...Earth, to the universe. Caring science investigations embrace inquiries that are reflective, subjective and interpretative as well as objective-empirical and Caring science inquiry includes ontological, philosophical, ethical, historical inquiry and studies. In addition, caring science includes multiple epistemological approaches to inquiry including clinical and empirical, but is open to moving into new areas of inquiry that explore other ways of knowing, for example, aesthetic, poetic, narrative, personal, intuitive, kinesthetic, evolving consciousness, intentionality, metaphysical – spiritual, as well as moral-ethical knowing. Caring science is an evolving new field that is grounded in the discipline of nursing and evolving nursing science, but more recently includes other fields and disciplines in the Academy, for example, Women/Feminist studies, Education, Ecology, Peace Studies, Philosophy/ Ethics, Arts and Humanities, Mindbodyspirit Medicine. As such, caring science is rapidly becoming an Interdisciplinary or Transdisciplinary field of study. It has relevance to all the health, education, and human service fields and professions. Download Core Concepts of Jean Watson’s Theory of Human Caring/Caring Science Download Ten Caritas Processes™ 1. Embrace altruistic values and Practice loving kindness with self and others. 2. Instill faith and hope and honor others. 3....
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...Nurse Education in Practice (2008) 8, 103–111 Nurse Education in Practice www.elsevierhealth.com/journals/nepr Belongingness: A prerequisite for nursing students’ clinical learning Tracy Levett-Jones a a,* , Judith Lathlean b,1 School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia School of Nursing and Midwifery, The University of Southampton, Nightingale Building (67), University Road, Highfield, Southampton SO17 1BJ, United Kingdom b Accepted 4 April 2007 KEYWORDS Belongingness; Nursing student; Learning; Clinical placement Introduction Summary The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness...
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...ENGL347: Women Writers: Assessed Essay “Becoming a mother will be the one thing that frees you as a woman. But it will also be the one thing that traps you...” – Anon. Discuss the way in which women writers use the concept of motherhood as a gender-divide to explore the themes of entrapment and escape in literature. Since the 19th century, the broader sense of literature as a ‘totality of written or printed works’, and the foundational means of communicating information or ideas, has given way to a range of more exclusive and specific definitions. The rapid growth of adult literacy, combined with economic, social and political developments have vastly increased the sheer spectrum and quantity of subject matter and forms which fall under this umbrella term, forcing the need for greater categorisation in order to make ‘literature’ more accessible to the general reader. The resulting categories which attempt to standardise this process may take many forms, including observation of the structure or literary genre of the text (for example, categorising the text as a novel, poem, report or article) or perhaps the particular literary period or movement, which will link all associated texts with underlying principles or stylistic traits, such as the Romantic era or Post-Colonial literature. However, due to a long-standing patriarchal tradition dominating the history of literature- a literary practice challenged and corrected by the rise of the Feminist movement, particularly following...
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...1 An introduction to counselling Introduction Stories of counselling Paula’s story: coming to terms with trauma Myra’s story: being depressed Matthew’s story: everything is getting on top of me Laura’s story: finding the right counsellor What is counselling? Defining counselling The relationship between counselling and psychotherapy Counselling and other helping professions The diversity of theory and practice in counselling The aims of counselling Counselling as an interdisciplinary area of study A user-centred definition of counselling Conclusions Chapter summary Topics for reflection and discussion Key terms and concepts Suggested further reading Introduction Counselling is a wonderful twentieth-century invention. We live in a complex, busy, changing world. In this world, there are many different types of experience that are difficult for people to cope with. Most of the time, we get on with life, but sometimes we are stopped in our tracks by an event or situation that we do not, at that moment, have the resources to sort out. Most of the time, we find ways of dealing with such problems in living by talking to family, friends, neighbours, priests or our family doctor. But occasionally their advice is not sufficient, or we are too embarrassed or ashamed to tell them what is bothering us, or we just don’t have an appropriate 2 An introduction to counselling person to turn to. Counselling is a really useful option at these moments. In most places, counselling is available fairly...
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...analysis 2.3.1 Rigour and trustworthiness 2.4 Chapter summary CHAPTER 3: CATEGORY ONE: THE CURRENT DILEMMAS 3.1 Existing problems 3.2 More fail theory than practice 3.3 Differing agendas 3.4 Chapter summary CHAPTER 4: CATEGORY TWO: THE PROCESS OF MANAGING A FAILED CLINICAL ASSESSMENT 4.1 Identifying the weak student 4.2 Developing a plan of action 4.3 The decision to fail 4.4 After the deed is done 4.5 Chapter summary CHAPTER 5: CATEGORY THREE: FAILING TO FAIL 5.1 Leaving it too late 5.2 Personal consequences 5.3 Facing personal challenges 5.4 Experience and confidence 5.5 Chapter summary PAGE 1 2 3 4 6 6 6 10 11 11 12 12 13 14 14 16 16 19 20 20 23 24 26 28 28 32 36 41 45 47 47 52 55 60 62 1 CHAPTER 6: CATEGORY FOUR: DOING ENOUGH TO PASS 6.1 Not bad enough to fail 6.2 Giving the benefit of the doubt 6.3 Consequences of failing to fail 6.4 Chapter summary CHAPTER 7: CONCLUSION AND RECOMMENDATIONS 7.1 Conclusion 7.2 Recommendations for mentorship preparation 7.3 Recommendations for nurse education programmes 7.4 Recommendations for future...
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...10 Qualitative Research Methods in Psychology Deborah Biggerstaff Warwick Medical School University of Warwick, Coventry UK 1. Introduction In the scientific community, and particularly in psychology and health, there has been an active and ongoing debate on the relative merits of adopting either quantitative or qualitative methods, especially when researching into human behaviour (Bowling, 2009; Oakley, 2000; Smith, 1995a, 1995b; Smith, 1998). In part, this debate formed a component of the development in the 1970s of our thinking about science. Andrew Pickering has described this movement as the “sociology of scientific knowledge” (SSK), where our scientific understanding, developing scientific ‘products’ and ‘know-how’, became identified as forming components in a wider engagement with society’s environmental and social context (Pickering, 1992, pp. 1). Since that time, the debate has continued so that today there is an increasing acceptance of the use of qualitative methods in the social sciences (Denzin & Lincoln, 2000; Morse, 1994; Punch, 2011; Robson, 2011) and health sciences (Bowling, 2009; Greenhalgh & Hurwitz, 1998; Murphy & Dingwall, 1998). The utility of qualitative methods has also been recognised in psychology. As Nollaig Frost (2011) observes, authors such as Carla Willig and Wendy Stainton Rogers consider qualitative psychology is much more accepted today and that it has moved from “the margins to the mainstream in psychology in the UK.” (Willig & Stainton...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...语法改错总结 基本方法 : 每题5个选项，相对正确，排除法，挑错 宏观策略 : 1. 每题的错误类型都在划线部分的前三和后三个单词，先读原文，竖着看选项前3跟后3个单词，找出选项差别，从选项差异看错误类型。一但发现选项错误，立即在其他选项找同样的错误。 1－228－9 The first trenches that were cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence for centrally administered complex societies in northern regions of the Middle East that were arising simultaneously with but independently of the more celebrated city-states of southern Mesopotamia, in what is now southern Iraq. A. that were cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence for centrally administered complex societies in northern regions of the Middle East that were arising simultaneously with but B. that were cut into a 500-acre site at Tell Hamoukar, Syria, yields strong evidence that centrally administered complex societies in northern regions of the Middle East were arising simultaneously with but also C. having been cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence that centrally administered complex societies in northern regions of the Middle East were arising simultaneously but D. cut into a 500-acre site at Tell Hamoukar, Syria, yields strong evidence of centrally administered complex societies in northern regions of the Middle East arising simultaneously but also E. cut into a 500-acre site at Tell Hamoukar, Syria, have yielded strong evidence that centrally administered complex societies in northern regions of the Middle East arose...
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...London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout his narrative, Victor uses words such as “fate” and “omen” to hint at the tragedy that has befallen him; additionally, he occasionally pauses in his recounting to collect himself in the face of frightening memories. tone · Gothic, Romantic, emotional...
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...Grant Writing FOR DUMmIES 3RD ‰ EDITION by Dr. Beverly A. Browning, MPA, DBA Grant Writing For Dummies® 3rd Edition , Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2009 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for permission should e addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201)748-6008, or online at http:// www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, Making Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc. and/ or its affiliates in the United States and other countries, and...
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...ORIGINAL Afr J Psychiatry 2010;13:116-124 Mental Health Stigma: What is being done to raise awareness and reduce stigma in South Africa? 1 R Kakuma1,2,3, S Kleintjes3, C Lund3, N Drew4, A Green5, AJ Flisher3,6, MHaPP Research Programme Consortium7 Health Systems Research and Consulting Unit, Centre for Addiction and Mental Health, Toronto, Canada 2Department of Psychiatry, University of Toronto, Canada 3Department of Psychiatry and Mental Health, University of Cape Town, South Africa 4Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland 5Nuffield Centre for International Health and Development (NCIHD), University of Leeds, United Kingdom 6Research Centre for Health Promotion, University of Bergen, Norway 7The Mental Health and Poverty Project (MHaPP) is a Research Programme Consortium (RPC) funded by the UK Department for International Development (DfID)(RPC HD6 2005- 2010) for the benefit of developing countries. The views expressed are not necessarily those of DfID. RPC members include Alan J. Flisher (Director) and Crick Lund (Co-ordinator) (University of Cape Town, Republic of South Africa (RSA)); Therese Agossou, Natalie Drew, Edwige Faydi and Michelle Funk (World Health Organization); Arvin Bhana (Human Sciences Research Council, RSA); Victor Doku (Kintampo Health Research Centre, Ghana); Andrew Green and Mayeh Omar (University of Leeds, UK); Fred Kigozi (Butabika Hospital, Uganda); Martin Knapp (University of London,...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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... and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2006 by Blackwell Publishing Ltd 1 2006 Library of Congress Cataloging-in-Publication Data Shaffer, Brian W., 1960– Reading the novel in English, 1950–2000 / Brian...
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...The prayer of Moses I. Wrong place and wrong time to be Born a. Mother pain and desperation b. First field and incident and escape II. New land first encounter in Midian A. Somebody called him by his name III. The prayer of Moses A. Moses second and final departure from Egypt B. The sorrow and cried of Egypt IV. God at time does not answer our prayer in the pattern we want A. So the answer to the prayer of Moses answered through the Bible, we will only considered few of those answers such as the duties of men and women, the requirement of those who dwell under the sun. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX It a beautiful story Standing for the weak Mother prayer and grace Somebody called my name The prayer of Moses So Teach us The heart of wisdom By : Peter S. Wiah 80 Deguire Boulevard Montreal, PQ H4N 1N4, Canada Started Nov 2008 – xx 2009 The Prayer of Moses the man of God Lord, You have been our dwelling place in all generations. 2 Before the mountains were brought forth, Or ever You had formed the earth and the world, Even from everlasting to everlasting, You are God. 3 You turn man to destruction, And say, “Return, O children of men.” 4 For a thousand years in Your sight Are like yesterday when it is past, And like a watch in the night. 5 You carry them away like a flood; They are like a sleep. In the morning they are like grass which grows up: 6...
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