Bibliography: leaves i-xvii / v, 290, xvii leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Anthropology, 1986

<p>When someone becomes seriously ill from cancer their relatives experience a great suffering from observing the changes in their loved ones as a result of the disease. They felt that they did not receive the support and information they needed to process their difficult lives.It also emerged that the relatives didn’t think the nursing staff treated and saw the family as a whole. The purpose of the study was to describe the suffering of families, as they experienced that during the final stages of a cancer patient's life. An inductive, manifest, content analysis has been carried out in five autobiographies written by relatives of patients, who had died as a result of cancer. Biographies were reviewed by the Graneheim and Lundman's method of analysis. We used Katie Eriksson’s scientific theories of care regarding suffering as a theoretical framework. The result has collected material presented in three categories: fear, sadness, and frustration which mirrors the suffering of relatives in these books. The results showed that the relatives denied the disease's existence, experienced a fear of the disease symptoms, death, and a future without the patient. The relatives describe the grief that they felt about the prospect of being left alone, about the patient's deterioration, and of not being seen as individuals. Finally the relatives describe the frustration they feel over the panic, stress, fatigue and anger that they experience in the end of the patients life.</p> / <p>När någon blir svårt sjuk i cancer upplever dess anhöriga ett stort lidande över att se sin närmaste förändras till följd av sjukdomen. De upplevde att de inte fick det stöd och den information som de behövde för att hantera sin svåra livssituation. Det framkom också att anhöriga inte tyckte vårdpersonalen såg och vårdade familjen som en helhet. Syftet med examensarbetet var därför att beskriva anhörigas lidande så som de upplever det under den sista tiden av den cancersjuka patientens liv. En induktiv manifest innehållsanalys har genomförts på fem självbiografier skrivna av anhöriga till patienter som avlider till följd av cancer. Biografierna granskades med Graneheim och Lundmans analysmetod. Som teoretisk referensram används Erikssons vårdvetenskapliga teorier om lidande. I resultatet har insamlat material redovisats i tre kategorier; rädsla, sorg och frustration som speglar de anhörigas lidande i böckerna. Resultatet visar att de anhöriga förnekar sjukdomens existens och upplever en rädsla över sjukdomens symtom, döden och en framtid utan patienten. De anhöriga beskriver den sorg de upplever över att bli lämnade ensamma, över patientens försämring och över att inte bli sedda som individer. Slutligen beskriver anhöriga en frustration över den förtvivlan, panik, stress, trötthet och vrede som de upplever under sista tiden patienten finns i livet.</p>

Presenting and synthesizing several paradigms for the teaching of literature in American colleges, I investigate how definitions of reading, readers, texts, interpretations, and knowledge affect student acts of reading and writing. In addition, I draw upon specific examples of text-based, reader-based, and social-cultural based models for the teaching of reading to demonstrate how particular pedagogical theories and practices emerge from and reflect larger ideological concepts and paradigms. Cognitive-oriented models of reading that rely upon schema theory to explain comprehension and interpretation, for example, have been used by theorists who advocated a text-based approach to literary analysis. Even though cognitive models are based on scientific studies that focus on the mental faculties of individual readers, I classify it as a text-based model because when translated into classroom practice, interpretive emphasis has been placed on the text rather than the reader. Therefore, the reader is subordinated to the text in various ways. Expressive and social-cultural theories presented by Louise Rosenblatt, Wolfgang Iser, Stanley Fish, and Kathleen McCormick are used to demonstrate how the rhetorical emphasis of interpretation can be shifted away from the text and toward the reader. As a reader-based theorist, for example, Rosenblatt advocates personal response as the most rewarding form of textual interaction students can experience. McCormick declares that personal response should be analyzed more extensively than the expressive model suggests, however. Hence, she proposes a social-based model that asserts both the cultures of reception and production should be studied as a means for better understanding individual responses to texts. But reading is not my only focus in this project. In each chapter, I extrapolate as to how theories of reading, when translated into classroom practice, affect both student writing and student participation in the making of meaning. Therefore, to enrich my theoretical discussions of pedagogy and its affects on students, I draw upon my experiences as both a teacher and a student to provide practical classroom examples of student acts of reading, interpretation, and writing. Moreover, the application chapters of this project present two extensive examples of how theory can be translated into practice-the first is a discussion of a recent composition course I taught, and the second is an example student paper that performs a McCormickean analysis of Zora Neale Hurston's Their Eyes Were Watching God. From theory to practice, then, this project presents and challenges what it means to be a teacher and a student of literature and composition. / Graduation date: 1997

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When someone becomes seriously ill from cancer their relatives experience a great suffering from observing the changes in their loved ones as a result of the disease. They felt that they did not receive the support and information they needed to process their difficult lives.It also emerged that the relatives didn’t think the nursing staff treated and saw the family as a whole. The purpose of the study was to describe the suffering of families, as they experienced that during the final stages of a cancer patient's life. An inductive, manifest, content analysis has been carried out in five autobiographies written by relatives of patients, who had died as a result of cancer. Biographies were reviewed by the Graneheim and Lundman's method of analysis. We used Katie Eriksson’s scientific theories of care regarding suffering as a theoretical framework. The result has collected material presented in three categories: fear, sadness, and frustration which mirrors the suffering of relatives in these books. The results showed that the relatives denied the disease's existence, experienced a fear of the disease symptoms, death, and a future without the patient. The relatives describe the grief that they felt about the prospect of being left alone, about the patient's deterioration, and of not being seen as individuals. Finally the relatives describe the frustration they feel over the panic, stress, fatigue and anger that they experience in the end of the patients life. / När någon blir svårt sjuk i cancer upplever dess anhöriga ett stort lidande över att se sin närmaste förändras till följd av sjukdomen. De upplevde att de inte fick det stöd och den information som de behövde för att hantera sin svåra livssituation. Det framkom också att anhöriga inte tyckte vårdpersonalen såg och vårdade familjen som en helhet. Syftet med examensarbetet var därför att beskriva anhörigas lidande så som de upplever det under den sista tiden av den cancersjuka patientens liv. En induktiv manifest innehållsanalys har genomförts på fem självbiografier skrivna av anhöriga till patienter som avlider till följd av cancer. Biografierna granskades med Graneheim och Lundmans analysmetod. Som teoretisk referensram används Erikssons vårdvetenskapliga teorier om lidande. I resultatet har insamlat material redovisats i tre kategorier; rädsla, sorg och frustration som speglar de anhörigas lidande i böckerna. Resultatet visar att de anhöriga förnekar sjukdomens existens och upplever en rädsla över sjukdomens symtom, döden och en framtid utan patienten. De anhöriga beskriver den sorg de upplever över att bli lämnade ensamma, över patientens försämring och över att inte bli sedda som individer. Slutligen beskriver anhöriga en frustration över den förtvivlan, panik, stress, trötthet och vrede som de upplever under sista tiden patienten finns i livet.

Introduktion: Att ungdomar medvetet skadar sig själva är ett vanligt problem. Orsaken till detta beteende är lika varierande som motivet för varför man utför dessa handlingar. En del försöker få ut en inre smärta medan andra avser att ta sitt liv. Att hamna i ett självskadebeteende under ungdomsåren kan ge stora hälsoproblem i det vuxna livet och är också en riskfaktor för efterkommande självmordsförsök. Då detta problem är vanligast förekommande bland ungdomar är det också naturligt att skolan har ett viktigt uppdrag då det gäller det förebyggande arbetet mot självskadebeteende.Syfte: Finna stöd för skolsköterskans preventiva arbete då det gäller ungdomar med självskadebeteende.Metod: Systematisk litteraturstudie. Sökning som utförts i databaserna CINAHL, PubMed och PsykInfo resulterade i 21 artiklar som efter granskning och analys ligger till grund för resultatet.Resultat: Flera olika faktorer sätts i samband med självskadebeteende. Kännedom om dessa faktorer är med hälsoinventering och screening metoder för att identifiera problematiken i preventivt och behandlande syfte. Enskild problematik måste alltid tolkas individuellt för att orsaken skall kunna behandlas, vilket kräver en stor portion kunskap vilja och engagemang. Tyngdpunkten av ansvar i folkhälsoarbetet runt denna problematik vilar på skolan i vilken ungdomarna vistas mestadelen av sin tid. Trots detta rapporterar skolsköterskan fortfarande en avsaknad av såväl verktyg som utbildning för sitt viktiga uppdrag då det gäller ungdomar med självskadebeteende.Konklusion: Det krävs ytterligare forskning för att finna fungerande metoder för skolsköterskans preventiva och behandlande insats då det gäller ungdomar med självskadebeteende. / Introduction: young people who deliberately harm themselves are a common problem. The reason for this behavior is as varied as the motive for why they perform these acts. Some are trying to get rid of an inner pain, while others intend to take their own life. Having a self- injurious behavior during adolescence can cause major health problems in adult life, and it is also a risk factor for subsequent suicide attempts. Since this problem is most prevalent among young people, it is also natural that the school in which they spend most of their time has an important role when it comes to the prevention of self- injurious behaviorAim: Identify the support of school nurse preventive work when it comes to young people with self-harm.Methods: A systematic literature review. Search performed in databases CINAHL, PubMed and PsychInfo resulted in 21 articles for review and analysis underlying the results.Results: Several factors are associated with self-harm. Knowledge of these factors is with health inventory and screening, methods for identifying problems in both prevention and treatment purposes. Individual problems must always be interpreted individually for causes to be processed; this requires a huge amount of knowledge, will and commitment from the school nurse. The emphasis of the responsibilities of public health work around this problem rests on the schools in which young people spend most of their time. Despite this report the school nurse still lacks of both tools and training for their important task when it comes to young people with self- injurious behavior.Conclusion: Further research is necessary to find effective methods for the school nursepreventive and therapeutic intervention in the case of adolescents with self-harm.

The freshman course in "writing about literature" is a metaphor of the profession of English. Political disagreements with English departments, vocational pressures exerted from outside the English department, and philosophical differences among composition specialists intersect in the composition course based on literature as they do in no other course. A new paradigm for teaching writing and a revival of rhetorical studies have led many institutions to exclude the reading of imaginative literature from freshman composition courses.This dissertation argues, however, that to include literature in freshman composition is both desirable and possible. Through a history of composition teaching in America, Chapter One analyzes relationships among rhetoric; literature, and composition, demonstrating that writing and reading were effectively interrelated for almost 300 years. It attributes the ineffectivenessabout literature" courses in recent years to an unexamined rhetorical theory and an inappropriate method of objective literary criticism.To reintegrate literature with composition on more solid grounds, Chapters Two and Three explore the needs of freshman students as writers and readers. Chapter Two examines contemporary research in composition, proposing a substitute for current traditional rhetoric. Chapter Three examines literary theories and response to literature, proposing a substitute for objective criticism.Chapter Four reviews proposals to integrate reading and writing, revealing a widespread assumption that writing about literature--in freshman courses as in graduate seminars--means writing objective, analytical, critical prose. It cites significant evidence from many fields that developing writers need to express personal, affective, and poetic ideas as well as to develop critical understanding.Chapter Five proposes a rhetoric for freshman composition that includes the reading and writing of transactional, expressive, and poetic discourse. Organized by means of Janet Emig's "inquiry paradigm," it clarifies a view of reality, a set of assumptions, an intellectual heritage, and a theory for this rhetoric. Finally, it offers one example of an introductory freshman composition course consistent with the rhetorical framework. Using conventional readings in American literature, it suggests methods of teaching and evaluating designed to create an environment in which the activities of reading and writing can be expected to reinforce one another.

Bakgrund: Feber drabbar barn någon eller några gånger om året, framförallt under småbarnstiden. En vanlig missuppfattning är att feber är ett potentiellt farligt tillstånd som kräver behandling. I motsats till detta har feber gynnsamma effekter när det kommer till kroppens bekämpande av infektioner. Kunskapsläget bland distriktssköterskor som ska tillhandahålla föräldrar rådgivning kring feber och febernedsättande läkemedel varierar, varför föräldrar riskerar att erhålla motstridiga och direkt felaktiga råd. Syfte: Syftet med denna litteraturstudie var att beskriva föräldrars kunskap rörande feber hos barn samt att belysa vårdpersonals attityder kring feberhantering. Metod: Arbetet har utförts i form av en integrativ litteraturstudie som inkluderade totalt 15 artiklar, såväl kvalitativa som kvantitativa. Integrativ studiedesign tillåter kvantitativa data att kvalificeras och kvalitativa data att kvantifieras så att de kan kombineras och sammanfogas till en gemensam helhet. Resultat: Det finns brister i kunskapen om feber hos barn hos vårdpersonal och föräldrar. Feberfobi är en samlande term för den okunskap och oro som riskerar leda till övernitisk behandling med antipyretika, både genom föräldrars eget initiativ och efter rekommendation från vårdpersonal. Feberkramper kan inte förhindras med febernedsättande läkemedel, trots det erhåller barn läkemedel i detta syfte och utsätts därmed för onödig biverkningsrisk. Diskussion: Ett behov av djupare kunskap hos både vårdpersonal och föräldrar finns för att inte evidensbaserad behandlingsregim ska riskera att gå förlorad till förmån för inadekvata och hemsnickrade varianter med onödig administration av antipyretika och vidare spridning av feberfobi. Nyckelord: Antipyretika, Barn, Feber, Feberfobi, Kunskap, Litteraturstudie / Introduction: Fever is something children, especially during infant years, experience one or a few times each year. A common misconception is that fever is a dangerous condition that requires treatment; however contrary to these misconceptions, fevers have positive effects when it comes to body’s ability to fight infections. The level of knowledge on this subject of district nurses, whose task it is to guide parents with advice concerning fevers and antipyretics, varies. This results in parents getting contradictory and erroneous advice. Aim: The aim of this literature study was to describe parents’ knowledge concerning fever in children, and to illuminate attitudes concerning fever treatment among health care professionals. Method: A literature review of 15 scientific articles where examined in accordance with an integrative study design. The integrative design allows qualitative and quantitative data to be combined and merged into a common whole. Results: There is a lack of knowledge about fevers in children among health care professionals and parents. Fever phobia is a collective term for the lack of knowledge and worrying that can lead to overzealous treatment with antipyretics; based on parents’ own initiative and recommendations from health care professionals. Antipyretics do not prevent febrile seizures, but many children are still medicated for this purpose. This, in turn, leads to increased risk for side effects. Discussion: There’s a need for a deeper knowledge, in both health care professionals and parents, to ascertain that an evidence-based treatment regimen is not replaced by inadequate and home-grown techniques, leading to unnecessary administration of antipyretics and further propagation of fever phobia. Keywords: Antipyretics, Children, Fever, Fever phobia, Knowledge, Literature study / <p>2012-11-09</p> / Utbildningsstöd har erhållits från FoU - Forskning och Utbildning i Landstinget Västernorrland.

Bakgrund: I dagens samhälle lever många människor med medicinskt oförklarlig smärta. Oförklarliga symtom kan förklaras som fysiska symtom som trots medicinsk utvärdering förblir odefinierade. För att stödja patienten är det viktigt att se personen som en helhet för att tillgodose den drabbades behov och för att bidra till en god omvårdnad. Syfte: Att beskriva personers upplevelser av att leva med oförklarlig smärta. Metod: En allmän litteraturstudie som genomförts baserad på kvalitativa vetenskapliga artiklar. Resultat: Visade en känsla av utanförskap i samband med att individerna sökte vård. Detta visade sig i form av både brist på respekt i bemötandet och en känsla av att inte bli trodd. Att leva med oförklarlig smärta innebar för individerna att inte kunna leva sina liv som de tidigare gjort. Stödet från det sociala nätverket visade sig vara viktigt men upplevdes som bristfälligt. / Background: In today's society, many people live with medically unexplained pain. Unexplained symptoms can be explained by physical symptom that despite medical evaluation remains undefined. To support the patient, it is important to see the person from a holistic point of view in order to confirm the patient's needs and to contribute to good nursing care. Purpose: The aim of this study was to describe people's experiences of living with unexplained pain. Method: A general literature review was conducted based on qualitative scientific articles. Result: Showed a sense of alienation in relation to individuals seeking treatment. This appeared in both a lack of respect in care seeking and the feeling of not being believed. Living with unexplained pain meant that the individuals were not able to live their lives as they had done before. The support of the social network proved to be important but was perceived as inadequate.