LEADER 03657nam 2200577 a 450 001 9910463357703321 005 20200520144314.0 010 $a0-674-07139-5 010 $a0-674-06787-8 024 7 $a10.4159/harvard.9780674067875 035 $a(CKB)2670000000330037 035 $a(StDuBDS)AH24970293 035 $a(SSID)ssj0000803524 035 $a(PQKBManifestationID)11428287 035 $a(PQKBTitleCode)TC0000803524 035 $a(PQKBWorkID)10811498 035 $a(PQKB)11127812 035 $a(MiAaPQ)EBC3301185 035 $a(DE-B1597)178038 035 $a(OCoLC)979967839 035 $a(DE-B1597)9780674067875 035 $a(Au-PeEL)EBL3301185 035 $a(CaPaEBR)ebr10642231 035 $a(OCoLC)819323263 035 $a(EXLCZ)992670000000330037 100 $a20120516d2013 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeclaring his genius$b[electronic resource] $eOscar Wilde in North America /$fRoy Morris, Jr 210 $aCambridge, Mass. $cBelknap Press of Harvard University Press$d2013 215 $a1 online resource (248 p., [16] p. of plates )$cill., ports 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-674-06696-0 320 $aIncludes bibliographical references and index. 327 $aToo too utterly utter -- More wonderful than Dickens -- Those who dawnce don't dine -- What would Thoreau have said to my hatbox? -- No well-behaved river ought to act this way -- A very italy, without its art -- Don't shoot the pianist, he is doing his best -- You should have seen it before the war -- The Oscar of the first period is dead. 330 $aArriving at the port of New York in 1882, a 27-year-old Oscar Wilde quipped he had "nothing to declare but my genius." But as Roy Morris, Jr., reveals in this sparkling narrative, Wilde was, for the first time in his life, underselling himself. A chronicle of the sensation that was Wilde's eleven-month speaking tour of America, Declaring His Genius offers an indelible portrait of both Oscar Wilde and the Gilded Age. Wilde covered 15,000 miles, delivered 140 lectures, and met everyone who was anyone. Dressed in satin knee britches and black silk stockings, the long-haired apostle of the British Aesthetic Movement alternately shocked, entertained, and enlightened a spellbound nation. Harvard students attending one of his lectures sported Wildean costume, clutching sunflowers and affecting world-weary poses. Denver prostitutes enticed customers by crying: "We know what makes a cat wild, but what makes Oscar Wilde?" Whitman hoisted a glass to his health, while Ambrose Bierce denounced him as a fraud. Wilde helped alter the way post-Civil War Americans-still reeling from the most destructive conflict in their history-understood themselves. In an era that saw rapid technological changes, social upheaval, and an ever-widening gap between rich and poor, he delivered a powerful anti-materialistic message about art and the need for beauty. Yet Wilde too was changed by his tour. Having conquered America, a savvier, more mature writer was ready to take on the rest of the world. Neither Wilde nor America would ever be the same. 606 $aBIOGRAPHY & AUTOBIOGRAPHY / Literary$2bisacsh 608 $aElectronic books. 615 7$aBIOGRAPHY & AUTOBIOGRAPHY / Literary. 676 $a828/.809 700 $aMorris$b Roy$cJr.$01048465 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463357703321 996 $aDeclaring his genius$92476769 997 $aUNINA LEADER 05540nam 22006614a 450 001 9910784569203321 005 20200520144314.0 010 $a1-280-92701-1 010 $a9786610927012 010 $a0-08-052173-8 035 $a(CKB)1000000000363681 035 $a(EBL)298294 035 $a(OCoLC)437182447 035 $a(SSID)ssj0000272703 035 $a(PQKBManifestationID)12041999 035 $a(PQKBTitleCode)TC0000272703 035 $a(PQKBWorkID)10306180 035 $a(PQKB)11670163 035 $a(Au-PeEL)EBL298294 035 $a(CaPaEBR)ebr10175459 035 $a(CaONFJC)MIL92701 035 $a(MiAaPQ)EBC298294 035 $a(EXLCZ)991000000000363681 100 $a20040624d2005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aWISC-IV clinical use and interpretation$b[electronic resource] $escientist-practitioner perspectives /$fedited by Aurelio Prifitera, Donald H. Saklofske, Lawrence G. Weiss 205 $a1st ed. 210 $aAmsterdam ;$aBoston $cElsevier Academic Press$dc2005 215 $a1 online resource (505 p.) 225 1 $aPractical Resources for the Mental Health Professional 300 $aDescription based upon print version of record. 311 $a0-12-564931-2 320 $aIncludes bibliographical references and indexes. 327 $aFront Cover; WISC-IV Clinical Use and Interpretation; Copyright Page; Contents; Contributors; Preface; Part I: WISC-IV: Foundations of Clinical Interpretation; Chapter 1. The WISC-IV in the Clinical Assessment Context; Introduction and Overview of This Chapter; Description, Rationale, and Goals for the Revision; Back to Gordon Allport and Henry Murray: Views on WISC-III/WISC-IV as a Diagnostic Instrument; Use of IQ Test Information as Part of Assessment; Use of the WISC-III in Other Countries and with Minority Populations; A Concluding Comment; References 327 $aChapter 2. Clinical Interpretation of the WISC-IV FSIQ and GAI Intelligence and Issues of Psychological Measurement and Assessment; Intelligence and the WISC-IV; WISC-IV Full Scale IQ; An Alternate Approach to Summarizing General Intellectual Ability: The General Ability Index (GAI); Ability-Achievement Discrepancies: The GAI and WIAT-II; General Interpretative Strategies; Clinical Considerations; Some Additional Thoughts: Beyond the FSIQ; References; A: Tables to Compare WISC-IV Index Scores Against Overall Means 327 $aDerivation of Tables for Statistical Significance and Abnormality of Differences 67 Chapter 3. Interpreting the WISC-IV Index Scores; Interpreting the WISC-IV Verbal Comprehension Index; Interpreting the WISC-IV Perceptual Reasoning Index; Interpreting the WISC-IV Working Memory Index; Interpreting the WISC-IV Processing Speed Index; The Dynamic Interplay of Working Memory and Processing Speed; Communicating the Interpretation; References; Case Study; Chapter 4. The WISC-IV Integrated; Historical Perspective on the Process Approach; The Process Approach to Cognitive Assessment 327 $aComparing the Process Approach to Other Frameworks for Test Interpretation The Process Approach Applied to the WISC-IV Integrated; Summary; Case Study; References; Chapter 5. Integrated Multilevel Model for Branching Assessment, Instructional Assessment, and Profile Assessment; Background; Multilevel, Integrated Assessment; Overview of Chapter; Branching Assessment; Instructional Assessment; Profile Assessment; Conclusions; References; Part II: The WISC-IV and the Assessment of Exceptional Children; Chapter 6. Research-Supported Differential Diagnosis of Specific Learning Disabilities 327 $aBackground Overview of the Chapter; Dyslexia; Language Learning Disability; Dysgraphia; Specific Arithmetic and Math Disabilities; Use of WISC-IV in Clinical Diagnosis and Future Research on Dyslexia and Other Learning Disabilities; Intelligent Testing with Intelligence Tests; References; Chapter 7. Assessment of Attention Deficit Hyperactivity Disorder with the WISC-IV; Diagnostic Classification of ADHD; Subgroup Issues; Conceptual Account of ADHD; Methodological Considerations: Cautionary Note; Classification and Conceptual Issues: The Role of Assessment and Intelligence Testing 327 $aPsychometric Properties of Wechsler Scales in ADHD Samples 330 $aWISC-IV Clinical Use and Interpretation provides comprehensive information on using and interpreting the WISC-IV for clinical assessment and diagnosis. With chapters authored by recognized experts in intelligence research, test development, and assessment, this will be a valuable resource to anyone using the WISC-IV in practice. This information is available nowhere else and is a unique opportunity to understand the WISC-IV from the perspective of those who know it best. 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