Epilogue

2019 ◽  
pp. 214-216
Author(s):  
Kathy Peiss
Keyword(s):  

I have lived with a rare book for nearly half a century—Baruch Spinoza’s Renati Des Cartes Principiorum Philosophiae, Pars I & II, published in 1663 by the printer Johannem Riewerts in Amsterdam. My father gave it to me when I was learning high school Latin, and it has accompanied me from suburban Chicago to Philadelphia, with many points in between. He had received it in the early 1950s, from his oldest brother who was then sick and dying. Reuben Peiss had hoped to be a philosopher, but his life followed a different path, into librarianship and then, through the strange fortunes of war, into intelligence work and mass acquisitions abroad. But his early interests never faded, and this book must have been of great value to him. As my father observed, “Spinoza was his guy.” I never thought much about the book, except to appreciate its aura of rarity, until I started upon this research. Where had it come from? How had Reuben Peiss acquired it, and from whom?...

2012 ◽  
Vol 1 (4) ◽  
Author(s):  
Sarah Mead-Willis

Handler, Daniel. Why We Broke Up. Illus. Maira Kalman. New York: Little, Brown and Co., 2011. Print. In 1975, Judy Blume published Forever, in which a girl meets a boy at a high school party, dates him, falls madly in love with him, sleeps with him, and then breaks up with him. The novel was the first of its kind— a frank and sexually explicit portrait of teen love, delivered by a modern, post-women’s-lib female narrator. And while the book scandalized some readers, it became a coming-of-age touchstone for others. (Indeed, this reviewer remembers getting a copy from her mother – a bit embarrassing, given all the sex that was in it – as a sort of warning of the pleasures and pains of incipient adulthood.) Fast forward thirty-five years to Daniel Handler’s Why We Broke Up, in which a girl meets a boy at a high school party, dates him, falls madly in love with him, sleeps with him, and then breaks up with him. Not quite the trailblazer of a story that it was in 1975, but a fascinating (and in many ways superior) revision of the doomed-teen-romance downer. Daniel Handler is, after all, known to most as Lemony Snicket, and readers may detect shades of Snicket in the sly wit and mordant humour that infuse this particular series of unfortunate events. But his improvements on Blume’s prototype do not stop at style. For one thing -- and this is a big thing -- Handler invents a far more interesting narrator to tell the tale. While Min Green encompasses the moods and caprices typical of the teen girl umwelt, she also displays repertoire of quirks unwedded to age or gender: an obsession with cult cinema, a wicked sense of humour, and a singular worldview disclosed to the reader in lyrical, synaesthetic morsels. (“Enormous as a shout” is how she first describes Ed Slaterton, her love interest.) Through Min’s voice, Handler creates something that is less a love story than a headlong plunge into the teenage psychic cosmos— that welter of sensory, emotional, and cultural bric-à-brac that young people accrue in their projects of self-creation. The book is cluttered with spurious allusions to movies that were never made, musicians who don’t exist, food and beverages not on offer anywhere outside the text. (Viper shots, anyone? How about a bottle of Scarpia’s Extra Bitter?) These are a clever device on the author’s part; instead of attempting to tap the vocabulary of teenage cool (and burden the novel with effortful hipness), Handler fabricates a pitch-perfect simulacrum. As befits a post-2000 story of young love, there is a visual counterpoint to Handler’s text. Each chapter begins with the image of an object -- a bottle cap, a comb, a pair of earrings – rendered in lush oil paint by artist Maira Kalman. All are mementos of Min’s and Ed’s relationship, and all are cast away as Min comes to grips its ruin. But just as love leaves a trace that cannot be easily expunged, so the images conjured by this novel will resonate, mournful and comic, long after the book is closed. Highly recommended:  4 out of 4 starsReviewer:  Sarah Mead-WillisSarah is the Rare Book Cataloguer at the University of Alberta's Bruce Peel Special Collections Library. She holds a BA and an MLIS from the University of Alberta and an MA in English Literature from the University of Victoria.


1947 ◽  
Vol 40 (2) ◽  
pp. 68-70
Author(s):  
Joseph A. Nyberg

Escribed circles have disappeared from modern texts in trigonometry in this conntry. Hence many teachers of high school mathematics have college credits in edution, calculus, statistics, and other subjects, but have never heard of escribed circles. This is unfortunate since a study of these circles offers an excellent opportunity to introduce more algebraic work in the trigonometry classes and to give a geometric interpretation of many of the terms that occur in certain formulas. The most thorough treatment of the topic is in Hall and Knight's Elementary Trigonometry (Macmillan Co. of London) but this is now a rare book.


Author(s):  
D.F. Bowling

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.


1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.


2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.


2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.


1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.


ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.


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