Maintaining dignity and independence

2018 ◽  
pp. 71-86
Author(s):  
Liz Lloyd ◽  
Michael Calnan ◽  
Ailsa Cameron ◽  
Jane Seymour ◽  
Randall Smith ◽  
...  
Keyword(s):  
Life Course ◽  
Complex Nature ◽  
Social Concept ◽  
Course Experiences ◽  
Sense Of Identity ◽  
Study Participants ◽  
Shed Light

Older people’s perspectives on their experiences of ageing and dependency shed light on the complex nature of dignity as a personal and social concept. In this study, participants revealed how, as they became dependent on others for support and care, their lives felt increasingly precarious and their sense of dignity was challenged. Influenced by their life-course experiences as well as by their social circumstances, their response to this challenge included both perseverance and adjustment to change. The attitudes and behaviour of others, including those of professionals, contributed in crucially important ways to maintaining their sense of identity and dignity.

Material Evidence

2021 ◽  
Author(s):  
Stephen L. Dyson
Keyword(s):  
Life Course ◽  
Ancient Rome ◽  
Archaeological Record ◽  
Roman Society ◽  
Freed Slaves ◽  
The Life Course ◽  
Material Evidence ◽  
Shed Light

Slaves were central to every aspect of Roman society. However¸ they are difficult to identify in the archaeological record. Most were genetically similar to the free population. Unlike slaves in the American ante-bellum South they did not have distinctive residential systems and foodways that can be differentiated archaeologically from those of free persons. Structures related to slavery like market buildings or slave barracks are not easily identified. In contrast, freed slaves, common in ancient Rome are very visible, especially in mortuary monuments. This chapter surveys the extent to which material evidence can shed light on various aspects of the life course of slaves, from enslavement through slave life, to death or manumission.

scholarly journals The Relationship between Coaching Behavior and Athlete Burnout: Mediating Effects of Communication and the Coach–Athlete Relationship

2020 ◽  
Vol 17 (22) ◽  
pp. 8618
Author(s):  
Hunhyuk Choi ◽  
Yunduk Jeong ◽  
Suk-Kyu Kim
Keyword(s):  
Indirect Effects ◽  
Collegiate Athletes ◽  
Team Communication ◽  
Mediating Effects ◽  
Final Model ◽  
Athlete Burnout ◽  
Coaching Behavior ◽  
Study Participants ◽  
The Relationship ◽  
Shed Light

The purpose of this study was to investigate the relationships between perceived coaching behavior (autonomy-supportive and controlling), communication, coach–athlete relationship, and athlete burnout. The study participants comprised 347 Korean active collegiate athletes from 10 sports. The results of the final model indicated that autonomy-supportive coaching was positively related to communication, whereas controlling coaching was negatively related to communication. Communication was positively related to coach–athlete relationship and was negatively related to athlete burnout. Autonomy-supportive coaching was significantly related to both the coach–athlete relationship (positively) and athlete burnout (negatively), whereas controlling coaching was only related to athlete burnout (positively). Coach–athlete relationship was negatively related to athlete burnout. Significant indirect effects were observed. The bootstrapping results indicated that the relationship between autonomy-supportive and athlete burnout was mediated by team communication and the coach–athlete relationship. The study findings enhance our current understanding of the relationships between perceived coaching behavior and athlete burnout and shed light on the important roles of team communication and the coach–athlete relationship in the relationship.

A Pilot Study to Explore Novice Debriefers’ Post-Simulation Debriefing Experiences

2020 ◽  
pp. 104687812097099
Author(s):  
Grace Ng ◽  
Daniel M. Lugassy
Keyword(s):  
Faculty Development ◽  
Skill Acquisition ◽  
Health Professions ◽  
Structured Interviews ◽  
Roles And Responsibilities ◽  
Learner Participation ◽  
Simulation Based ◽  
Data Saturation ◽  
Study Participants ◽  
Shed Light

Introduction. Effective debriefing of simulation-based experiences is critical for learning. Approximately 33% of health professions instructors are debriefing novices. However, specific faculty development needs of novice debriefers has not been studied. This study examines how health professions instructors approach debriefing when they are new to debriefing simulation-based experiences. Methods. This pilot qualitative study used a thematic analysis approach to explore novice debriefers’ experiences in conducting post-simulation debriefings. Eligible participants engaged in one-hour semi-structured interviews. Recruitment continued until data saturation was reached. We reviewed verbatim interview transcripts, hand-coded the data, and formed codes into themes. Results. Nine novice debriefers participated. The overarching theme “I’m on my own…and they’re on their own,” reflects debriefers’ view that they are on their own, without resources. Debriefers also believe learners should identifying their own errors. Three main themes emerged: “Deep divide between me and the learners” portrays a separation between debriefers and learners in terms of expectations, roles, and responsibilities. “Winging it” depicts debriefers’ making-up their own debriefing approaches. “Debriefing quality: missing pieces of the puzzle” portrays novice debriefers unaware of criteria for effective debriefing. Conclusions. Novice debriefers in this study perceived that they were on their own, having little to no debriefing training and mentorship. Study participants expressed debriefing struggles in several areas including discussing errors, facilitating learner participation, and assessing debriefing quality. Our findings shed light on simulation as a growing specialty by health profession educators and it is critical that resources are devoted to faculty development for debriefing skill acquisition. These findings can serve as a basis for future studies on debriefer skill acquisition.

Wellness Matters: Promoting Health in Young Adults

2013 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Barbara E. Ainsworth ◽  
Cheryl Der Ananian
Keyword(s):  
Young Adults ◽  
Primary Prevention ◽  
Life Course ◽  
Children And Adolescents ◽  
Millennial Generation ◽  
Cultural Influences ◽  
Chronic Illnesses ◽  
Adolescents And Young Adults ◽  
Cohort Effects ◽  
Course Experiences

There is a growing recognition of the need for the primary prevention of chronic illnesses across the lifespan. In recent years, diseases that were formerly associated with adulthood such as diabetes are being diagnosed in adolescents and young adults. While there have been many prevention efforts focusing on health in children and adolescents, there is a limited body of research examining prevention in young adults. This article examines the concept of wellness in the Millennial generation and describes how their life course experiences impact seven domains of wellness. Specifically, this article describes the period and cohort effects that influence the domains of wellness and how the Millennial generation differs from other generations in these aspects of wellness. Finally, this paper provides an overview of the technological and cultural influences on wellness in the Millennial generation.

Life course experiences and lay diagnosis explain low-income parents' child dental decisions: a qualitative study

2012 ◽  
Vol 41 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Vanessa Muirhead ◽  
Alissa Levine ◽  
Belinda Nicolau ◽  
Anne Landry ◽  
Christophe Bedos
Keyword(s):  
Qualitative Study ◽  
Life Course ◽  
Low Income ◽  
Course Experiences

Hidden in Plain Sight

2015 ◽  
pp. 189-203
Author(s):  
Deborah Bradley
Keyword(s):  
Music Education ◽  
Common Sense ◽  
World Music ◽  
Complex Nature ◽  
Race And Racism ◽  
Education Practice ◽  
Western Art ◽  
Universal Language ◽  
Ways Of Thinking ◽  
Shed Light

This chapter seeks to tease out some of the challenges related to issues of race and racism as they play out within music education. These challenges include the slippery nature of the concept of race, the complex nature of racism, and the ideology of Whiteness that informs much current music education practice, including those practices considered to be “multicultural.” The chapter proposes that racism remains hidden under such common-sense narratives as “music is a universal language,” which operates in tandem with color-blind racism, and within the myth of “authenticity” in world music education that often prevents the inclusion of musics other than Western art musics in the curriculum. By interrogating some of the ways in which cultural Whiteness operates as racism within music education, the chapter seeks to shed light on ways of thinking that keep racism hidden in plain sight.

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