Understand the complex ethical, legal, medical, and psychological issues of the most common form of elder abuse Self-Neglect examines the social, ethical, medical, and practical implications of the most prevalent form of elder abuse. It can be difficult to diagnose and treat, and it poses ethical questions that cannot be answered simply. Yet it is so common and so destructive that anyone who works with geriatric patients must come to terms with it. Everyone is familiar with the image of the wild-haired elderly recluse hoarding junk in a dilapidated house, but to their neighbors, friends, and family--as well as to the health care professionals, social workers, and clergy who deal with them--these recluses are a special burden. They often refuse care despite such obvious problems as open sores. They tend to be intelligent and independent. Do they have the right to choose to live in squalor, or are their choices dictated by depression or other diseases? Do health care professionals have a responsibility to treat them against their will or a duty to respect their stated preferences?Self-Neglect examines the topics of passive suicide and indirect life-threatening behavior to help medical practitioners working with the elderly understand why patients do not follow doctor's orders or take care of themselves. Through case studies, this informative book explores the ways in which patients practice self-neglect by ignoring their doctors'advice, extreme lack of self-care, refusal to eat, failure to take their prescribed medication, and alcohol abuse. Self-Neglect offers insight into many facets of this condition, including: choosing among the many definitions of self-neglect what kinds of people become self-neglecting managing self-neglecting patients when and how to intervene the patient's autonomy and personal rights versus the rights of the community self-neglect as a way to gain control of a negative life situation when other tactics have failedDiscussing the sometimes tragic outcome of misdiagnosing self-neglect or leaving it untreated, this intelligent book will help you identify and understand this dangerous behavior and offer your patients better care for this condition.

Understand the complex ethical, legal, medical, and psychological issues of the most common form of elder abuse!Self-Neglect examines the social, ethical, medical, and practical implications of the most prevalent form of elder abuse. It can be difficult to diagnose and treat, and it poses ethical questions that cannot be answered simply. Yet it is so common and so destructive that anyone who works with geriatric patients must come to terms with it. Everyone is familiar with the image of the wild-haired elderly recluse hoarding junk in a dilapidated house, but to their neighbors, friends, and family--as well as to the health care professionals, social workers, and clergy who deal with them--these recluses are a special burden. They often refuse care despite such obvious problems as open sores. They tend to be intelligent and independent. Do they have the right to choose to live in squalor, or are their choices dictated by depression or other diseases? Do health care professionals have a responsibility to treat them against their will or a duty to respect their stated preferences?Self-Neglect examines the topics of passive suicide and indirect life-threatening behavior to help medical practitioners working with the elderly understand why patients do not follow doctor's orders or take care of themselves. Through case studies, this informative book explores the ways in which patients practice self-neglect by ignoring their doctors'advice, extreme lack of self-care, refusal to eat, failure to take their prescribed medication, and alcohol abuse. Self-Neglect offers insight into many facets of this condition, including: choosing among the many definitions of self-neglect what kinds of people become self-neglecting managing self-neglecting patients when and how to intervene the patient's autonomy and personal rights versus the rights of the community self-neglect as a way to gain control of a negative life situation when other tactics have failedDiscussing the sometimes tragic outcome of misdiagnosing self-neglect or leaving it untreated, this intelligent book will help you identify and understand this dangerous behavior and offer your patients better care for this condition.

Like the first edition, the revision of this successful "Handbook" responds to the growing need for specific tools and methods for testing and evaluating human-system interfaces. Indications are that the market for information on these tools and applications will continue to grow in the 21st century. One of the goals of offering a second edition is to expand and emphasize the application chapters, providing contemporary examples of human factors test and evaluation (HFTE) enterprises across a range of systems and environments. Coverage of the standard tools and techniques used in HFTE have been updated as well.
New features of the "Handbook of Human Factors Testing and Evaluation" include:
*new chapters covering human performance testing, manufacturing ergonomics, anthropometry, generative design methods, and usability testing;
*updated tools and techniques for modeling, simulation, embedded testing, training assessment, and psychophysiological measurement;
*new applications chapters presenting human factors testing examples in aviation and avionics, forestry, road safety, and software systems; and
*more examples, illustrations, graphics and tables have been added.
The orientation of the current work has been toward breadth of coverage rather than in-depth treatment of a few issues or techniques. Experienced testers will find much that is familiar, as well as new tools, creative approaches, and a rekindled enthusiasm. Newcomers will discover the diversity of issues, methods, and creative approaches that make up the field. In addition, the book is written in such a way that individuals outside the profession should learn the intrinsic value and pleasure in ensuring safe, efficient, and effective operation, as well as increased user satisfaction through HFTE.

"Constructions of Literacy" explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.
The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit "differing" perspectives on literacy as a social construction.
The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.
Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.

Like the first edition, the revision of this successful "Handbook" responds to the growing need for specific tools and methods for testing and evaluating human-system interfaces. Indications are that the market for information on these tools and applications will continue to grow in the 21st century. One of the goals of offering a second edition is to expand and emphasize the application chapters, providing contemporary examples of human factors test and evaluation (HFTE) enterprises across a range of systems and environments. Coverage of the standard tools and techniques used in HFTE have been updated as well.
New features of the "Handbook of Human Factors Testing and Evaluation" include:
*new chapters covering human performance testing, manufacturing ergonomics, anthropometry, generative design methods, and usability testing;
*updated tools and techniques for modeling, simulation, embedded testing, training assessment, and psychophysiological measurement;
*new applications chapters presenting human factors testing examples in aviation and avionics, forestry, road safety, and software systems; and
*more examples, illustrations, graphics and tables have been added.
The orientation of the current work has been toward breadth of coverage rather than in-depth treatment of a few issues or techniques. Experienced testers will find much that is familiar, as well as new tools, creative approaches, and a rekindled enthusiasm. Newcomers will discover the diversity of issues, methods, and creative approaches that make up the field. In addition, the book is written in such a way that individuals outside the profession should learn the intrinsic value and pleasure in ensuring safe, efficient, and effective operation, as well as increased user satisfaction through HFTE.

Experience in Groups sings and thinks the forms of belonging that organize our lives, offering poems that move with honesty and formal intelligence between the individual and the collective. In a time of ascendant fascism and creative political resistance, O'Brien's work demands that an elegy, love poem, and a sonnet sequence become occasions where personal tragedies and joys find a pattern and a place within national and global struggle.

"The spare, elegiac poems in Geoffrey O'Brien's new collection move at the borderline between actual memory and screen memory. I love their chiseled intimate strangeness. Reading them I discover such marvels as 'shivers of light/Clashing/ or 'Not knowing who/or what we are/ we at least know when.' A pervading sense of loss envelops many of his finest poems in a mist of elliptical particles produced by distance. His language, echoing the best moments of his poetic film criticism, offers up fugitive ghost words and spectral syllables - dreamed or imagined. 'The shop is shuttered/ and the yard so quiet/you can hear the noise/of shadows vanishing.'" - Susan Howe

This handbook is aimed at clinicians and others who are engaged in caring for ageing adults with developmental disabilities. It is intended to inform understanding, promote assessment, assist in care planning, and especially to improve everyday living for this needy but sadly often neglected group of vulnerable individuals. The authors base their guidance on evidence, focusing on important insights that are likely to be valuable to the clinician interested in the care of the individuals on whose behalf the book has been prepared.

A brief general overview of the area is followed by a detailed consideration of dementia in the context of developmental disability, including cause, diagnosis, assessment and natural history, with case examples. The next chapters concentrate on two of the most high-profile of all the major groups of developmental disabilities, with their own unique patterns of ageing: Down syndrome and cerebral palsy. Other less common causal syndromes, and their characteristics with ageing, are then reviewed. This is followed by a detailed guide to drug treatment issues in this group. The final chapter considers wider issues of psychosocial intervention and life planning for the ageing individual with developmental disability.

Geoffrey G. O'Brien's third collection opens with a set of lyric experiments whose music and mutable syntax explore the social relations concealed in material things. O'Brien's poems measure the "vague cadence" of daily life, testing both the value and limits of art in a time of vanishing publics and permanent war. The long title poem, written in a strict iambic prose, charts the disappearance of the poetic into the prosaic, of meter into the mundane, while reactivating the very possibilities it mourns: O'Brien's prosody invests the prose of things with the intensities of verse. In the charged space of this hybrid form, objects become subjects and sense pivots mid-sentence into song: "The sun revolves around the earth revolves around the sun."

"Constructions of Literacy" explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this book, secondary literacy refers to speaking, listening, reading, writing, and performing. It also refers to how these processes or events are constructed, negotiated, and used for specific purposes by teachers and students as they engage in various classroom, school, and community practices and interactions.
The authors operate from a stance that literacy is socially, culturally, and historically constructed. They recognize that there are many different perspectives on how that construction occurs--some arguing for institutional and structural influences--others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit "differing" perspectives on literacy as a social construction.
The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological, and postmodern) theoretical and epistemological perspectives and research methodologies, making this one of the first collections of studies in secondary content area classrooms conducted from multiple perspectives. It concludes with two Commentaries, one by Donna Alvermann and one by David Bloome, in which they discuss and critique the contributions made from the different perspectives and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research, and practice.
Preservice and in-service teachers, school professionals, and researchers in literacy education, secondary education, and curriculum theory will find this book stimulating and informative. It will help them analyze the complexities of secondary literacy teaching and learning, and examine their own understandings of literacy within their own literacy contexts.