158 research outputs found
The idea of lapidary medicine: its circulation and practical applications in medieval and early modern England: 1000-1750
No full textThis dissertation explores the transmission and circulation of ideas related to a rarely studied aspect of medieval and early modern medicine: the therapeutic application of gemstones. It traces the dissemination of ideas about the healing virtues of "stones" beginning with their Western origins in classical Greek and Roman texts to the manuscript culture of medieval Europe. Then the study continues with a close look at the development of lapidary theory in the print culture of early modern England, especially popular advice manuals. Finally, the dissertation examines the practice of lapidary medicine as it is recorded in a range of archival sources, such as wills and apothecary inventories, as well as in iconographic and archeological evidence found in portraits, woodcuts, and surviving examples of jewelry. The study demonstrates that lapidary theory was part of the orthodox medical tradition of early modern England and that ideas about lapidary healing circulated widely through the use of popular medical advice manuals. Furthermore, it presents evidence that lapidary materials were commonly sold by seventeenth-century jewelers and apothecary shops and were therefore widely available to early modern consumers.Ph.D.Includes bibliographical references (p. 209-250)by Nichola Erin Harri
Try before you fly: Perspectives of parents and their children with disabilities on a natural environment teaching airport event. An exploratory study.
No full textThis exploratory study gathers perspectives of parents and children with disabilities following their attendance at ‘Try Before You Fly’, in a regional UK based airport. Many children with disabilities are unable to manage in unfamiliar settings such as an airport, and their parents may avoid exposure to such settings to reduce stress and anxiety and so avoid air travel. Try Before You Fly enabled disabled children and their families to practice all the steps of the airport experience, such as check-in, security departure lounge and access to a grounded aircraft, using an approach underpinned by behaviour analytic practices. Six months after the event, 21 parents and five children completed a questionnaire about the event. Results suggest that all respondents believed that the event increased their confidence levels about booking a holiday via air travel and that it should be an initiative offered at more airports.<br/
Proof and proving in current classroom materials
No full textResearch across many countries reports that teaching the key ideas of proof and proving to all students is not an easy task. This paper reports on the session of the BSRLM Geometry Working Group which examined current classroom material from the UK with the intention of uncovering the ‘opportunities for proof’ in geometry that are provided by such material. To carry out such an analysis three analytical frameworks are compared. Two of the analytical frameworks, while placing proof and proving in a wider context of learners’ mathematics, may not fully uncover the detail of proof and proving. The third analytical framework, while permitting a detailed analysis of explicit proof and proving, may not fully account for textbooks that devote most space to discussions of proof and proving and/or contain problems that implicitly provoke proof. This comparison reveals some of the complexity of textbook analysis and suggests that further work is needed on a suitable analytical framework
How to treat: faecal incontinence
No full textThe following aspects of faecal incontinence are discussed: causes of incontinence; history and examination; investigations; management - a multidisciplinary approach. (non-author abstract)Rieger, Nichola
The emergence of combinations of behavior in an equivalence class without explicit training of a function
Full text linkThree experiments using undergraduate participants examined the emergence of responding in an equivalence class despite the absence of any functions being explicitly trained to any stimulus within the class. In Experiment 1, a one-to-many conditional discrimination procedure was used to establish two three-member equivalence classes (A1, B1, C1 & A2, B2, C2) using nonsense syllables. Participants were then presented with printed versions of the stimuli inside plastic boxes alongside a box of Lego pieces and asked to respond as they felt appropriate. Results showed that Lego pieces were placed on top of the printed stimuli by four out of six participants; consistent class responding occurred for one participant. In Experiment 2, the procedure from Experiment 1 was replicated using the same participants, but this time two stimulus members (B1 & C1) were replaced by images of Blue and Green Lego pieces respectively. Responding within classes was more consistent across participants and there was some evidence of blended responding at A1. Experiment 3 replicated the procedure used in Experiment 2, this time with experimentally naive participants. Again, although no functions were explicitly trained, Lego pieces were placed on top of printed versions of the stimuli and blended responding reliably occurred for all participants at A1. Results are discussed in the context of procedures used to investigate the emergence of novel behavior
Autism and mainstream education: the parental perspective
No full textMalta has one of the highest rates, across Europe, of children with a statement of special educational needs receiving their education in mainstream schools. Research has suggested that to be successful with achieving inclusivity, the contribution of the family must be considered. This study aims to explore the perspectives and experiences of parents of autistic children who attend mainstream education settings in Malta in relation to their perception of educator's knowledge about autism, satisfaction or concerns with their child's progress, perception of support received and their feelings relating to their child's school experience. A mixed methods research design was utilised involving a questionnaire comprising 10 questions, as well as 10 parent interviews to yield qualitative data. Results showed that the majority believed that the teachers did not have the necessary knowledge to effectively adapt and teach their autistic child in a mainstream setting. While positive elements in their experience emerged, there were reports of feelings of anxiety and worry and lack of support. There is work required within the Maltese education system to embrace the parental experience and use it to help guide additional supports to benefit the autistic child's educational placement.<br/
Master's in Applied Behaviour Analysis: An Innovative Blended Learning Programme Offered by Queen's University Belfast
No full textThe Master's in Applied Behaviour Analysis is a highly interactive blended learning programme (mostly online with some face to face workshops) that contains an ABAI Verified Course Sequence (VCS). The programme provides professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, clinical applications, curriculum, learning, and pedagogy. It should be of interest to professionals wishing to become Board Certified Behavior Analysts (BCBA®), to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, clinical or educational psychologists) and students preparing for PhD studies. The BCBA® exam pass rates of this popular programme serve as solid evidence of the teaching quality and research opportunities that our students avail of. The programme is offered in a blended format, allowing students living across the world to complete it without needing to relocate to Belfast. More details on the contents, entry criteria and applications for the MScABA can be found at https://www.qub.ac.uk/courses/postgraduate-taught/applied-behaviour-analysis-msc
The blind, the deaf and the halt : physical disability, the Poor Law and charity c. 1830-1890, with particular reference to the County
Full text linkThis thesis examines the situation of the physically disabled poor over the period c. 1830-1890. It concentrates initially on the treatment of these individuals under the Poor Law and then proceeds to examine voluntary provision, focusing in particular on the special schools that were established at this time. Although a national (English) perspective is adopted for an analysis of the Poor Law, the impact of special education is examined in the form of a Yorkshire regional case study.
The 1834 Poor Law Amendment Act created a distinct administrative category encompassing the blind and deaf. This differentiation between groups of those hitherto
classed as the `impotent' poor was to have important consequences for all sectors of the disabled population. Whereas increasing numbers of blind and deaf children were
gradually removed into the care of the voluntary institutions, other `non-able-bodied' persons found themselves under the auspices of a deliberately harsh state system.
Schools operating within the voluntary sector soon began to extend and diversify the benefits they could offer. They fostered a sense of community and perhaps even a distinctive identity amongst their pupils. In the longer term they helped to alter public attitudes towards blind and deaf people. Schools encouraged the development of
professional expertise and their staff served as advocates and campaigners on behalf of their pupils. The growing availability of special education operated as a counterweight to economic and social exclusion.
The absence of comprehensive specialist provision meant that the situation of other physically disabled people was often grim. Such individuals tended to merge into the
mass of the poor and details about their condition can be hard to distinguish from other groups who comprised the `residuum' of Victorian society. The impact of changing
attitudes to poverty and the role of the state, particularly in the areas of child education and health, are further examined
Autism, Interventions and Parent Training
Full text linkWorldwide, the prevalence rates of autism are increasing. This review looks at the additional stressors that parenting a child with autism can bring, including psychological distress and mental health difficulties. With the difficulties associated with the autism diagnosis and additional demands on the parents, research has shown that parent training, which helps teach parents new skills, may be advantageous. This review also looks at the most commonly used interventions that parents might avail of in order to acquire new skills, and it examines whether they are based in science, pseudoscience or anti-science. Utilizing best practice from evidence-based research, parents can be successfully trained to teach new skills across a variety of different domains. The advantages and disadvantages of one-on-one training sessions versus group training events, as well as the different components that contribute to each, are discussed. A number of training packages are discussed, including Behavioral Skills Training, video modelling and manualized training packages. We conclude that there is substantial evidence showing that packages with behavioral underpinnings are more effective for children with autism. Autism awareness and education is simply not enough – educate the parents using evidence-based practice to help effectively educate the childre
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