This book looks at what it feels like to be an autistic parent, offering valuable insights, knowledge and wisdom on parenting autistic and non-autistic children. Three mothers reflect on their experiences of growing up as undiagnosed autistics, venturing into and embracing motherhood, and connecting with their children in a unique and powerful way. They offer advice on overcoming the challenges of parenting when you are autistic, such as socialising with other parents or sensory issues that come with excessive touch. Reflecting on their own experiences, they also emphasize the positives of being an autistic parent to an autistic child, such as understanding of why their child is struggling or the open-mindedness that can come from not being constrained by societal norms. They also explain how out-of-the-box thinking leads to creative parenting of non-autistic children, forming strong and loving bonds. Full of wit and warm advice, this book empowers autistic parents and reassures them that autism is a strength in raising their children with love, knowledge and experience, while also giving non-autistic parents and professionals a fresh perspective on helping autistic children to thrive.
Smart casual? Close of play? Endless water-cooler discussions about the weather? Non-autistic adults can behave in baffling ways - and never more so in the maze of unwritten social rules, jargon and ritual that is your average day at the office. Luckily, Maura and Debby (office code cracker extraordinaires) have gone undercover in 'typical' offices for decades to pull together the ultimate survival guide for the autistic employee. Wickedly illustrated by Tim Stringer, this one-stop-shop gives guidance on everything from navigating sensory issues and asking for reasonable workplace adjustments to the appropriate etiquette of in-person and hybrid spaces and how to deal with instances of bullying and harassment. With translations of the bizarre idioms and acronyms of office-speak, as well advice on the baffling unspoken rules of an office social life - this is both a hilarious and highly practical guide to being happier and more successful at work.
This book looks at what it means to be an autistic parent, offering practical advice about how to overcome the challenges of parenting when you are autistic and the advantages that being autistic brings to raising children.
Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice. Case studies and ‘What does this mean for you?’ boxes in every chapter take ideas from research and show how they can apply to the real world of teaching. This second edition has been updated with: a new chapter on assessment extended discussion of metacognition in the classroom critical perspective on what we really know about brain-based learning further coverage models of reflective practice
We sometimes feel disgusted by-even alienated from-our desires. Suppose I feel alienated from my persistent desire to smoke, and disgusted that the thought of dying while my children are still young isn't enough to extinguish that desire. I could talk to my friends about my predicament, confident that they would sympathize at least to some extent. If I were so inclined, I could also consult work from many distinct philosophical traditions, written in many different centuries, to learn what philosophers have thought was the best way to characterize someone in my condition; what they have thought someone in my condition ought to do; and what philosophical problems they thought could be illuminated by considering conditions like mine. I might learn that reflection on such cases could help in developing accounts of self-deception, wishful thinking, moral motivation, the nature of agency, and the boundaries of the authentic self. We also sometimes feel disgusted by-even alienated from-our experiences. More specifically, we sometimes feel alienated from a perceptual or sensory experience of ours because we are troubled by its evaluative shading. Many people, if you press them and they trust that you won't immediately turn and berate them, will acknowledge that they have experiences like the one I am about to confess. A woman walks by, and my visual perception of her includes the content fragility, and on reflection I realize that this content is positively valenced in my experience. And I don't just perceive her as fragile in the sense of floaty or graceful, but fragile in the sense of breakable, or erotically consumable. I am disgusted with myself because no one is breakable in that sense. How could I be such that a fellow human looks that way to me? Yet if I look again, my moment of anguished self-castigation doesn't shake the way she looks to me. She still looks fragile, and in a pleasing way. Such experiences-and alienation from them-are, I contend, disturbingly common. Yet if I were to try and read some philosophy to help me understand this predicament, as I might have done in the case of my alienated desire, I would find almost nothing. Philosophers in many different centuries, and in many different traditions, construe sensation and perception as passive. They talk about experiences in ways that would lead us to conclude that someone's feeling alienated from a particular experience, unlike her feeling alienated from a particular desire, is an odd neuroticism-not a phenomenon deserving of serious philosophical reflection. Within contemporary analytic philosophy, philosophers frequently argue for views of mind, self, and action on which many aspects of a human life can be understood as expressive of agency. And yet even in these approaches, we do not see experience treated in a way that would enable us to make sense of this common human response to it. We certainly don't see philosophers set it up, as a condition of adequacy for an account of experience, that it make room for the phenomenon of alienation from experience. (In contrast, a philosopher might treat the ability to account for akrasia as a condition of adequacy for accounts of belief and desire, or of practical reasoning generally.) And so of course no one goes on to ask what progress on other philosophical problems-like the nature of self-control; or the functions of ascriptions and avowals of experience; or the status of folk-psychology-might be made if we were starting from an account of experience that made room for alienation from particular experiences"--
This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences.
How does an actor bring a script to life? The actor must know how to read a script, break it down, and mine all of its clues in order to make the most effective choices. The Anatomy of a Choice: An Actor's Guide to Text Analysis offers the actor a concrete method for approaching a script. This guide details a simple process to discover and define a character's scene and super-objective, obstacle, beats, and tactics. It includes practical information on how to build a character, how best to use rehearsal time, and what to do when nothing is working.
The Municipal preschools of Reggio Emilia, in Northern Italy, are renowned world-wide for the excellence of their provision. This approach provides a unique collaboration between children, parents, teachers and the wider community. Loris Malaguzzi and the Reggio Emilia Experience brings together the history and context of the Reggio Emilia experience, and explores the principles espoused by Loris Malaguzzi and the Early Years' Educators of the Reggio Emilia Municipality. It critically evaluates the emergent curriculum and quality provision and offers new insights into the powerful and dominant discourses of the Reggio movement. It will provide students and educators with a comprehensive overview of the phenomenon that is Reggio Emilia.
Traces the changing identity and ownership of the important city of Trieste in a turbulent period. The port of Trieste, standing at a crucial strategic point at the head of the Adriatic, had a turbulent history in the mid-twentieth century. With the disappearance of the Habsburg empire after the First World War, it passed intoItalian hands. During the Second World War, the Nazis reclaimed the city as part of the Reich. In 1945, Trieste slipped through Tito's fingers and was internationalised under Allied military government control, returning to Italian sovereignty in 1954. This book examines Trieste's transformation from an imperial commercial centre at the crossroads of the Italian, German and Balkan worlds to an Italian border city on the southern fringe of the iron curtain. Concentrating on local sources, the book shows how Triestines, renowned for their cosmopolitan Central European affiliations, articulated an Italian civic identity after the First World War, and traces the fitful process ofaffirming Trieste's Italianness over the course of nearly four decades of liberal, Fascist and international rule. It suggests that Italianisation resulted from complicated interactions with Rome and interference by internationalpowers attempting to strengthen western Europe at the edge of the Balkans.
The persons in America who were the most opposed to Great Britain had also, in general, distinguished themselves by being particularly hostile to Catholics." So wrote the minister, teacher, and sometime-historian Jonathan Boucher from his home in Surrey, England, in 1797. He blamed "old prejudices against papists" for the Revolution's popularity - especially in Maryland, where most of the non-Canadian Catholics in British North America lived. Many historians since Boucher have noted the role that anti-Catholicism played in stirring up animosity against the king and Parliament. Yet, in spite of the rhetoric, Maryland's Catholics supported the independence movement more enthusiastically than their Protestant neighbors. Not only did Maryland's Catholics embrace the idea of independence, they also embraced the individualistic, rights-oriented ideology that defined the Revolution, even though theirs was a communally oriented denomination that stressed the importance of hierarchy, order, and obligation. Catholic leaders in Europe made it clear that the war was a "sedition" worthy of damnation, even as they acknowledged that England had been no friend to the Catholic Church. So why, then, did "papists" become "patriots?" Maura Jane Farrelly finds that the answer has a long history, one that begins in England in the early seventeenth century and gains momentum during the nine decades preceding the American Revolution, when Maryland's Catholics lost a religious toleration that had been uniquely theirs in the English-speaking world and were forced to maintain their faith in an environment that was legally hostile and clerically poor. This experience made Maryland's Catholics the colonists who were most prepared in 1776 to accept the cultural, ideological, and psychological implications of a break from England.
Math and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students—those who would benefit most—going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. While this educational inequality can be attributed to a number of economic and political causes, in Empowering Science and Mathematics Education in Urban Communities, Angela Calabrese Barton and Edna Tan demonstrate that it is augmented by a consistent failure to integrate student history, culture, and social needs into the core curriculum. They argue that teachers and schools should create hybrid third spaces—neither classroom nor home—in which underserved students can merge their personal worlds with those of math and science. A host of examples buttress this argument: schools where these spaces have been instituted now provide students not only an immediate motivation to engage the subjects most critical to their future livelihoods but also the broader math and science literacy necessary for robust societal engagement. A unique look at a frustratingly understudied subject, Empowering Science and Mathematics Education pushes beyond the idea of teaching for social justice and into larger questions of how and why students participate in math and science.
This book offers an integrated and contextualised framework for learning and development (L&D) effectiveness that addresses both the nature of L&D and its antecedents and outcomes in organisations. Scholars and practitioners alike have recognised the important role that L&D plays in organisations, where the development of human capital is an essential component of individual employability, career advancement, organisational performance, and competitive advantage. The development of employees’ knowledge, skills, and attitudes constitutes one of the most important HR challenges that organisations face. The evidence indicates that organisations continue to invest in L&D programmes as part of their HR strategy. In addition, there has been an enormous growth in research on L&D in organisations; however, there is some ambiguity concerning the effectiveness of these activities and it largely remains unclear how they can be best implemented. This book seeks to address this gap in the literature. The authors propose a framework for L&D effectiveness based on key findings from reviews, empirical research, and meta-analyses, as well as previously established theoretical frameworks within the field. Combining theory and practice, the new framework this book offers provides key guidance for L&D practitioners and researches interested in the area.
Dr. David L. Katz, head of the Yale School of Medicine Prevention Research Center, provides expert guidance to lifelong weight control, health and contentment with food: Master your metabolism: Use healthy snacking to keep a steady level of insulin and leptin in your bloodstream to avoid surges of hunger. Create a "decision balance": Discover your real feelings about losing weight and maximize your motivation. Control your hunger: By limiting flavor variety at one sitting the satiety centers in your brain make you feel full faster. Uncover hidden temptations: Sweet snacks are really salty and salty ones are sweet--hidden additives trigger your appetite. Change your taste buds: You can keep your favorite foods on the menu, but by making substitutions gradually, you'll come to prefer healthier foods. With more than 50 skills and strategies provided nowhere else, The Way to Eat, created in cooperation with the American Dietetic Association, will make you the master of your own daily diet, weight and health.
This book describes human development including sexual reproduction and stem cell research with the development of model organisms that are accessible to genetic and experimental analysis in readily understandable texts and 315 multi-colored graphics. The introductory account of model organisms selected from the entire animal kingdom presents general principles, which are then outlined in subsequent chapters devoted to, for example, sexual development; genes controlling development and their contemporary molecular-analysis methods; production of clones and transgenic animals; development of the nervous and circulatory systems; regenerative medicine and ageing. Finally the evolution of developmental toolkits and novelties is discussed including the genetic basis of the enlargement of the human forebrain. Separate boxes are devoted to controversial questions such as the benefits and problems of prenatal diagnostics or the construction of ancient body plans.
Farrelly uses America's early history of anti-Catholicism to reveal contemporary American understandings of freedom, government, God, the individual, and the community.
In response to the catastrophic destruction of Syria’s ancient city of Palmyra, a UNESCO world heritage site, a group of major international scholars gathered to focus on the art, archaeology, and history of the beleaguered site and present their latest findings. Their papers, given at a symposium at The Metropolitan Museum of Art in May 2016, have been collected in this fascinating and important publication. They are accompanied by a moving tribute by Waleed Khaled al-Asa‘ad to his father, Khaled al-Asa‘ad, the Syrian archaeologist and head of antiquities for the ancient city of Palmyra who was brutally murdered in 2015 while defending the site. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 14.0px Verdana} Palmyra: Mirage in the Desert, published simultaneously in English and Arabic, is the latest volume in the Metropolitan Museum symposium series. It is a major contribution to the knowledge and understanding of this multicultural desert—located at the crossroads of the ancient world—that will help preserve the memory of this extraordinary place for generations to come.
For students, scholars, readers' advisors, and curious SF readers and fans, this guide provides an easy-to-use launch pad for researching and learning more about science fiction writers and their work. Emphasizing the best popular and contemporary authors, this book covers 100 SF writers, providing for each: • a brief biographical sketch, including a quote from theauthor, awards, etc. • a list of the author's major works (including editions and other writings) • research sources-biographies, criticism, research guides, and web sites • In addition, you'll find read-alike lists for selected authors. For anyone wanting to find information on popular SF authors, this should be the first stop.
In this sweeping, heart-wrenching, and inspiring tale, twin sisters separated at birth reconnect through art, faith, and a father who touched the world through his paintings. When journalist and adoptee Dorie McKenna learns that her biological father was a famous artist, it comes with another startling discovery: she has a twin sister, Catherine Wagner, who inherited their father’s talent. Dorie is eager to introduce her sister’s genius to the public, but Catherine is a cloistered nun with a vow of silence who adamantly refuses to show or sell the paintings she dedicates to God. Hoping to get to know her sister and research the potential story, Dorie poses as an aspiring nun at the convent where Catherine lives. Her growing relationship with Catherine helps Dorie come to terms with her adoption, but soon the sisters’ shared biological past and uncertain futures collide as they clash over the meaning and purpose of art. Will they remain side-by-side for the rest of their lives, or will their conflicts change the course of the future?
Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students: Skills and Strategies for Classroom Teachers outlines the ways educators can support positive educational and social outcomes for the most vulnerable children in their communities. Each chapter briefly outlines the relevant theory, expanding on this through vignettes from research and analytical reflection, helping the reader identify and apply the differentiated pedagogical understandings in their own classrooms. Providing insights from educators who are doing this work successfully across the globe, the book highlights the challenges and considerations that teachers face in multilingual, multicultural classroom environments where students’ common experience is trauma and loss and guides them towards effective practice. This book is intended for use in schools by school leaders and classroom teachers and by educational professionals engaged in supporting schools with students with refugee backgrounds.
Politics in Ireland is the first major text to provide an accessible and systematic analysis of the politics of Ireland: North as well as South. With the development of a new Northern Irish political system and increasing links across the island, the authors argue that the time is ripe to study together the two polities, which share so much of a common history but which have had very different evolutions through the 20th century. Drawing upon an exceptionally wide range of sources and their own original research, the authors deploy a thematic approach to the study of political institutions, political behaviour and public policy in both the Republic and Northern Ireland in order to produce a detailed, but highly readable, assessment of governance and politics in both political systems. This approach enables them both to outline the differences and similarities between the polities and to explain how they relate to the wider world, in particular to the UK and to Europe.
Mind Over Bladder is a trusted and informative guidebook for bladder control, written with respect and humor by a nationally known urogynecologist, revised and expanded for the 21st century woman. Urinary Incontinence plagues millions of women worldwide, vastly more women than men. The reasons for this are many, including we have children, go through menopause and our anatomy is pretty different. Since these issues affect approximately 30-40% or greater of all women, can include issues with prolapsing organs (bladder, uterus, rectum) and can limit a woman’s freedom and ability to live a full and active life, an actual guidebook seemed not only necessary but overdue. Mind Over Bladder answers this need. Informative, respectful and written with humor by a leading urogynecologist, Mind Over Bladder asks and answers the question of “What is incontinence and what can I do about it?”. This unique approach begins at the beginning takes women through basic bladder and pelvic plumbing to getting a diagnosis and formulating a treatment plan. Mind Over Bladder arms women with information and practical solutions to help lead better, drier and happier lives.
This book brings to the foreground the largely forgotten “Fancy” of the seventeenth and eighteenth centuries and follows its traces as they extend into the nineteenth and twentieth. Trivialized for its flightiness and femininity, Fancy nonetheless provided seventeenth- and eighteenth-century women writers such as Margaret Cavendish, Aphra Behn, Delarivier Manley, Eliza Haywood, and Anna Barbauld a mode of vision that could detect flaws in the Enlightenment’s patriarchal systems and glimpse new, female-authored worlds and genres. In carving out unreal, fanciful spaces within the larger frame of patriarchal culture, these women writers planted Fancy—and, with it, female authorial invention—at the cornerstone of Enlightenment empirical endeavor. By finally taking Fancy seriously, this book offers an alternate genealogy of female authorship and a new framework for understanding modernity’s triumph.
Performing Arguments: Debate in Early English Poetry and Drama proposes a fresh performance-centered view of rhetoric by recovering, tracing, and analyzing the trope and tradition of aestheticized argumentation as a mode of performance across several early ludic genres: Middle English debate poetry, the fifteenth-century ‘disguising’ play, the Tudor Humanist debate interlude, and four Shakespearean works in which the dynamics of debate invite the plays’ reconsideration under the new rubric of ‘rhetorical problem plays.’ Performing Arguments further establishes a distinction between instrumental argumentation, through which an arguer seeks to persuade an opponent or audience, and performative argumentation, through which the arguer provides an aesthetic display of verbal or intellectual skill with persuasion being of secondary concern, or of no concern at all. This study also examines rhetorical and performance theories and practices contemporary with the early texts and genres explored, and is further influenced by more recent critical perspectives on resonance and reception and theories of audience response and reconstruction.
Common Sense Mathematics is a text for a one semester college-level course in quantitative literacy. The text emphasizes common sense and common knowledge in approaching real problems through popular news items and finding useful mathematical tools and frames with which to address those questions. We asked ourselves what we hoped our students would remember about this course in ten year’s time. From that ten year perspective thoughts about syllabus–“what topics should we cover?"–seemed much too narrow. What matters more is our wish to change the way our students' minds work–the way they approach a problem, or, more generally, the way they approach the world. Most people “skip the numbers" in newspapers, magazines, on the web and (more importantly) even in financial information. We hope that in ten years our students will follow the news, confident in their ability to make sense of the numbers they find there and in their daily lives. Most quantitative reasoning texts are arranged by mathematical topics to be mastered. Since the mathematics is only a part of what we hope students learn, we've chosen another strategy. We look at real life stories that can be best understood with careful reading and a little mathematics.
How herbaria illuminate the past and future of plant science Collections of preserved plant specimens, known as herbaria, have existed for nearly five centuries. These pressed and labeled plants have been essential resources for scientists, allowing them to describe and differentiate species and to document and research plant changes and biodiversity over time--including changes related to climate. Maura C. Flannery tells the history of herbaria, from the earliest collections belonging to such advocates of the technique as sixteenth-century botanist Luca Ghini, to the collections of poets, politicians, and painters, and to the digitization of these precious specimens today. She charts the growth of herbaria during the Age of Exploration, the development of classification systems to organize the collections, and herbaria's indispensable role in the tracking of climate change and molecular evolution. Herbaria also have historical, aesthetic, cultural, and ethnobotanical value--these preserved plants can be linked to the Indigenous peoples who used them, the collectors who sought them out, and the scientists who studied them. This book testifies to the central role of herbaria in the history of plant study and to their continued value, not only to biologists but to entirely new users as well: gardeners, artists, students, and citizen-scientists.
In the age of modern love, where people value and long to live authentically, many find themselves in a crisis of lost love. Whether they are going through a divorce, dealing with infidelity, trying to manage a manipulative partner or find themselves alone again and starting over, there is an anchor of hope inside of them and creative solution to their crisis. Utilizing the age old art of storytelling, this book shows the reader through clinical case studies, historical stories, mythology and even sporting events, how psychotherapy can help them find their inner hope and courage, so they can take a U-turn off the road of Loves Labors Lost and travel down the road of Loves Labors Won.
This is a historical analysis of the development of infant education in Ireland. It spans the the period from the opening of the Model Infant School in Marlborough Street, Dublin to the introduction of the child-centred curriculum for infant classes in 1948.
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