Narratives of Asperger's Syndrome in the Twenty-First Century
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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. -
Reimagining Australia Via Disability and Media: Representation, Access and Digital Integration
CORE Metadata, citation and similar papers at core.ac.uk Provided by espace@Curtin Coolabah, No. 24&25, 2018, ISSN 1988-5946, Observatori: Centre d’Estudis Australians i Transnacionals / Observatory: Australian and Transnational Studies Centre, Universitat de Barcelona Reimagining Australia via disability and media: Representation, access and digital integration Katie Ellis Curtin University [email protected] Mike Kent Curtin University [email protected] Scott Hollier Curtin University [email protected] Shawn Burns University of Wollongong [email protected] Gerard Goggin University of Sydney [email protected] Copyright©2018 Katie Ellis, Mike Kent, Scott Hollier, Shawn Burns & Gerard Goggin. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged, in accordance with our Creative Commons Licence. Abstract: This paper takes up pressing, yet sorely neglected, questions of disability and media to argue for a reimagining of Australia to be more inclusive of this group. To do so, we outline theoretical approaches to a reimagining of disability in society and culture. We then identify and debate the lessons from disability and media studies that help us to reimagine Australia. In particular, we focus on what we describe as the three key media models of disability in Australia—representation, access and digital inclusion. A key aim throughout this paper is to include the insights of people with disabilities themselves using the media in contemporary Australia. Our reimagining of Australia via disability 94 Coolabah, No. 24&25, 2018, ISSN 1988-5946, Observatori: Centre d’Estudis Australians i Transnacionals / Observatory: Australian and Transnational Studies Centre, Universitat de Barcelona and media exposes both the ambivalence taken towards disability in contemporary Australia as well as the potential for change. -
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A Three-Session Module That Will Explore the Importance of Understanding and Protecting Your Online Reputation
Protecting Your Online Reputation A three-session module that will explore the importance of understanding and protecting your online reputation. Secondary Module AN INITIATIVE OF MADE POSSIBLE BY AN INITIATIVE OF MADE POSSIBLE BY Secondary Module 1 What is experiential service-learning, and how can I incorporate it Essential Question: into my classroom instruction with WE Schools curriculum resources? WE Schools What Is Experiential WE Schools is a unique, four step program that challenges Learning? young people to identify the local and global issues that Experiential service-learning is based on a structured spark their passion and empowers them with the tools to academic foundation that goes beyond volunteering and take action. Educators and students work together to learn community service. It’s a practice that engages teachers about the world and to take action to create meaningful and students with their communities in a structured way change. Delivered in 16,000 schools and groups across and allows students to meet their learning objectives while North America and the UK, the program provides educators addressing their community’s needs. and students with curriculum, educational resources and a full calendar of campaign ideas. Setting Students Up for The Four Steps of Success: In School, the WE Schools Workplace and Life Investigate and Learn WE Schools Introduction: WE.org/we-at-school/we- schools/ Students explore topics related to a 1. real-world challenge or opportunity. Living WE is about improving our lives and our world by reaching out to others. It involves focusing less on “me” and Action Plan more on “we”—our communities, our country and our world. -
VIDEO GAME SUBCULTURES Playing at the Periphery of Mainstream Culture Edited by Marco Benoît Carbone & Paolo Ruffino
ISSN 2280-7705 www.gamejournal.it Published by LUDICA Issue 03, 2014 – volume 1: JOURNAL (PEER-REVIEWED) VIDEO GAME SUBCULTURES Playing at the periphery of mainstream culture Edited by Marco Benoît Carbone & Paolo Ruffino GAME JOURNAL – Peer Reviewed Section Issue 03 – 2014 GAME Journal A PROJECT BY SUPERVISING EDITORS Antioco Floris (Università di Cagliari), Roy Menarini (Università di Bologna), Peppino Ortoleva (Università di Torino), Leonardo Quaresima (Università di Udine). EDITORS WITH THE PATRONAGE OF Marco Benoît Carbone (University College London), Giovanni Caruso (Università di Udine), Riccardo Fassone (Università di Torino), Gabriele Ferri (Indiana University), Adam Gallimore (University of Warwick), Ivan Girina (University of Warwick), Federico Giordano (Università per Stranieri di Perugia), Dipartimento di Storia, Beni Culturali e Territorio Valentina Paggiarin, Justin Pickard, Paolo Ruffino (Goldsmiths, University of London), Mauro Salvador (Università Cattolica, Milano), Marco Teti (Università di Ferrara). PARTNERS ADVISORY BOARD Espen Aarseth (IT University of Copenaghen), Matteo Bittanti (California College of the Arts), Jay David Bolter (Georgia Institute of Technology), Gordon C. Calleja (IT University of Copenaghen), Gianni Canova (IULM, Milano), Antonio Catolfi (Università per Stranieri di Perugia), Mia Consalvo (Ohio University), Patrick Coppock (Università di Modena e Reggio Emilia), Ruggero Eugeni (Università Cattolica del Sacro Cuore, Milano), Roy Menarini (Università di Bologna), Enrico Menduni (Università di -
Watching Television with Friends: Tween Girls' Inclusion Of
WATCHING TELEVISION WITH FRIENDS: TWEEN GIRLS’ INCLUSION OF TELEVISUAL MATERIAL IN FRIENDSHIP by CYNTHIA MICHIELLE MAURER A dissertation submitted to the Graduate School-Camden Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Childhood Studies written under the direction of Daniel Thomas Cook and approved by ______________________________ Daniel T. Cook ______________________________ Anna Beresin ______________________________ Todd Wolfson Camden, New Jersey May 2016 ABSTRACT Watching Television with Friends: Tween Girls’ Inclusion of Televisual Material in Friendship By CYNTHIA MICHIELLE MAURER Dissertation Director: Daniel Thomas Cook This qualitative work examines the role of tween live-action television shows in the friendships of four tween girls, providing insight into the use of televisual material in peer interactions. Over the course of one year and with the use of a video camera, I recorded, observed, hung out and watched television with the girls in the informal setting of a friend’s house. I found that friendship informs and filters understandings and use of tween television in daily conversations with friends. Using Erving Goffman’s theory of facework as a starting point, I introduce a new theoretical framework called friendship work to locate, examine, and understand how friendship is enacted on a granular level. Friendship work considers how an individual positions herself for her own needs before acknowledging the needs of her friends, and is concerned with both emotive effort and social impact. Through group television viewings, participation in television themed games, and the creation of webisodes, the girls strengthen, maintain, and diminish previously established bonds. -
Understanding Asperger's Syndrome
CHAPTER Extensive vocabulary. persons with AS, and these individuals are often extremely good on rote memory skills such as UNDERSTANDING ASPERGER’S Other autism spectrum disorders include: dates, facts and figures. SYNDROME Classic autism. (2 CE HOURS) Rett syndrome. History of Asperger’s syndrome By: Rene Ledford, MSW, LCSW, BCBA and Kathryn Brohl, MA, LMFT Childhood disintegrative disorder. As a diagnosis, AS has been known in Europe Learning objectives Pervasive developmental disorder, not since the 1940s when it was described by a ! List the common signs and symptoms of otherwise specified (usually referred to as Viennese pediatrician, Hans Asperger. Dr. Asperger’s syndrome. PDD-NOS). Asperger reported observing four children ! Relate the history of Asperger’s syndrome. Unlike children with classic autism, children in his practice who had difficulty in social ! Describe the diagnostic criteria for Asperger’s with AS tend to retain their early language skills, situations. Although appearing normal in terms syndrome. often having large vocabularies for their age. of intelligence, these children appeared to ! Describe the onset of Asperger’s syndrome. Also, individuals with AS tend not to experience lack nonverbal communication skills, failed to ! Define the etiology (pathophysiology) of severe intellectual impairments as compared demonstrate empathy for their peer group and Asperger’s syndrome. to individuals with other ASDs. Testing of were physically clumsy. ! List the prevalence (epidemiology) of individuals with AS tends to reveal IQ’s in the Dr. Leo Kanner first published a paper in 1943 Asperger’s syndrome in the general normal to superior range, although some persons identifying autistic children. Kanner noted that population. -
Advice for Parents of Young Autistic Children: Spring (2004) by James B
Advice for Parents of Young Autistic Children: Spring (2004) By James B. Adams, Ph.D., Arizona State University, Tempe, Arizona Stephen M. Edelson, Ph.D., Autism Research Institute, San Diego, California Temple Grandin, Ph.D., Colorado State University, Fort Collins, Colorado Bernard Rimland, Ph.D., Autism Research Institute, San Diego, California Authors’ Note: James B. Adams, Ph.D., is the father of a young girl with autism, and has served for several years as the President of the Greater Phoenix Chapter of the Autism Society of America. He is also a professor of Chemical and Materials Engineering at Arizona State University, where much of his research is focused on finding the biomedical causes of autism and effective treatments for it. His website is www.eas.asu.edu/~autism Stephen M. Edelson has a Ph.D. in experimental psychology, and has worked in the field of autism for 25 years. He is the director of the Center for the Study of Autism in Salem, Oregon, which is affiliated with the Autism Research Institute in San Diego, CA. He is also on the Board of Directors of the Oregon chapter of the Autism Society of America (ASA), and is on ASA’s Professional Advisory Board. His main autism website is: www.autism.org Temple Grandin, Ph.D. is an associate professor of Animal Science at Colorado State University and a person with autism. She is the author of Emergence: Labeled Autistic and Thinking in Pictures and a designer of livestock handling facilities. Half of the cattle in North America are handled in facilities she has designed. -
Geek Policing: Fake Geek Girls and Contested Attention
International Journal of Communication 9(2015), 2862–2880 1932–8036/20150005 Geek Policing: Fake Geek Girls and Contested Attention JOSEPH REAGLE1 Northeastern University, USA I frame the 2012–2013 discourse about “fake geek girls” using Bourdieu’s theory of fields and capital, complemented by the literature on geeks, authenticity, and boundary policing. This discourse permits me to identify the reciprocal relationship between the policing of identity (e.g., Am I a geek?) and the policing of social boundaries (e.g., Is liking an X-Men movie sufficiently geeky?). Additionally, geekdom is gendered, and the policing of fake geek girls can be understood as a conflict over what is attended to (knowledge or attractiveness), by whom (geekdom or mainstream), and the meaning of received attention (as empowering or objectifying). Finally, despite the emergence of a more progressive and welcoming notion of geeks-who-share, the conversation tended to manifest the values of dominant (androcentric) members. That is, in a discourse started by a woman to encourage other women to be geeky, some of the loudest voices were those judging women’s bodies and brains according to traditionally androcentric and heteronormative values. Consequently, in this boundary and identity policing, women faced significant double binds, and the discourse exemplified a critical boomerang in which a critique by a woman circled back to become a scrutiny of women by men. Keywords: authenticity, boundaries, capital, geek, gender, policing, subculture In March 2012, Tara Tiger Brown (2012), a self-described “tech entrepreneur, educator and opinion writer,” wrote an article entitled “Dear Fake Geek Girls: Please Go Away.” The article prompted much discussion, generating 250 comments below the article itself as well as thousands of comments elsewhere. -
Page 1 1 ENVIRONMENTAL IMPACT REPORT MEETING Taken At
1 2 3 4 5 6 7 8 9 10 ENVIRONMENTAL IMPACT REPORT MEETING 11 HERMOSA BEACH, CALIFORNIA 12 APRIL 10, 2014 13 14 15 16 17 18 19 20 21 ATKINSON-BAKER, INC. COURT REPORTERS 22 (800) 288-3376 www.depo.com 23 24 REPORTED BY: CYNTHIA L. VARELA, CSR No. 5917 25 FILE NO.: A801973 Page 1 1 ENVIRONMENTAL IMPACT REPORT MEETING taken at 2 1315 Valley Drive, Hermosa Beach, California, beginning 3 at 6:30 p.m., on Thursday, April 10, 2014, before 4 Cynthia L. Varela, CSR No. 5917. 5 6 PLANNING COMMISSION PANEL: 7 Peter Hoffman Kent Allen Lauren Langer Ron Pizer 8 Pamela Townsend Sam Perrotti Mike Flaherty Ken Robertson 9 10 SPEAKERS: 11 Gary Brown John Bowler Lorie Armendaring Jeff Krag 12 Dean Francoìs Ray Dussault Martha Logan Sheryl Main 13 Anna Vitali Mike Matronini Pauline Miller Craig Cadwallader 14 John Lang Chris Miller Loretta Sparks John Arbelaez 15 Karl Grossman Bob Rasmussen Cindy Smith Walt Kashon 16 Dan Rudin Al Sattler Lisa Santora Joe Galliani 17 Ryan Ueda Dave Andrey Andre Sharp Bob Rasmussen 18 J.R. Reviccky Jim Rosenberger John Carlson Stacey Armato 19 Damon Nagami Joel Shapiro Person in yellow suit David Machamriz 20 Jim Sullivan Jim Rosenberg Brandon Gersh Nanette Barragan 21 Roger Light Marcelo Kraus 22 Mike Collins Barbara Ellman 23 Logan Allen Jan Rice 24 Iatianna Geur Tom Malone 25 Peter Shellenbarger Page 2 1 HERMOSA BEACH, CALIFORNIA; THURSDAY, APRIL 10, 2014 2 6:30 P.M. 3 4 5 MR. HOFFMAN: Our agenda tonight I think 6 everyone is aware is a one-item agenda. -
Autism Society History
Feature | Autism Society History Where We’ve Been and Where We’re Going The Autism Society’s Proud History s the nation’s oldest grassroots autism organization, the Autism Society has Abeen working to improve the lives of all affected by autism for 46 years. When the organization was founded in 1965, the autism community was very different than it is today: the term “autism” was not widely known, and doctors often blamed the condition on “refrigerator mothers,” or parents who were cold and unloving to their children – a theory that we now know to be completely false. Perhaps even more discouraging than the blame and guilt placed upon parents of children with autism at this time was the complete lack of treatment options. Parents were often told that their child would never improve, and that he or she should be institutionalized. “All practitioners we saw had one characteristic in common – none of them was able to undertake treatment,” wrote Rosalind Oppenheim, mother to a then-6-year-old son with autism, in an article in the June 17, 1961, Saturday Evening Post. “‘When will you stop running?’ one well-meaning guidance counselor asked us along the way. When indeed? After eighteen costly, heartbreaking months we felt that we had exhausted all the local medical resources.” Oppenheim’s article garnered many letters from other parents of children with autism who had had similar experiences. She sent them on to Dr. Bernard Rimland, another parent of a child with autism who was also a psychologist. Not long after, Dr. Rimland published the landmark book Infantile Autism, the first work to argue for a physical, not psychological, cause of autism. -
Deputy Registrars
Deputy Registrars December 2020 - November 2022 Channahon Township Minooka C.C.S.D. No. 201 305 W. Church St., Minooka 60447 Registrars: Phone: 815/467-6121 Lori K. Shanholtzer Email: [email protected] Village of Channahon 24555 S. Navajo Dr., Channahon 60410 Registrars: Phone: 815/467-6644 Leticia R. Anselme Email: [email protected] Jean Chudy Email: [email protected] Mary Jane Larson Email: [email protected] Stephanie Lee Mutz Email: [email protected] Crete Township Crete Public Library District 1177 N. Main St., Crete 60417 Registrars: Phone: 708/672-8017 Tiffany C. Amschl Email: [email protected] Christine LeVault Email: [email protected] Thursday, September 30, 2021 Page 1 of 20 Crete Township Crete Township Office 1367 Wood St., Crete 60417 Registrars: Phone: 708/672-8279 James Buiter Email: [email protected] Steven Hanus Email: [email protected] Village of Crete 524 Exchange St., Crete 60417 Registrars: Phone: 708/672-5431 Kimberly A. Adams Email: [email protected] Deborah S. Bachert Email: [email protected] Susan Peterson Email: [email protected] Christine S. Whitaker Email: [email protected] Village Woods 2681 S. Rte. 394, Crete 60417 Registrars: Phone: 708/672-6111 Elyssia E. Roozeboom Email: [email protected] Custer Township Custer Township Office 35332 Grant Ave, Custer Park 60481 Registrars: Phone: 815-530-7207 Christine Olson Email: [email protected] Thursday, September 30, 2021 Page 2 of 20 DuPage Township DuPage Township Office 241 Canterbury Ln., Bolingbrook 60440 Registrars: Phone: 630/759-1317 Amy Albright Email: [email protected] Barbara Parker Email: [email protected] Fountaindale Public Library 300 W.