From childhood services to adult provision, the needs of an individual develop and change, yet the literature addressing specific adult requirements is scarce. This volume sets out to fill this gap and provides practical help and guidance specifically for those caring for the growing recognised population of adults with autism. Issues of theory and practice from both local and international perspectives are included. Subsequent chapters analyse the implications arising from thought and behaviour inflexibility with emphasis on the management of transition and bereavement. Models for practice in employment and further education and also pharmacological and educational approaches to mental health problems, epilepsy and challenging behaviour are concluded by a chapter which develops many themes of this publication as the basis for a practitioner training programme in residential settings. An essential guide for all those concerned with the care and well being of adults with autism including parents, researchers, practitioners and community care workers.
In recent years, archaeologists and Native American communities have struggled to find common ground even though more than a century ago a man of Seneca descent raised on New YorkÕs Cattaraugus Reservation, Arthur C. Parker, joined the ranks of professional archaeology. Until now, ParkerÕs life and legacy as the first Native American archaeologist have been neither closely studied nor widely recognized. At a time when heated debates about the control of Native American heritage have come to dominate archaeology, ParkerÕs experiences form a singular lens to view the fieldÕs tangled history and current predicaments with Indigenous peoples. In Inheriting the Past, Chip Colwell-Chanthaphonh examines ParkerÕs winding career path and asks why it has taken generations for Native peoples to follow in his footsteps. Closely tracing ParkerÕs life through extensive archival research, Colwell-Chanthaphonh explores how Parker crafted a professional identity and negotiated dilemmas arising from questions of privilege, ownership, authorship, and public participation. How Parker, as well as the discipline more broadly, chose to address the conflict between Native American rights and the pursuit of scientific discovery ultimately helped form archaeologyÕs moral community. ParkerÕs rise in archaeology just as the field was taking shape demonstrates that Native Americans could have found a place in the scholarly pursuit of the past years ago and altered its trajectory. Instead, it has taken more than a century to articulate the promise of an Indigenous archaeologyÑan archaeological practice carried out by, for, and with Native peoples. As the current generation of researchers explores new possibilities of inclusiveness, ParkerÕs struggles and successes serve as a singular reference point to reflect on archaeologyÕs history and its future.
In the predawn hours of March 7, 1868, four prisoners aided by a guard escaped from Fort Jefferson in the Dry Tortugas and headed a small, open fishing boat into a violent storm in the Gulf of Mexico. The men were never seen again. One of them, Colonel George St. Leger Grenfell, was a British soldier of fortune who had come to America in 1862 and earned himself a unique place in the Confederate Valhalla. In this biography Stephen Z. Starr recounts the fascinating story of this romantic and neglected character. Grenfell was a talented cavalry officer who served with John H. Morgan, Braxton Bragg, and J. E. B. Stuart. Yet his congenital restlessness hampered his effectiveness. In one of his most fantastic adventures, Grenfell plotted to help northern Copperheads take over the governments of Ohio, Indiana, and Illinois and establish a Northwestern Confederacy. When the plan—the “Chicago Conspiracy” as it became known—to attack Camp Douglas, free Confederate prisoners, and capture Chicago was discovered, Grenfell, along with 150 cohorts, was arrested. He and six of the principal collaborators were convicted and sentenced to life imprisonment. Grenfell and three fellow prisoners planned the escape that apparently ended in tragedy, although rumors that the legendary soldier of fortune was still alive persisted for many years.
In its 2007 obituary of Bruce Trigger (1937–2006), the Times of London referred to the Canadian anthropologist and archaeologist as “Canada’s leading prehistorian” and “one of the most influential archaeologists of his time.” Trained at Yale University and a faculty member at McGill University for more than forty years, he was best known for his History of Archaeological Thought, which the Times called “monumental.” Trigger inspired scholars all over the world through his questioning of assumptions and his engagement with social and political causes. Human Expeditions pays tribute to Trigger’s immense legacy by bringing together cutting edge work from internationally recognized and emerging researchers inspired by his example. Covering the length and breadth of Trigger’s wide-ranging interests – from Egyptology to the history of archaeological theory to North American aboriginal cultures – this volume highlights the diversity of his academic work and the magnitude of his impact in many different areas of scholarship.
Updated for the 2001 specifications, Science to GCSE aims to provide a clear and concise course which teachers can use with confidence as the main classroom resource to deliver Single or Double Award Science. It can also be used with Foundation Science to provide a complete package for mixed ability classes. The book includes a test and check section to identify areas of weakness, exam questions and full answers, and so is particularly effective for individual study and homework as well as classwork.
Historically, the scientific method has been said to require proposing a theory, making a prediction of something not already known, testing the prediction, and giving up the theory (or substantially changing it) if it fails the test. A theory that leads to several successful predictions is more likely to be accepted than one that only explains what is already known but not understood. This process is widely treated as the conventional method of achieving scientific progress, and was used throughout the twentieth century as the standard route to discovery and experimentation. But does science really work this way? In Making 20th Century Science, Stephen G. Brush discusses this question, as it relates to the development of science throughout the last century. Answering this question requires both a philosophically and historically scientific approach, and Brush blends the two in order to take a close look at how scientific methodology has developed. Several cases from the history of modern physical and biological science are examined, including Mendeleev's Periodic Law, Kekule's structure for benzene, the light-quantum hypothesis, quantum mechanics, chromosome theory, and natural selection. In general it is found that theories are accepted for a combination of successful predictions and better explanations of old facts. Making 20th Century Science is a large-scale historical look at the implementation of the scientific method, and how scientific theories come to be accepted.
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