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Chapter 24: Lynn—Paralysis, Skiing Accident

Naomi Scott University of North Texas Press PDF

Chapter Twenty-Four

Lynn—Paralysis, Skiing Accident

From cantering through Texas countryside teeming with thousands of Monarch butterflies, to cantering around an arena to thunderous applause from fans cheering riders from around the world—this is the trail taken by World Class Rider Lynn Seidemann. Representing the United States in the 2000 Paralympic Games, Sidney, Australia, winning a

Gold and a Silver Medal in the 2003 World Dressage Championships for the Disabled in Belgium, and a Silver in the 2004 Paralympic Games in

Greece, are only a few of Lynn’s accomplishments.

Always an athlete, Lynn played soccer on the University of Cincinnati team for two years, and excelled in tennis and basketball. She also snow skied.

Just after turning twenty-one, racing down the gleaming white slopes in Colorado, Lynn fell and hit a tree. The impact broke her back at T-eleven vertebrae. She could not walk, but Lynn didn’t let it stop her.

“I wanted to stay active and it was a natural thing to keep playing sports, at least do as close as possible to what I did before,” she said. “I started playing basketball and tennis.” Nine years after the accident, Lynn qualified in tennis for the 1992 Paralympic Games, Barcelona, Spain, and won a Silver Medal in doubles. Shortly thereafter she learned about therapeutic horseback riding.

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Medium 9781855752672

6. Anorexia, psychosis, and the question of sexual abuse: “Dorothy”

Jackson, Murray Karnac Books ePub

Disturbance of eating is a common symptom associated with a wide spectrum of psychopathology. At one end, it merges with normal food preferences which may be motivated by ethical and other psychologically mature considerations. At the other end, it may be a symptom of severe depression, or of a delusional belief that food is poisoned. These latter typical psychotic expressions are readily identifiable, as are the common transitory and non-psychotic preoccupations of adolescent girls and, much less commonly, of boys.

In between the extremes are found the disturbances classified as anorexia nervosa and bulimia nervosa, where the psychopathology is serious and treatment difficult. These disorders may display hysterical and obsessional characteristics, perceptual disorders in the form of voices, pseudo-hallucinations (where insight is retained), hallucinations, delusional mood, delusions, and frank psychotic disorder. Sexual abuse, real or imagined, is a frequent theme.

The concepts of unconscious phantasy and part-object relations provide conceptual keys to the understanding of the meaning, origins and significance of these disorders. They can help explain the psychotic potential of some patients with severe anorexia nervosa and the transition to a state of overt psychosis in others, as in the following patient.

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Medium 9782067182042

Crater Lake National Park

Michelin Michelin ePub

80mi northeast of Medford on Rte. 62. Open daily year-round. $10/vehicle. t 541-594-3000. Steel Visitor Center open late Apr–early Nov daily 9am–5pm; rest of the year daily 10am–4pm; closed Dec 25. Rim Visitor Center open late May–late Sept 9:30am–5pm.

Crater Lake National Park

Crater Lake (elevation 1,932ft) is the world's deepest volcanic lake. The sapphire-blue lake rests in the basin of a collapsed volcano, surrounded by steep-walled cliffs. Wizard Island, a volcanic cinder cone, rises at its west end.

Ringed by mountains tinged with snow much of the year, the 6mi diameter lake attracts hikers and sightseers from around the world. The lake—so renowned for its clarity that its water has set new standards for water purity—was formed when the cataclysmic eruption of Mount Mazama 7,700 years ago created a bowl-shaped caldera that filled with snowmelt.

One of the most scenic drives in the world, 33mi loop Crater Rim Driveaaa has more than 20 overlooks, but there are ample other attractions here as well, including hikes through mid-elevation pine forests, and the famed boat touraa to Wizard Island.

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10 - Psychoanalytic interventions

Mann-Shalvi, Hanni Karnac Books ePub

We have seen how raising sons with the knowledge of their future recruitment and military service itself have numerous consequences on shaping the mind and relationships of the individual, the couple, and the family. The psychoanalytic theory behind this related to individuals and families has also been outlined. Should, however, psychoanalysts hold an interventionist role in the national and international arenas at the level of theory, and perhaps even practice?

Taking a stance for the practical application of psychoanalysis is not new. In 1932, Alfred Einstein, fearing that the fate of nations was in the hands of entirely irresponsible political legislators, invited Freud on behalf of the League of Nations1 to discuss whether there is a way of delivering mankind from the menace of war. In his response, Freud noted the central role of life and death drives in managing the psyche and therefore in managing personal and international life. He concluded that if the willingness for war is the outcome of the drive for destruction, then using Eros—destruction's opposing force—would help combat it; therefore, any factor contributing to the establishment of emotional links among humans should be actively involved against war (Freud, 1933, p. 211). He further added that through emotional affinity and other emotional sharing, which form the basis of human society, it is possible to counter the tendency to aggression. He noted that it would not be utopian to hope that anxiety itself over the outcomes of war, and all factors that promote the development of culture, should contain what it takes to work against war. Nonetheless, he qualified his statements by noting that human aggression could be restrained only through the existence of a central authority with “the last word” on any international dispute.

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4 Engage Students in Standards-Based Lessons

Heflebower, Tammy; Hoegh, Jan K. Marzano Research ePub


Engage Students in Standards-Based Lessons

The more the student becomes the teacher and the more the teacher becomes the learner, then the more successful are the outcomes.

—John Hattie

In planning the content of our instruction, Hattie (2012) asks us to consider the following question: “What knowledge and understanding should be taught?” (Kindle location 1390). Think about the discipline you teach. With this in mind, ask yourself these two additional questions from Hattie (2012): “What knowledge and understanding is important; and What knowledge and understanding is going to lead to the greatest cognitive understandings and gains?” (Kindle location 1390).

Too often our curricula are dictated by tests. We hope the Common Core paves the way for teachers to work collaboratively to create rigorous, engaging standards-based lessons that offer learners what is worth knowing. The lessons and units in this chapter provide opportunities for students to become the teacher and for the teacher to become the learner, leading to more successful outcomes. In these lessons, you find students engaged with the content and willing to teach it to others, and you find teachers engaged with the content and willing to learn from others, including their students. All are learners in the classroom. Hattie (2012) writes that we must teach students to self-regulate their learning. If we use differentiated instruction, as you find in the lessons in this chapter, students are working at levels at which they can attain the success criteria of the lessons. For differentiation to be successful, Hattie writes, “Teachers need to know, for each student, where that student begins and where he or she is in his or her journey towards meeting the success criteria of the lesson. Is that student a novice, somewhat capable, or proficient?” (Kindle location 2421). Once again, the better the teacher knows the students, the more the teacher can build in opportunities for learners to meet the standards.

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