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Theoretical Content (theoretical + content)
Selected AbstractsEveryday Family Life: Dimensions, Approaches, and Current ChallengesJOURNAL OF FAMILY THEORY & REVIEW, Issue 2 2009Anna Rönkä The aim of this systematic literature review was to identify, categorize, and evaluate the empirical research that has been conducted on everyday family life. Fifty-three empirically based articles focusing on everyday family life were included in the analysis, which focused on the conceptual, empirical, and theoretical content. According to our review, everyday family life comprises three dimensions: emotions, actions, and temporality. It is a continuously constructed process in which family members transmit emotions, engage in activities, and schedule timetables in the course of interactions with each other and with the wider social context. Three empirical or theoretical approaches were identified: the emotion transmission approach, the cultural activity approach, and the constructionist approach, all of which adopt research methods and concepts sensitive to daily fluctuations. [source] Violence education in nursing: critical reflection on victims' storiesJOURNAL OF FORENSIC NURSING, Issue 1 2008Angela Frederick Amar PhD Abstract Violence against women is a major public health concern. This paper describes an educational strategy to increase nursing students' understanding of the experience of violence and to foster recognition and intervention with victims of violence. Students in an elective course were asked to critically reflect on the personal stories of victims/survivors of violence. The assignment provided four learning opportunities that include examination of societal myths on sexual victimization, understanding the lived experience of the victim, exploration of personal beliefs and values, and the relationship of the individual's experience to theoretical content of the course. Students gave permission for the use of quotes from papers to illustrate the learning opportunities. [source] THE COMMUNITY VIEW REVISITEDMETAPHILOSOPHY, Issue 5 2007CLAUDINE VERHEGGEN Abstract: Joining a vast Wittgensteinian anti-theoretical movement, John Canfield has argued that it is possible to read the claims that (1) "language is essentially communal" and (2) "it is conceptually possible that a Crusoe isolated from birth should speak or follow rules" in such a way that they are perfectly compatible, and, indeed, that Wittgenstein held them both at once. The key to doing this is to drain them of any theoretical content or implications that would put each claim at odds with the other. I argue here, first of all, that it is not possible to detheorize both (1) and (2) and still hope to say anything illuminating about the nature of language. In fact, Canfield himself does not succeed in detheorizing both (1) and (2) but ends up trivializing (1) and leaving (2) with quite a bit of theoretical content. I further argue, however, that this is getting the matter the wrong way around. Contra Canfield et al., it is only when we recognize this that we can appreciate how radical and innovative Wittgenstein's claims about language really are. [source] Irish nursing students' experiences of service learningNURSING & HEALTH SCIENCES, Issue 4 2008Dympna Casey rgn Abstract Service learning is a teaching tool that facilitates students' ability to link theory to practice while simultaneously providing a needed service to the community. This paper describes Irish nursing students' experiences of a service learning placement undertaken in a developing country. The students complete 30 h of theoretical content, which includes lectures and workshops on such topics as personal safety, health, and human rights, as well as the preparation of students for the emotional impact of the experience. All the content is underpinned by a commitment to developing reciprocal relationships with the service learning communities. To explore these students' experiences, a descriptive qualitative study was conducted. The data were collected using interviews and were analyzed by thematic analysis. Four main themes were identified: developing cultural sensitivity, caring for people in different cultures, learning/knowing more, and the potential impact on nursing practice. The findings suggest that the students are more culturally aware and are becoming more responsible citizens. [source] SIMDE: An educational simulator of ILP architectures with dynamic and static schedulingCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2007I. Castilla Abstract This article presents SIMDE, a cycle-by-cycle simulator to support teaching of Instruction-Level Parallelism (ILP) architectures. The simulator covers dynamic and static instruction scheduling by using a shared structure for both approaches. Dynamic scheduling is illustrated by means of a simple superscalar processor based on Tomasulo's algorithm. A basic Very Long Instruction Word (VLIW) processor has been designed for static scheduling. The simulator is intended as an aid-tool for teaching theoretical contents in Computer Architecture and Organization courses. The students are provided with an easy-to-use common environment to perform different simulations and comparisons between superscalar and VLIW processors. Furthermore, the simulator has been tested by students in a Computer Architecture course in order to assess its real usefulness. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ 14: 226,239, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20154 [source] | ||||||||||