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FATHER KENNEDY’S JUBILEE

Forrie, Allan Thistledown Press ePub
“Father Kennedy’s Jubilee” by Donald Ward is about a childless and essentially abstinent married couple returning to Saskatoon after having visited a small town to attend a mass for the wife’s uncle’s fiftieth anniversary as a priest. When a strange man passes them in his car and appears to be about to throw his cat out the window, a miracle occurs, injecting new life into their marriage.



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5. Pink Is for Boys

Jo B. Paoletti Indiana University Press ePub

5 PINK IS FOR BOYS

When I first encountered the words below nearly thirty years ago, I stopped and reread them several times:

 

Pink or Blue? Which is intended for boys and which for girls? This question comes from one of our readers this month, and the discussion may be of interest to others. There has been a great diversity of opinion on this subject, but the generally accepted rule is pink for the boy and blue for the girl. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl.1

I was following up a minor sideline in a small project on babies’ clothing during the Progressive Era—the seemingly trivial question, “When were pink and blue introduced as gendered colors?” At that point, the white rabbit darted into its hole, and I dove in after it. Years later, I am back to tell the very complicated tale of how American baby and toddler clothing went from being completely devoid of sexual hints to almost completely separated into “his” and “hers” camps. And, for me, it all started with pink and blue.

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Appendix

Naomi Scott University of North Texas Press PDF

Appendix

Sample List of Studies

Bertoti, Delores B. (1991). Effect of Therapeutic Horseback Riding on Extremity Weightbearing in a Child with Hemiplegic Cerebral Palsy:

A Case Report as an Example of Clinical Research. Pediatric Physical

Therapy, 3(4), 219-222.

Bertoti, Delores B. (1988). Effect of Therapeutic Horseback Riding on Children with Cerebral Palsy. Physical Therapy, 68(10), 1505-1512.

Biery, Martha J., and Kauffman, Nancy (1989). Effects of Therapeutic Horseback Riding on Balance. Adapted Physical Activity Quarterly,

6(3), 221-229.

Bizub, Al, Joy, A., and Davidson, L. (2003). It’s Like Being in Another World: Demonstrating the Benefits of Therapeutic Horseback Riding for Individuals with Psychiatric Disability. Psychiatric Rehabilitation

Journal, 26(4), 377-384.

Bliss, B. (1997). Complementary Therapies—Therapeutic Horseback

Riding? RN, 60(10), 69-70.

Bouffard, Marcel (1990). Movement Problem Solutions by Educable

Mentally Handicapped Individuals. Adapted Physical Activity Quarterly,

7(2), 183-197.

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Medium 9781576754801

13: EXPANDING FAMILY ACTION INTO COMMUNITY ACTION

Vargas, Roberto Berrett-Koehler Publishers ePub

By applying the Familia Approach, we can all increase our ability to create positive influence in the world. We can facilitate experiences that foster joy and love within our families, while nurturing values that make us more caring people ready to serve our communities. We can create beloved and empowered community with family and friends who support each other as we pursue the evolution of our culture and the betterment of society. We can do all this when we have a clear vision, and believe in ourselves and our strategy.

Earlier, I described how multiple actions are often necessary to achieve our desired outcomes. Our vision of a better society actually involves a constellation of desired outcomes that begins with more empowered and caring individuals and families, who in turn can influence positive change among their communities and beyond. The effort we invest in our family networks is but one of the influences required to actualize this larger vision, which ultimately must involve hundreds of thousands of families participating in community service and action. Yet it is essential that we fully recognize that what we do in our family networks can lead to other activist actions, and this is even more possible when we have in mind what those other actions look like.

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Medium 9781574412444

1. Summer Vacations

Peggy Heinkel-Wolfe University of North Texas Press PDF

YEAR

THREE

Summer Vacations

MARK AND I VACILLATED OVER WHETHER we could afford to spend two long semesters in Rochester. Summer school seemed feasible. Either way, we’d need more money in the bank. I applied to the state arts agency and a nonprofit arts advocacy group. I made some calls and waited to see where my job hunt would take me.

Juggling a baby and a busy preschooler wasn’t as taxing as

I feared. Michael was a curious baby. He didn’t cry the way

Sam did as an infant. He slept easily, and for long stretches at a time. With his hearty appetite, he grew fast. He nursed on both sides, making breastfeeding easy and comfortable. Such a thing to find comfort in, I thought.

Michael took his morning nap while Sam was in school. I relished the few quiet hours to myself. I cleaned the house and finished some long-neglected sewing and gardening projects.

Our backyard almost looked good enough to be featured in a gardening magazine, which encouraged us to spend even more time outside with the boys.

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Notes

Naomi Scott University of North Texas Press PDF

Notes

Preface

1. From author’s interview with Michael Kaufmann, NARHA Communications Director, July, 2002.

2. Barbara Engel. The Horse, the Handicapped, and the Riding Team in a Therapeutic Riding Program, (1994) and Therapeutic Riding vols. I and II., (1998).

3. Sarah Muniz, NARHA Membership Coordinator, September, 2004.

4. Canadian Therapeutic Riding Association (CanTRA) website, April,

2004, http://www.cantra.ca.

5. From author’s interview with Michael Kaufmann, NARHA Communications Director, July, 2002.

Chapter One

1. From author’s interview with Brandon Barnette’s mother, Melissa

Turner, Keller, Texas, March, 2002.

2. From author’s interview with Ronald Faries, D.C., Keller, Texas, July,

2002.

3. AHA website, What is Hippotherapy, April, 2004, http://www.americanhippotherapyassociation.org.

4. NARHA website, About NARHA, April, 2004, http://www.narha.org.

5. EFMHA website, Fact Sheet, April, 2004, http://www.narha.org.

6. EFMHA website, article in NARHA Strides magazine, Winter 1998, by

Isabella (Boo) McDaniel, M.Ed., NARHA Master Instructor, co-founder of EFMHA, May, 2002, http://www.narha.org, link to EFMHA.

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Medium 9781574411621

Post-Bereavement Grief

Donna S. Davenport University of North Texas Press PDF

Post-Bereavement Grief p

And so, wherever I go and wherever you go, the ground between us will always be holy ground. quoted by Henri Nouwen

So what, after all, does death take away, and what do you get to keep? Clearly, when a loved one dies, we have to give up the physical presence, and all that entails, of the deceased. We have known this all along, of course, but the totality of the experience is still a shock when it happens—and it is not comprehended all at once, but is usually realized progressively over time. He or she will not be there for birthdays anymore, or to exchange thoughts and feelings and hugs with, or to check out memories with. We will not see their faces again, or hear their laughter, or prepare a holiday meal with them. The physical reality of the person, which up until now we had always associated with who they were, will be gone. Giving up this earthly connection is usually very painful for us; acclimating to the world without the physical presence of the loved one is both the cause and the function of grief.

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THE HOUSEWIFE

Forrie, Allan Thistledown Press ePub
“The Housewife” by Tara Manuel is about Sharon Jenkins, a housewife whose husband leaves for long periods to work at oil camps. During one particularly lonely absence, Sharon becomes emboldened after watching her attractive young neighbour clear his sidewalk.



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Chapter Thirteen Please and Thank You: Moral Development

Blanchard, Ken Berrett-Koehler Publishers ePub

KNOWING THAT what people called “good manners” were simply ways of treating others with respect and kindness, Amy and Matt wanted to instill those attitudes early on in their child. Having observed other small children acting rudely, they decided it was time for Josh to learn politeness before a problem arose.

In discussing how best to teach the behaviors they wanted from him, they came up with a Whale Done way of practicing them. Matt said he wanted to be the point person, so that Saturday he and Josh sat down on the living room couch, and Matt set a bowl of Cheerios®—Josh’s favorite cereal—on the coffee table.

“You and Daddy are going to play a game, okay?” Matt announced.

Josh nodded, eyeing the Cheerios hopefully.

“The game is called ’Please and Thank You.’” Matt took one of the Cheerios and held it up. “Can you say please?” he said. As Josh reached for the cereal, Matt continued to hold it out of his reach and repeated, “Say please.”

This time Josh said, “Pease,” while continuing to reaching for the Cheerio.

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Chapter 2: Benefits

Naomi Scott University of North Texas Press PDF

Chapter Two

Benefits

The benefits of equine assisted activities (EAA) or therapeutic riding, though numerous and varied, can be grouped into four categories: physical, psychological, functional (cognitive), and educational.

PHYSICAL BENEFITS

Because a horse’s gait closely emulates that of a human, horseback riding gently and rhythmically moves the rider’s body in a manner comparable to walking. We all know how important walking is; experts say it is the only exercise we need if it is done consistently.

The most measurable effects from the way a horse’s motion moves the body include: greater strength and agility, improved balance and posture, weight-bearing ability, improved circulation, respiration, and metabolism. No other modality mimics the walking gait of a human and stimulates virtually every movement system in the body.

Walking takes more than muscles. It takes balance, a delicate coordination of different parts of the body and brain. Riding a horse allows the brain to practice correct walking movement patterns, giving not only the muscles an opportunity to experience the motion, but also the vestibular system, particularly for a person who moves very little.

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Chapter 16. Thanking

Kathryn U. Hulings University of North Texas Press PDF

Thanking

I gladly offer my heartfelt thanks to the following people, without

whom I would not have been able to complete this book: my adored husband, Jim Hulings, who has the patience of Job, and my beloved children and their significant others, Nathan, Sean, Joedy & Dave, Edie

& Jeff, Michael & Casey—the nine of them are my life and my muses; my parents, Marsha Udevitz and the late Norman Udevitz, my sister,

Jane Miller, and my brother Andrew Udevitz, who all taught me how to see, cherish, and celebrate both a simple moment and the big picture; my mother-in-law, Alice Hulings, and my late father-in-law, Russ

Hulings, for helping me believe I could write; Cindy and James Pursel for unyielding friendship; Casey Lord for bringing Michael the miracle of her love; all my dogs who, at the end of the day, still think I am grand even if I haven’t written a word; Professor John Calderazzo, a gem of a man, who daily inspires me and countless others to do things we never thought possible; my dear friend, Janelle Adsit, for sharing her laughter with me; Professors Pam Coke and Karla Gingerich for giving me their care and advise; Patryica Hatten for bringing play, light, and joy to our lives; Foothills Gateway Inc. for providing ongoing support for people with disabilities in Northern Colorado; the Poudre School

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2: PRINCIPLES TO GUIDE FAMILY ACTIVISM

Vargas, Roberto Berrett-Koehler Publishers ePub

My earnest involvement in family activism, even though I didn’t identify it as such, began when I was twenty-six years old. That is when I decided to consciously apply my knowledge about communication and organizing to make my family more united, nurturing, and mutually supportive, including my networks of friends and colleagues whom I also considered as family. My thought was to strengthen my immediate community so we could be more available to create positive change in our society. During these years, there was no articulated idea of family activism, just a handful of friends believing that a better world somehow begins with healthier families, so we just learned from our doing. Now, as I reflect on my activism thirty years later, I recognize that I was largely guided by five key foundational principles.

These five principles represent my basic philosophy about how to advance a world that works for all, beginning with co-powering family and friends to become part of the force of love and transformation. By no means are these principles fully inclusive of all ideas required for change and transformation, yet they provide an important beginning for those who seek to make our families, communities, and societies better for everyone. They provide an understanding of the “know why” that underlies the methods and tools imparted in this book.

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A

Naomi Scott University of North Texas Press PDF

GLOSSARY

Adductor muscles: These muscles move a portion of the body toward the midline, such as thigh muscles, which (when too tight) prevent the knees from separating enough to straddle a horse.

AHA: American Hippotherapy Association, Inc., (an affiliate partner of

NARHA), 5001 Woodside Rd., Woodside, California, 888-851-4592, http://www.americanhippotherapyassociation.org.

Anti-cast: A wide, heavy leather surcingle, with a half-moon handle for the rider to hold, cinched over a saddle pad; originally developed to prevent a horse from rolling in his stall and becoming “cast” against a wall, unable to get up.

Asberger’s Syndrome: A high functioning form of autism.

Autism: Mental introversion in which attention or interest is fastened upon one’s own ego, and reality tends to be excluded.

Autistic: Pertaining to or characterized by autism.

Backride: An instructor or therapist rides with and supports a small client whose lack of trunk strength makes it difficult for sidewalkers to hold him upright on the horse. A bareback pad or tandem saddle is used.

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Chapter 15. Progressing

Kathryn U. Hulings University of North Texas Press PDF

Progressing

About two years ago, if anyone had told us that Michael would soon

be gainfully employed and working ten hours a week, with little to no supervision, Jim and I would have appeared decidedly doubtful. I would have bitten my lip and cast my eyes downward, the way I do when I am about to cry because I feel like I am stuck in the middle of a bad joke at the expense of an innocent being. Jim would have crossed his arms in front of his chest and repeatedly cleared his throat, the way he does whenever he gets nervous or is trying to formulate a counterargument. Eventually, one of us would have murmured something to the effect of, “Hmmm. Well. Maybe. We’ll see.”

What we now see is extraordinary. Somehow, between making errant 911 calls about his mean mom or his broken heart, performing sanctioned erotic dances at talent shows, posing as Spiderman, charming his way through school, and figuring out how to be a proper boyfriend/fiancé to Casey, Michael actually got the hang of not only how to navigate, but enter the work world. By the time he graduated from Project Search in May of 2012, he had already been hired by a

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T

Naomi Scott University of North Texas Press PDF

GLOSSARY

Shedrow: A row of stalls in a horse barn, fronting on a covered walkway.

Spasticity: Increased tension of muscles when certain nerve signals are not sent by the brain, or are blocked from traveling to the spinal cord.

Spastic: Characterized by spasms. Hypertonic, meaning the muscles are rigid and the movements awkward. The more quickly a muscle is stretched, the stiffer it becomes.

Spatial Awareness: The ability to work within one’s own space, and to organize people and objects in relation to one’s own body. Indication of developmental lags include bumping into, spilling or being hit by things; backing away from moving objects; and short attention span.

Spatial Orientation: Our natural ability to maintain our body orientation and/or posture in relation to the surrounding environment, at rest and during motion. It depends on the brain’s effective perception, integration and interpretation of sensory information from visual, vestibular (inner ear), and proprioceptive (receptors located in the skin, muscles, tendons and joints) systems, and to a lesser degree, the auditory system.

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