The purpose of this study was to determine whether adding affective objectives to the primarily cognitive syllabus objectives of a college freshman literature-composition course would generate data to indicate change in self-identity, relationship, and control.Affective objectives included attending to: (1) students' verbal and written response to literature and other experiences--to the central concerns of self-identity, relationship, and control; (2) students' involvement with "engagement" in literature shown in expressed response to the literary work (discussion or writing about the response) and in the re-creative response (re-creation of the work in some oral, dramatic, or artistic form).The central concerns referred to three broad areas of psychological and social importance to the maturing individual. Self-identity was seen as the student's awareness of both his uniqueness and his common humanity revealed by statements of open-mindedness, understanding of self, good self-concept, creativity, a firm sense of the here and now, not fearing to be wrong, free personal style, confidence, spontaniety, and wholeness. Relationship was seen as the student's awareness of relationship with other people, revealed by statements of democratic character structure, freedom from social pressure, clearer, more open sense of reality, thinking well of others, seeing self and others as interdependent, ability to love, and desire to love. Control was seen as the student's growing mastery of the "what" and "how" of interpersonal communication revealed by statements of or indications of tolerance, seeing the value of mistakes, sense of power, not fearing to be wrong, increased objectivity, responsible choice, facile language functioning, resourcefulness, choosing freely, prizing, acting in relation to values, self-direction, and ascending strength in cognitive functioning.The study was limited to two freshman literature-composition courses with a combined population of forty-one randomly grouped students during the Winter Quarter of 1971-72 at Ball State University. It was preceded by a pilot study.Data considered as acceptable evidence of hypothesized change were generated from statements of self-identity, relationship, and control--of increasing number, or complexity, or both--from four sources: (1) student writing (themes and journals); (2) student-completed evaluation forms (two at mid-term and two at the end of the course); (3) pre- and post-inventories (a value survey and a personal profile); and (4) student interviews (mid-term and final).Student writing showed that a majority of the students showed change in complexity in statements toward which the criteria of self-identity, relationship, and control applied. The following proportions were evident: In first and last themes, six out of seven students-taken alternately from a group of every third student of the population--showed change. In themes 2-6, five out of seven students--taken alternately from another group of every third student--showed change. In journals, four out of seven students--taken alternately from yet another group of every third student--showed change.Student-completed evaluation forms (two at mid-term and two at the end of the course) showed that a majority of the students' statements showed change--either in quantity or complexity or both--in self-identity, relationship, and control.Data from students' pre- and post-inventories neither verified nor negated change in self-identity, relationship, and control.

Bakgrund: I dagens samhälle drabbas många personer av psykisk ohälsa och varje dag tvångsvårdas ungefär 3000 personer i Sverige med stöd av lagen om psykiatrisk tvångsvård eller lagen om rättspsykiatrisk tvångsvård. Att vårdas mot sin vilja kan beskrivas som en väldigt besvärlig upplevelse där patienten ofta förlorar sin självbestämmanderätt och integritet. Syfte: Syftet med denna litteraturstudie var att beskriva patienters upplevelser av tvångsvård inom slutenvården. Metod: I denna litteraturstudie har åtta kvalitativa artiklar analyserats med hjälp av innehållsanalys. Databaserna som användes vid artikelsökningarna var: CINAHL, PubMed och PsycInfo. Resultat: Resultatet visar att upplevelsen av tvångsvården ger flera olika känslor och reaktioner. Förlust av den personliga autonomin och integriteten upplevdes av flera patienter. Personal som missbrukade sin maktposition gjorde att relationen blev sämre. Att bli bemött med respekt och när personalen tog sig tid för samtal var uppskattat upplevelsen blev mer positiv. Konklusion: Litteraturstudiens resultat visade de flesta patienter upplevde tvångsvården som något negativt och att det finns flera brister finns inom tvångsvården. För att kunna ge bättre vård är det viktigt att utbilda vårdpersonalen inom ämnet. Även fortsätt forskning om hur patienter upplever tvångsvård är viktigt för ökad förståelse. / Background: In today’s society many people are suffering from mental illness and every day about 3000 persons are exposed to compulsory treatment in Sweden under the law on compulsory psychiatric treatment or the law on forensic compulsory treatment. Being nursed against their own will can be described as a very difficult experience, where patients’ often loses their autonomy and integrity. Aim: The purpose of this study was to describe patients’ experiences of involuntary inpatient care. Method: In this literature study eight qualitative articles where analyzed using content analysis. The databases used for the article search was: CINAHL, PubMed and PsycInfo. Results: The result shows that the experience of compulsory care provides several different emotions and reactions. Loss of personal autonomy and integrity were experienced by many patients. Staff who abused their position of power made the relationship worse. To be treated with respect and when the staff had time to talk was appreciated and the experience became more positive. Conclusion: The results of the literature study showed that most of the patients experienced compulsory treatment as something negative. In order to provide better care, it’s important to give the medical staff education about the subject. There are also several shortcomings in the compulsory treatment. Although further research on how patients experience involuntary treatment is important for better understanding.

The argument of this thesis is that Finnegans Wake is a peculiarly appropriate text for an investigation of the academic discipline of English, and that the issue of readership is the best way to approach the Wake. The thesis, which is organised into three main sections, shows that both Finnegans Wake and the discipline of English Studies are similarly engaged in problems of defining audiences. The opening section shows that the Wake has long been seen as a limit to literature, and as a defining text of literary study. Reception theory proves unable to cope with a study of historical audiences. Finnegans Wake was written over a period roughly concomitant with the rapid professionalisation of English studies and underwent a loss of audiences except for its critical reviewers. The extended third chapter sets out in some detail the growth of English studies, both in itself and more specifically as a context for the name of Joyce in the 1930s and beyond. This also includes analysis of the passage of the Wake in university syllabi. The second section considers post-structuralist claims that the Wake disrupts or subverts the space of the academy. It analyses a wide range of poststructuralist and other reactions to the Wake, and proceeds to a study of inscriptions of readership in the work of Derrida, and explores Derrida's idea of audiences for Joyce. The third section presents two readings of key elements of Finnegans Wake. Analysis of the letters, and of some of Joyce's sources, stresses the important role of the professor figures, which is indicative of the extent to which Joyce's last work was influenced by the professionalisation of literary study. Textual analysis proceeds with the Four, who function as an internal interpretive community. A brief conclusion sums up the argument of the thesis.

M.Phil. ( Education Linguistics) / Since communication between language groups is of crucial importance in a multicultural country, the inadequate second language proficiency of school-Ieavers gives cause for concern. The current paradigm shift to relevant and vocationally orientated education raises questions about the relevance of the literature component and literature methodology within a communicative approach to second language teaching. The aim of this study is to investigate the nature of communicative competence and the way in which this is accounted for in second language teaching. The nature of literature is studied to determine whether it allows for a literature-orientated approach which can contribute towards the development of communicative competence within the parameters of a second language communicative approach. Research findings have indicated that communicative competence functions as a cognitive web of interwoven abilities and that second language teaching, which has as its ultimate aim the fluent and correct use of the target language, has to take the complex and interactive nature of the various components into account. It has also become evident that a literature teaching approach, based on the readerresponse theory, affords opportunity for stimulating language acquisition processes. By participating in analytical and communicative acts of learning, proceeding from the literature text, the leaner is involved in a process which can result in the gradual development of linguistic, strategic and psychomotor abilities. Literature thus forms a relevant and functional component of the second language syllabus and can contribute to the development of communicative competence.

Background: Chronic obstructive pulmonary disease (COPD) is a serious and common disease that is one of the most common causes of hospitalization. The most common cause of the disease is tobacco smoking and exposure to chemical substances. But, there is also a genetic factor behind i.e lack of protein (alpha 1 antitrypsin) deficiency and old age. To prevent the disease from worsening, it is important to stop smoking and persons who have been diagnosed with COPD should consider exercising, physical activity and take their prescribed medications to stop the progression of the disease. Objective: To describe the quality of life in COPD patients cared for at home. Furthermore, the aim is to describe the included articles data collection method. Method: Descriptive literature with 15 scientific articles from the database PubMed has been used. Articles results and methodology were analysed and summarized in four categories. These categories were: Physical and Mental health. Needs of Support & Fears and Concerns, as well as the included articles Data Collection Method. Results: Self-care program for COPD patients has been shown to have positive effects on their physical and mental health and ultimately their quality of life. The patients who received pulmonary rehabilitation program reported that they experienced a high quality of life that was linked to increased physical health. Support from family members and from health care was considered important. The patients who were near death associated with the disease often experienced anxiety and fear of dying, which meant that their quality of life was low. Patients receiving oxygen therapy in the home experienced an improvement in breathing which raised their quality of life. Conclusion: Patient education proved to have good effect on COPD patients' self-care. Patients who have undergone training in pulmonary rehabilitation appeared to experience a high quality of life. COPD patients experiencing isolation when the disease leads to a sedentary life and a sense of exclusion from social life. The studies showed that it is important to support and provide information to COPD patients for them to cope with their illness.

Background: When patients suffer from sicknesses such as rectal cancer, Chrons disease and ulcerative colitis, then ostomies can be a course of treatment. Earlier research show that nurses lack knowledge to be able to care for patients with ostomies while expected to have an important role in the patients’ well-being.  Problem: Lack of knowledge from the general nurse about ostomy care impacts patients since their lives are affected by living with a stoma.  Aim: To describe patient´s experiences of living with a stoma. Method: A literature review based on ten qualitative scientific articles with descriptive synthesis. Results: Experiences shown in the results were divided into three themes: “Emotionell influence”, “Changes in everyday life” and “Acceptance of living with a stoma”.  Out of these themes came six subthemes: “To feel worry”, “To feel frustration”, “To feel shame”, “To live with a changed body”, “To be limited physically in one´s life”, “To lose control”.  Conclusion: Life with a stoma brings daily changes and influences the patients emotional state in relation to their body and their new situation. These experiences can in their turn evolve and patients can come to accept the stoma over time. Patients experiences a lack of information concerning ostomy care and support in living with a stoma. The results show that patients due to their ostomy experience suffering related to illness, to care, and to life.

Currently, in many high schools throughout Canada and the United States, English teachers have been developing literature curricula to meet the needs of their culturally diverse students. However, because in most cases these educators have not had at their disposal the interpretative techniques of such postcolonial literary theorists as Edward Said and Gayatri Spivak, they have been relying, instead, for their reading strategies upon traditional literary theories. Unfortunately, when teachers employ New Critical, archetypal, feminist, or reader-response methods of literary analysis in their reading of multicultural literature, they are often unaware of the Eurocentric biases contained within these perspectives. This lack of understanding of their theoretical frame of reference can then lead teachers to encourage their students to accept uncritically problematic representations of various cultural groups as they encounter these representations in their literary texts. Postcolonial literary theory, on the other hand, encourages students to problematize Eurocentric representations of imperialism’s Others. The advantage to students who use postcolonial reading strategies in order to become aware of the different ways in which people at the margins and centres of empire view each other is that they can thus attain higher levels of multicultural literacy by performing more sophisticated and complex interpretations of their texts than they might have done using traditional interpretative approaches. At the same time, the students’ use of postcolonial reading strategies can help them to become more effective intercultural communicators as they cross cultural borders by carrying out collaborative responses to literary texts with students whose heritage differs from their own. This project, therefore, involves a critique of existing conceptions of the high school multicultural literature curriculum by comparing their key features with those of the postcolonial conception. The principal focus of the investigation is upon how the postcolonial approach can help students to understand, more effectively than can traditional conceptions, the necessarily dynamic and heterogeneous textual representations of dominant and subaltern cultures to be found in both Eurocentric and postcolonial literary texts. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

This project promotes the use of literature groups based around a theme. In trying to meet the requirements of the California state framework, to integrate the subjects, this project contains two thematic units. Although the themes were designed for second and third grade, the two thematic units may be used as a guide to help teachers implement the thematics teaching approach into their classrooms.

No description available.