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I survived. Thanks to my daughter: a study of elderly women's experience in hospitalFreeman, Amy 05 1900 (has links)
This research examined how the needs of elderly women are being met in
the hospital setting. Qualitative data were gathered through in-depth interviews
with eleven women between the ages of 70 and 93 who had had a hospital stay
in the previous year. Data analysis revealed that the system failed to attend to
participants' age specific needs. This failure created gaps in care which were
particularly troubling for elderly female patients whose frailty made them
susceptible to additional health problems. Participants received inadequate care
in such areas as bathing, walking assistance and help with eating. Hearing
impairments and denture issues were at times overlooked. These gaps in care
caused participants to view a hospital stay as a matter of survival. Participants
developed strategies to cope with gaps in care which included lowering their
expectations, developing support networks and relying on family members to
meet their basic needs and advocate on their behalf. Recommendations for
change include identifying elderly women as a vulnerable patient population and
defining the problems they face as structural issues as opposed to individual
problems.
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A biobehavioral analysis of alexithymia /Martin, John B. (John Blanchard), 1958- January 1985 (has links)
No description available.
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The behavioural expression of fear in young childrenGilbert-MacLeod, Cheryl A. 11 1900 (has links)
Children, over the course of development, experience numerous situations
capable of eliciting fear; however, the behaviours which children exhibit in these
situations remain unclear. The investigation presented here pursued the question "how
do young children express fear in a non-painful medical situation where they perceive
threat from physical harm?". It is important to note that this study differentiated between
fear and anxiety, however it did not examine differences between these two emotions.
116 children, between the ages of 12 and 87 months, and their parents participated in the
study. Children's fine-grained behavioural responses, (i.e., facial activity) and broader
behavioural displays (e.g., crying, protective behaviours) were examined during a fearful
situation. The specific threat used to provoke fear was orthopedic cast removal with an
oscillating saw. Few people, including adults, who have had a cast removed would
challenge the notion that the oscillating saw can effectively elicit fear. Facial activity
was measured with the Baby-FACS coding system and global behaviours were assessed
with the Observational Scale of Behavioral Distress. Results demonstrated the existence
of a constellation of facial actions and a group of more global behaviours indicative of
fear in young children. The facial actions and global behaviours identified in the total
sample were examined on a subset of the children who were rated as displaying clinically
significant fear. The same 13 facial actions were found to cluster together in the sample
of children displaying clinically significant fear. Further, global behaviours occurred
with a higher frequency in this sub-sample. Age and cast location were found to predict
children's fear for both classes of behaviour in that younger children and children with
casts on their legs had higher facial action factor scores and OSBD scale scores than
older children or those with arm casts. Finally, facial activity and global behaviours
appeared to be valid measures of fear as they were both correlated to an independent
observer's and the cast technician's ratings of fear. Results are discussed in relation to
current theories of emotional development and implications for clinical applications are
reviewed.
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Tapestry of resilient lives : socio-cultural explorations of ten Vietnamese inner-city youthsPhan, Tan Thi 11 1900 (has links)
Traditional psychological research on resilience has focused on individual traits and
abilities and minimized the role of cultural and socio-political contexts in its analyses. In
this tapestry, I use a narrative framework to learn about ten Vietnamese refugee youths,
who have received university scholarships to attend university, but whose life chances
would otherwise be considered, at high risk of failure because of their race, ethnic, and
income status. I also interviewed their parents. Their narratives are discussed in the light
of historical, cultural and social contexts in which they live and learn. In reporting the
students' life stories, I use the concepts of "dance of life " that takes place within a context
of shared human stories.
The parents' endurance, struggles, and hopes accumulated over generations,
become a story of collective resiliency. This story provides the informative thread for a
collaborative weaving of the students' "dance of life" in which the children's individual
responsibility for their academic (achievements. For the refugees academic resilience is a
pervasive individual and collective experience, rooted in the distortions of social relations
and the disruptions of community life that are the product of an oppressive society.
Resiliency becomes the common "process" of participation open to all individuals, and
conjoins deep personal meaning and shared common purpose. Thus, academic
achievement is seen by the refugees as an effective instrument of empowerment and
liberation for the entire family, community, and the hope for the future
The self as narrated by these students orchestrates a dance between and among
themselves within a family, a community, and across generations. The students'
achievement is motivated by a debt of love and gratitude to those members of the family
achievement is motivated by a debt of love and gratitude to those members of the family
and the community to which they belong. Students stated that through their own efforts
and the "right attitudes" they could reach their goals in school and break down the barriers
of discrimination. They reported growing closer and more emotionally dependent on their
parents over time. They struggled more with how to have and maintain satisfying peer
relationships without becoming independent from their parents.
This study opens a door to the discussion of socio-cultural perspectives that may
partially explain previously reported outcomes of high achievement among Vietnamese
refugee youths, despite their humble origins and their parents' low level of in come and
education.
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Mediating and negotiating culture in an art museumDent, Sandra 05 1900 (has links)
Cross cultural education in art museums is an interesting and complex issue.
While cultural exhibitions have received attention in research, studies have usually
focused on the nature of the exhibitions and have not explored the audience's
understanding about culture in relationship to the exhibition.
This qualitative study explores how and what First Nations cultures have been
mediated by a civic art museum and negotiated by the museum audience, and the
relationship between the two. Observations of the exhibition and audience and
interviews with 99 adults in the museum were collected and analyzed to identify patterns
and relationships. Analysis of the exhibition found the mediation of culture was
distinguished by a partnership of the museum and First Nations cultures which reflected
both their languages and voices. Audience responses illustrated a range of affective,
factual and conceptual responses. Positive affective responses reflected the stimulation
and satisfaction with learning which occurred. Visitors indicated enlightenment, exposure
and revision of previously held ideas and assumptions, similarities and differences among
cultures, and insight into perspectives of others.
Partnership between the museum and the exhibition of masks from Northwest
First Nations cultures is seen as a complex undertaking requiring reflection and
examination of these two cultures. Visitor responses to the exhibition indicates learning,
thinking and innumerable ways individuals construct meanings and understanding from
art museum experiences.
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A case study of teachers’ experiences participating in a Ministry of Education technology initiativeDean, Virginia Clare 05 1900 (has links)
This case study was conducted in order to understand the challenges and
experiences of teachers from the Westview School District (pseudonym) participating in
the British Columbia Ministry of Education's Grades 6-9 Information and
Communication Technology (ICT) Initiative. The four levels of teachers for this study
included: 1. staff from the ministry responsible for either coordinating or managing the
Initiative; 2. staff from the district responsible for implementing the Initiative in the
district; 3. mentors who were the teachers responsible for supporting mentees as they
implemented ICTs into their practice; 4. mentees who were the teachers implementing
ICTs into their teaching practice.
The research questions that framed this study are: 1. By participating in the
Initiative did teachers make any changes to their practice, confidence levels and
attitudes towards information and communication technology? 2. How effective was the
mentorship model for implementing information and communication technology? 3.
What factors are necessary to support the adoption of information and communication
technology in teaching practice?
Three methods of data collection were used including interviews, a personal
journal and observation of mentors and mentees. Teachers were given a choice of being
interviewed using either personal, email or mail interviews. From the analysis of the
data, clusters of themes of experiences were identified including; teachers' motivations
and feelings; difficulties with the mentoring relationship; technology issues; satisfaction
and dissatisfaction with the Initiative. In conclusion, outside forces that are beyond the control of educators can
seriously affect the outcome of educational initiatives. In order to counteract these
forces, other means of support including funding must be made available. Time is
required to make substantial changes to teachers' practice and students' learning.
Therefore, technology implementation must be supported over a period of more than
one and a half years before noticeable changes can be made. Mentoring is not a
relationship that can be created for or imposed on people and it requires time to
develop. The complexities of the combination of needs, personalities and skills make
mentoring a difficult relationship to create through a one time initiative.
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Multicultural practices of Canadian immigrant youth : "a work in progress"Bisaro, Roberta A. 05 1900 (has links)
This ethnographic study is placed in a space between the principles and laws that come
under the purview of multiculturalism and the way in which they are received and enacted in the
everyday lives of student groups at a secondary school in Vancouver, BC. Using de Certeau's
"logic of action," I view student multicultural practices are viewed as a set of "tactics" measured
according to a principle of "usefulness" set against an official or ideological background of rights
and privileges within a multiculturalism of mutual respect, integration, harmonious intergroup
relations, social cohesion and a shared sense of Canadian identity. Student expressions of
"distinctness," belonging and identity are examined using Charles Taylor's approach to a
"Canadian multiculturalism." Student groups within a locale transform multiculturalism as
policy into a tactical multiculturalism of "distinctness" in which propriety further suggests a
multiculturalism based on recognition and individual rights.
Using the ideas of Charles Taylor and Will Kymlicka, a system of "strong" (cohesive)
and "weak" (fragmenting) multiculturalism is identified in the practices of three institutionally
composed groups of students - "ESL," "Regular," and "IB." This system is further nuanced by
taking account of a richly textured "background" or context in which multiculturalism is
practiced. I arrived at an idea of multiculturality, a stylistic spectrum that varies from a passive
multiculturalism of "distinctness" with its emphasis stereotypical and bounded forms, to an
active style that looks more to historical contingencies and dynamics of context consistent with a
Taylorian multiculturalism of dialogue, a discussion of value moving towards a "fusion of
horizons" (Gadamer). Based on the study, some suggestions are made regarding pedagogical
directions with respect to multiculturality.
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Learning as leverage for change in local government : a case study of Santo André’s GEPAM project from 1998-2003Macnaughton, Alison Elisabeth 05 1900 (has links)
This thesis explores the ways in which a municipal government in Brazil developed itself
as a learning system through the support of a capacity-building project funded by the Canadian
International Development Agency. The project, which began in 1998, focuses on building
capacity for adaptive, community based watershed management in the municipality of Santo
Andre. It involves a team of Canadian partners led by the University of British Columbia Centre
for Human Settlements. Santo Andre is a city of 600,000 people in the Sao Paulo metropolitan
area.
The focus of the thesis is on Santo Andre's planners' perspectives about the individual
learning, and related organizational changes, that were induced by the project. In-depth
interviews were conducted with twenty-one staff holding a variety of planning responsibilities.
The findings are that, while not planned for in the design of the project, learning occurred at three
levels: learning by the planners as individuals engaging in daily practices, learning through
changes in the planners' relationships with one another and with residents of Santo Andre's
Watershed Protection Area, and learning through and about the organisational processes of the
municipal government itself. It is concluded that international capacity-building projects can
contribute to the enhancement of local planning to the extent they are structured to address the
potential for learning at all three of these levels.
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The emergence of sociotechnical computer integrated manufacturing at a large corporation: a case studyShakarian, Arek 11 1900 (has links)
The continued assimilation of advanced computing and information technologies in the
workplace in the midst of rapidly changing socioeconomic conditions has led many corporations to
transform their corporate culture and structure. These profound changes are implicating corporate
functions such as planning, design, manufacturing, and marketing. A significant form of corporate
re-structuring has been in the computer and information technology mediated integration of these
functions which is sometimes labeled Computer Integrated Manufacturing (CIM). Fundamental
questions are provoked regarding the reshaping of these emerging modes and relations of
production. Do these developments represent a departure from traditional Taylorist or Fordist
workplace operations and organization? Are these emerging modes of work which generally are
interwoven with Japanese inspired quality improvement programs and associated manufacturing
methods producing a more human-centered workplace? Do these shifts in corporate re-structuring
support the possible unfolding of forms of human-centered workplace democracy?
To critically inquire and address the above questions, a case study was conducted involving
a large manufacturing firm which has been undergoing a radical re-structuring of all its corporate
operations. The case study method involves an analysis of the internal discourse(s) and practice(s)
of an emerging manufacturing facility called the Factory of the Future (FOF) in the context of a
changing corporate culture mediated by computer and information technologies and changing
organizational practices. Many sources of information were appropriated to construct a collage of
textual material in order to present FOF's unique genealogy and to provide a detailed description of
the emerging phenomenon of CIM. Among these were internal documents, videos, and interviews
conducted with factory and office workers.
Based on a critical interpretation of the case study findings a number of provisional
conclusions were reached and may be summarized as follows:
• Certain neo-Taylorist and neo-Fordist modes of production are emerging both in the factory and
office as the transformation of the corporation proceeds toward a CIM mode of operation.
• More human-centered organizational practices have marked the changing corporate culture
although they are at times subject to conflicts and contradictions.
• Managerial power has grown in the midst of computer and information mediated systems, even
though worker participation and involvement in work related decisions has also been enhanced.
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Sociotropy and autonomy and the interpersonal model of depression: an integrationBieling, Peter J. 11 1900 (has links)
Researchers and theorists have suggested that two personality styles may serve
as pathways for the development of depression. One personality style, sociotropy,
involves intense needs for positive interchange with others, whereas the other style,
autonomy, involves an excessive need for self-control and independence. These
personality styles were investigated in the context of Coyne's (1976) interpersonal
model of depression, which suggests that depressed persons are rejected by others.
Research on this model has been equivocal, and it is possible that these two
personality dimensions result in meaningful interpersonal differences within depressed
persons. Depressed outpatients, (N=41) and non-depressed controls (N=41) were
assessed on sociotropy and autonomy and then participated in a brief task in which a
research assistant helped them plan adaptive life changes. These interactions were
rated subjectively and utilizing behavioural coding. Results indicated that a
combination of depression and autonomy were particularly likely to lead to rejection
and less positive interpersonal behaviours. Sociotropy was related to perceptions of
interpersonal deference, whereas depression was associated with self-orientation in
the task. These results suggest that both depression and personality impact rejection
and interpersonal behaviours in social interactions. Overall, this study represents a
significant step toward greater specificity in the interpersonal model of depression, and
clinical implications of these findings are described.
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