Animals in Translation: the Woman Who Thinks Like a Cow Free

Total Page:16

File Type:pdf, Size:1020Kb

Animals in Translation: the Woman Who Thinks Like a Cow Free FREEANIMALS IN TRANSLATION: THE WOMAN WHO THINKS LIKE A COW EBOOK Temple Grandin | 368 pages | 01 May 2006 | Bloomsbury Publishing PLC | 9780747566694 | English | London, United Kingdom Animals in Translation: The Woman Who Thinks Like a Cow by Temple Grandin · Temple Grandin, an advocate for people with autism whose life story was the subject of an Emmy Award—winning HBO full-length film, will speak at UT at p. Monday, October 9. Grandin, who also is an inventor and renowned animal behavior expert, will deliver the third annual Ken and Blaire Mossman Distinguished Lecture in the Cox Auditorium of the Alumni Memorial Building. Grandin will address students, faculty, and staff during the lecture, which is free and open to the public. Reservations are not required. Grandin is one of the most accomplished and best-known adults with autism in the world. Animals in Translation: The Woman Who Thinks Like a Cow her presentation, she will discuss how people with different kinds of minds—from visual thinkers like artists to pattern thinkers like mathematicians to wordsmiths—can work together to accomplish impactful things. It is easy to use. It was invented by an artist. The Mossman lecture series—which Animals in Translation: The Woman Who Thinks Like a Cow to share the power and wonder of science with the campus and greater community—was established through an estate gift from the late Ken and Blaire Mossman, who were UT alumni. Following the lecture, Grandin will hold a book signing. Copies of her books will be available for sale at the event. Grandin speaks widely about the education of children on the autism spectrum. She said children labeled as autistic are typically good at a skill. A professor of animal science at Colorado State University, Grandin is also a well- known consultant on animal welfare. She designed a humane livestock restraint system widely used in the United States and was inducted into the American Academy of Arts and Sciences in She has authored several books on autism and on humane livestock handling. Topics Close. For the media Close. One way to grow those abilities is to provide youngsters with different experiences. Temple Grandin, Autism and Animal Behavior Expert, to Speak October 9 - News Mary Temple Grandin born August 29, is a prominent proponent for Animals in Translation: The Woman Who Thinks Like a Cow humane treatment of livestock for slaughter and author of more than 60 scientific papers on animal behavior. She is a consultant to the livestock industry on animal behavior, and an autism spokesperson. She is one of the first individuals on the autism spectrum to document the insights she gained from her personal experience of autism. In the Timean annual list of the most influential people in the world, she was named among those in the "Heroes" Animals in Translation: The Woman Who Thinks Like a Cow. Grandin has been an outspoken proponent of the autism rights and neurodiversity movements. Mary Temple Grandin was born in BostonMassachusettsinto a very wealthy family. One of the employees of the family also was named Mary, so Grandin was referred to by her middle name, Temple, to avoid confusion. Her father, Richard Grandin, died in California in Grandin is the eldest of four children and has three younger siblings: two sisters and a brother. Grandin has described one of her sisters as being dyslexic. Her younger sister is an artist, her other sister is a sculptor, and her brother is a banker. He intended to cut a deal with John D. Rockefeller in a meeting, but the latter kept him waiting too long so he walked out before Rockefeller arrived. Then the brothers went into banking and when Jay Cooke 's firm collapsed they received thousands of acres of undeveloped land in North Dakota as debt collateral. They set up wheat farming in the Red River Valley Animals in Translation: The Woman Who Thinks Like a Cow housed the workers in dormitories. Although raised in the Episcopal Church, early on Temple Grandin gave up on a belief in a personal deity or intention in favor of what she considers a more scientific perspective. Grandin was never formally diagnosed with autism until her adulthood. After reviewing the checklist, Grandin's mother hypothesised that Grandin's symptoms were best explained by the disorder and was later determined to be an autistic savant[12] [15] [16] [17] [18] but a formal diagnosis consistent with being on the autism spectrum was made only when Grandin was in her forties. Her mother, Eustacia, took Grandin to the world's leading special needs researchers at the Boston Children's Hospitalwith the hope of unearthing an alternative to institutionalization. Grandin's mother eventually located a neurologist who suggested a trial of speech therapy. A speech therapist was hired and Grandin received personalized training from the age of two and a half. Grandin started kindergarten in Dedham Country Day School. Her teachers and class strove Animals in Translation: The Woman Who Thinks Like a Cow create an environment to accommodate Grandin's needs and sensitivities. Grandin considers herself fortunate to have had supportive mentors from elementary school onward. Even so, Grandin states that junior high and high school were the most unpleasant times of her life. The medical advice at the time for a diagnosis of autism was to recommend institutionalization, a measure that caused a bitter rift of opinion between Grandin's parents. Grandin attended Beaver Country Day School from seventh grade to ninth grade. She was expelled at the age of 14 for throwing a book at a schoolmate who had taunted her. Grandin has described herself as the "nerdy kid" whom everyone ridiculed. She has described occasions when she walked down the hallways and her fellow students would taunt her by saying "tape recorder" because of her habit of repetitive speech. Grandin states, "I could laugh about it now, but back then it really hurt. The year Animals in Translation: The Woman Who Thinks Like a Cow her expulsion, Grandin's parents divorced. Following her expulsion from Beaver Country Day School reports vary on the name of the school Grandin was expelled from, with Grandin noting it to be Cherry Falls Girls' School in her first book, Emergence: Labelled AutisticGrandin's mother placed her in Mountain Country School now known as Hampshire Country Schoola private boarding school in Rindge, New Hampshirefor children with behavioral problems. He became her mentor and helped significantly toward building up her self-confidence. It was Carlock who encouraged Grandin to develop her idea to build her hug box referred to as a " squeeze machine " by Grandin when she returned from her aunt's farm in Arizona in her senior year of high school. For example, when Grandin was facing criticism for her hug box at Franklin Pierce Collegeit was Carlock who suggested that Grandin undertake scientific experiments to evaluate the efficacy of the device. After she graduated from Mountain Country School inGrandin went on to earn her bachelor's degree in human psychology from Franklin Pierce College ina master's degree in animal science from Arizona State University inand Animals in Translation: The Woman Who Thinks Like a Cow doctoral degree in animal science from the University of Illinois at Urbana—Champaign in Grandin is a prominent and widely cited proponent for the humane treatment of livestock for slaughter. She is internationally famous as a spokesperson on autism as well. Steve Silberman in his book, NeuroTribeswrote that Temple Grandin helped break down years of shame and stigma because she was one of the first adults to publicly disclose that she was autistic. Bernard Rimlanda father of a son with autism and author of the book, Infantile Autismwrote the foreword to Grandin's first book Emergence: Labeled Autistic. Her book was published in Rimland wrote "Temple's ability to convey to the reader her innermost feelings and fears, coupled with her capacity for explaining mental processes will give the reader an insight into autism that very few have been able to achieve. In her later book, Thinking in Picturespublished inthe neurologist Oliver Sacks wrote at the end of the foreword that the book provided "a bridge between our world and hers, and allows us to glimpse into a quite other sort of mind. In her early writings, Grandin characterized herself as a recovered autistic and, in his foreword, Bernard Rimland used the term recovered autistic individual. In her later writings she has abandoned this characterization. Steve Silberman wrote, "It became obvious to her, however, that she was not recovered but had learned with great effort to adapt to the social norms of the people around her. When her book Thinking in Pictures was written inGrandin thought that all individuals with autism thought in photographic-specific images the way she did. By the time the expanded edition was published in Animals in Translation: The Woman Who Thinks Like a Cow, she had realized that it had been wrong to presume that every person with autism processed information in the same way she did. In the edition, she wrote that there were three types of specialized thinking. They were: 1. Visual Thinkers like she is, who think in photographically-specific images. Music and Math Thinkers — who think in patterns and may be good at mathematics, chess, and programming computers. Verbal Logic Thinkers — who think in word details, and she noted that their favorite subject may be history. In one of her later books, The Autistic Brain: Thinking Across the Spectrumthe concept of three different types of thinking by autistic individuals is expanded. This book was published in An influential book that helped her to develop her concept of pattern thinking was Clara Claiborne Park 's book entitled, Exiting Nirvana: A Daughter's Life with Autism.
Recommended publications
  • Animal-Assisted Intervention for Autism Spectrum Disorder: a Systematic Literature Review
    J Autism Dev Disord (2013) 43:1606–1622 DOI 10.1007/s10803-012-1707-5 ORIGINAL PAPER Animal-Assisted Intervention for Autism Spectrum Disorder: A Systematic Literature Review Marguerite E. O’Haire Published online: 5 November 2012 Ó Springer Science+Business Media New York 2012 Abstract The inclusion of animals in therapeutic activi- inclusion of animals in therapeutic activities is known as ties, known as animal-assisted intervention (AAI), has been animal-assisted intervention (AAI), which encompases suggested as a treatment practice for autism spectrum both animal-assisted therapy and animal-assisted activities disorder (ASD). This paper presents a systematic review of (Griffin et al. 2011; Kruger and Serpell 2010). It dates back the empirical research on AAI for ASD. Fourteen studies to the late eighteenth century when animals were brought published in peer-reviewed journals qualified for inclusion. into mental health institutions to increase socialization The presentation of AAI was highly variable across the among patients (Serpell 2006). Its current implementation studies. Reported outcomes included improvements for has been related to positive treatment outcomes in a multiple areas of functioning known to be impaired in number of clinical populations, including improved phys- ASD, namely increased social interaction and communi- ical health and psychological well-being in Alzheimer’s cation as well as decreased problem behaviors, autistic patients (Edwards and Beck 2002), increased social func- severity, and stress. Yet despite unanimously positive tioning in patients with schizophrenia (Barak et al. 2001), outcomes, most studies were limited by many methodo- and reduced aggressive and pathological behaviors among logical weaknesses. This review demonstrates that there is children with conduct disorder and attention-deficit preliminary ‘‘proof of concept’’ of AAI for ASD and hyperactivity disorder (Katcher and Wilkins 1998).
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • Be Different : Adventures of a Free-Range Aspergian with Practical Advice for Aspergians, Misfits, Families & Teachers / John Elder Robison
    Praise for John Elder Robison’s Look Me in the Eye “There’s an endearing quality to Robison and his story.… Look Me in the Eye is often drolly funny and seldom angry or self-pitying. Even when describing his fear that he’d grow up to be a sociopathic killer, Robison brings a light touch to what could be construed as dark subject matter.… Robison is also a natural storyteller and engaging conversationalist.” —Boston Globe “Of course this book is brilliant; my big brother wrote it. But even if it hadn’t been created by my big, lumbering, swearing, unshaven ‘early man’ sibling, this is as sweet and funny and sad and true and heartfelt a memoir as one could find, utterly unspoiled, uninfluenced, and original.” —AUGUSTEN BURROUGHS “Deeply felt and often darkly funny, Look Me in the Eye is a delight.” —People (Critic’s Choice) “A fantastic life story told with grace, humor, and a bracing lack of sentimentality.” —Entertainment Weekly “Not only does Robison share with his famous brother, Augusten Burroughs (Running with Scissors), a talent for writing; he also has that same deadpan, biting humor that’s so irresistible.” —ELLE “Robison seems likable, honest, and completely free of guile, qualities well served by writing that is lean, powerful in its descriptive accuracy and engaging in its understated humor.… Emotionally gripping.” —Chicago Tribune “John Robison’s book is an immensely affecting account of a life lived according to his gifts rather than his limitations. His story provides ample evidence for my belief that individuals on the autistic
    [Show full text]
  • P R E S S R E L E a S E Dr. Temple Grandin, Professor of Animal
    P R E S S R E L E A S E Dr. Temple Grandin, Professor of Animal Science, Colorado State University returns to the Collegiate Peaks Forum Series to present Different Kinds of Minds Should Work Together Thursday, 5 November 2020, 7:00 p.m. via Zoom video conferencing For Immediate Release 26 October 2020 The Collegiate Peaks Forum Series will present Dr. Temple Grandin, Professor of Animal Science at Colorado State University speaking on Different Kinds of Minds Should Work Together via Zoom teleconferencing at 7:00 p.m. on November 5, 2020. An autism spokesperson, Dr. Grandin is one of the first individuals on the autism spectrum to document and share the insights she has gained from her personal experiences. Dr. Grandin’s 2011 lecture for the Collegiate Peaks Forum Series was the best- attended in CPFS history, with more than 700 participants. For information on participating in this Zoom event, please visit www.collegiatepeaksforum.org and open the Lecture Schedule tab. As with all Collegiate Peaks Forum Series lectures, participants will have the opportunity to ask questions. In her November 5 presentation, Dr. Grandin will describe how different kinds of thinkers can work together and collaborate. While Dr. Grandin is a visual thinker, others are mathematical or verbal thinkers. She has written numerous books on autism, including Thinking in Pictures: My Life with Autism (1995; updated in 2006). Her most recent book is Calling All Minds: How to Think and Create Like an Inventor (2019), “a book of personal stories, inventions, and facts that will blow young inventors' minds and make them soar.” Dr.
    [Show full text]
  • From Marginal Cases to Linked Oppressions: Reframing the Conflict Between the Autistic Pride and Animal Rights Movements
    Journal for Critical Animal Studies, Volume VIII, Issue 1/2, 2010 (ISSN1948-352X) From Marginal Cases to Linked Oppressions: Reframing the Conflict between the Autistic Pride and Animal Rights Movements Daniel Salomon1 Abstract This paper examines the conflict between the autist pride movement and the animal rights movement over Peter Singer‟s use of the “Argument from Marginal Cases.” It is written from the perspective of a person who is an autist and a committed animal rights activist. This paper radically reframes the conflict using an approach which is both non-dualistic and reconciliatory. A “linked oppressions” model builds solidarity and fosters coexistence, thus bridging the divide between the disability and the animal rights movements. A radical reframing of the conflict can lead to a possible truce, if not constructive alliance building between these two disparate movements. Introduction Peter Singer and other activist-scholars have established the philosophical legitimacy of discourse regarding animal ethics; thus, animal ethics can no longer be dismissed as sentimentalism by the Western intellectual establishment (Best 2009; Linzey 2000, 2009; Webb 1998). Nonetheless, the framing of animal ethics needs to be critiqued; a neurotypical bias remains implicit in the way animal ethics is typically framed, which keeps intact and perpetuates speciesism. 2 Neurotypicalism privileges a form of cognitive processing characteristic of peoples who have a neurotypical (non-autistic) brain structure, while at least implicitly finding other
    [Show full text]
  • 2020 Commencement Program
    The One Hundred Eighty-Fifth Commencement Program of LAFAYETTE COLLEGE Virtual, August 1, 2020 Easton, Pennsylvania THE ORDER OF PROGRAM WELCOME John Meier Provost and David M. ’70 and Linda Roth Professor of Mathematics INVOCATION Alexandra M. Hendrickson Chaplain of the College and Director of Religious and Spiritual Life IN MEMORIAM Alison R. Byerly President Madeline Kate Smart ’20 November 25, 1997–March 24, 2019 Michael Szydelko ’20 May 6, 1998–April 28, 2020 PRESIDENT’S REMARKS President Byerly TO THE CLASS OF 2020 WELCOME FROM THE Robert E. Sell ’84 BOARD OF TRUSTEES Chair, Board of Trustees CONFERRING OF President Byerly HONORARY DEGREE Introduction by Mr. Sell Temple Grandin Doctor of Science COMMENCEMENT ADDRESS Dr. Grandin CONFIRMATION OF President Byerly DEGREES AWARDED AND RECOGNITION OF Robert G. Root CLASS VALEDICTORIANS Clerk of the Faculty Provost Meier Michael Olin Dean of Advising and Co-Curricular Programs Trisha Agarwal ’20 Joslyn Ann Brodfuehrer ’20 Jodi Lea Graf ’20 Emma Curtin Weaver ’20 GREETING FROM Tracy Hagert Sutka ’82 P’17 THE ALUMNI ASSOCIATION President, Alumni Association PRESENTATION OF Riley Francés Alvaro ’20 SENIOR CLASS GIFT Kamal Sarah Bookwala ’20 Nyla Kumari Durdin ’20 Randy Young-Rong Zhou ’20 Chairs, Class of 2020 Gift Committee PEPPER PRIZE Joslyn Ann Brodfuehrer ’20 RECIPIENT’S REMARKS Introduction by President Byerly THE ALMA MATER Lindsay Ruth Altschuler ’20 Words and music by Walter C. Stier 1884 Emily Kathryn Emick ’20 Ryan Rogers Fainor ’20 Matthew Schuman ’20 Selected by Jennifer W. Kelly Director of the Arts and Associate Professor of Music We’ll gather by the twilight’s glow In front of old Pardee.
    [Show full text]
  • & Related Conditions
    AUTISM & RELATED CONDITIONS COMPLETE CATALOG 2015 Autism Spectrum Disorders • ADHD• Dyslexia • Dyspraxia • OCD Demand Avoidance Syndrome • Sensory Dysfunction • Learning Disabilities • Self-Esteem • Anxiety • Depression • Social & Sexual Development Jessica Kingsley Publishers NEW RELEASES FROM JESSICA KINGSLEY 3 IN-DEPTH GUIDES 10 TEACHING RESOURCES 21 CHILDREN ON THE SPECTRUM 30 TEENS ON THE SPECTRUM 40 ADULTS ON THE SPECTRUM 48 TABLE OF CONTENTS BOOKS FOR ALL AGES 58 RELATED CONDITIONS 63 CONTACT US 70 ABOUT JESSICA KINGSLEY PUBLISHERS Jessica Kingsley Publishers is a wholly independent company, committed to publishing books that make a difference. We publish books of the highest quality for professional and general readers in a range of special needs subjects. We are well known for our long-established books on the autism spectrum, on social work, and on the arts therapies. For more information about our books, please visit www.jkp.com. Or to request more catalogs, call us at 215-922-1161, or email us at: [email protected]. Jessica Kingsley Publishers, Inc. 400 Market Street Suite 400 Philadelphia, PA 19106 NEW RELEASES NEW! Autism and Learning Differences An Active Learning Teaching Toolkit Michael P. McManmon, Ed.D. 544 PP/PAPERBACK/978-1-84905-794-3/$69.95 “Michael McManmon’s wonderful new book will serve as an invaluable resource for educational consultants working with ASD students. Learning how to employ “Active Learning” skills with students will help guide all educational professionals to work more effectively with ASD students. This book will become an indispensable resource in your professional library.” —Gail Meyer, MSW, LCSW Certified Educational Planner, Educational Consultant, Los Angeles, CA Teaching essential skills for life, school, work, and independent living, this comprehensive and practical toolkit supports educators and clinicians in their work with adolescents and young adults with an Autism Spectrum Disorder (ASD) or Learning Difference (LD) diagnosis.
    [Show full text]
  • Full Text (PDF)
    PARABLE NO. 9: THE HOPELESS ANIMAL AND THE END OF NATURE 5 MARK Z. DANIELEWSKI Parable No. 9: The Hopeless Animal and the End of Nature1 Let’s begin with a name. Max. A Preliminary Aside I think Max is a good name. And let’s make this his last name. And for a first name let’s pick Richartz — for the mu­ seum here. But let’s say he goes just by the letter R. So this evening, we’ll say our character’s name is R. Marx and if we’re feeling playful, we can perhaps involve an English pun so that it’s “Our Marx.” Oh, I mean Max! R. Max. Excuse me! And since we’re already there, in this territory of errors, where I was certain we’d end up eventually [Danielewski smiles], I also want to quickly destabil­ ize other words we’ll encounter. For example — since “animal” is in the title of this talk — consider Derrida’s fun with the plural: animaux [ani-mots]. Especially since words/mots are not an incidental part of tonight’s grave con­ cern. English is a little less playful than French. “Ani­mals” might give up “mals” — or bad things. In German, “animal” is tier. In French, tirer and tiers pres­ ent themselves as possible incarnations of tugging or levels. English can keep a hold of this question of levels — the animal as a hierarchical creature per­ haps? Also in English, with a little bit of urging, our German tier might become “tear,” bestowing upon our animal, or just ourselves, a sense of sorrow.
    [Show full text]
  • Special Needs Library
    USD #383 Autism & Special Needs Library Located at Eisenhower Middle School 800 Walters Drive, Manhattan, KS 66502 Helen Miller, Autism Coordinator 785-587-2880 2 The Autism Spectrum Disorders Library The special needs library provides information for parents and teachers on Autism Spectrum Disorders and a wide range of disabilities and issues related to various handicaps. To check out a book or video, fill out the card located in the back of the book (or on the back of the video) completely with name, date, and phone number or e-mail. Place the card in the black “check-out box” located on the shelf. All materials need to be returned within two months. When returning a book or video, replace the check-out card in the back of the book and cross off your name. The person checking out the book or video is responsible for the book. If, by whatever means an item is lost, please contact us and we will give you the replacement cost. 3 Books in the Library deal with the following topics: Autism & Asperger Syndrome Disabilities in General Learning Disabilities Physical & Mental Disabilities Stuttering Eating/Diets Video tapes Autism Spectrum Disorders Handbook for USD #383 4 A Title Author(s) Description A Is for Autism, F Is for Friend: A Joanna L. Keating- This upper elementary book touches on the importance of Kid’s Book on Making Friends with Velasco breaking down barriers to pave the way for unique a Child Who Has Autism friendships between kids who are not that different after all. The ABA Program Companion: J.
    [Show full text]
  • Narrowed Lives
    NARROWED NARROWED LIVES What is day-to-day life like for people with profound intellectual and multiple disabilities who live in group homes? How do they express their desires and wishes? How do care workers think about them and treat them? NARROWED Do they have basic rights to activities most of us take for granted: activities like sociability, sexuality, and moral affirmation? LIVES Narrowed Lives is an illuminating portrait of what life is like in Finnish group homes where adults who have profound intellectual and multiple disabilities live their lives. It documents how care workers strive to guaran- Meaning, Moral Value, tee individuality and dignity against a backdrop of scarce resources and misguided policies. The book is a sober- and Profound ing account of how the lives of people with profound Intellectual Disability intellectual and multiple disabilities are restricted, not Mietola & Vehmas primarily because of their impairments, but, rather be- cause well-meaning intentions do not always work out that way in practice. Simo Vehmas Reetta Mietola Narrowed Lives Meaning, Moral Value, and Profound Intellectual Disability Simo Vehmas & Reetta Mietola Published by Stockholm University Press Stockholm University SE-106 91 Stockholm, Sweden www.stockholmuniversitypress.se Text © The Authors 2021 License CC-BY 4.0 Supporting Agency (funding): Department of Special Education, Stockholm University First published 2021 Cover Illustration: “Kristo” Cover illustration credit: Jyri Pitkänen Cover designed by Stockholm University Press ISBN (Paperback): 978-91-7635-151-2 ISBN (PDF): 978-91-7635-148-2 ISBN (EPUB): 978-91-7635-149-9 ISBN (Mobi): 978-91-7635-150-5 DOI: https://doi.org/10.16993/bbl This work is licensed under the Creative Commons Attribution 4.0 Unported License.
    [Show full text]
  • 56Th Annual April 7 – 9, 2011
    56th Annual April 7 – 9, 2011 Welcome to the 56th Annual Colorado Science and Engineering Fair This year marks my twelfth year as Outreach Center (EOC) at CSU and Fair, we are looking at possibly the Colorado Science and Engineering the College of Natural Sciences creating a new middle school Fair Director. In these 12 years, I Dean’s Office. CSEF has called EOC rulebook for those competing in have had the privilege of knowing (formerly known as CSMATE) home the Junior Division at the CSEF some very talented young scientists. I for the past 12 years and EOC is proud and Colorado regional science am so proud of all of your to include the state science fair as one fairs. accomplishments. I always refer to all of its many outreach endeavors in the • The Board of Directors has of you as my kids. So, congratulations area of science and mathematics launched a new effort to create to all of the 2011 CSEF Finalists – education. some long term goals and a you are joining a very special group If you’ve taken part in CSEF in strategic plan to reach those goals. and after this year, you can call previous years, then you already know One of which you may have heard yourselves CSEF Alumni. that every year, the science fair about last year to make the CSEF I want to thank all of the CSEF exhibits the projects of over 300 Director a full time position so I Alumni who have stayed in touch over scientifically talented young people can work more with the regional the years and have kept involved in from thirteen regions around science fairs, schools and teachers the state science fair.
    [Show full text]
  • Farming on the Spectrum an Autoethnographic Journey to Social Farming
    FARMING ON THE SPECTRUM AN AUTOETHNOGRAPHIC JOURNEY TO SOCIAL FARMING By Lisa A. Szymecko A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Resource Development 2012 ABSTRACT FARMING ON THE SPECTRUM AN AUTOETHNOGRAPHIC JOURNEY TO SOCIAL FARMING By Lisa A. Szymecko Nationally and globally dispersed, farms have been developed that focus specifically on individuals with autism spectrum disorders. This practice has been referred to as social farming, green farming or care farming. Social farming is an evolving scenario, more common in Europe than in the United States. In many cases these experiences were born autonomously, which is represented by the absence of a defined institutional framework. The current patchwork-like reality of social farming is that it developed mostly on a voluntary basis, through bottom-up actions, and not supported by any specific policies. This research examines the motivations for social farming through autoethnographic methods of reflection and analysis. Autoethnographic research is a way of producing meaningful, accessible, and evocative research grounded in personal experiences. (Ellis, 2010) Autoethnography recognizes multiple ways of knowledge construction and embraces subjectivity. As a more accessible text, autoethnography offers to reach a wider audience that traditional research usually disregards. This research is gathered from my own journey that starts with the diagnosis of my son with autism spectrum disorders (ASD) to opening up a farm where crops were secondary to the other benefits. This study is based on select data from 2000 – 2012 including the operation of a social farm for the summers of 2010 and 2011.
    [Show full text]