3,230 research outputs found
'Pilings of Thought Under Spoken': The Poetry of Susan Howe, 1974-1993.
No full textPhDThis thesis discusses the poetry published by contemporary American poet Susan
Howe over a period of almost two decades. The dissertation is chiefly concerned with
articulating the relationship between poetic form, history, and authority in this body
of' work. Howe's poetry dredges the past for the linguistic effects of patriarchy,
colonialism and war. My reading of the work is an exploration of the ways in which a
disjunctive poetics can address such historical trauma. The poems, rather than
attempting to reinstate voices lifted from what Howe has called "the dark side of
history", are a means of reflecting the resistance that the past offers to contemporary
investigation. It is the effacement, and not the recovery, of history's victims, that is
discernible in the contours of these highly opaque texts. Notions of authority are most
often addressed in the poetry through the figure of paternal absence, which has a
threefold function in the work, serving to represent social authority, an aporetic
conception of divinity and an autobiographical narrative. Alongside the antiauthoritarian
currents in the writing - critiques, for example, of the doctrine of
Manifest Destiny or of scapegoating versions of femininity - my thesis stresses Howe's
engagement with negative theology and with a strain of American Protestant
enthusiasm that has its roots in 17th century New England. The dissertation explores
the dissonance caused by the co-existence in the poetry of elements of political dissent
and religious mysticism. Finally, I consider Howe's engagement with literary history
and authors such as Shakespeare, Swift, Thoreau and Melville. The manner in which
Howe deploys the words of others in her work, I argue, allows for a mixture of textual
polyphony and a more conventional notion of authorial 'voice'
Red Cardinal, White Snow
No full textIn Red Cardinal, White Snow, Susan Ayres tells us in the first poem that childhood is not a meadow, and she will document the spirit shatter of mental illness and family trauma. But these stunning poems do so for the sake of talking back to ruin, showing us the beauty of love under pressure, how illumination coexists with heartache, and disorder strengthens kindness. These poems are a master class in the art of becoming human. ~Betsy Sholl
The poems in Red Cardinal, White Snow by Susan Ayres allow readers to touch “the broken membrane between sanity and terror.” That membrane has all the voltage and punch of a live wire, but the powerful, heart-heavy, and earthy, images ground us, keep us safe as we are reminded how shockingly fragile living and loving well can be. ~Tomás Q. Morín
In Red Cardinal, White Snow, the poet’s work has been to mold the mud of experience into a vase of words. And she has succeeded by calling on all the shaping devices of poetic form. From the brilliant title and perfectly chosen Octavio Paz epigraph, to the striking metaphors, and memorable diction (“susurrated stories”), Ayres’ poems transform howls of anguish into art. What an accomplishment. ~Bonnie Lyons, author of So Fa
R. Williams letter to Mrs. Susan M.Weirman, July 21, 1896
No full textResponse letter from R. Williams to Susan M. Wierman [sometimes spelled Weirman] following up on a visit from photographer M. Wooley, presumably to snap photographs of Susan and the Lundy home to accompany Williams' biographical essay on Lundy. Williams sends along Wooley's letters and requests additional information from Ms. Wierman about the life and times of some meeting houses significant in the life and times of her father, anti-slavery activist and abolitionist periodical publisher Benjamin Lundy. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Subjective Versus Objective: An Exploratory Analysis of Latino Primary Care Patients With Self-Perceived Depression Who Do Not Fulfill Primary Care Evaluation of Mental Disorders Patient Health Questionnaire Criteria for Depression
No full textObjective: Identification and treatment of depression may be difficult for primary care providers when there is a mismatch between the patient’s subjective experiences of illness and objective criteria. Cultural differences in presentation of symptoms among Latino immigrants may hinder access to care for treatment of depression. This article seeks to describe the self-perceptions and symptoms of Latino primary care patients who identify themselves as depressed but do not meet screening criteria for depression.
Method: A convenience sample of Latino immigrants (N = 177) in Corona, Queens, New York, was obtained from a primary care practice from August 2008 to December 2008. The sample was divided into 3 groups according to whether participants met Patient Health Questionnaire diagnostic criteria for depression and whether or not participants had a self-perceived mental health problem and self-identified their problem as “depression” from a checklist of cultural idioms of distress. Psychosocial, demographic, and treatment variables were compared between the 3 groups.
Results: Participants’ descriptions of symptoms had a predominantly somatic component. The most common complaints were ánimo bajo (low energy) and decaimiento (weakness). Participants with “subjective” depression had mean scores of somatic symptoms and depression severity that were significantly lower than the participants with “objective” depression and significantly higher than the group with no depression (P < .0001).
Conclusions: Latino immigrants who perceive that they need help with depression, but do not meet screening criteria for depression, still have significant distress and impairment. To avoid having these patients “fall through the cracks,” it is important to take into account culturally accepted expressions of distress and the meaning of illness for the individual.Peer reviewe
How to assess higher-order thinking skills: in your classroom
No full textEducators know it is important to get students to engage in higher-order thinking. But what does higher-order thinking actually look like? And how can K-12 classroom teachers asses it across the discipline? Author, consultant, and former classroom teacher Susan M. Brookhaart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if children are actually displaying the kind of complex thinking the current content standards emphasize
Walk Like the Bird Flies
No full textThese poems transport us from Texas desert landscapes to New England mountains to Adriatic tavernas, festivals, and landmarks, and at the same time they offer vivid confrontations with the elements of the natural world—mud, fire, water, forests, the wind that possibly “[carries] messages from beyond”—treating both foreign cities and nature’s manifestations as phenomena to observe and honor through the eyes of an estranged but receptive traveler. Susan Ayres fuses images from inner and outer landscapes, raising questions that can’t be answered and perspectives that can’t be contained but nevertheless offer sparks of revelation in poem after poem.
–Leslie Ullman, (The You That All Along Has Housed You and Library of Small Happiness)
“Listen to me as one listens to the rain,” Susan Ayres begins this incredible journey, because only when she listens to the rain can her imagination wander and guide us through a history and geography that is at once personal and cosmic in its reach. Indeed, she ends with a long poem that itself carries us from “from silkworms to / Skies.” But what is even more exciting, and so skillfully done, is the kind counterpointing that moves us from a medieval bridge in Slovenia to the American west to a contemporary beach to Led Zeppelin, a combination that requires great skill and vision. And skill and vision are what we have here, giving us a new sense and appreciation of our world, for Ayres has given us poetry’s version of Galileo’s Starry Messenger.
–Richard Jackson, Author of The World as Framed: New and Select Poem
International year of older persons: Mentoring research project
No full textA report, by Judith MacCallum and Susan Beltman, Murdoch University, that identifies models of good practice of mentoring in school settings. The report looks at issues associated with the implementation of mentoring programs in school settings and key recommendations for consideration by Australian schools and education systems
Applying the Roper-Logan-Tierney Model in Practice
No full textManaging our own safety is thought to be a basic survival skill, which all individuals possess. We are not aware of managing our physiological homeostasis (for example, ensuring that our body cells are supplied with sufficient oxygen to produce the energy they need to function), and spend years learning to calculate and avoid risk from the external environment, The ability to control safety, including physiological homeostasis, and using physical ability and intellectual ability to manage risk, depends on a person’s stage in their lifespan development, their physical and mental wellbeing, their cognitive ability and the ability to control environmental factors such as housing, traffic, pollutants and even conflict. Throughout the world there are many differences in the types of hazards and risks that people are exposed to and just as many differences in the way that people manage their own safety. The inclusion of this AL in the Roper et al (1996, 2000) model is to draw your attention to the importance of being able to recognise the threats that exist to human survival and wellbeing and identify the impact that this may have upon any individual at any given time in their lives. In order to develop the knowledge that you need to apply it to your nursing practice, you will also need to read about the underlying physiology (how the body functions), pathophysiology (the disease process), psychology (thoughts, feelings and behaviours) and nursing practice in more depth. Several health psychology and psychology for nursing texts are referred to throughout this chapter, but physiology, pathophysiology and nursing practice are underpinned by core texts (Brooker & Nicol, 2011; Waugh & Grant, 2014). By understanding the processes involved in maintaining a safe internal and external environment for the person, you will learn to assess risk and plan care to maintain the safety of your patients. The model helps us to develop our understanding by focusing upon three key areas: • the human body's ability to protect itself and the biological mechanisms that it employs to carry this out • the ability that individuals have to make choices and take action to keep safe and free from danger • the identification and understanding of the dangers and hazards that exist in the surrounding environment (including the health care environment) and how they pose a threat to individual safety and wellbeing. These three areas will be discussed throughout this chapter within the framework of the model and will help to develop an understanding of the AL and enable nursing interventions to be as individualised and effective as possible. Often concern for our own health and safety only becomes heightened when we become ill, have an accident or hear about a tragedy or event that has had terrible human consequences. However, patient safety is essential for high quality health care, and a requirement in the United Kingdom Code for Nurses, Midwives and Health Visitors (Nursing and Midwifery Council, 2015) is to make the care and safety of people our main concern. Therefore, in nursing, we need to be able to assess and prevent risk, whether it arises from the person’s own health needs, or from the care we give and the way in which we give it. By using the framework of the Roper et al (1996, 2000) model in the following way we can begin to examine and identify how complex and varied health and safety issues really are and also identify the interrelatedness that exists between the other ALs. This chapter will therefore focus on the following: 1 The model of living • maintaining a safe environment in health and illness across the lifespan • dependence and independence in the activity of maintaining a safe environment • factors influencing the activity of maintaining a safe environment. 2 The model for nursing • the nursing care of individuals with health problems that affect their ability to undertake the activity of maintaining a safe environment • understanding of the hazards in the health care setting and how to promote patient safety effectivel
Pedagogy in a pandemic – COVID‐19 and virtual continuing medical education (vCME) in obstetrics and gynecology
No full text10.1111/aogs.13885ACTA OBSTETRICIA ET GYNECOLOGICA SCANDINAVICA996692-69
Preterm prelabour rupture of membranes: a retrospective cohort study of association with adverse outcome in subsequent pregnancy
No full text10.1111/1471-0528.14462BJOG-AN INTERNATIONAL JOURNAL OF OBSTETRICS AND GYNAECOLOGY124111698-170
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