Gordon Grant

Discusses gear, strokes, camping by canoe, rules of moving water, white water, and water safety

A Trailside Guide

Canoeing

R. V. E. Forrester-Jones

This book renders an account of the social lives of people with long-term mental illnesses based on an analysis of their discourses and everyday experiences. Exploring social networks within and beyond the immediate care environment, this book aims to redress the balance between the wealth of knowledge of clinical medicine and the neglected research area of necessary social support.

One Step to Freedom?

Resettlement from Large Psychiatric Hospital to Small Community Residence

This is a state-of-the-science synthesis of the effects of forest harvest activities on peak flows and channel morphology in the Pacific Northwest, with a specific focus on western Oregon and Washington. We develop a database of relevant studies reporting peak flow data across rain-, transient-, and snow-dominated hydrologic zones, and provide a quantitative comparison of changes in peak flow across both a range of flows and forest practices. Increases in peak flows generally diminish with decreasing intensity of percentage of watershed harvested and lengthening recurrence intervals of flow. Watersheds located in the rain-dominated zone appear to be less sensitive to peak flow changes than those in the transient snow zone; insufficient data limit interpretations for the snow zone. Where present, peak flow effects on channel morphology should be confined to stream reaches where channel gradients are less than approximately 0.02 and streambeds are composed of gravel and finer material. We provide guidance as to how managers might evaluate the potential risk of peak flow increases based on factors such as presence of roads, watershed drainage efficiency, and specific management treatments employed. The magnitude of effects of forest harvest on peak flows in the Pacific Northwest, as represented by the data reported here, are relatively minor in comparison to other anthropogenic changes to streams and watersheds.

A State-of-the-science Report for Western Oregon and Washington

Effects of Forest Practices on Peak Flows and Consequent Channel Response

Paul Ramcharan

Margaret Flynn

Malcolm Richardson

Annotation "The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities."Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK"The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers."Associate Professor Keith R. McVilly, Deakin University, Australia"I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it."James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK"I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working."Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK"It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be."Lee Marshall, Student Nurse, Sheffield Hallam University, UKWith its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems.Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering:AetiologyBreaking news (about disability) and early interventionTransition to adulthoodThe sexual lives of womenEmploymentPersonalisationPeople with hidden identitiesWith contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood.Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice.Learning Disabilityis core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them.ContributorsDawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock

Gordon Grant

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