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Everyday Language (everyday + language)
Selected AbstractsHyper Talk: Sampling the Social Construction of ADHD in Everyday LanguageANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2001Scot Danforth This article examines the ways that meanings about the concept Attention Deficit Hyperactivity Disorder (ADHD) are socially constructed within the everyday language use of lay persons. The 224 language events referencing ADHD, including media sources, were recorded in journals by student assistants. These data reveal five patterned ways that lay persons appropriate and interpret discourses originating in medical and school communities of practice. Conclusions raise issues about the moral opportunities and responsibilities afforded and occluded by specific discourse practices. [source] In Memoriam: Mordecai Kaffman, M.D. (1917,2005)FAMILY PROCESS, Issue 2 2005Yoel Elizur Ph.D. A word of warning: the following ideas will be presented in plain everyday language, avoiding any type of professional lexicon. It may be that this down-to-earth form of presentation will disappoint some of my potential readers who are accustomed to peruse material presented in sophisticated meta-systemic language. All I can do is plead guilty, and in self-defense put forward two arguments. First, that I cannot escape the universal truth, "the style is the man," and second, that the simple ideas which I am to present here are all, without exception, the result of concrete clinical experience, with no admixture of theoretical armchair speculation. [source] ,She's manipulative and he's right off': A critical analysis of psychiatric nurses' oral and written language in the acute inpatient settingINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 2 2006Bridget Hamilton ABSTRACT:, Remarks such as ,she's manipulative' and ,he's right off' are familiar to psychiatric nurses. This paper critiques the language nurses use in acute inpatient psychiatry services, highlighting the diverse discourses implicated in nurses' writing and speaking about patients. Based on a review of the literature, this paper examines ethnographic studies and discourse analyses of psychiatric nurses' oral and written language. A prominent debate in the literature surrounds nurses' use of standardized language, which is the use of set terms for symptoms and nursing activities. This review of spoken descriptions of patients highlights nurses' use of informal and local descriptions, incorporating elements of moral judgement, common sense language and empathy. Research into written accounts in patient files and records show nurses' use of objectifying language, the dominance of medicine and the emergence of the language of bureaucracy in health services. Challenges to the language of psychiatry and psychiatric nursing arise from fields as diverse as bioscience, humanism and social theory. Authors who focus on the relationship between language, power and the discipline of nursing disagree in regard to their analysis of particular language as a constructive exercise of power by nurses. Thus, particular language is in some instances endorsed and in other instances censured, by nurses in research and practice. In this paper, a Foucauldian analysis provides further critique of taken-for-granted practices of speech and writing. Rather than censoring language, we recommend that nurses, researchers and educators attend to nurses' everyday language and explore what it produces for nurses, patients and society. [source] The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual changeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2010Jazlin Ebenezer Abstract The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N,=,33) in the experimental group achieved significantly higher scores (p,<,0.001) than students in the control group (N,=,35) taught by traditional teaching methods. Qualitative analysis of students' pre- and post-teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre- to post-teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre- to post-teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25,46, 2010 [source] "Maestro, what is ,quality'?": Language, literacy, and discourse in project-based scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2001Elizabeth B. Moje Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469,498, 2001 [source] How translations of Freud's writings have influenced French psychoanalytic thinking,THE INTERNATIONAL JOURNAL OF PSYCHOANALYSIS, Issue 4 2010Jean-Michel Quinodoz Translations of Freud,'s writings have had a lasting influence on psychoanalytic thinking in France. They have, all the same, given rise to some conceptual distortions as regards the ego and the id, the ideal ego and the ego ideal, and splitting. Lacan's ,return to Freud,' certainly reawakened interest in Freud,'s writings; however, by focusing mainly on Freud,'s early work, Lacan's personal reading played down the importance of the texts Freud wrote after his metapsychological papers of 1915. The fact that there is no French edition of Freud,'s complete works makes it difficult for French psychoanalysts to put them in a proper context with respect to his developments as a whole. The Oeuvres Complètes [Complete Works] edition may well turn out to be the equivalent of the Standard Edition, but it is as yet far from complete , and, since the vocabulary employed is far removed from everyday language, those volumes already in print tend to make the general public less likely to read Freud. In this paper, the author evokes certain questions that go beyond the French example, such as the impact that translations have within other psychoanalytic contexts. Now that English has become more or less the lingua franca for communication between psychoanalysts, we have to face up to new challenges if we are to avoid a twofold risk: that of mere standardization, as well as that of a ,Babelization' of psychoanalysis. [source] | ||||||||||