64 research outputs found
Season 10 Episode 9: Ethics of Hostage Negotiation
No full textAn angry criminal takes a hostage and demands to speak with authorities. Who’s most qualified to take the phone? What strategy might have worked with David Koresh? Jim Botting, author of Bullets, Bombs and Fast Talk: 25 Years of FBI War Stories, describes the adventures and dilemmas of his seventeen years as hostage negotiator for the FBI. Shirley Hoogstra hosts. Episode #1009
Language in autism and specific language impairment: Where are the links?
No full textIt has been suggested that language impairment in autism is behaviourally, neurobiologically, and etiologically related to specific language impairment (SLI). In this paper, we review evidence at each level and argue that the vast majority of data does not support the view that language impairment in autism can be explained in terms of co-morbid SLI. We make recommendations for how this debate might be resolved and we suggest a shift in research focus. We recommend that researchers concentrate on those aspects of language impairment that predominate in each disorder rather than on those comparatively small areas of potential overlap
Acknowledgements
No full textI hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public
Longitudinal patterns of behavioral, emotional, and social difficulties and self-concept in adolescents with a history of specific language impairment
No full textPurpose: This study explored the prevalence and stability of behavioral difficulties and self-concepts between 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional and social difficulties (BESD), self-concepts, language, and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.
Method: In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.
Results: The students had consistently higher levels of five domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.
Conclusions: We demonstrate the importance of distinguishing domains of behavioral difficulties and self-concept. Language, when measured at 8 or 10 years, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI
Lichen and bryophyte diversity, nitrogen and carbon dioxide exchange from sub-boreal spruce forest floors in central British Columbia.
No full textNo abstract available.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b130287
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Deception and manipulation in Joseph Sheridan Le Fanu's Carmilla
No full textGothic literature has the study and exploration of the human mind as one of its main themes.
The novel Carmilla (1872), from the Irish author Joseph Sheridan Le Fanu, tackles in its
narrative the artful and seductive hunt of the vampire Carmilla towards the young Laura. The
objective of this study is to analyze how the character of Carmilla deceives and manipulates
her victims using psychological and supernatural ways. To conduct this analysis the author
relies on the theoretical framework of Botting (2013), MacAndrew (1979) and Punter (2013)
about the definitions of the Gothic genre and its implications, as well as basing the notions of
deceit and manipulation in Galasiński’s (2000), and Coons and Weber’s (2014) studies. The
author concludes that Carmilla deceives and manipulates her victims through the use of
psychological means such as lies and evasion, and also through her vampiric and supernatural
powers of illusion.A literatura gótica tem o estudo e a exploração da mente humana como um de seus principais
temas. A novela Carmilla (1872), do autor irlandês Joseph Sheridan Le Fanu, aborda em sua
narrativa a caça ardilosa e sedutora da vampira Carmilla pela jovem Laura. O objetivo deste
trabalho é analisar como a personagem Carmilla engana e manipula suas vítimas utilizando-se
de meios psicológicos e sobrenaturais. Para conduzir esta análise a autora baseia-se no aporte
teórico de Botting (2013), MacAndrew (1979) e Punter (2013) acerca das definições do
gênero gótico e suas implicações, além do embasamento nos estudos de Galasiński (2000), e
Coons e Weber (2014) para as noções de engano e manipulação. Com sua análise, a autora
conclui que Carmilla engana e manipula suas vítimas pelo uso de meios psicológicos como
mentiras e evasão, e também por meio de seus poderes vampirescos e sobrenaturais de ilusão
\u3cem\u3eFrankenstein\u3c/em\u3e, Feminism, and Literary Theory
No full textCave ab homine unius libri, as the Latin epigram warns us: beware the author of one book. Frankenstein has so overshadowed Mary Shelley\u27s other books in the popular imagination that many readers believe - erroneously - that she is a one-book author. While this is decidedly not the case, Frankenstein has figured more importantly in the development of feminist literary theory than perhaps any other novel, with the possible exception of Charlotte Bronte\u27s Jane Eyre. This essay will discuss the major feminist literary interpretations of the novel, beginning with Ellen Moers\u27s landmark reading in Literary Women and then move to the more recent approaches taken by critics engaged in post-colonial theory, cultural studies, queer theory, and disability studies. In the process we will explore the provocative claim made by Fred Botting, who noted, Frankenstein is a product of criticism, not a work of literature
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