Conclusion

2019 ◽  
pp. 268-270
Author(s):  
Jennifer C. Edwards

This book has examined the consistent vitality of female abbatial authority within one unusual community over the course of a millennium. In 2005, as a graduate student, I had the privilege of spending time at the Berkshire Conference of Women Historians discussing this project with Jo Ann McNamara. When I mentioned that the abbey of Sainte-Croix did not fit the pattern she and Penelope Johnson had discussed, she said “of course not, it’s Sainte-Croix!” Since this abbey was wealthier, better supported, and better managed than most other abbeys, she declared it an exception, one whose inclusion in larger narratives could not shift our understanding of medieval monasticism. This conversation fits well with the current “beyond exceptionalism” discussion taking place in studies of aristocratic and powerful women; it also was one I thought about often as a student. While Sainte-Croix was unusually wealthy, well supported, and well managed, it was not so exceptional that other abbeys could not or did not follow its model. Sherri Franks Johnson observed that nuns were quite aware of other female communities and able to draw on them as models or partners....

1981 ◽  
Vol 24 (4) ◽  
pp. 595-600 ◽  
Author(s):  
Richard F. Curlee

Groups of undergraduate and graduate stndent listeners identified the stutterings and disfluencies of eight adult male stutterers during videotaped samples of their reading and speaking. Stuttering and disfluency loci were assigned to words or to intervals between words. The data indicated that stuttering and disfluency are not two reliable and unambiguous response classes and are not usually assigned to different, nonoverlapping behaviors. Furthermore, judgments of stuttering and disfluency were distributed similarly across words and intervals. For both undergraduate and graduate student listeners, there was relatively low unit-by-unit agreement among listeners and within the same listeners from one judgment session to another.


ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.


ASHA Leader ◽  
2011 ◽  
Vol 16 (11) ◽  
pp. 19-19
Author(s):  
Neil Snyder

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.


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