scholarly journals The sexual life of women with breast cancer: meanings attributed to the diagnosis and its impact on sexuality

2013 ◽  
Vol 30 (2) ◽  
pp. 187-197 ◽  
Author(s):  
Vanessa Monteiro Cesnik ◽  
Elisabeth Meloni Vieira ◽  
Alain Giami ◽  
Ana Maria de Almeida ◽  
Daniela Barsotti Santos ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Thematic Analysis ◽  
Surgical Procedure ◽  
Rehabilitation Program ◽  
Sexual Life ◽  
First Year ◽  
Face To Face ◽  
Single Pattern ◽  
The Face ◽  
The Way

Breast cancer is the main neoplasm which affects women. It brings emotional problems in addition to physical and social problems due to affecting a bodily symbol of femininity. The aim of this study was to investigate the sexual life of women with breast cancer in the first year after the surgical procedure, seeking the meanings they attributed to the diagnosis and its repercussions on sexuality. Ten women who participated in a rehabilitation program were interviewed. In addition to the face to face interview their medical record were analyzed. Two categories emerged from the thematic analysis highlighting the negative and the positive impacts of this disease on the sexual life. This variety of meanings encountered shows that there no single pattern of sexual life after breast cancer. The way each woman reacts to the disease makes the way she experiences her sexuality unique. It follows that issues of sexuality must be incorporated in interventions offered in the context of care for these women.

The Approach of Academicians to Distance Education During COVID-19

2022 ◽  
pp. 212-231
Author(s):  
Yusuf Akkoca
Keyword(s):  
Distance Education ◽  
Research Design ◽  
Thematic Analysis ◽  
Education System ◽  
Academic Staff ◽  
Face To Face ◽  
Education Community ◽  
The Face ◽  
Short Time ◽  
Distance Education System

The education community, accustomed to the face-to-face education system, had to switch to the distance education system with the COVID-19 pandemic. It was inevitable for educators who had not experienced distance education to prepare themselves in a short time and to complete the process with the least damage. Of course, there were many negativities during distance education and the whole world gained certain experiences during this time. In this study, the problems experienced by the academic staff using distance education applications, their approaches to distance education, how much they have improved themselves in other possible problems in the future, and what they expect from distance education have been examined. Thematic analysis was used as a research design; articles, theses, books, reports of official institutions and organizations were examined; and the concepts that emerged during distance education applications were divided according to categories by using descriptive and thematic analysis.

Face to Face with the Dead Man: Ethical Responsibility, State-Sanctioned Killing, and Empathetic Impossibility

1997 ◽  
Vol 22 (4) ◽  
pp. 467-492 ◽  
Author(s):  
Patricia Molloy
Keyword(s):  
The Other ◽  
Ethical Responsibility ◽  
Death Row ◽  
Face To Face ◽  
The Face ◽  
The Dead ◽  
Dead Man ◽  
As If ◽  
The Way

The image of the death house with its polished tiles and gleaming oak chair is fading. I turn my attention to where life is. Although I have decided that I will not be going to death row again, I cannot bear to think that there are some men there now who are facing death alone. The other man's death calls me into question, as if, by my possible future indifference, I had become the accomplice of the death of the other, who cannot see it; and as if, even before vowing myself to him, I had to answer for this death of the other, and to accompany the Other in his mortal solitude. The Other becomes my neighbour precisely through the way the face summons me, calls for me, begs for me, and in so doing recalls my responsibility, and calls me into question.

Levinas in therapy

2018 ◽  
Vol 28 (3) ◽  
pp. 279-297
Author(s):  
Bob Plant
Keyword(s):  
Emmanuel Levinas ◽  
The Other ◽  
Potential Significance ◽  
Therapeutic Practice ◽  
Face To Face ◽  
Critical Questions ◽  
Conceptual Apparatus ◽  
The Face ◽  
Short Explanation ◽  
The Way

Emmanuel Levinas’ semi-phenomenological analyses of the “face-to-face” encounter with “the other” are frequently alluded to in the therapeutic literature. Indeed, for some therapists, Levinas provides the conceptual apparatus to reconfigure traditional therapeutic practice. While acknowledging the importance of his work, in this article I raise critical questions about the way Levinas’ ideas are often used by psychotherapists. The discussion is divided into five sections: First, I provide a short explanation of the motivations for writing this paper. Second, I offer an overview of some prominent themes therapists typically draw from Levinas’ writings. Next, I present my own reconstruction of the face-to-face encounter. Then, drawing on the previous reconstruction, I outline the main questions Levinas-inspired therapists need to address. Finally, I reconsider the potential significance of Levinas’ work for therapists.

scholarly journals The benefits of good tutor-student relationships in the first year

2019 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
Help Seeking ◽  
Well Being ◽  
First Year ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Hands On ◽  
The Face ◽  
Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

scholarly journals Changing the face of academic skills workshops

2020 ◽  
Author(s):  
Sheryl Mansfield
Keyword(s):  
Summative Assessment ◽  
Academic Skills ◽  
First Year ◽  
First Year Students ◽  
Academic Confidence ◽  
Face To Face ◽  
Confidence Levels ◽  
Forward Guidance ◽  
The Face ◽  
Learning Development

The flipped approach offers flexibility in the way students learn and was adopted within Learning Development workshops to improve academic skills. Academic skills are predominantly taught using passive content, however the flipped approach looks to change the emphasis and provide active opportunities to understand taught knowledge. The sessions were delivered alongside self-paced, online, asynchronous content to scaffold academic skills and feed-forward guidance to inform summative assessment preparation. The objective was to assess the effectiveness of the flipped approach in delivering academic skills. A cohort of 50 first year students completed three face-to-face academic skills sessions together with the asynchronous content. Each were themed to develop different academic skills using subject specific examples. Attendance data was collected and a survey was used to evaluate the asynchronous content and measure the self-perceived academic confidence levels of students. To measure the success of the flipped approach this data was analysed together with the number of attempts at each e-tivity and the formative and summative grades. Results demonstrated those who attended two or more sessions (57.7% +/- 1.43) had a significantly higher summative score (p=0.041) than those who attended 1 or less (51.7% +/- 2.73). The summative grades and the number of attempts at the asynchronous content demonstrated a positive linear relationship for e-tivity 1 to 3. Overall the academic confidence improved in nearly a third of all students for each e-tivity and 17 students (54.8%) stated that they preferred the flipped approach in developing their academic skills. This emphasises that the flipped approach is an effective method to improve summative grades and deliver academic skills.

Face to Face, Hand to Hand: Relations of Exchange in Hamlet

2019 ◽  
pp. 109-131
Author(s):  
Emily Shortslef
Keyword(s):  
The Self ◽  
The Other ◽  
Ethical Relation ◽  
Face To Face ◽  
Mutual Awareness ◽  
The Face ◽  
Sense And Respond ◽  
The Way

In this essay, Emily Shortslef reads three linked encounters between Hamlet and Laertes in Act 5 of Hamlet—their fight at Ophelia’s grave, Hamlet’s recollection of this event in his subsequent expression of remorse, and their fatal duel before Claudius—in relationship to Levinas’s conceptualization of the face-to-face encounter as the ethical relation. She shows how Levinas’s notion of the self as constituted through the encounter with irreducible and unknowable alterity makes these scenes visible as moments in which the self is called into question by the other. At the same time, in contrast to Levinas’s famously asymmetrical concept of relationality and responsibility, the relationality that emerges in these scenes—one generated by the risk inherent in fighting on stage—necessitates mutual awareness of the other’s presence, careful attunement to movement, and reciprocal gestures of provocation and response. Each character discloses himself through the way that their facing bodies sense and respond to the other’s motion. In these antagonistic but collaborative encounters between Hamlet and Laertes, Shakespeare stages a relation of exchange that at the end of the play will also enable an exchange of forgiveness.

scholarly journals Lessons From Starting a New Subspecialty in a Rural State

2020 ◽  
Vol 7 (6) ◽  
pp. 986-988
Author(s):  
Paul Rosen ◽  
Charles Mullett
Keyword(s):  
First Year ◽  
Work Absence ◽  
Patient Access ◽  
Patient Centered ◽  
Face To Face ◽  
The Social ◽  
Care Approach ◽  
The Face ◽  
Rural State ◽  
Team Based Care

In starting a new pediatric rheumatology service in a rural state, we designed the practice to focus on patient access, patient quality, and patient experience. We created a clinical experience that starts with an intake call to optimize the face-to-face visit. A team-based care approach is used. Weekend appointments are offered to avoid school and work absence. The social determinants of health are addressed. In our first year, our patients have reported their appreciation for a high-touch, patient-centered experience.

scholarly journals Reflections on Teaching Speaking for EFL Students in an Online Environment

2021 ◽  
Vol 27 (2) ◽  
pp. 160-164
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Larissa Morar
Keyword(s):  
Online Teaching ◽  
Foreign Languages ◽  
Online Environment ◽  
Health Crisis ◽  
Online Platform ◽  
Face To Face ◽  
The Face ◽  
Efl Students ◽  
Major Shift ◽  
The Way

Abstract The health crisis due to the pandemic has greatly changed many aspects of our lives including the way we teach foreign languages. Online teaching has prevailed over the face-to-face one, and educators and learners alike had to adjust to this major shift. This article is meant to provide some of our findings based on our experience while teaching speaking on Moodle online platform. The first part discusses the benefits and the drawbacks of the online environment, then it presents some of the most important aspects of speaking, and in the end, it focuses on the challenges of online teaching while trying to enhance students’ speaking skills. Speaking is one of the most desirable skills because it enables students to communicate effectively, and teaching this ability online has been challenging but also rewarding.

Using the Personal Response Systems to Enhance Student Learning

2006 ◽  
pp. 140-154 ◽  
Author(s):  
Kevin Hinde ◽  
Andrew Hunt
Keyword(s):  
Learning Experience ◽  
First Year ◽  
Lecture Hall ◽  
Face To Face ◽  
Personal Response Systems ◽  
Business Studies ◽  
The Face ◽  
Response Systems ◽  
Face To Face Learning ◽  
Introductory Economics

Recent increases in class size in higher education have focused more attention on the nature of the face-to-face learning experience. This chapter examines how a keypad technology facilitates active learning in the lecture hall using a number of pedagogically proven approaches. We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Interestingly, we find less statistical support for the benefits of using the technology to allow students to respond anonymously, and explore some reasons for this result. Finally, we demonstrate our use of the tool to engage in teaching the Prisoner’s Dilemma game. This forms part of the emerging knowledge on how to teach classroom experiments using keypad technology.

Former prisoners between non-category and invisibility: The Romanian experience

2020 ◽  
Vol 67 (4) ◽  
pp. 427-446
Author(s):  
Ioan Durnescu ◽  
Andrada Istrate
Keyword(s):  
Social Contexts ◽  
The State ◽  
Personal Accomplishment ◽  
First Year ◽  
Former Prisoners ◽  
The Face ◽  
Feasible Outcome ◽  
Release From Prison ◽  
The Way

In this study, we examine the re-entry of 58 people during the first year following their release from prison. Our objective was to gain a more comprehensive perspective on the experience of release from a Romanian prison. We take into account three important dimensions that set the tone and tenor of life after prison: (1) the state as a truant agent in the process of release, (2) family, and (3) employment and other means of becoming economically active, such as hustling (Thieme, 2018) or foraging (Sugie, 2018). We argue that the existent re-entry legislation (or lack thereof) coupled with the way policymakers define the notion of personhood for the former inmate embarks prisoners on a journey widely disconnected from their relevant social contexts. As a consequence, the challenges associated with re-entry are disregarded, and prisoners, once released, become invisible or a ‘non-category’. Successful re-entry, we argue, is a personal accomplishment in the face of adversities, rather than a feasible outcome afforded by structural conditions.

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