Bakgrund: Urininkontinens hos äldre är ett vanligt förekommande problem. Fler människor lever längre och drabbas av urininkontinens när kroppen åldras. Kopplingar mellan urininkontinens och den äldres fysiska förmåga kan vara komplexa och omfattande. Livskvalité hos den äldre människan handlar om vad som gör livet värdefullt och kan skilja sig åt från person till person. I vårdandet är specialistsjuksköterskans ansvar att främja hälsa och arbeta för patientens välbefinnande på ett sätt som bemöter individens behov. Syfte: Belysa äldre människors upplevelse av livskvalité vid urininkontinens. Metod: Integrativ litteraturstudie enligt Whittemore och Knafl:s beskrivning med data från kvantitativa och kvalitativa artiklar. Resultat: Analys av nio artiklar ledde fram till tre teman och sex subteman. Bilden av sig själv, praktisk anpassning i livet och social anpassning som påverkas och kan förändras när den äldre människan drabbas av urininkontinens. Människor med urininkontinens beskriver att livskvalitén förändras och väcker känslor som oro och rädsla. Självbilden och självkänslan påverkas av urininkontinens samtidigt som självbilden kan stärkas av vård och omvårdnad. Besvär som läckage och täta toalettbesök orsakade av urinkontinens påverkar vardagen och leder till minskade dagliga aktiviteter och mindre umgänge. Slutsats: Minskade besvär av urininkontinens bidrar till att möjliggöra fysisk aktivitet och sammantaget ökar det livskvalitén. / Background: Urinary incontinence in the elderly is a common problem. More people live longer and suffer from urinary incontinence as the body ages. Links between urinary incontinence and the physical ability of the elderly can be complex and extensive. Quality of life for the elderly is about what makes life valuable and can differ from person to person. In care, the specialist nurse's responsibility is to promote health and work for the patient's well-being in a way that meets the individual's needs. Purpose: Elucidate older people's experience of quality of life with urinary incontinence. Method: Integrative literature study according to Whittemore and Knafl's description with data from quantitative and qualitative articles. Results: Analysis of nine articles led to three themes and six subthemes. Self-image, practical adaptation in life and social adaptation that are affected and can change when the elderly suffer from urinary incontinence. People with urinary incontinence describe that the quality of life changes and arouses feelings such as worry and fear. Self-image and self-esteem are affected by urinary incontinence, while self-image can be strengthened by care and nursing. Problems such as leakage and frequent toilet visits caused by urinary incontinence affect everyday life and lead to reduced daily activities and less socializing. Conclusion: Reduced symptoms of urinary incontinence help to enable physical activity and overall it increases the quality of life.

Bakgrund: Anorexia nervosa (AN) är en ätstörning där den drabbade försöker gå ner i vikt genom självsvält. Förvrängd kroppsuppfattning och ett starkt behov av kontroll över kropp och vikt är förekommande. Många som drabbas av AN avbryter sin behandling i förtid. Att sammanställa personers erfarenheter av att vårdas för AN på ätstörningskliniker kan bidra till viktig kunskap. Denna kunskap kan vara betydande vid utvecklingen av tillvägagångsätt för att stödja personer med AN.   Syfte: Syftet var att beskriva personers erfarenheter av att vårdas för anorexia nervosa på ätstörningskliniker. Metod: Åtta kvalitativa studier har granskats, analyserats och sammanställts i denna litteraturstudie. Databassökning genomfördes i Cinahl, PubMed och PsycInfo. Resultat: Analysen resulterade i två kategorier och sju underkategorier. De två följande kategorierna är ”Att behöva personcentrerad vård” och ”Att dela vardagen med andra personer med ätstörningar och behöva släppa kontrollen”. Konklusion: Litteraturstudien resultat visar att personer med AN upplever ett behov av personcentrerat vård. De beskriver även att vid delaktighet i sin vård ökas motivationen till fortsatt behandling. Med ett gott bemötande från vårdpersonalen kan goda relationer skapas. För att personer med AN ska uppleva att deras behov och önskemål tillgodoses kan det vara av betydelse att vårdpersonalen har kunskap om hur de kan tillämpa personcentrerad vård för personer med AN. / Background: Anorexia nervosa (AN) is an eating disorder in which the individual attempts to lose weight through self-starvation. Distorted body image and a strong need for control over body and weight are common characteristics. Many individuals who suffer from AN discontinue their treatment prematurely. Compiling people's experiences of being treated for AN in eating disorder clinics can contribute to valuable knowledge. This information can be significant in the development of approaches to support individuals with AN.  Aim: The aim of this study was to describe individuals' experiences of being treated for anorexia nervosa at a specialized clinic for eating disorders.  Methods: Eight qualitative studies were reviewed, analyzed, and compiled. A database search was conducted in CINAHL, PubMed, and PsycInfo.  Results: The analysis resulted in two main categories: "Requiring person-centered care" and "Sharing everyday life with others who have eating disorders and learning to let go of control." Conclusion: The results of the literature study indicate that individuals with anorexia nervosa (AN) express a need for person-centered care. They also report that active involvement in their care enhances motivation to sustain treatment. Establishing positive relationships is facilitated by effective treatment from the care staff. To ensure that the needs and preferences of individuals with AN are addressed, it is crucial for the care staff to possess knowledge on the application of person-centered care tailored to this population.

The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program. / Ed. D.

Informed by post-humanism, my research examines the entanglement of more-than-human forces at the Bread Loaf School of English. The oldest professional development institution of its kind, the Bread Loaf School of English has invited teachers to spend six-weeks each summer studying at its mountain campus since the summer of 1920. When the physical campus was forced to close indefinitely on the eve of its one-hundredth anniversary at the start of the pandemic, the loss of this physical space prompted meditations on over a century of institutional tradition as teachers shared their stories of the mountain campus. Bread Loaf’s landscape is teeming with narrative—stories that blossom like wildflowers each summer before fading with the coming winter. Within those narratives, like the Deleuzoguattarian “orchid and wasp,” the human and non-human transform one another in an intra-active entanglement of bodies. What happens when we pause and attempt to follow the threads of these entangled narratives in order to better understand how more-than-human bodies meet, collide, and contaminate one another over time to constitute the assemblage of the Bread Loaf School of English? The rich tapestry that begins to unfold offers a model for more-than-human storytelling well beyond the mountain, spanning the manifold landscapes teachers return to at the end of the summer.

This autoethnography traces the ten-year journey of one teacher’s interest in and exploration of the experiences in English classes of high-achieving quiet students. Named Quiet Intellects (QIs), these students rarely or do not speak during the many district- and curricula- mandated evaluative tasks in my district that demand their oral contributions. To understand the reasoning that may have led to the current emphasis on student voice in my district, I first investigated the historical place and purpose of student talk in English classrooms. I reviewed extensive conversations I had with English department colleagues that were meant to help us understand the impact of our district’s call for more student talk on our quiet students. From there, I conducted a critical observation of one common English department assessment driven by student talk. Finally, I compiled and analyzed the information obtained from a decade of discussions with QIs regarding their experiences of mandated oral tasks. QIs call into question the value of collaborative learning, articulate clearly their preference for writing over speaking, and bring to light the lack of preparation and coaching available for tasks that require speaking. Additionally, my study suggests the existence of two distinct groups of QIs. The silence of one group seemed to be driven by the pressure within the environment of the English classroom of high-stakes assessments requiring their oral contributions, which heightened their fear of peer and teacher judgment, error, and conflict with classmates when they spoke. These students proved to be quite talkative outside of the classroom. The second group, on the other hand, were quiet in all speaking situations, even with close friends and family members. Further investigation is needed, but this study emphatically demonstrates the need to interrogate classroom routines, practices, and curricular edicts for student evaluative tasks that favor sound over silence, demand student talk, and contribute to the silence and silencing of QIs. In the meantime, a balanced pedagogy that teaches skills of silence in tandem with skills of speaking is essential in a society that respects the sense and sounds of all voices.

Poetics as Joyful Resistance: Exploring Juan Felipe Herrera’s Jabberwalking, engages in narrative teacher research to examine how the philosophies and practices of Juan Felipe Herrera’s hybrid text on poetry, composition, and creativity, titled Jabberwalking (2018), might extend the pedagogical principles and practices in teaching poetry to resist the norm of literary criticism as the purpose of teaching poetry. By examining three curricular experiences where the pedagogical principles of Jabberwalking guide my teaching practices, I document both students’ and my learning using narrative and spatial justice methodologies. The findings reveal that Jabberwalking may function as not only a pedagogical Thirdspace (Soja, 1996) that works against colonial norms around standardization and high-stakes assessment but may be a belief system about teaching literature and language. When I began this research, a problem that I encountered was the lack of scholarship in response to Jabberwalking. A survey of the literature in response to Herrera’s text, an English y Español retelling of Lewis Carroll’s “Jabberwocky,” reveals that the principal source of criticism consists of reviews. This dissertation contributes to the field by being the first of its kind to consider his philosophies on writing as a pedagogical style guide as well as a tool to work against institutionalized norms around standardized writing instruction. Since the focus of this study was to examine the pedagogical principles and practices that invite in diverse learners and decolonize and expand the literacy practices most often used in writing/literature classrooms, I used narrative research to re-tell the stories of ten participants who reflect the diverse student and teacher population of New York City schools. Through Zoom interviews with a total of ten New York-based teachers from a broad range of personal and professional experiences, I examine Jabberwalking, a text that straddles the polarity of the literary borderland (Templeton, 2019) for its pedagogical implications. My purpose was to examine what happened when the pedagogical principles of Jabberwalking were implemented in three separate curricular experiences that were facilitated in 2019–2022: one site was an improvisational music-oriented workshop in response to Jabberwalking, a second site was a Zoom-based Jabberwalking teaching and learning practices workshop, and a third site was a workshop that incorporated a project-based version of Jabberwalking. Two to three hour-long Zoom retrospective interviews with the ten participants from each of the three workshops were conducted. Their writing or projects produced from the workshop-based writing prompts were then analyzed to consider how or if their work reflects the principles of Jabberwalking I intended to incorporate. I also reflected on my own pedagogical practices because of the interviews and analysis of student work from these three curricular experiences. I transcribed and coded an average of forty pages of interview data for each participant, for a total of over four hundred pages of interview transcription analysis. Each of my research questions were addressed in different ways, depending on the site. I found the following themes in the data for each site: a) Jabberwalking as text, b) Jabberwalking as pedagogical method, c) the detrimental impact of standardization and high-stakes assessment, and d) changes in pedagogy and performance standards since 2020. Through the lens of poetics and the theoretical underpinnings of nonsense (Templeton, 2019), and the candid, expansive stories of the participants, this study arrives at a definition in process that formulates a new understanding of pedagogical possibility utilizing Herrera’s methods. This research has important implications for teachers, students, and policymakers that help us understand how Jabberwalking can present learners of all abilities with new methods of composition to inspire critical, analytical, and restorative writing through a sense of “serious play” (Burgess, 2019).

Indiana University-Purdue University Indianapolis (IUPUI) / A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish]

The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of literature study in foreign language teaching. It investigates the practical implications of theories such as Michael Dobstadt‟s Didaktik der Literarizität and Claire Kramsch‟s symbolic competence. It specifically looks at how these approaches to literature can be implemented in the elementary levels (A1 and A2) of foreign language teaching. Furthermore, the range of possibilities that mobile phones offer for the foreign language learning environment are explored. Suggestions are proffered as to how the inclusion of mobile phones, as educational tools, can support the successful implementation of Dobstadt and Kramsch‟s theories in the foreign language classroom. On the basis of the theory, two sets of lesson plans are developed for high school beginner level German classes in South Africa; the lesson plans serve as examples of how the theories of Dobstadt and Kramsch can, on beginner level and in conjunction with the use of mobile phones, be implemented in practice. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te maak tot die literatuur van vreemdetaal-onderrig. Die praktiese implikasies van teorieë soos dié van Michael Dobstadt se Didaktik der Literarizität en Claire Kramsch se symbolic competence word ondersoek. Daar word spesifiek gekyk na hoe sulke benaderings tot literatuur op beginnervlak (A1 en A2) van vreemdetaal-onderrig geïmplementeer kan word. Verder word die trefwydte van moontlikhede wat selfone vir vreemdetaal-onderrig bied, ondersoek. Voorstelle word gemaak oor hoe die gebruik va n selfone, as opvoedkundige hulpmiddels, die implementering van Dobstadt en Kramsch se teorieë in die vreemdetaal-klaskamer kan ondersteun. Vanuit „n teoretiese uitgangspunt word twee stelle lesplanne vir Duitse klasse op hoërskool-beginnervlak in Suid-Afrika ontwikkel as voorbeelde van hoe die teorieë van Dobstadt en Kramsch, op beginnervlak en in samewerking met die gebruik van selfone, in die praktyk geïmplementeer kan word.

published_or_final_version / English Centre / Doctoral / Doctor of Philosophy