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Own Contexts (own + context)
Selected AbstractsThe practitioner perspective on the modeling of pedagogy and practiceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2008S. De Freitas Abstract The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them. [source] Understanding families in their own context: schizophrenia and structural family therapy in BeijingJOURNAL OF FAMILY THERAPY, Issue 3 2002Lawrence Hsin Yang Evidence from a number of family intervention strategies demonstrates a beneficial impact on the course of schizophrenia. It appears that different family interventions have generic features that aid the patient to avoid relapse and improve functioning. A significant challenge for researchers is to modify these generic strategies to be sensitive to different cultural groups in order to ensure their effectiveness. Chinese culture, with its distinct cultural norms governing family interaction and intense stigma towards the mentally ill, would seem to raise a particular challenge. This paper offers an account of an eclectic model of structural family therapy that incorporates psychoeducation and behavioural treatments for schizophrenia as a theoretical guide to working in a cross,cultural context. A Beijing family, consisting of parents and their daughter with schizophrenia, were seen for sixteen months during a trial of family intervention in China. Through structural family concepts, China's sociocultural context of treatment resource constraints, population policy and stigma are examined and the impact of the illness on family organization is explored. [source] Reviewing child deaths,learning from the American experience,CHILD ABUSE REVIEW, Issue 2 2005Lisa Bunting Abstract Current systems for investigating child deaths in England, Wales and Northern Ireland have come under intense scrutiny in recent years and questions have been raised about the accuracy of child death investigations and resulting statistics. Research has highlighted the ways in which multidisciplinary input can contribute to investigative and review processes, a perspective which is further supported by recent UK policy developments. The experience of creating multidisciplinary child death review teams (CDRTs) in America highlights the potential benefits the introduction of a similar system might have. These benefits include improved multi-agency working and communication, more effective identification of suspicious cases, a decrease in inadequate death certification and a broader and more in-depth understanding of the causes of child deaths through the systematic collection and analysis of data. While a lack of funding, regional coordination and evaluation limit the impact of American CDRTs, the positive aspects of this process make it worthwhile, and timely, to consider how such a model might fit within our own context. Current policy developments such as the Home Office review of coroner services, the Children Bill and related Department for Education and Skills (DfES) work on developing screening groups demonstrate that strides have been made in respect of introducing a multidisciplinary process. Similarly, the development of local protocols for the investigation and[sol ]or review of child deaths in England, Wales and Northern Ireland highlights an increased focus on multidisciplinary processes. However, key issues from the American experience, such as the remit of CDRTs[sol ]screening panels, the need for national coordination and the importance of rigorous evaluation, can inform the development of a similar process in the UK. Copyright © 2005 John Wiley & Sons, Ltd. [source] Philosophical Arguments, Historical Contexts, and Theory of Education1EDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2007Daniel Tröhler Abstract This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that ,timeless truths' are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self-awareness is believed to be the proper starting position for theoretical statements about education. [source] The practitioner perspective on the modeling of pedagogy and practiceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2008S. De Freitas Abstract The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them. [source] The Mental Capacity Act 2005: implications for dietetic practiceJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 4 2007C. Lyons Abstract The Mental Capacity Act (MCA) 2005 will be implemented in England and Wales in 2007 and have consequences for dietitians who work with people who may lack capacity to make specific decisions. This paper will explore issues arising from the introduction of the Act and considers the implications for dietitians involved in the delivery of clinical care, using enteral feeding as an illustrative example. If patients lack capacity to make specific decisions, dietitians will be required to record if, how and why they reached a decision, how they are involved in the decision making process and need to be able to justify their actions in relation to those decisions. This paper discusses the importance of dietitians' involvement in best interests decision making and considers the implications of decision making where people have drawn up a Lasting Power of Attorney. The role of such advance decisions is discussed and consideration is given to the potential compatibility of perspectives between the patient and family that may give rise to disputes. Dietitians may be well placed within multidisciplinary team working to ensure patients and their carers are part of the decision making process through effective communication and support for patients. Dietitians in England and Wales must consider the implications of the MCA upon their clinical practice and others outside these jurisdictions may like to reflect on the relevance of such developments in their own contexts. [source] From gap gazing to promising cases: Moving toward equity in urban education reform,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2001Alberto J. Rodriguez A case analysis of the Miami-Dade Urban Systemic Initiative is presented in this article, citing this initiative as one of the sites with the greatest promise for affecting equity issues. Using a grounded-theory methodological approach, a general framework for systemic reform was developed as a tool to examine the particulars of systemic reform initiatives and their potential to impact the teaching and learning of science and mathematics in diverse school contexts. It was found that to better understand the effectiveness of systemic reform initiatives requires answering two basic questions: What is the (pedagogical and ideological) systemic conceptual clarity guiding the reform efforts? And, what is the operational approach? Once answers to these questions are found, it becomes easier to explore how key officials are implementing or not implementing other aspects of systemic reform. The article also explains why less attention should be given to student outcomes (based on standardized tests) as the main indicator of success in systemic reform. Instead, it is proposed that insights gained from studying the particulars of promising initiatives can help others stimulate systemic reform in their own contexts, especially in urban contexts, which usually have few resources and a large population of students who are traditionally underserved. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1115,1129, 2001 [source] The Reintroduction of Ethics to Eighteenth-Century Literary StudiesLITERATURE COMPASS (ELECTRONIC), Issue 7 2010Elizabeth Kraft The 1980s and 1990s witnessed a ,turn to ethics' in literary criticism in general and in criticism of the literature of the long 18th century in particular. Wayne Booth's The Company We Keep was instrumental in turning our attention to the relationship between books and readers, a relationship that he figured as a ,friendship' with the kinds of ethical demands that attend all friendships. A highly regarded work, Company influenced subsequent studies, such as my Character and Consciousness in Eighteenth-Century Comic Fiction, but it was not until critics such as Melvyn New and Donald Wehrs began to situate literary analysis in terms drawn from the philosophy of Emmanuel Levinas that ,ethical criticism' of the field would become an identifiable ,school' of 18th-century studies. Building on, but diverging from, the political emphases of race, class, and gender, ethical critics insist on the ,otherness' of the text and its resistance to our ideologies and assumptions. My Women Novelists and the Ethics of Desire, for example, reads the works of women writers as statements of ethical agency rather than as evidence of political objectification. Edward Tomarken's Genre and Ethics similarly attends to the voices of literary works in their own contexts, meeting them face-to-face (in Levinasian terms) before asking questions regarding political implications or assumptions. The ,turn to ethics' is not a turn away from politics, however, for the impact of the ethical encounter will have real-world consequences. Therefore, ecocriticism and disability studies are likely to become growth areas in 18th-century ethical readings in the near future as these concerns surfaced in the period itself and are two subjects that dominate our own social, political, and ethical lives as well. [source] | |||||||||||||