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Medium 9781574416367

Murray’s Problem: Milwaukee Journal Sentinel / By Mark Johnson

Gayle Reaves, Editor UNT Press PDF

Murray’s Problem

Milwaukee Journal Sentinel

Dec. 14, 2014

By Mark Johnson

Chapter One: Scientist and Son

Murray Blackmore stood at the lectern and tried to take in the dark conference room, the men and women in wheelchairs waiting for him to wrest a little hope from science. But in his preoccupied state, the room was a blur and hope a struggle. The 39-year-old researcher took a deep breath.

An assistant professor at Marquette University, Blackmore had looked forward to addressing the symposium on spinal cord research in Boston.

Work filled his daylight hours; interrupted his dreams at night. Often he would wake at 2 or 3 in the morning, pitched from sleep into the scientific puzzles of a broken spinal cord. Ideas in the midnight hours seldom bore fruit, but his mind churned through them just the same.

He felt a responsibility. The National Institutes of Health had awarded him a $1.6 million grant. He ran a lab outfitted with cutting edge equipment. He pursued the newest ideas in the field.

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Medium 9781855758414

CHAPTER SEVEN: Silence in therapy

Colum Kenny Karnac Books ePub

Those who encounter silence during therapy have much to teach us about its power in our daily lives. Psychiatrists, psychotherapists, social workers, and other health service professionals meet clients who fall silent in ways that can be frustrating and even threatening to those around them. Silence on the part of the client or patient may be associated with feelings of pleasure or joy or even peace, but it may also be for them a means of expressing anger, apathy, resentment, and other emotions (see, for example, Zeligs and Liegner), or else be a sign of denial. Sometimes, silence stems from a disability. Whatever its base, it is a phenomenon that merits attention. As Sigmund Freud observed in 1905, in the case of Dora,

He that has eyes to see and ears to hear may convince himself that no mortal can keep a secret. If his lips are silent, he chatters with his finger-tips; betrayal oozes out of him at every pore (pp. 77–78).

A number of authors have studied ways in which we fall silent in order to defend ourselves against instinctual urges that threaten us, urges with which we have not come to terms developmentally. In 1961, for example, Zeligs discussed the function of silence in some cases as a type of displacement from the original erotogenic zones to the organs and functions of speech. And according to Sabbadini, a silence that displays such anal connotations is characterized by an ambivalent if not openly aggressive attitude. Fliess further differentiated all silences into oral, anal, or urethral, while Sabbadini postulates the existence of a “phallic silence”. The latter writes that,

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Medium 9781574411713

4: Decline and Resurgence of Attacks against Bilingual Education

Guadalupe San Miguel Jr. University of North Texas Press PDF

78

CONTESTED POLICY

3. los ignorantes (the ignorant ones): individuals who did not understand or who refused to understand that one of the primary purposes of bilingual education was to teach English as quickly as instructionally possible.

DECLINE AND RESURGENCE OF ATTACKS AGAINST

BILINGUAL EDUCATION

Several important political reasons accounted for the decrease in opposition to bilingual education in the early 1990s. First, the George Bush administration and the Republican Party needed to attract Latino voters during the 1992 presidential election. One of the ways Republicans sought to accomplish this was by taking a stand in support of bilingual education, an issue dear to many Latinos. In early 1991, President Bush took such a stand when he issued the final results of a Department of Education study favoring bilingual education. This praise for bilingual education, noted one journalist, “was a marked shift from the stand of the

Reagan administration, which diverted funding from bilingual programs at the urging of conservatives opposed to extensive native-language instruction.”1

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Medium 9781908372307

Chapter 3 – Changing your mind for long term success

Dee Clayton M-Y Books Ltd ePub

In this chapter we go into a little more detail about changing your mindset because now we know that the monkeys are in our minds, and if we dont like their current behaviour well need to change it, and thus change our minds. We know what we dont want those negative monkey voices. So now we also need to know whats the most helpful mindset to have to tame the monkeys if we arent any longer going to have those negative doubts, what is the most helpful way we can use our minds to achieve success instead?

We like to think we know how to change our mind but often we arent clear on how to do it long term. Have you ever made a New Years resolution? Have you perhaps stuck to it for an hour, day or month, but eventually youve just gone back to how you used to be? This book helps you to lose your fear and change your attitude towards speaking forever. And in order to make permanent changes you need to know the secret ingredients for positive permanent change.

Below I have summarised the key ingredients we need to consider.

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Medium 9781855755079

8. Four Sensing Thinking Approaches to Writing

John K. DiTiberio Karnac Books ePub

8

The four types of writers described in this chapter all share common preferences for Sensing (S) and Thinking (T). These writers tend to take a no-nonsense approach to life. They find out about the world through the verifiable processes of direct observation and the five senses (S), and they arrive at a carefully constructed conclusion that can be explained with logic and evidence (T). Isabel Myers, in her classic book on psychological type, Gifts Differing, described these individuals as “practical and matter-of-fact types.”

ST writers often view their writing as a process of information dissemination. When they write, they first present the facts—what they have seen, heard, touched, counted, measured, or weighed—and they bring an impersonal analysis to bear on their concluding arguments. At their best, they can be succinct and to the point, ready with further information if needed. At their worst, they may neglect the subtle complexities of human communication, including ways to get their readers interested in what they have written. STs often exercise their preferences in fields such as business, management, accounting, production, the law, and engineering.

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Medium 9781855755079

10. Four Intuitive Feeling Approaches to Writing

John K. DiTiberio Karnac Books ePub

10

The four types of writers described in this chapter all share common preferences for Intuition (N) and Feeling (F). Isabel Myers described them as the “enthusiastic and insightful types.” They gather their perceptions by way of imagination (N) and decide what is most important about them via their personal value system (F). They see writing as a means of communicating the possibilities that humans have before them.

NF types bring a natural warmth to their activities and are deeply committed to what they do, including what they write and how they express it. They like to plumb the depths of previously unexplored territory, including human complexities, and usually have a gift for calling attention to subtleties in people’s motivations that others might overlook. As writers, they may forget to provide a logical rationale or concrete examples to support their convictions. But at their best, they can be persuasive and inspiring in their written or spoken communication. As a result, they frequently find scope for their abilities in human service fields such as counseling, teaching, or the ministry, as well as in the arts, communications and journalism, and the behavioral sciences.

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Medium 9781574416367

A Father’s Scars For Creigh Deeds, Tragedy Leaves Unending Questions

Gayle Reaves, Editor UNT Press ePub
Medium 9781538106235

Digital Rights Management: The Librarian’s Guide

Rowman & Littlefield Publishers ePub

Review

Museums and Innovations

Edited by Zvjezdana Antos, Annette B. Fromm, and Viv Golding. New Castle upon Tyne, UK: Cambridge Scholars Publishing, 2017. 249 pages. ISBN: 9781443812689.

Reviewed by Kirsten Belisle, Collections Manager, Dubois Museum & Wind River Historical Center, 909 W. Rams Horn St., Dubois, WY; kirsten.belisle.a@gmail.com

An aptly titled book, Museums and Innovations brings together 16 essays that unite theories with practical applications for exhibition construction as related to increasing meaning making in a globalized world. These essays discuss how demands placed on the museum field by ever-evolving societies have created the need for a new museology focused on moral activism and deeper community engagement. Each essay stresses the idea that museums must address each group of people in their communities—be they part of the majority, minority, resident, or migrant populations—through exhibitions. In addition, the constant theme of innovation and the critical approach to current museology make up for the occasional paragraph in this book overburdened by colloquial terms and jargon. Still, this book’s strength lies in the extremely detailed case studies included in each essay that provide extensive overviews of problems faced by these institutions and the ultimate solutions they created in their quest to serve their communities.

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Medium 9780253357137

Part 1. The Social Construction of Biotic Extinction

Edited by Genese Marie Sodikoff Indiana University Press ePub

Janet Chernela

In recent decades science has reached a critical juncture that calls our attention to its fundamental character and the contradictions within it. The crisis was brought about by the observation, by some scientists, that the Earth is facing a massive sixth extinction, one that may have been provoked by human activity. Reaction to this revelation has been complex; it points to some of the ways in which science is influenced by and inextricably integrated into the social fabric.

The degree to which science, as a pursuit of knowledge, is emancipated from the ideological underpinnings of society is an ongoing debate within the social and philosophical disciplines (Althusser 1971; Eagleton 1991; Giddens 1979). Theoretically, science and ideology represent two kinds of knowing, of which the first is open and the second closed. This profound difference has far-reaching implications, suggesting, among other things, that science reaches toward the unknown, whereas ideology continually reproduces itself. From the viewpoint of its proponents, science is an enterprise that not only is open to questions, but is built upon them.

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Medium 9781442265790

The Allure of the Archives

Rowman & Littlefield Publishers ePub

Arlette Farge, translated by Thomas Scott-Railton

New Haven: Yale University Press. 2013. 152 pp. ISBN: 9780300176735

Reviewed by Matt Brennan, Ph.D candidate, Tulane University, Department of History, 6823 St. Charles Ave., 115 Hebert Hall, New Orleans, LA 70118; mbrenna2@tulane.edu

In her remarkable book The Allure of the Archives, first published in 1989 and now available in Thomas Scott-Railton’s fine English translation, Arlette Farge offers an incisive examination of the historian’s craft for researchers and archivists alike. Though rooted in her extensive experience using the judicial archives of eighteenth-century France, Farge’s deft blend of anecdote and analysis offers insight into the process of historical inquiry that transcends topical, temporal, and geographic boundaries. The Allure of the Archives thus illuminates the ways in which archives and archivists shape the strategies for viewing, organizing, questioning, and synthesizing materials that comprise the historical imagination. As Farge writes, “[t] he archive is an excess of meaning,” yet her handbook for research, interpretation, and writing successfully suggests the approaches by which historians uncover their understandings of the past from the archive’s sometimes overwhelming depths (31).

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Medium 9780870819018

6. Derivation—Verb Medials and Concrete Finals

Andrew Cowell University Press of Colorado ePub

In this chapter, we discuss both medials and concrete finals. There are close parallels between these two morpheme classes. Many Arapaho concrete finals contain a lexical element and an abstract element that corresponds to the derivational suffixes described in chapter 5. The TA concrete final /xoh/ contains the element /xo/ ‘to convey s.o.’ and the causative /h/. The element /xo/ appears in other concrete finals such as AI /xotii/ ‘to convey s.t.’. Similarly, medials are lexical forms, which are often followed by abstract finals. Thus, complex Arapaho verb stems prototypically show an overall structure of LEXICAL INITIAL + LEXICAL “MIDDLE” + ABSTRACT FINAL.

Note, however, that the lexical element involved in a concrete final normally occurs in strict relationship with a single abstract final element—it does not freely combine with other verb finals. Thus, /xoh/ is effectively a single, fixed unit—a TA concrete final—and /xotii/ is similarly an AI concrete final (both are examples of what Valentine 2001:326 calls “binary” concrete finals). In contrast, medials freely combine with a wide range of other abstract finals, as well as with concrete finals, as for example the medial /et/ ‘ear’:

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Medium 9781936765171

3 Assessing the Performance of English Learners

Douglas Fisher Solution Tree Press ePub

Issues of accountability and assessment have become part of the daily discourse of principals. In fact, you may have turned to this chapter first, because you believed it unthinkable to separate the discussion of English learner issues from the measurement of their progress. For much of the history of education in the United States, however, that was not the case. Despite the fact that the United States consists of immigrants and their descendants, English language acquisition was viewed as an imperative for the child but not necessarily for the school. However, a series of court cases and statutes have shifted the responsibility to give assessment a prominent role.

Assessment for English learners requires attention to the whole child. A multidimensional approach is necessary in order for a true picture to emerge. This requires balancing large-scale assessments with individualized informal ones that highlight strengths, rather than simply catalog deficits.

• Haven’t English learners always been assessed?

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Medium 9781574416367

Then the Walls Closed In

Gayle Reaves, Editor UNT Press ePub
Medium 9780253019417

4 “The Validity of Navajo Is in Its Sounds”: On Hymes, Navajo Poetry, Punning, and the Recognition of Voice

Edited by Paul V Kroskrity and Anthony Indiana University Press ePub

Anthony K. Webster

If we are to understand a fair part of linguistic change, comprehend the use of language in speech and verbal art, take account of all the varied speech play in which a competent speaker may indulge, and to which he can respond, we must study his real and lively sense of appropriate connection between sound and meaning.

—Dell Hymes (1960, 112)

WHILE DELL HYMESS (1981, 1996b, 1998, 2003) conception of ethnopoetics often seemed overly focused on recognition of structuring patterns of discourse and their hierarchical relations (e.g., lines, verses, stanzas, acts), another recurring theme in Hymes’s (1979; 1981, 65–76; 1984, 174–76; 1996a; 1998, 19–20; 2000, 299–300; 2003) ethnopoetic work was his concern with expressive or presentational features of language. This focus was most masterfully and famously taken up in his essay “How to Talk Like a Bear in Takelma” (Hymes 1979, later revised in Hymes 1981).1 But as the epigraph illustrates, a concern with expressive features was presaged by his earlier work on the “nexus between sound and meaning” in English sonnets (Hymes 1960, 111). Implicit and often explicit in this work was a critique of a linguistics discipline overly enamored with reference that ignored or erased such expressive features in linguistic descriptions (and thus promoted a monotelic view of language—see Hymes 2000, 334 and 1968, 362).

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Medium 9781936764976

PART VII Editing and Revising

Richard E Ferdig Solution Tree Press ePub

PART VII

Editing and Revising

Revision is an integral part of the writing process; however, teachers often struggle with how to engage students in revision that is meaningful to their growth as writers. Revision is not simply about fixing mistakes but understanding root issues driving writing errors, which is challenging and complex work for both teachers and students (Shaughnessy, 1976).

Many teachers engage students in peer review opportunities to facilitate the revision process. Peer review promotes collaboration and cooperative learning. Students benefit from peer review, as it is often easier for students to identify problems in peers’ writing than in their own. Additionally, students gain insight and a deepened understanding of writing. It also provides opportunities for students to analyze and reflect on how they communicate their ideas.

Peer review, however, can be difficult to implement in classrooms. First, logistically, teachers must consider how they physically arrange the classroom, and how students will be engaged during the process and in the quality of their work. Second, we often forget to teach students how to provide feedback. This leads to students providing either generic feedback (for example, “This is good”) or feedback focused solely on editing or mechanical issues (for example, “Fix punctuation”). The third problem is that students don’t often know how to use feedback they receive in their revisions. They end up either ignoring the suggestions or making the changes without really understanding the rationale for the revision. These issues make the process of peer review challenging for teachers and students. Despite these challenges, teachers need to conceptualize effective pedagogical practices that will engage students in revision opportunities.

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