...ARTICLE IN PRESS Social Science & Medicine 58 (2004) 1647–1657 Understanding breast cancer stories via Frank’s narrative types Roanne Thomas-MacLean* Dalhousie University Family, Medicine Teaching Unit, Dr. Everett Chalmers Hospital, P.O. Box 9000, Priestman St. Fredericton, NB Canada E3B 5N5 Abstract While breast cancer narratives have become prevalent in Western culture, few researchers have explored the structure of such narratives, relying instead on some form of thematic analysis based upon content. Although such analyses are valuable, Arthur Frank (The Wounded Storyteller, The University of Chicago Press, Chicago, 1995) provides researchers with an additional means of studying stories of illness, through the examination of their structures. In this article, the author applies Frank’s work to a phenomenological study of embodiment after breast cancer. Frank’s three narrative types are used to enhance understanding of the ways in which stories are culturally constructed, using data collected through one focus group discussion and two in-depth interviews with each of 12 women who had experienced breast cancer. The author then conveys the significance of this form of analysis for future research. r 2003 Elsevier Ltd. All rights reserved. Keywords: Breast cancer; Qualitative and narrative Introduction Frank (1995) writes that those who are ill ‘‘need to become storytellers in order to recover the voices that illness and its treatment often take away’’...
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...KOMEN RESEARCH PROGRAMS Because breast cancer is everywhere, SO ARE WE. At Susan G. Komen, we are committed to ENDING breast cancer forever by ENERGIZING SCIENCE to find the cures and ensuring QUALITY CARE for all people, everywhere. GRADUATE TRAINING IN DISPARITIES RESEARCH GRANTS 2015-2016 REQUEST FOR APPLICATIONS Susan G. Komen 5005 LBJ Freeway, Suite 250 Dallas, Texas 75244 Research Programs Help Desk: 1-866-921-9678 Questions: www.komen.org/researchhelpdesk Website: www.komen.org TABLE OF CONTENTS KEY DATES 3 KOMEN RESEARCH PROGRAM 3 GRADUATE TRAINING IN DISPATIRIES RESEARCH GRANTS 3 ELIGIBILITY REQUIREMENTS 4 FUNDING INFORMATION AND GRANT TERM 4 APPLICATION REQUIREMENTS 5 OPTIONAL COMPONENTS 7 PRE-APPLICATION REVIEW PROCESS 8 PRE-APPLICATION SUBMISSION INSTRUCTIONS 9 Administrative Requirements 9 Pre-Application Submission Deadline 9 Getting Started in proposalCENTRAL 9 Title Page 10 Download Templates & Instructions 10 Applicant/Principal Investigator (PI) 10 Institution & Contacts 10 Key Personnel 10 Non-Key Personnel 11 Narrative and Supporting Documents 11 Validate 15 Submit 15 FULL APPLICATION SUBMISSION Graduate Training in Disparities Research Grants, 2015-2016 Request for Applications 15 Page 2 of 15 KEY DATES Application System Opens: Pre-Application Due: Pre-Application Decision: Full Application Due: Award Notification: May 6, 2015 June 17, 2015, by 1 p.m., Eastern Standard Time September 16, 2015 November 9...
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...The Qualitative Report Volume 14 Number 1 March 2009 61-80 http://www.nova.edu/ssss/QR/QR14-1/blanchard.pdf Lived Experiences of Adult Children Who Have a Parent Diagnosed with Parkinson’s Disease Amy Blanchard, Jennifer Hodgson, Angela Lamson, and David Dosser East Carolina University, Greenville, North Carolina Little is known about the experience among adult children who have a parent with Parkinson’s Disease (PD). The purpose of this study was to explore, appreciate, and describe their experiences using a phenomenological methodology. Narratives were collected from seven participants who have a parent diagnosed with PD and analyzed according to Colaizzi’s (1978) phenomenological data analysis method. Seven thematic clusters were identified and an exhaustive description is presented to summarize the essence of their lived experience. The study indicates a strong sense of essential positivism from the participants’ stories, and overall, it seems PD has brought some degree of biological, psychological, socially, and/or spiritual meaning to their lives that they may not have otherwise noticed or experienced. Key Words: Parkinson’s Disease, Phenomenology, Biopsychosocial-spiritual, Adult, Children and Illness Introduction “The bond between mother and child is so deeply rooted in our emotions that we fear to discuss openly anything that threatens the bond” – Glenna Atwood (1991) Establishing links between chronic illnesses and family impact are not novel (e.g., Cooke, McNally...
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...D.Min. Project Prospectus Sharon L. Smith I. Title: Bridging the Gap: A Pilot Project Aimed at Mutually Equipping Church and Business Leaders for Kingdom Impact II. The Context: Followers of Jesus Christ who possess a divine calling, talents, and gifts to work and serve God through specific voluntary or paid vocations in the workplace face daily opportunities to impact the Kingdom of God. When believers walk by faith and obedience in the revelation that God’s divine presence and purpose is with them daily in their work lives, God empowers them to lead change that can transform lives, businesses, and even nations. Believers clearly see this truth in the lives of Abraham, Joseph, Daniel, and Nehemiah. The Great Commission (Matt. 28) commands believers to go into all the world and preach the gospel to every person. This directive includes Holy Spirit-empowered witness in the marketplace with signs, wonders, and the gifts of the Holy Spirit in operation. As His priests (1 Pet. 2:5; Rom. 12:1-2), God calls believers ordained for the twenty-first century workplace to worship and serve Him through their actions, words, and works. God’s Word calls for excellence in whatever a person does (Col. 3:17). Fruitfulness follows when believers root biblical ethics in excellence, and practice it in relationships and business decisions. Anthropologists and missiologists are observing major global shifts causing leaders to revise their understanding of the notion of culture...
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... . . : Quitting and Other Forms of Resistance to Workplace Bullying Pamela Lutgen-Sandvik Adult bullying at work is an unbelievable and, at times, shattering experience, both for those targeted as well as for witnessing colleagues. This study examines the narratives of 30 workers, some of whom where targeted and all of whom saw others bullied. Their responses paint a complex picture of power in bullying situations that reframe the ‘‘power-deficient target’’ into agents who galvanize a variety of resources on their own or others’ behalf but also place them at considerable risk. In some cases, employees evaluate the abusive situation and quickly resign. Others protest but, if resistance fails to stop abuse, they also leave organizations. The paths of resistance, case outcomes, and dialectic nature of resistance and control are discussed. Keywords: Workplace Bullying; Verbal Aggression; Organizational Communication; Resistance; Power Adult bullying at work is a shocking, frightening, and at times shattering experience, both for those targeted and for onlookers. Workplace bullying, mobbing, and emotional abuse*essentially synonymous phenomena*are persistent, verbal, and nonverbal aggression at work that include personal attacks, social ostracism, and a multitude of other painful messages and hostile interactions. Because this phenomenon is perpetrated by and through communication, and because workers’ principal responses are communicative in nature, it is vital that communication...
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...Clin Soc Work J (2014) 42:323–335 DOI 10.1007/s10615-014-0496-z ORIGINAL PAPER Trauma Through the Life Cycle: A Review of Current Literature Shulamith Lala Ashenberg Straussner Alexandrea Josephine Calnan • Highlight every key term that refers to the following key concepts: 1) "trauma" generally a) "large T trauma" b) "micro-trauma" 2) "resilience" Published online: 31 May 2014 Ó Springer Science+Business Media New York 2014 Abstract This paper provides an overview of common traumatic events and responses, with a specific focus on the life cycle. It identifies selected ‘‘large T’’ and ‘‘micro’’ traumas encountered during childhood, adulthood and late life, and the concept of resilience. It also identifies the differences in traumatic events and reactions experienced by men compared to women, those related to the experience of immigration, and cross generational transmission of trauma. Descriptions of empirically-supported treatment approaches of traumatized individuals at the different stages of the life cycle are offered. Keywords PTSD Á Large-T and micro-traumas Á Neurobiology Á Gender differences Á Immigrants Á Treatment approaches The past is never dead. It’s not even past. William Faulkner The conflict between the will to deny horrible events and the will to proclaim them aloud is the central dialectic of psychological trauma. Judith Lewis Herman S. L. A. Straussner (&) Silver School of Social Work, New York University, 1 Washington...
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...Essay Topic – PsychoEducation is a fundamental part of routine care for people with mental illness, using current literature, discuss the use of psychoeducation in mental health care under the following headings; Opportunities for psychoeducation in clinical settings Role of the nurse/therapist in providing psychoeducation Effectiveness of psychoeducation in enhancing mental health outcomes for people with mental disorders The current therapeutic model for the treatment of mental health disorders embraces a combination of pharmacological and psychological interventions. Psychoeducational methods are employed in clinical procedures for all mental health disorders and are critical to integrated health care (Bedell, Hunter & Corrigan, 2009). Creamer and O'Donnell (2008) refer to psychoeducation as education, which is specially targeted to psychological health and aims to produce changes in an individual’s knowledge, attitudes, and skills to improve health outcomes. This study is aimed at discussing what psychoeducation is, its role in clinical settings, its efficacy and how nurses figure in employing techniques attributed to psychoeducation. The study draws from evidence-based literature, including meta-analyses and research papers in the field. It is common practice to inform patients with any chronic disorder to be informed about their illness, prognosis and treatment. For instance, patients with diabetes will be educated on their...
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...identify, critique and synthesize nursing studies of the measurement of empathy in nursing research. Background. The profound impact of empathy on quality nursing care has been recognized. Reported empathy levels among nurses range from low to welldeveloped and there is clearly debate about what constitutes empathy and how it can be measured and improved. Data sources. Searches were made of the CINAHL, MEDLINE and PsycINFO databases, using the terms ‘empathy’, ‘tool’, ‘scale’, ‘measure’, ‘nurse’, and ‘nursing’, singly or in combination to identify literature published in the English language between 1987 and 2007. Methods. A systematic review was carried out. The included papers were critically reviewed, relevant data were extracted, and a narrative synthesis was conducted. Results. Thirty papers representing 29 studies met the inclusion criteria. Three types of studies were identified: descriptive studies (n = 12), studies of empathy and patient outcomes (n = 6), and evaluational studies (n = 11). Twenty...
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...Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger, A. (1980). A method for analyzing group interaction: Development and application of a video observation grid. Connexions, 31, 145-166. Abramo, J. L., Lundgren, D. C., & Bogart, D. H. (1978). Status threat and group dogmatism. Human Relations, 31, 745-752. Abrams, D., Ando, K., & Hinckle, S. W. (1998). Psychological attachment to the group: Cross-cultural differences in...
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...TAYLOR-CAMPBELL Contributor YOU SHOULD BE ABLE TO: f Define acid, acid anhydride, base, alkali, salt, acidic, basic, amphoteric and neutral oxides f Relate acidity and alkalinity to the pH scale f Discuss the strengths of acids and alkalis on the basis of their completeness of ionisation f Investigate the reactions of non-oxidising acids with metals, carbonates, hydrogen carbonates, bases f Investigate the reaction of bases with ammonium salts f Identify an appropriate method of salt preparation based on the solubility of the salt f Distinguish between acid salts and normal salts POINTS TO NOTE f Non-metals form acidic oxides, while metals form basic oxides. f Amphoteric oxides show both basic and acidic properties, while neutral oxides show neither. f Non-metallic oxides dissolve in water to form acids. f Metallic oxides are basic oxides and dissolve in water to form alkalis. f Acids combine with bases to form salt and water only. f Salts can be formed from the reaction of acids with carbonates, hydrogen-carbonates, alkalis and metals. f The pH of a substance indicates how acidic or basic (alkaline) its aqueous solution is. The pH scale goes from 0 - 14 with a pH less than 7 described as acidic and a pH greater than 7 described as basic or alkaline. One can use pH paper (litmus) or indicator solutions, such as methyl orange and phenolphthalein, to determine whether substances are alkaline or acidic. f Strong acids and weak acids differ in the number...
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...THE B L A C K SWAN The HIGHLY I mpact IM of the PROBABLE Nassim Nicholas Taleb U.S.A. $26.95 Canada $34.95 is a highly improbable event with three principal characteristics: It is unpre dictable; it carries a massive impact; and, after the fact, we concoct an explanation that makes it appear less random, and more predictable, than it was. The astonishing success of Google was a black swan; so was 9 / 1 1 . For Nassim Nicholas Taleb, black swans underlie almost everything about our world, from the rise of religions to events in our own personal lives. A BLACK SWAN Why do we not acknowledge the phenomenon of black swans until after they occur? Part of the answer, according to Taleb, is that humans are hardwired to learn specifics when they should be focused on generalities. We concentrate on things we already know and time and time again fail to take into consideration what we don't know. We are, therefore, unable to truly estimate oppor tunities, too vulnerable to the impulse to simplify, narrate, and categorize, and not open enough to rewarding those who can imagine the "impossible." For years, Taleb has studied how we fool our selves into thinking we know more than we actually do. We restrict our thinking to the irrelevant and inconsequential, while large events continue to surprise us and shape our world. Now, in this reve latory book, Taleb explains everything we know about what we don't know. He offers...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Accepted for publication 5 September 2006 Karen Spilsbury PhD RN Research Fellow Department of Health Sciences, University of York, York, England, UK Andrea Nelson PhD RN Reader School of Healthcare, University of Leeds, Leeds, England, UK Nicky Cullum PhD RN Professor Department of Health Sciences, University of York, York, England, UK Cynthia Iglesias PhD Research Fellow Department of Health Sciences, University of York, York, England, UK Jane Nixon PhD RN Deputy Head Clinical Trials Research Unit, University of Leeds, Leeds, England, UK Su Mason PhD RN Principal Research Fellow Clinical Trials Research Unit, University of Leeds, Leeds, England, UK Correspondence to Karen Spilsbury: e-mail: ks25@york.ac.uk 6 5 4 3 2 1 SPILSBURY K., NELSON A., CULLUM N., IGLESIAS C., NIXON J. & MASON S. ( 2 0 0 7 ) Pressure ulcers and their treatment and effects on quality of life: hospital inpatient perspectives. Journal of Advanced Nursing 57(5), 494–504 doi: 10.1111/j.1365-2648.2006.04140.x Abstract Title. Pressure ulcers and their treatment and effects on quality of life: hospital inpatient perspectives Aim. This paper reports a study exploring patients’ perceptions and experiences of the impact of a pressure ulcer and its treatment on their health and quality of life. Background. Pressure ulcers are a significant health problem, and their prevention and management in primary and secondary care is high on the clinical and policy agenda. However, patients’ perspectives and experiences...
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...Dear nutrition student, Thank you for inquiring about my RD/DTR study guide. And yes, there is no catch, the study guide is COMPLETELY FREE! All I ask for is some feedback. So feel free to shoot me any questions/comments! A little background: This study guide is the culmination of years of my own research. And after careful thought, I put into the study guide what I feel are the most important concepts you need to know for the RD/DTR exam. If you notice, I spent much time teaching you in detail the concepts you need to know, not just “spitting” you questions with little or no explanation. I believe this is important. I know you might be thinking “oh, how am I going to absorb and learn all this material?” I say, just read and answer the questions at your own pace. Simply test yourself and of course take some breaks along the way. Just take it one concept at a time. After you have mastered one concept, then move on to the next. I know if you study whole-heartedly what I have outlined in this study guide, you are sure to pass! GOOD LUCK! YOU CAN DO IT! ϑ Your nutrition friend, -Jonathan Brown, B.S, DTR THE “NO FLUFF” RD/DTR STUDY GUIDE *Updated as of July 2011 The “NO FLUFF” RD/DTR STUDY GUIDE Tips for taking the RD/DTR exam 1. PERIODICALLY CHECK THE CLOCK TO MAKE SURE YOU’RE GOOD ON TIME! If you wish, get a basic digital watch with a timer for...
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