A mother whose child has had a cochlear implant tells Laura Mauldin why enrollment in the sign language program at her daughter’s school is plummeting: “The majority of parents want their kids to talk.” Some parents, however, feel very differently, because “curing” deafness with cochlear implants is uncertain, difficult, and freighted with judgment about what is normal, acceptable, and right. Made to Hear sensitively and thoroughly considers the structure and culture of the systems we have built to make deaf children hear. Based on accounts of and interviews with families who adopt the cochlear implant for their deaf children, this book describes the experiences of mothers as they navigate the health care system, their interactions with the professionals who work with them, and the influence of neuroscience on the process. Though Mauldin explains the politics surrounding the issue, her focus is not on the controversy of whether to have a cochlear implant but on the long-term, multiyear undertaking of implantation. Her study provides a nuanced view of a social context in which science, technology, and medicine are trusted to vanquish disability—and in which mothers are expected to use these tools. Made to Hear reveals that implantation has the central goal of controlling the development of the deaf child’s brain by boosting synapses for spoken language and inhibiting those for sign language, placing the politics of neuroscience front and center. Examining the consequences of cochlear implant technology for professionals and parents of deaf children, Made to Hear shows how certain neuroscientific claims about neuroplasticity, deafness, and language are deployed to encourage compliance with medical technology.
A mother whose child has had a cochlear implant tells Laura Mauldin why enrollment in the sign language program at her daughter’s school is plummeting: “The majority of parents want their kids to talk.” Some parents, however, feel very differently, because “curing” deafness with cochlear implants is uncertain, difficult, and freighted with judgment about what is normal, acceptable, and right. Made to Hear sensitively and thoroughly considers the structure and culture of the systems we have built to make deaf children hear. Based on accounts of and interviews with families who adopt the cochlear implant for their deaf children, this book describes the experiences of mothers as they navigate the health care system, their interactions with the professionals who work with them, and the influence of neuroscience on the process. Though Mauldin explains the politics surrounding the issue, her focus is not on the controversy of whether to have a cochlear implant but on the long-term, multiyear undertaking of implantation. Her study provides a nuanced view of a social context in which science, technology, and medicine are trusted to vanquish disability—and in which mothers are expected to use these tools. Made to Hear reveals that implantation has the central goal of controlling the development of the deaf child’s brain by boosting synapses for spoken language and inhibiting those for sign language, placing the politics of neuroscience front and center. Examining the consequences of cochlear implant technology for professionals and parents of deaf children, Made to Hear shows how certain neuroscientific claims about neuroplasticity, deafness, and language are deployed to encourage compliance with medical technology.
When World War II ended, Americans celebrated a military victory abroad, but the meaning of peace at home was yet to be defined. From roughly 1943 onward, building a postwar society became the new national project, and every interest group involved in the war effort—from business leaders to working-class renters—held different visions for the war's aftermath. In Postwar, Laura McEnaney plumbs the depths of this period to explore exactly what peace meant to a broad swath of civilians, including apartment dwellers, single women and housewives, newly freed Japanese American internees, African American migrants, and returning veterans. In her fine-grained social history of postwar Chicago, McEnaney puts ordinary working-class people at the center of her investigation. What she finds is a working-class war liberalism—a conviction that the wartime state had taken things from people, and that the postwar era was about reclaiming those things with the state's help. McEnaney examines vernacular understandings of the state, exploring how people perceived and experienced government in their lives. For Chicago's working-class residents, the state was not clearly delineated. The local offices of federal agencies, along with organizations such as the Travelers Aid Society and other neighborhood welfare groups, all became what she calls the state in the neighborhood, an extension of government to serve an urban working class recovering from war. Just as they had made war, the urban working class had to make peace, and their requests for help, large and small, constituted early dialogues about the role of the state during peacetime. Postwar examines peace as its own complex historical process, a passage from conflict to postconflict that contained human struggles and policy dilemmas that would shape later decades as fatefully as had the war.
This paper on the social gains from female education is part of a series, prepared by the World Bank, on the benefits of improving opportunities for women. The paper suggests that expanding women's opportunities enhances their productivity and earning potential and thus contributes to better economic performance and poverty alleviation. Education raises the productivity and earnings of both men and women. Over time female education also contributes to slower population growth and healthier families. The Bank believes that in efforts to expand women's opportunities, priority should be given to education through the secondary level, reproductive health, agriculture, private entrepreneurship, and the wage labor force. This paper is concerned with the estimation of these social gains from female education at the secondary level. The paper examines the role of female education, measured by gross enrollment rates at the secondary level, relative to, and or in combination with, some health and family planning services that influence fertility and infant mortality. It uses reduced form estimation of the total fertility rate and infant mortality rate. The paper presents cross country regressions based on data drawn from 72 developing countries. The analysis in this paper generally shows that female secondary education, family planning, and health programs all affect fertility and mortality, and the effect of female secondary education appears to be very strong. Results suggest that family planning will reduce fertility more when combined with female education, especially in countries that now have low female secondary enrollment levels. (DK).
Volume 3 of 8, 1213-1918. A genealogical compilation of the descendants of John Jacob Rector and his wife, Anna Elizabeth Fischbach. Married in 1711 in Trupbach, Germany, the couple immigrated to the Germanna Colony in Virginia in 1714. Eight volumes document the lives of over 45,000 individuals.
The First Time I Got Paid for It is a one-of-a-kind collection of essays by more than fifty leading film and television writers, with a foreword by screenwriting legend William Goldman. Linked by the theme of a writer's "first time"—usually the first time he got paid for his work, but sometimes veering off into other, more unconventional, "first times"—these always entertaining (and sometimes hilarious) pieces share what it takes to succeed, what it takes to write well, and other aspects of maintaining creativity and integrity while striving for a career in Hollywood. Richard LaGravanese (The Fisher King, The Horse Whisperer, Living Out Loud) confesses that his first paid writing job was crafting phone-sex scripts. Nicholas Kazan (Reversal of Fortune, Matilda) explains why, in Hollywood, an oral "yes" often turns out to be a written "no." Peter Casey writes about the unparalleled pitch meeting for the award-winning series Frasier. Virtually every big-name writer in Hollywood has contributed to this collection, making it essential research material for anyone trying to make it in the entertainment industry, and a perfect read for movie and television buffs everywhere.
Volume 1 of 8, TOC and pages 1-504. A genealogical compilation of the descendants of John Jacob Rector and his wife, Anna Elizabeth Fischbach. Married in 1711 in Trupbach, Germany, the couple immigrated to the Germanna Colony in Virginia in 1714. Eight volumes document the lives of over 45,000 individuals.
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.