Suicide has long posed problems for philosophy. Philosophers, such Albert Camus, have situated in the center of the debate about metaphysics and the meaning of life. Hegel understood death to be the raison d'etre of philosophical project. And scores of other since them have treated suicide as central to the West's understanding of itself. In "Contemplating Suicide," Gavin Fairbairn takes a fresh and philosophical look at suicide. He examines the nomenclature of suicide, and how the language of suicide affects our understanding and denigration of "suicidal bodies."
Fairbairn offers cogent reasons for abandoning the mindless use of terms such as "attempted suicide" and "parasuicide," and introduces a number of terms including "cosmic roulette," which he uses to describe a family of human acts in which people gamble with their lives.
By elaborating a richer model of suicidal self harm than most philosophers and most practitioners of caring professions currently inhabit, Fairbairn has contributed to the development of understanding in this area. Among other things a richer model and vocabulary may reduce the likelihood that those who come into contact with suicidal self harm, will believe that familiarity with the physical facts of the matter - the actions of the suicider and the presence or absence of a corpse - is always sufficient to justify a definite conclusion about the nature of the self harming act.

This work focuses specifically on the issues relating to the sexuality of people with learning disabilities. At root, these are ethical issues. Sex worries people in our culture and in the case of those we perceive as vulnerable, this can lead us to deny their sexuality.;The authors use a storytelling approach to challenge readers into thinking more about an area that is at times put to one side. They explore the rights of people with learning difficulties to be informed about sexuality, to form rleationships, to express their sexual nature and to found families.

Suicide has long posed problems for philosophy. Philosophers, such Albert Camus, have situated in the center of the debate about metaphysics and the meaning of life. Hegel understood death to be the raison d'etre of philosophical project. And scores of other since them have treated suicide as central to the West's understanding of itself. In "Contemplating Suicide," Gavin Fairbairn takes a fresh and philosophical look at suicide. He examines the nomenclature of suicide, and how the language of suicide affects our understanding and denigration of "suicidal bodies."
Fairbairn offers cogent reasons for abandoning the mindless use of terms such as "attempted suicide" and "parasuicide," and introduces a number of terms including "cosmic roulette," which he uses to describe a family of human acts in which people gamble with their lives.
By elaborating a richer model of suicidal self harm than most philosophers and most practitioners of caring professions currently inhabit, Fairbairn has contributed to the development of understanding in this area. Among other things a richer model and vocabulary may reduce the likelihood that those who come into contact with suicidal self harm, will believe that familiarity with the physical facts of the matter - the actions of the suicider and the presence or absence of a corpse - is always sufficient to justify a definite conclusion about the nature of the self harming act.

'Readers at all levels of experience will be able to reflect on how to develop creative and constructive paths leading to a partnership of professionals, and to make teams work in a way that really benefits the learning of children in their care' - Min Wilkie, School of Education, University of Leicester Over recent years, there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. This book provides teachers with advice on how to work collaboratively to achieve the best outcomes. Using stories of successful practice, the book explores the roles that can be played by people other than qualified teachers.

'Readers at all levels of experience will be able to reflect on how to develop creative and constructive paths leading to a partnership of professionals, and to make teams work in a way that really benefits the learning of children in their care' - Min Wilkie, School of Education, University of Leicester Over recent years, there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. This book provides teachers with advice on how to work collaboratively to achieve the best outcomes. Using stories of successful practice, the book explores the roles that can be played by people other than qualified teachers.