Winner of the Costa Book of the Year for her final collection, Inside the Wave, Helen Dunmore was as spellbinding storyteller in her poetry and in her prose. Her haunting narratives draw us into darkness, engaging our fears and hopes in poetry of rare luminosity, nowhere more so than in Inside the Wave, in its exploration of the borderline between the living and the dead - the underworld and the human living world - and the exquisitely intense being of both. All her poetry casts a bright, revealing light on the living world, by land and sea, on love, longing and loss. Counting Backwards is a retrospective covering ten collections written over four decades, bringing together all the poems she included in her earlier selection, Out of the Blue (2001), with all those from her three later collections, Glad of These Times (2007), The Malarkey (2012) and Inside the Wave (2017), along with a number of earlier poems.
After stealing a car and assaulting a police officer, sixteen-year-old Taylor is sent to a boarding school that functions as a juvenile psychiatric correctional facility, where she struggles to hold onto her sanity as she battles her parents, overbearing therapists, and a group of particularly nasty fellow patients.
On November 27, 2013, Kat Savage’s life forever changed. Her little sister, Angela, was brutally murdered and Savage has been searching for the strength to write her grief down ever since. Finally, just shy of six years later, and one year after justice finally rained down upon the man to blame, Savage found the courage to try. This collection is an 18-poem narrative of the very real and raw emotions felt by the author over the years since the tragedy. Here, she pays homage to her baby sister and bleeds her own pain onto paper for anyone who might need help finding their own strength.
A moving exploration of the most common but most mysterious procedure in medicine. For many of the 40 million Americans who undergo anesthesia each year, it is the source of great fear and fascination. From the famous first demonstration of anesthesia in the Ether Dome at Massachusetts General Hospital in 1846 to today’s routine procedure that controls anxiety, memory formation, pain relief, and more, anesthesia has come a long way. But it remains one of the most extraordinary, unexplored corners of the medical world. In Counting Backwards, Dr. Henry Jay Przybylo—a pediatric anesthesiologist with more than thirty years of experience—delivers an unforgettable account of the procedure’s daily dramas and fundamental mysteries. Przybylo has administered anesthesia more than 30,000 times in his career—erasing consciousness, denying memory, and immobilizing the body, and then reversing all of these effects—on newborn babies, screaming toddlers, sullen teenagers, even a gorilla. With compassion and candor, he weaves his experiences into an intimate exploration of the nature of consciousness, the politics of pain relief, and the wonder of modern medicine. Filled with intensity and humanity, with moments of near-disaster, life-saving success, and simple grace, Counting Backwards is for anyone curious about what happens after we lose consciousness.
The relationship between thinking skills and content knowledge has engaged the attention of teachers from Confucius to the present day. The authors of this book present modern perspectives on this and a number of other critical issues in teaching and learning cognitive skills. The issues all have relevance for teachers, curriculum developers, and policy makers. In what ways and along what pathways do cognitive skills develop as children grow up? How are such skills to be assessed? How can school education help? Are cognitive skills best learnt in the context of individual school subjects, or can they be taught independently and later applied to particular areas? Are thinking strategies better taught explicitly or should teaching and the curriculum be so arranged that children find rich opportunities to invent their own strategies? To what extent are thinking skills determined by expertise in the particular domain of knowledge? How should we plan for transfer to other areas, and how can transfer ofthinking strategies from one area to another be assessed?
Written by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.