DOCSLIB.ORG

Students with Autism: a Light/Sound Technology Intervention

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Students with Autism: a Light/Sound Technology Intervention W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1996 Students with autism: A light/sound technology intervention Patricia Powell Woodbury College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Educational Psychology Commons, Instructional Media Design Commons, and the Special Education and Teaching Commons Recommended Citation Woodbury, Patricia Powell, "Students with autism: A light/sound technology intervention" (1996). Dissertations, Theses, and Masters Projects. Paper 1539618724. https://dx.doi.org/doi:10.25774/w4-84wg-4h14 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 3131761-4700 800/521~600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. STUDENTS WITH AUTISM: A LIGHT/SOUND TECHNOLOGY INTERVENTION A Dissertation Presented to The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Patricia Powell Woodbury December 1996 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9711373 UMI Microfonn 97ll373 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. STUDENTS WITH AUTISM: A LIGHT/SOUND TECHNOLOGY INTERVENTION by Patricia Powell Woodbury Approved December !996 by J9tt~ Chairperson of Doctoral Committee Charles 0. Matthews. II. Ph.D. II - --- - ~-·-· - Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION This dissertation is dedicated to my husband. Gerard. without whose support. love and patience it would not have been possible: my mother. who taught me about love: my son. daughter and granddaughter who helped me live it: and to my grandfather. who .. vas a bear:· lll Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS I am deeply grateful to my committee for their patience. help and support through this process: Dr. Lavach for his persistence in tinding alternative routes for a very long journey: to Chas. for his words that were .. balm for my soul .. when I needed them most: and my special thanks to Carolyn. who has taught me so much and gone so many .. extm miles ... I would especially like to thank my friend. Ella ...editor extmodinaire .. for her expertise. help. and support all along the way: and to Claire for her patience. I would like to thank Waller. my friend and colleague. who has .. walked the walk .. with me and let me lean when I needed to. There are so many others who have had such an important part of making this dream come true: Arline and Cammy. my spiritual mentors: Joan. who helped on many levels: Page. Puckett. and Miss Clark. my teachers through the years: the St. Andrews Choir. the Tiger Lilies. and The Moving Spirit Dancers: and to my students from whom continue to learn. I am grateful to Dr. William Deering. a pediatric neurologist. who took the time and interest to write a letter of help and support for this research. I am especially grateful to Dr. Harold Russell. whom I have never met in person. for supplying the lighusound technology. reading my proposal. writing a letter of support for the research. encouraging and believing in me all along the way. and being a true mentor for a stmggling student. The students with autism. their parents and teachers all hold a special place in my heart and I thank them for their help and cooperation in this research. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION ................................................................................................................... iii ACKNOWLEDGMENTS ................................................................................................ iv LIST OF TABLES ........................................................................................................... viii LIST OF FIGURES ........................................................................................................... ix ABSTRACT ....................................................................................................................... xi CHAPTER I. INTRODUCTION ......................................................................................................... 2 Statement of the Problem ......................................................................................... 2 Justification of the Study .......................................................................................... 2 Theoretical Rationale ................................................................................................ 4 Detinition of Terms ................................................................................................. 8 Research Questions ................................................................................................ I I Sample Description and Data Gathering Procedures ............................................. I I Limitations of the Study ......................................................................................... 12 Overview of the Remaining Chapters .................................................................... 13 2. REVIEW OF THE LITERATURE ............................................................................ 15 Historical and Theoretical Development ................................................................ 15 Descriptive Topics ................................................................................................. 21 Arousal! Anxiety/Hypersensitivity .......................................................................... 21 Attention/On-task Behaviors .................................................................................. 25 Acting Out Behaviors ............................................................................................ 30 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Research on Population .......................................................................................... 37 3. COLLECTION OF DATA .......................................................................................... 48 Sample of Population ............................................................................................. 48 Data Gathering ....................................................................................................... 48 Instrumentation ...................................................................................................... 49 Evaluation Instrument ............................................................................................ 56 Research Design .................................................................................................... 58 Specific Research Questions .................................................................................. 62 Data Analysis ......................................................................................................... 62 Ethical Considerations ........................................................................................... 63 4. FINDINGS AND ANALYSIS OF RESULTS .......................................................... 65 Case Report Number
Load more

Recommended publications
  • The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
    The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously.
    [Show full text]
  • ROD Autism Team Newsletter
    ROD AUTISM TEAM contact us at: 812-623-2212 or email: [email protected] May 2019 RIPLEY OHIO DEARBORN SPECIAL EDUCATION C OOPERATIVE ROD Autism Team Newsletter School’s Out for the SUMMER!!! Happy Summer Break 2019! In this Issue: Upcoming Workshops Offered by Children’s Hospital A 3-Day Workshop on Discussing Sexuality and Health Relationships with Tweens and Teens How to Plan for an Upcoming Move Tips for A Good Night’s Sleep Keeping Kids Safe and Creating Safety Plans And A List of Gift Ideas for Children with ASD We hope you have a wonderful, restful, and safe summer. ROD Autism Team Newsletter Page 2 BOOSTER SESSIONS 2019 Booster sessions are intended to provide information on the transition from school to adult life for youth with disabilities. Families, individuals with disabili- ties, educators, and other professionals are invite to attend these sessions at no charge. Booster sessions are two hours long and take place in the evening. Session 4: SSI/SSDI Date: Tuesday, June 11, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202 Speakers: Kelly Draggoo, Social Security Administration Register Online: https://bit.ly/2NifSft Session 5: Financial Planning for Families of Children and Adults who have Developmental Disabilities Date: Tuesday, July 9, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202
    [Show full text]
  • Fil-B /Advisory Committee Co
    Reading Comprehension Strategies In Children With High- Functioning Autism: A Social Constructivist Perspective Item Type Thesis Authors Cotter, June Ann Download date 26/09/2021 17:04:41 Link to Item http://hdl.handle.net/11122/9075 READING COMPREHENSION STRATEGIES IN CHILDREN WITH HIGH FUNCTIONING AUTISM: A SOCIAL CONSTRUCTIVIST PERSPECTIVE By June Ann Cotter RECOMMENDED: £> P \ - I V v^jQ JL-V% lh -i> Advisory Committee Chair a . fil-b /Advisory Committee Co Chair, Department of Communication APPROVED: Dean, College of Liberal Arts / r Dean of the Graduate School Date READING COMPREHENSION STRATEGIES IN CHILDREN WITH HIGH- FUNCTIONING AUTISM: A SOCIAL CONSTRUCTIVIST PERSPECTIVE A DISSERTATION Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By June Ann Cotter, MSEd. Fairbanks, Alaska May 2011 © 2011 June Ann Cotter UMI Number: 3463936 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3463936 Copyright 2011 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. uestA ® ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Abstract Individuals with autism see the world, by definition of the diagnosis, in a very different way than the typical student.
    [Show full text]
  • John Hersey's Awareness of One's Environment "Characters," Carol and Willie
    New 'York Times Book Re'view 4/3/94 Forward From Nowhere An autistic woman resumes her tale of trying to rna,ke sense oflife. Iiams, too, participated in con­ terns of behavior are not inher­ feelings as humans do - and nected to one another ._..- a desire iOMEBODY versations by replaying scripts ent but are learned by watching that humans have feelings in a Ms. Williams did not have Just SOMEWHERE she had heard. But, as she ex­ others. way that objects don't. She the opposite, she writes. "I was plains, non-autistic people use When "Somebody Somewhere" stands paralyzed before a tiny allergic to words like 'we,' 'us' or 9reaking Free From the World these bits to reflect real feelings, opens, Ms. Williams is 25 years closet because she cannot bear 'together· - words depicting )fAutlsm. genuine emotions ..... at least 'in old and liVing in London. She has what she uwould have to inflict closeness" because "closeness By Donna Williams. principle. To the autistic who is given up her characters but not upon" her clothes by squeezing made earthquakes go off inside ~38 pp. New York: unaware of real feelings (for yet learned how to function in the them in. She apologizes to them of me and compelled me to run," rimes Books/ whom, in fact, emotions feel like world without them: HWillie was­ as she hangs them up. Realizing pnly at the end, in a special Random House. $23. death), the memorized bits are n't there to help me understand, that objects are not aware of her friendship (which she calls a all there is.
    [Show full text]
  • Rhythm and Timing in Autism: Learning to Dance
    REVIEW ARTICLE published: 19 April 2013 INTEGRATIVE NEUROSCIENCE doi: 10.3389/fnint.2013.00027 Rhythm and timing in autism: learning to dance Pat Amos* Training and Private Consultation, Ardmore, PA, USA Edited by: In recent years, a significant body of research has focused on challenges to neural Anne M. Donnellan, University of connectivity as a key to understanding autism. In contrast to attempts to identify a Wisconsin-Madison, University of single static, primarily brain-based deficit, children and adults diagnosed with autism are San Diego, USA increasingly perceived as out of sync with their internal and external environments in Reviewed by: Elizabeth B. Torres, Rutgers dynamic ways that must also involve operations of the peripheral nervous systems. The University, USA noisiness that seems to occur in both directions of neural flow may help explain challenges Trevor McDonald, Education to movement and sensing, and ultimately to entrainment with circadian rhythms and social Associates Inc., USA interactions across the autism spectrum, profound differences in the rhythm and timing of *Correspondence: movement have been tracked to infancy. Difficulties with self-synchrony inhibit praxis, and Pat Amos, 635 Ardmore Avenue, Ardmore, PA 19003-1831, USA. can disrupt the “dance of relationship” through which caregiver and child build meaning. e-mail: [email protected] Different sensory aspects of a situation may fail to match up; ultimately, intentions and actions themselves may be uncoupled. This uncoupling may help explain the expressions of alienation from the actions of one’s body which recur in the autobiographical autism literature. Multi-modal/cross-modal coordination of different types of sensory information into coherent events may be difficult to achieve because amodal properties (e.g., rhythm and tempo) that help unite perceptions are unreliable.
    [Show full text]
  • Constructing Narratives and Identities in Auto/Biography About Autism
    RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism ..............................................................................................
    [Show full text]
  • Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr
    EDUCATIONAL INCLUSION FOR CHILDREN WITH AUTISM IN PALESTINE. What opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine; with special reference to the developing practice in two educational settings? by ELAINE ASHBEE A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Amendments to names used in thesis The Amira Basma Centre is now known as Jerusalem Princess Basma Centre Friends Girls School is now known as Ramallah Friends Lower School ABSTRACT This study investigates inclusive educational understandings, provision and practice for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision–makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding.
    [Show full text]
  • Building Empathy Autism and the Workplace Katie Gaudion
    Building Empathy Autism and the Workplace Katie Gaudion Workplac_Cover v2.indd 1 11/10/2016 14:26 About the research partners The Kingwood Trust Kingwood is a registered charity providing support for adults and young people with autism. Its mission is to pioneer best practice which acknowledges and promotes the potential of people with autism and to disseminate this practice and influence the national agenda. Kingwood is an independent charity and company limited by guarantee. www.kingwood.org.uk The Helen Hamlyn Centre for Design, Royal College of Art The Helen Hamlyn Centre for Design provides a focus for people-centred design research and innovation at the Royal College of Art, London. Originally founded in 1991 to explore the design implications of an ageing society, the centre now works to advance a socially inclusive approach to design through practical research and projects with industry. Its Research Associates programme teams new RCA graduates with business and voluntary sector partners. www.hhcd.rca.ac.uk BEING BEING was commissioned by The Kingwood Trust to shape and manage this ground breaking project with the Helen Hamlyn Centre for Design. BEING is a specialist business consultancy that helps organisations in the public, private or charitable sectors achieve their goals through the effective application and management of design. www.beingdesign.co.uk Workplac_Cover v2.indd 2 11/10/2016 14:26 Contents 2 Foreword 3 Introduction 4 Context: Autism and work 6 Research Methods 8 Co-creation Workshop 12 Autism and Empathy 18 Findings:
    [Show full text]
  • Analysis and Prediction of Emotions Using Human-Robot and Driver-Vehicle Interactions
    i Analysis and Prediction of Emotions using Human-Robot and Driver-Vehicle Interactions A dissertation presented By Fatemeh Gandomi to The Department of Mechanical and Industrial Engineering In partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in the field of Industrial Engineering Northeastern University Boston, Massachusetts (April 2018) ii Dedication I would like to dedicate this dissertation to my parents and my family for their unconditional supports throughout these years. iii Abstract This dissertation undertakes the study of human factors in two interconnected fields, the human-robot and driver-vehicle interactions. Our societal systems today contain integrated human and machine entities. When they work together as integrated units, they can address a wide range of problems that are too complex to be addressed by individual machines working separately. The design and implementation of most modern functional systems are to place primary emphasis on technological innovations without much consideration for social components. Today’s humanity is encircled by so many instrumentations and electronics, so it would be really difficult to distinguish as to where the end of the tools and the starting point of humans are. The future of human-machine interaction needs to have a human centered approach to components of human-machine interaction. The most innovative way of solving such complicated problem from engineering and entrepreneurship perspectives is to find the problems that most people have and then creative ways to use technology to solve them. In other words “finding problems worth solving” is a design strategy that human-machine interaction uses in many domains of research.
    [Show full text]
  • Autism Booklet
    Autism 2011_Layout 1 08/09/2011 17:40 Page 1 The Autism Act 2009: developing specialist skills in autism practice RCN PUBLISHING ESSENTIAL GUIDE RCN PUBLISHING This guide has been supported by Autism 2011_Layout 1 08/09/2011 17:40 Page 2 ESSENTIAL GUIDE This guide has been written by Jill Aylott, Centre for Professional and Organisation Development, Faculty of Wellbeing, Sheffield Hallam University Contents 3 Introduction 5 A note about terminology 5 Defining autism to guide best practice Environments and sensory issues Autism as a sensory perceptual impairment Barriers in the environment Use of reasonable adjustments to enable access to the environment Communication, information and processing Understanding behaviour Use of reasonable adjustments to change personal behaviour Attitudinal barriers 16 Diagnosis and services Transition 18 References 19 Summary RCN Publishing Company Ltd To subscribe call 0345 772 6100 The Heights, 59-65 Lowlands Road www.learningdisabilitypractice.co.uk Harrow, Middlesex HA1 3AW www.mentalhealthpractice.co.uk For further information contact: ISBN: 1873853858 [email protected] Cover photograph: Science Photo Library © Copyright RCN Publishing Company Ltd 2011. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the publisher. 2 october :: 2011 Autism 2011_Layout 1 08/09/2011 17:40 Page 3 Introduction People with autism are ‘falling through gaps in services’ (Loynes 2001, Department of Health (DH) 2006, National Autistic Society 2010). The All Party Parliamentary Group for Autism (APPGA) was formed in 2000 to work with the main political parties to raise awareness of the difficulties that people with autism and their families face, and to campaign and lobby for legislation change.
    [Show full text]
  • Autism Speaks Does Not Provide Medical Or Legal Advice Or Services
    100 Day Kit A tool kit to assist families in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. This kit is not intended as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism ©2013 Autism Speaks Inc. Autism Speaks and Autism Speaks It’s Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved. About this Kit Autism Speaks would like to extend special thanks to the Parent Advisory Committee for the time and effort that they put into reviewing the 100 Day Kit. 100 Day Kit Parent Advisory Committee Stacy Crowe Rodney Goodman Beth Hawes Deborah Hilibrand Dawn Itzkowitz Stacy Karger Marjorie Madfis Donna Ross- Jones Judith Ursitti Marcy Wenning Family Services Committee Members Dan Aronson Parent Liz Bell Parent Sallie Bernard Parent, Executive Director, SafeMinds Farah Chapes Chief Administrative Officer, The Marcus Autism Center Peter F. Gerhardt, Ed.D Director, Upper School, The McCarton School Founding Chair of the Scientific Council, Organization for Autism Research Lorrie Henderson Ph.D., LCSW, MBA Brian Kelly * ** Parent ©2013 Autism Speaks Inc.
    [Show full text]
  • Tapemaster Main Copy
    Jeff Schechtman Interviews December 1995 to January 2018 2018 Daniel Pink When: The Scientific Secrets of Perfect Timing 1/18/18 Martin Shiel WhoWhatWhy Story on Deutsche Bank 1/17/18 Sara Zaske Achtung Baby: An American Mom on the German Art of Raising Self-Reliant Children 1/17/18 Frances Moore Lappe Daring Democracy: Igniting Power, Meaning and Connection for the America We Want 1/16/18 Martin Puchner The Written Word: The Power of Stories to Shape People, History, Civilization 1/11/18 Sarah Kendzior Author /Journalist “The View From Flyover Country” 1/11/18 Gordon Whitman Stand Up! How to Get Involved, Speak Out and Win in a World on Fire 1/10/18 Brian Dear The Friendly Orange Glow: The Untold Story of the PLATO System and the Dawn of Cyberculture 1/9/18 Valter Longo The Longevity Diet: The New Science behind Stem Cell Activation 1/9/18 Richard Haass The World in Disarray: American Foreign Policy and the Crisis of the Old Order 1/8/18 Chloe Benjamin The Immortalists: A Novel 1/5/18 2017 Morgan Simon Real Impact: The New Economics of Social Change 12/20/17 Daniel Ellsberg The Doomsday Machine: Confessions of a War Planner 12/19/17 Tom Kochan Shaping the Future of Work: A Handbook for Action and a New Social Contract 12/15/17 David Patrikarakos War in 140 Characters: How Social Media is Reshaping Conflict in the Twenty First Century 12/14/17 Gary Taubes The Case Against Sugar 12/13/17 Luke Harding Collusion: Secret Meetins, Dirty Money and How Russia Helped Donald Trump Win 12/13/17 Jake Bernstein Secrecy World: Inside the Panama Papers
    [Show full text]