William James, Hans Christian Anderson, Eleanor Roosevelt, Gamal Abdul Nasser, Katherine Mansfield, Albert Einstein. The gifts of these "learning challenged," dyslexic geniuses have brought the world advances in science, beauty, understanding of the mind, and overcome threats to world peace. Ironically, each of these individuals suffered from the shame of learning in a different way, viewing the world through a different perspective. By focusing on the abilities and challenges of these gifted individuals Joan Treland presents an alternate view of learning and teaching to the strengths of the individual students. Educators and those in charge of public policy should read this wake-up call to a society that consistently wastes its most valuable resource: the ignored, gifted, and underachieving student. Dyslexia, depression, and lack of motivation frequently prevent talented young people from contributing to our society at the high level that should be expected given their overlooked talents. Joan Treland gathered the research-now parents, educators, and the political leaders must act.
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