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With Ecuador being one of the most biologically diverse countries on earth, it is impossible to create a book that is both comprehensive and brief. The authors have gone for middle ground, covering the portion of Ecuadorian wildlife that is of interest and/or likely to be spotted by the ecotraveller to Ecuador. There are 96 color plates (with 5-6 animals illustrated on each one), several pages of color photographs, an excellent chapter - with maps - of Ecuador's National Parks and Bioreserves, a section on Ecuador's geography and habitats (e.g., Lowland Wet Forest, Mangrove and Coastal Vegetation) along with drawings illustrating several major plants in these regions, and 200 pages of animal descriptions under the headings 'Amphibians', 'Reptiles', 'Birds', 'Mammals', 'Insects & Other Arthropods', and 'Galapagos Wildlife'.
As an Ecuadorian resident, I have found this guide to be an excellent aid to identifying and understanding the natural history of the country. The book was both informative and fun to read, and I can highly recommend it to anyone who wants to know more about this wonderful area of the world.
This guide is a truly indispensible accessory for those fortunate enough to have visited those Islands of wonder and enchantment. It is also a great whetter of one's appetite! Other books have their strengths, but when push comes to shove, or in this case just going around..., one wants a thorough compliment to one's naturalist (to make all those notations when one gets back home, of course) and also a look into what is to come. Accurate and beautifully illustrated.
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My son and I sit down and learn together. He says "get your book" and lets do math. The key to his desire to do math is because he see's his dad doing it.
I've seen many other books and this tops them all.
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It's a well written book about a sad subject. I recommend it.
The Lincoln School was a self-contained city having a farm with price-winning cattle and a dairy processing plant. It generated its own power and returned thousands of dollars to the state treasury, thanks to the free labor provided by the residents (really inmates). These people varied from the very severely retarded to those of borderline intelligence. The place was vastly overcrowded, and the pecking order among residents was often established violently.
John Doe, as he was called since they were unable to identify him at all, was given an I.Q. test, but much like any test, if you don't understand the value or importance of the test, there will be little incentive to do well, even assuming you can understand what is expected of you. A special test was used that had been designed for the deaf, but the examiner had difficulty conveying the purpose and instructions for the various tests that were disguised as games or puzzles. John's deafness and inexperience were a huge impediment, and, not surprisingly, he scored very low on the test. This result was to haunt him for years to come. After several unsuccessful escape attempts, John gradually adapted to his surroundings. He had no known relatives so there was no one to claim him nor to send him packages or money that might help alleviate his situation.
By the mid-sixties, thanks in part to JFK's commitment to improving conditions and education for the mentally retarded and an Illinois commission, facilities and conditions were improving at the Lincoln School. John Doe had now been there close to two decades. Unfortunately, it was also the time of Chlorpromazine that the psychiatric profession had discovered could turn unruly or violent patients into virtually catatonic, but untroublesome, individuals. It soon became the drug of choice for nearly everyone in an institution. Despite regular doses, John was becoming one of the best students in the ASL class that had been started for the deaf residents. He became a trustee and was placed in charge of several other patients, helping them to dress and to get ready for the day.
By 1973 the side effects of the drugs began to manifest themselves and John was inflicted with diabetes and glaucoma. In 1975, the Lincoln School was converted into a state prison, and John was sent to the Jacksonville Developmental Center. He was now totally blind, but thanks to a few dedicated individuals, his talents were recognized and he was sent to the Helen Keller School. This provided him with the skills he needed to subsequently live in a series of group homes.
He died a few years later, but to this day no one has still been able to track down his identity.