This study employs a hybrid research method. My religious background has led me to find a great affinity for certain literary criticism, that which sees literature as a source for moral thinking and moral decision-making. I offer a history of my transactions with texts, texts that were initially formative for me as a moral thinker, then useful for me in a variety of ways as a teacher of texts, then which I later began to appreciate in a more critical and theoretical way as I developed a deeper understanding of how those texts had influenced me and how they had – or had not – influenced my students. I borrow heavily from the theory and method of autoethnography in this study, in the sense that I will examine a variety of “internal data” from my memories of books, teachers, and classroom situations, along with “external data” including interviews, report cards, lecture notes and exam questions, and will subject my data to a number of critical lenses with the goal of what Anderson (2006) describes as a commitment to “an analytic research agenda focused on improving theoretical understandings of broader social phenomena” (375). Using the lenses of the literary theory and criticism of Wayne Booth, Martha Nussbaum, Robert Coles and Aharon Lichtenstein, I will analyze my experiences as a reader and teacher, and I explain how literary works I read and taught can serve as vehicles for the development of a student’s moral sensibility – and how teachers can help facilitate that development. I use my own unique vantage point, that of an Orthodox Jewish boy who initially found friends in secular texts, then found that those texts were among his great teachers of values, to offer a singular perspective on the power of these texts. These lenses, which are (to mix metaphors a bit) filtered through my unique perspective, provide an interpretation that will at first lead me to explore the field of moral education as a whole, if only because I shared many of its desired outcomes in my literature classroom. After a brief overview of this field, I use the work of Hanan Alexander, David Hansen, Carl Rogers, and others to present a more general yet nuanced account of how “spiritual awareness” and the humane fusing of reason and emotion can be fostered in students, with a flexibility and understanding that learning is a way to learn a process, not a process towards a specific set of intellectual goals. I humbly call this hybrid method a literary-auto-ethno-pedogography, as I seek to produce a critical history of my education as a reader and teacher of literature. After an inquiry into my own reading and teaching to understand my own and my students’ development as moral decision makers; I then seek to expand the depth and quantity of moral conversations and bring them to the classrooms of others. As such, my study includes ideas for how to bring about moral conversations in English classrooms, both through student writing and oral exchange, based on ideas from Sheridan Blau, Jeff Wilhelm, David Hansen, Barry Holtz, and others. I conclude with the still unanswered questions that my study has raised for me and for other researchers who share my interest in the relations between secular and religious education and the problem of teaching literature to shape character and refine a reader’s moral sensibility. I also offer some concluding suggestions about how future students and teachers might build on and expand upon my work.

Background: In the year 2016 there were over 2 million acute ill adults who visited the emergency department and of those 2 million, 1,3 million were being remitted. The definition of being acute ill is a person who needed emergency care. The nurses' role in the emergency care was to evaluate and prioritize the acute ill medical need. In the acute situation the relatives were often put aside and that would cause a negative wellbeing experience. Aim: The purpose of the study was to investigate the relatives' experiences of having family members who became acute ill. Method: A literature study based on an analysis of eleven qualitative scientific articles was conducted. Results: The analysis resulted in two themes; Mixed feelings and experiences when a family member has become acutely ill and Experience in the meeting with a health professional. The results showed the importance of clear and understandable information from nurses. How the relatives were treated also had a significant impact on how they reacted to the acute situation. Conclusion: When a family member becomes acutely ill the relatives experienced the situation as difficult and were concerned over the family member's health. Despite that they were grateful for the opportunity to be present because they experienced that they were comforted and calmed. To have access to professional support and company helps the relatives to control and react to the situation. / I Sverige anländer ett stort antal personer till sjukhus som är i behov av akut omhändertagande och det är vanligt att dessa personer har med sig anhöriga. Sjuksköterskans ansvar är att bemöta och stötta både den sjuke familjemedlemmen och anhöriga i det akuta omhändertagandet. När anhöriga är närvarande upplever de blandade känslor. De känslor som dominerar är rädsla och oro. Anhöriga kan mötas av ett bristfälligt bemötande av sjuksköterskan samt uppleva att informationen som ges är oklar och svårförståelig. Det kan leda till att anhöriga känner att de blir åsidosatta vilket skapar känslor som övergivenhet, ångest och osäkerhet. Att bemöta anhöriga på rätt sätt kan göras genom att utgå från familjefokuserad omvårdnad, där sjuksköterskan ska se varje familj som en helhet. Vid rätt bemötande och information upplever anhöriga tacksamhet över att få möjlighet att vara nära sin sjuke familjemedlem. Detta skapar förtroende för vården och känslan av att få verktyg att hantera situationen. Vid en akut situation används anhörigstödjare som en resurs där deras uppgift är att förklara vad som händer/pågår och stödja anhöriga. När en familjemedlem blir akut sjuk kan anhöriga uppleva en förlust av kontroll över situationen och på detta sätt förändras deras livsvärld. Ett sätt att få tillbaka kontrollen är att få tillgång till rätt förmedlad information. Författarna väljer att göra ett litteraturbaserat examensarbete där 11 kvalitativa artiklar granskas. I examensarbetet framkommer det 2 teman och 4 underteman. Resultatet visar att anhöriga upplever blandade känslor när deras familjemedlem blir akut sjuk. Anhöriga upplever det viktigt att få möjlighet att ge stöd till sin sjuke familjemedlem. Dessutom minskar anhörigas stress om de får stöd från övrig familj och vänner. I mötet med vårdpersonalen har många anhöriga positiva känslor medan vissa anhöriga uppger negativa känslor såsom övergivenhet, osäkerhet, frustration och en känsla av att skapa obehag hos vårdpersonalen. Examensarbetets resultat ger sjuksköterskan en förståelse om vikten av ett bra bemötande och förmedlandet av förståelig information i mötet med anhöriga.

Orientador: João Pedro Pezzato / Banca: Adriana Carvalho da Silva / Banca: Tiago Vieira Cavalcante / Banca: Maria Rosa Rodrigues Martins de Camargo / Banca: Cláudia Cristina Fiorio Guilherme / Resumo: O texto que apresentamos propõe estabelecer comparativos entre dois livros de literatura infantil de destaque aos seus tempos a partir da perspectiva da análise da construção narrativa e do entendimento da visão de mundo de seus autores com base no conhecimento de geografia que expressam: a Geografia de Dona Benta, de Monteiro Lobato, publicada em 1935 e o Le tour de la France par deux enfants: devoir et patrie, publicado em 1877 por G. Bruno, ambos inseridos em contextos de solidificação dos nacionalismos patrióticos. A hipótese de pesquisa reside na ideia de que Monteiro Lobato teve acesso à narrativa francesa em destaque, em vista das semelhanças de enredo entre os dois textos, além das similitudes entre os conteúdos de referência, objetivos, pretensões e visões de mundo dos autores, sem contar os distanciamentos entre as propostas narrativas. Dentre as semelhanças destacamos o fio ideológico que une os dois textos - o positivismo lógico bem como a busca pela construção de uma nação fundada no patriotismo a partir da exploração do espaço geográfico; já entre os distanciamentos podemos ressaltar a proposta de linguagem utilizada por cada texto na composição de suas tramas, sendo uma calcada na artesanalidade e a outra na persecução do que podemos chamar de uso convencional da língua. Para além da identificação das similitudes entre as narrativas, as diferenças entre os textos apresentaram-se também como propósito investigativo, reforçando a noção de espírito de época na dis... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The text that we present proposes to establish comparatives between two significant texts of children's literature at their times from the perspective of the analysis of the narrative construction and the understanding of the worldview of its authors based on the knowledge of geography that they express: the Geografia de Dona Benta, by Monteiro Lobato, published in 1935 and Le tour de la France par deux enfants: devoir et patrie, published in 1877 by G. Bruno, both inserted in contexts of solidification of patriotic nationalisms. The research hypothesis is based on the idea that Monteiro Lobato had access to the French narrative in view, due to the similarities between the two texts, as well as the similarities between the reference content, objectives, pretensions and worldviews of the authors, as well as the distance between narrative proposals. Among the similarities we highlight the ideological thread that unites the two texts - logical positivism as well as the search for the construction of a nation based on patriotism from the exploration of geographic space; already between the distances we can emphasize the language proposal used by each text in the composition of its plots, being one based on the craftsmanship and the other in the pursuit of what we can call conventional use of the language. In addition to identifying the similarities between narratives, the differences between the texts were also presented as an investigative purpose, reinforcing the notion of peri... (Complete abstract click electronic access below) / Résumé: Le texte présenté propose d'établir des comparatifs entre deux livres de littérature pour enfants, évidents à leur temps, à partir de la perspective de la construction de l'analyse narrative et de la compréhension de la vision du monde des auteurs basés sur la connaissance de la géographie qui expriment: la Geografia de Benta, de Monteiro Lobato, publiée en 1935 et Le tour de la France par deux enfants: devoir et patrie, publié en 1877 par G. Bruno, tous deux insérés dans des contextes de solidification des nationalismes patriotiques. L'hypothèse de recherche est basée sur l'idée que Monteiro Lobato avait accès au récit français, en raison des similitudes entre les deux textes, ainsi que des similitudes entre le contenu de référence, les objectifs, les prétentions et les visions du monde des auteurs, ainsi comme les distances entre les propositions narratives. Parmi les similitudes, nous soulignons le fil idéologique qui unit les deux textes - le positivisme logique ainsi que la recherche de la construction d'une nation basée sur le patriotisme à partir de l'exploration de l'espace géographique; déjà entre les distances nous pouvons souligner la proposition de langage utilisée par chaque texte dans la composition de ses parcelles, étant une basée sur l'artisanat et l'autre dans la poursuite de ce que nous pouvons appeler l'utilisation conventionnelle de la langue. En plus d'identifier les similitudes entre les récits, les différences entre les textes ont également été présent... (Résumé complet accès életronique ci-dessous) / Doutor

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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.

The aim of this study is to investigate the extent to which the teaching of literary art to / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2008.

The purpose of this study was to show the inadequacy of preparation of prospective teachers of English in composition, trace the historical background of the present situation, and provide model curricula to remedy the inadequacy.The inadequacy in composition in English preparatory programs was established in Chapter I by citing results of studies conducted by leaders of the profession and by major professional organizations such as The National Council of Teachers of English and the Modern Language Association. These results, which apply equally to teachers in public schools and colleges, show that few teachers are prepared properly to teach writing in any mode and are the consequences of preparatory programs in which writing and methods to teach it have been neglected in favor of an almost total literature orientation.Chapter II, The Historical Background of the Present Situation, shows the growth of the three agencies responsible for preparing an English teacher to enter the classroom—the college English and Education departments and the State Department of Education. The independent development and different life styles of the three agencies were traced from their origins in Europe, through the expansion of public education in the post-Civil War era to their twentieth century inter-relationship on college campuses in preparatory programs. The expansion of education following World War II increased requirements for credentials of public school teachers to four years of college, but the Ph.D. in literature remained the credential for teaching English in colleges and universities. Therefore, the college programs for English majors and minors maintained their literature orientation even though it is axiomatic that all English teachers must teach composition for a substantial portion of their professional life. Few prospective teachers receive instruction in writing beyond the freshman composition requirement and techniques for teaching writing are seldom incorporated into methods courses. The only remedy, therefore, is to offer model curricula that balance writing and the study of literature in the preparatory program.Two model curricula are based on assumptions that prospective English teachers can learn to write and teach writing given sufficient instruction; that, if they are taught a balanced program, English teachers will teach a balanced program; that finding faculty to teach writing courses in the model curricula will be difficult at first, but there are a few qualified people on every campus and a national program of internships can be established to provide additional faculty until graduates of the new program are available; and that a psychological orientation is vital to the Cluster Curriculum, one of the model curricula.The two model curricula are the Cluster Curriculum and the English Adjunct Curriculum. The structure of the former is based upon a nucleus of Psychological Development Sessions around which are clustered both subject and pedagogical experiences, thereby balancing writing, literature study, methods to teach both, and opportunities to work within the school system from the start of professional education.Because the Cluster Curriculum is based upon cultural changes, the English Adjunct Curriculum is suggested as a forerunner while the necessary changes take place. The English Adjunct Curriculum can be attached to the current program of English studies by requiring a Writing Adjunct to general studies courses in freshman and sophomore college years, and Writing Adjuncts to literature courses in junior and senior years of English programs. In addition, the English major and minor will be required to enroll in one course in how to teach composition per academic year. To accommodate increased writing requirements, changes in literature requirements are suggested.

In the past years foreign languages have been taught in Spain as a device to translate and interpret literature. Now the emphasis is put especially on language, and literature is only appreciated as a device to improve the language skills and not in itself. However, the author considers that literature should play an important role in second language teachings as a literary experience too, and has devised a curriculum of English Literature for Spanish-speaking students in the last grade of high school.The project includes an investigation of the purposes for such a curriculum, the criteria to be used in selecting the literature for the curriculum and a selection and presentation of literary texts.