Coleridge: Lectures on Shakespeare (1811-1819)

2016 ◽  
Author(s):  
Samuel Taylor Coleridge
Keyword(s):  
William Hazlitt ◽  
Background Context

This book comprises a freshly composed edition of Samuel Taylor Coleridge's 1811–12 Lectures on Shakespeare and Milton and 1818–19 Lectures on Shakespeare. Coleridge is a foundational figure in Shakespeare criticism, and remains to this day one of the most incisive and best. The book provides a background context into Coleridge's lectures on Shakespeare, and looks into Coleridge's life and career, giving special attention to his position as a lecturer as well as the general content of his lectures. The book also explores Coleridge's relationships with August Wilhelm Schegel and William Hazlitt and their own scholarship on Shakespeare's oeuvre.

scholarly journals Irrelevant background context decreases mnemonic discrimination and increases false memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Mihály Racsmány ◽  
Dorottya Bencze ◽  
Péter Pajkossy ◽  
Ágnes Szőllősi ◽  
Miklós Marián
Keyword(s):  
Recognition Test ◽  
False Recognition ◽  
Pattern Separation ◽  
Hippocampal Function ◽  
Memory Research ◽  
Early Dementia ◽  
Similar Information ◽  
Behavioral Score ◽  
The Cost ◽  
Background Context

AbstractOne of the greatest commonplaces in memory research is that context improves recall and enhances or leaves recognition intact. Here we present results which draw attention to the fact that the reappearance of irrelevant and unattended background contexts of encoding significantly impairs memory discrimination functions. This manuscript presents the results of two experiments in which participants made indoor/outdoor judgements for a large number of object images presented together with individual, irrelevant and presumably unattended background scenes. On a subsequent unexpected recognition test participants saw the incidentally encoded target objects, visually similar lures or new foil objects on the same or new background scenes. Our results showed that although the reappearance of the background scene raised the hit rate for target objects, it decreased mnemonic discrimination, a behavioral score for pattern separation, a hippocampal function that is affected in early dementia. Furthermore, the presence of the encoded background scene at the recognition test increased the false recognition of lure objects, even when participants were explicitly instructed to neglect the context scene. Altogether these results gave evidence that if context increases recognition hits for target memories, it does so at the cost of increasing false recognition and diminished discriminability for similar information.

Exploring The Background, Context And Stressors Of Caregiving To Elderly Burned Patients: A Qualitative Inquiry

2021 ◽  
Author(s):  
Jonathan Bayuo ◽  
Patience Aniteye ◽  
Solina Richter ◽  
Pius Agbenorku
Keyword(s):  
Process Model ◽  
Burn Injury ◽  
Informal Caregivers ◽  
Informal Caregiving ◽  
Qualitative Inquiry ◽  
Lifestyle Changes ◽  
Elderly Persons ◽  
Home Setting ◽  
Qualitative Descriptive ◽  
Background Context

Abstract Elderly persons are at risk of experiencing burns and require support from both formal and informal caregivers. Informal caregiving in this situation has been minimally explored. Guided by the Stress Process Model, this study aimed at exploring the background, context, and stressors of informal caregivers of elderly burned persons during hospitalisation. A qualitative descriptive design was utilised. Purposive sampling approach was used to recruit fourteen (14) informal caregivers who rendered care to elderly burned persons during hospitalisation. Interviews were conducted and transcribed verbatim following which directed content analysis was undertaken deductively. Three categories and six sub-categories emerged which characterise the background, context, and stressors of informal caregiving to elderly burn patients. All the injuries occurred in the home setting and its sudden nature led to varied post-burn emotional responses which characterised the context of burns caregiving. Primary stressors that emerged were related to the injury, actual caregiving demand, and concerns regarding increasing frailty levels. Secondary stressors identified were financial concerns and lifestyle changes. The findings suggest that the occurrence of burn injury served as a precursor to post-burn stress response among informal caregivers. Increasing frailty levels, adequacy of household safety measures and financial issues were key concerns which emphasise the need for psychosocial/ transitional support, innovative healthcare financing measures and continuing education on burns prevention in the home setting.

scholarly journals Unravelling the Role of Socioeconomic Forces in the Early Stage of COVID-19 Pandemic: A Global Analysis

2021 ◽  
Vol 18 (12) ◽  
pp. 6340
Author(s):  
Kostas Rontos ◽  
Maria-Eleni Syrmali ◽  
Luca Salvati
Keyword(s):  
Early Stage ◽  
Global Analysis ◽  
Healthcare Services ◽  
Large Set ◽  
Health Crisis ◽  
Transmission Mechanisms ◽  
Virus Dissemination ◽  
Sustainable Health ◽  
Background Context

The COVID-19 pandemic has rapidly evolved into an acute health crisis with extensive socioeconomic and demographic consequences. The severity of the COVID-19 pandemic requires a refined (and more comprehensive) understanding of virus dissemination over space, transmission mechanisms, clinical features, and risk factors. In line with this assumption, the present study illustrates a comparative, empirical analysis of the role of socioeconomic and demographic dimensions in the early stages of the COVID-19 pandemic grounded on a large set of indicators comparing the background context across a global sample of countries. Results indicate that—in addition to epidemiological factors—basic socioeconomic forces significantly shaped contagions as well as hospitalization and death rates across countries. As a response to the global crisis driven by the COVID-19 pandemic, all-embracing access to healthcare services should be strengthened along with the development of sustainable health systems supported by appropriate resources and skills. The empirical findings of this study have direct implications for the coordination of on-going, global efforts aimed at containing COVID-19 (and other, future) pandemics.

Two Types of Interpersonal Listening

2010 ◽  
Vol 112 (11) ◽  
pp. 2743-2762
Author(s):  
Leonard J. Waks
Keyword(s):  
Research Design ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Research Question ◽  
Presidential Address ◽  
Philosophy Of Education ◽  
Focused Attention ◽  
Education Society ◽  
Background Context ◽  
Objective Research

Background/Context Although the concept of listening had been neglected by philosophers of education, it has received focused attention since 2003, when Sophie Haroutunian-Gordon addressed it in her presidential address to the Philosophy of Education Society. Purpose/Objective/Research Question/Focus of Study Haroutunian-Gordon offered a cognitive theory of listening, according to which an act of listening involves raising questions about both the speaker's utterance and the listener's own beliefs. Research Design This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening, a cognitive (thinking) type and a noncognitive (empathic feeling) type. Findings/Results By considering a number of familiar classroom incidents, I show that both kinds of listening have important roles in teaching and learning. Conclusions/Recommendations I conclude by questioning whether the empathic type of listening can directly be taught. I conclude that it cannot be, but that teachers can provide three kinds of “helps” indirectly to foster its growth in learners.

Mapping Curricular Assemblages

2019 ◽  
Vol 121 (11) ◽  
pp. 1-32
Author(s):  
Paul William Eaton ◽  
Petra Munro Hendry
Keyword(s):  
Research Design ◽  
Theoretical Concepts ◽  
Educative Process ◽  
Data Points ◽  
Relational Capacities ◽  
Background Context ◽  
Contemporary Schooling

Background/Context This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being∼becoming.

Privacy and libraries in the case of Japan

IFLA Journal ◽  
2018 ◽  
Vol 44 (3) ◽  
pp. 223-228 ◽  
Author(s):  
Yasuyo Inoue
Keyword(s):  
Case Studies ◽  
East Asian ◽  
Asian Nation ◽  
Background Context ◽  
The Way

This essay introduces the concept of privacy from the perspective of the East Asian nation of Japan. Firstly, it provides background context to how privacy is viewed in the country; then it discusses relevant legislative approaches to the protection of privacy in Japan. It goes on to discuss privacy in relation to its relevance to libraries, illustrated with two case studies, before concluding with some suggestions as to the way forward in Japan.

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