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Lawrence C. Becker introduces an unconventional set of background ideas for future philosophical work on normative theories of basic justice. The organizing concept is habilitation -- the process of equipping a person or thing with functional abilities or capacities. The specific proposals drawn from the concept of habilitation are independent of any particular set of distributive principles. The result is a framework for theory that includes a metric for the pursuit of basic justice, but not a normative theory of it.The basic idea is that receiving and providing habilitation is a lifelong necessity for human beings, from their nearly helpless newborn state through their struggles to survive and thrive thereafter, even into the most severe diminishments of old age. This lifelong human necessity underlies all questions about basic justice, and the possibilities for habilitation define the circumstances under which those questions arise. Focusing on the circumstances of habilitation calls attention to the central role of physical and psychological health. Without basic good health in both domains, it is not possible to cope with the habilitative demands of one's physical and psychological endowments, and one's physical and social environments. And for human beings, a particular aspect of human health effectively sums up these matters: namely human agency; the nature and extent of the ability to act effectively. The book proposes, specifically, that normative theories of basic justice adopt the habilitation framework. What then appears to follow is that the most plausible comprehensive metric for assessing progress toward basic justice will be the level and distribution of basic good health. Moreover, achieving robustly healthy agency will be the most plausible tactical target for making progress toward basic justice -- no matter what one's favored distributive principles might be.

The Habilitation Specialist II Passbook® prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: coding information; developing and implementing habilitation plans; supervision; understanding and interpreting written material; and more.

Lawrence C. Becker introduces an unconventional set of background ideas for future philosophical work on normative theories of basic justice. The organizing concept is habilitation -- the process of equipping a person or thing with functional abilities or capacities. The specific proposals drawn from the concept of habilitation are independent of any particular set of distributive principles. The result is a framework for theory that includes a metric for the pursuit of basic justice, but not a normative theory of it.The basic idea is that receiving and providing habilitation is a lifelong necessity for human beings, from their nearly helpless newborn state through their struggles to survive and thrive thereafter, even into the most severe diminishments of old age. This lifelong human necessity underlies all questions about basic justice, and the possibilities for habilitation define the circumstances under which those questions arise. Focusing on the circumstances of habilitation calls attention to the central role of physical and psychological health. Without basic good health in both domains, it is not possible to cope with the habilitative demands of one's physical and psychological endowments, and one's physical and social environments. And for human beings, a particular aspect of human health effectively sums up these matters: namely human agency; the nature and extent of the ability to act effectively. The book proposes, specifically, that normative theories of basic justice adopt the habilitation framework. What then appears to follow is that the most plausible comprehensive metric for assessing progress toward basic justice will be the level and distribution of basic good health. Moreover, achieving robustly healthy agency will be the most plausible tactical target for making progress toward basic justice -- no matter what one's favored distributive principles might be.

The Habilitation Specialist II Passbook® prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: coding information; developing and implementing habilitation plans; supervision; understanding and interpreting written material; and more.

There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervention, some adolescents with hearing loss do not achieve age-equivalent developmental milestones. The purpose of this book is to assist auditory (re)habilitation practitioners in mitigating the negative effects of hearing loss on communicative, socio-emotional, and academic performance of adolescents who rely on auditory-based spoken language to communicate. It is essential that adolescents whose parents chose auditory-based spoken language receive systematic, consistent, well-planned, appropriate auditory (re)habilitation.In Auditory (Re)Habilitation for Adolescents with Hearing Loss, Jill Duncan, Ellen A. Rhoades, and Elizabeth Fitzpatrick provide practitioners with key milestones considered fundamental to understanding adolescents with hearing loss as well as a pedagogical foundation and general intervention strategies for both planning and direct face-to-face (re)habilitation with adolescents. The authors summarize important issues related to the spoken language development of adolescents, focus on aspects of communication that are functionally relevant to adolescents with hearing loss, and provide strategies for facilitating auditory-based spoken communication skills. They conclude with a discussion of factors influencing auditory (re)habilitation, both in service delivery and outcomes, and provide the application of theory to practice through a demonstration of case studies.

Hans-Georg Gadamer is considered to have made the most important contribution to hermeneutics of this century through his major work, Truth and Method. Born in Marburg on February 11, 1900, he earned his doctorate under Paul Natorp, the Plato scholar, in 1922 and completed his habilitation thesis on Plato's dialectical ethics under Martin Heidegger in 1928. He spent the major portion of his teaching career at the University of Heidelberg, becoming emeritus professor in 1968. In retirement he became widely known in the United States through his regular fall courses at Boston college and his numerous lectures at major universities throughout the century.

Developmental Music Therapy is a collection of original exercises illustrated and de-signed for easy use in classrooms and therapy settings. The aim of this book is to facilitate the neural development required for habilitation through the use of musical instruments and activities especially adapted for the given population. The exercises herein represent only the mechanical parts of the session, and are not intended as a “quick-fix” for a disorder. Rather prior knowledge is required for full use. For this reason, this text is considered a manual to accompany training seminars for professionals and parents. These exercises emerged from the practice of music therapy with preschool and ele-mentary age children with Cerebral Palsy, Autism, Developmental Delay, Attention Deficit Disorder, Rett Syndrome, etc. Sabina Esposito Music therapist and movement therapist specializing in Autism, Cerebral Palsy and preventative therapies. Specialist in wholistic approaches. Speaker and author. Music therapy educator.

Professor Anna L. Dallapiccola has a PhD in Indian Art History and a Habilitation (D.Litt.) from the University of Heidelberg, Germany. She was Professor of Indian Art at the South Asia Institute of Heidelberg University from 1971 to 1995, and then was appointed as an Honorary Professor at Edinburgh University in 1991. She lectures at the School of Oriental and African Studies, London. From 2000 to 2004 she was Visiting Professor at De Montfort University Leicester. Among her latest publications are: Catalogue of South Indian Paintings in the Collection of the British Museum (2010), The Great Platform at Vijayanagara (2010), Indian Painting: The Lesser Known Traditions (2011), and Kalamkari Temple Hangings, a study of the collection in the V&A (2015). She has at present two concurrent research programmes in India, the first on the art of the Vijayanagara successor states, and the second on the Virabhadra temple at Lepakshi.