5,336 research outputs found
Grief, chaplaincy and the non-religious prisoner
No full textThis chapter calls for a clearer distinction between religious and pastoral support. Prisoners experience bereavement at a very high rate and there are strong links between unresolved grief and offending, but what little bereavement support is provided tends to be available largely through prison chaplaincies. The experience of some criminal justice professionals is that many inmates feel uncomfortable accessing religious services and do not receive the help they need. It will be argued that multi-faith spaces, which seek to cater to inmates of all faiths and none, may be unable to support all offenders equally, and that the importance of effective pastoral care in the criminal justice system puts pressure on the Prison Service to do more to support those whom the chaplaincy cannot reach. A secular service independent from chaplaincies and their staff would be accessible to all, so that no prisoner feels alienated from vital support
Researching Bangladeshi Pupils’ Strategies for Learning to Read in (UK) Primary School Settings
No full textLanguage learning strategy research has focused on the actions of the individual language learner and investigated the links between successful learning and the strategies that such learners use. At the same time researchers studying beginner bilingual pupils learning English and learning to read in English in UK schools have also been interested in the strategies that such pupils employ in order to be successful learners and readers in their new language. This article reports on some of the findings from a study of the experiences of a small group of bilingual Bangladeshi pupils that took as its initial focus the strategies that the pupils called on in order to engage with learning to read in English (their L2) in their classroom. What emerged during the course of the study was that the strategies the pupils were employing could not be considered separately from the contexts in which the children were learning, and that the strategies children used were not simply strategies for learning to read or to learn English but were bound up with issues of identity and assimilation. The data thus challenge research that focuses exclusively on the individual learner or that treats context as simply another variable. The paper argues for a socio-cultural approach to research and pedagogy in relation to language learning and for the use of ethnographic method
Loss and People with Autism in Read
No full textExploring contemporary theory and practice surrounding loss and bereavement for people with an Intellectual Disability (ID), this book brings together international contributors with a range of academic, professional and personal experience. This authoritative edited book looks at diverse experiences of loss across this population whether it be loss due to transition, the loss or death of others, or facing their own impending death. The book begins by offering theoretical perspectives on loss and compassion, bereavement, disenfranchised grief, spirituality, and psychological support. It then addresses contemporary practice issues in health and care contexts and explores loss for specific communities with ID including children, individuals with autism, those in forensic environments, and those at the end of life. Identifying inherent challenges that arise when supporting individuals with ID experiencing loss, and providing evidence and case studies to support best practice approaches, this book will be valuable reading for students, academics and professionals in the fields of disability, healt
Encountering offenders in community palliative care settings: challenges for care provision
No full textBackground: There is very little research into the way that offender management strategies impinge on the practices and decision-making of palliative care personnel in community settings. Aims: To improve understanding of the challenges that community palliative care service providers encounter when caring for people who have been sentenced to custody and are under the supervision of the prison or probation services. Methods: This paper discusses one part of a larger multidisciplinary study on bereavement, loss and grief in the criminal justice system. It reports the findings from a focus group with 10 health professionals working within specialist community palliative care services. Thematic analysis was undertaken to identify and explicate the most significant themes arising from the transcript data. Results: There were situations where the participants were able to identify that patients were under the jurisdiction of the criminal justice system or had relatives in custody. Three themes emerged that highlighted distinctive aspects of providing care to this patient group. These themes were: patients under prison, probation or police supervision altered the dynamics of care provision; prisoners were restricted from supporting or contacting their dying relatives in the community; and participants (professionals) were obstructed from supporting patients at home because of criminal or antisocial behaviour by relatives of the dying. Conclusions: Health professionals face multiple challenges that curtail them from fully realising the aims of palliative care for patients and relatives under criminal justice supervision, in ways that merit further consideration and research.</p
Blood lead levels increase, but remain in normal range with severe weight reduction.
No full textHigh bone turnover states are known to raise blood lead levels (BPb). Caloric restriction will increase bone turnover, yet it remains unknown if weight reduction increases BPb due to mobilization of skeletal stores. We measured whole blood Pb levels (²⁰⁶Pb) by inductively coupled plasma mass spectrometry in 73 women (age 24–75 years; BMI 23– 61 kg/m²) before and after 6 months of severe weight loss (S-WL), moderate weight loss (M-WL), or weight maintenance (WM). Baseline BPb levels were relatively low at 0.2–6.0 μg/dl, and directly associated with age (r=0.49, P<0.0001). After severe WL (-37.4±9.3 kg, n=17), BPb increased by 2.1±3.9 μg/dl (P<0.05), resulting in BPb levels of 1.3–12.5 μg/dl. M-WL (-5.6±2.7 kg, n=39) and WM (0.3±1.3 kg, n=17) did not result in an increase in BPb levels (0.5±3.2 and 0.0±0.7 μg/dl, M-WL and WM, respectively). BPb levels increased more with greater WL (r=0.24, P<0.05). Bone turnover markers increased only with severe WL and were directly correlated with WL. At baseline, higher calcium intake was associated with lower BPb (r=-0.273, P<0.02), however, this association was no longer present after 6 months. Severe weight reduction in obese women increases skeletal bone mobilization and BPb, but values remain well below levels defined as Pb overexposure.This research was supported by the NIEHS sponsored UMDNJ Center for Environmental Exposures and Disease, Grant number: NIEHS P30ES005022, in part by NIH-AG12161, and a Busch Biomedical Award to SA Shapses.National Institutes of Health: AG12161, to S.A. ShapsesCharles & Johanna Busch Biomedical Grant, to S.A. ShapsesThe published version of this paper is available at: http://www.nature.com/je
Sue Lambert Bahasa Inggris Praktis Panduan ke Luar Negri Unit 11-15 Side 1
No full textRekaman panduan praktis belajar bahasa Inggris bekal ke luar negeri
Sue Lambert Bahasa Inggris Praktis Panduan ke Luar Negri Unit 1-10 Side 1
No full textRekaman panduan praktis belajar bahasa Inggris bekal ke luar negr
Sue Lambert Bahasa Inggris Praktis Panduan ke Luar Negri Unit 11-15 SIDE 2
No full textRekaman panduan praktis belajar bahasa Inggris bekal ke luar negri
Functional constraints, usage, and mental grammars: A study of speakers’ intuitions about questions with long-distance dependencies
No full textThis paper describes an experimental study which attempts to reconcile two usage based approaches to questions with long distance dependencies (LDDs): the Lexical Template Hypothesis (Dąbrowska 2004, 2008; Verhagen 2005, 2006) and Goldberg's BCI (“Backgrounded Constituents are Islands”) constraint (Goldberg 2006; Ambridge and Goldberg 2008). The study replicates Ambridge and Goldberg's (2008) results supporting the BCI constraint; but it also shows that (1) LDD questions with think and say, the verbs which are part of the hypothesised templates, are judged to be more acceptable than predicted by BCI and (2) BCI cannot explain complementizer effects (why LDD questions with that are judged less acceptable than questions without that). The results also suggest that there are considerable individual differences in speakers' sensitivity to the constraint.
Thus, the two hypotheses are complementary: BCI explains why certain LDD questions are more acceptable than others, and hence accounts for differences in the frequency of prototypical and unprototypical LDD questions, while the lexical template hypothesis explains the effects of the frequency of use on speakers' mental grammars
Interview with Sue and Luke
No full textSiblings Sue and Luke were born in Bryson City, NC, and grew up living in this small town in Swain County. They reminisce about their childhood, literacy, education, and how life has changed in the past few decades. They also discuss the role of storytelling in their family and how the roles of women have changed within their lifetime.Sue and Luke (S. and L.) 1
Interviewer: Kellie Smith (K.S.)
Interviewees: Sue and Luke (S. and L.)
Date: August 27, 2018
Length: 57:51
Location: Bryson City, NC
Summary (approx. 100 words): Siblings Sue and Luke were born in Bryson City, NC, and grew up living in this small town in Swain County. They reminisce about their childhood, literacy, education, and how life has changed in the past few decades. They also discuss the role of storytelling in their family and how the roles of women have changed within their lifetime.
START OF INTERVIEW
Kellie Smith: Thank you for joining me today. It is August 27, 2018 in Western North Carolina, and I’m glad to be here with you two. Would you please each introduce yourselves? So what is your name?
Sue (S): My name is Elizabeth Sue H. I’m 74; I was born in Swain County. My brother can probably remember exactly where I was born better than I, but—
Luke (L): Emer Field
S: Emer Field. I live now in MacDowell County, and I am retired.
KS: All right. And would you tell me your name and your relation to Sue?
L: Luke D. H. I was born December 24 1939; I’m 78. I live in Raleigh, North Carolina part of the time, Swain County part of the time. I still, I’m a lawyer and an innkeeper.
KS: All right, moving right along. So Sue, can you tell me what your family was like growing up? Like where you lived and how many siblings you had?
S: We had, I had eight siblings. I’m the last child. Our mother Florence Alice Louisa Isabelle Medlin gave birth to nine; only seven lived…
L: To adulthood.
S: To adulthood. One little sister, I understand, was nine months old when she passed, and one was four. Our family was typical, I guess, of this part of the country. My two older brothers were 20 and 18 years older than me, so it was almost like two different families. By the time I came along, my two older brothers had gone into the military and were fighting in WWII. We were, I suppose you would say a farming family, country folk. Our mother stayed home, took care of us, always had a big garden, that sort of thing, as people in this part of the country did. Our dad worked away a lot. We were a close family. My sister was 11 years older than me, and she took care of me a great deal, and that caused she and I to become very very close—almost like a mother/daughter as opposed to a sister’s relationship. Anything more that I need to say? Sue and Luke (S. and L.) 2
KS: Oh, that’s lovely. And I’d like to hear from your perspective, Luke, on what your family was like growing up. Maybe anything more on your siblings, or what your parents did and how they were involved with the community?
L: As my sister mentioned, there were nine of us, I’m next to—I’m the eighth of nine. My brothers were away in the military, but we were a farm family, and as a child I had to learn to plow mules, and clean stalls, and milk cows, and plant taters, and sow corn, we learned that. I was not aware that we were poor until I got grown, ’cause everyone around us was the same way. We noticed there were a few people in town that had more, but we raised almost everything we consumed. Our father never had a car; we had to walk or ride a mule or a horse, or take a wagon or a sled to travel. We lived four miles out from town. I would come with my father a lot of times and have two horses or mules, have [them shod], and we learned to plow and that sort of thing. We raised potatoes and beans and corn and beets and carrots, and we had apple trees. We knew how to find trees in the woods that had nuts on them, and sometimes we’d have nuts. My sister and I grew up, at the time, we had two books—we only had two books—the King James Version of the Bible and Shakespeare. That, I think, caused us to become addicted to reading, and there will be more about that later, but I will never forget some of the good things that happened. Our mom had an eighth grade education, but she knew Latin, she played the organ, she probably knew 500 poems from memory—Mom loved poetry, so we learned to love poetry—and I said our father was away lots working, he was a manual laborer. Our father died when I was 11 and Sue was five or six—
S: Seven.
L: —seven. Mom got a call from the people at the Hotel and she and an African-American lady ran the kitchen here in the ’40s, ’50s and ’60s.
KS: All right.
S: As far as involvement in the community, the church was—
L: Yes.
S: —very, very important in our lives.
L: It was walking distance, and we—they had service on Wednesday night; we were always there. They had Sunday School and services on Sunday night; we were always there.
S: Our, a couple of our uncles were Baptist preachers, and often preached in the churches we attended.
KS: All right. So, we’ve talked a lot about your childhood and what life was like living around this area and with your family, so Sue, could you tell me about one of your fondest childhood memories? Sue and Luke (S. and L.) 3
S: I’ve tried to think on this, Kellie, and as we have both stated, our dad worked away a lot. He was a tall, lanky fellow with very—
L: 6’2”, 175 [lbs.]
S: —very big hands, is what I remember about him. He came home one time from one of those jobs near about Christmas time, and he brought and showed to us a huge candy cane—
S & L: —peppermint—
S: —peppermint-striped candy cane. Of course, as a five, six year old it was huge. It may not have been quite that big [laughter], but to me it looked like a log. He laid it on the top of the ice box—
L: Which stood on the porch.
S: —that was on the back porch, and I don’t recall there ever being any real conversation about “Don’t you children go get that yourselves,” we just knew that Daddy would give us some of the candy as he deemed we should have it. So he would go to that peppermint stick and take his hammer and break off pieces of that candy and give it to us, and it seemed that it lasted forever—
L: (in agreement) A long time.
S: —but that was one of my favorite things that I remember. Being so little, looking up at the top of that icebox, and Daddy even taller than it, as he would break that piece of candy off [L chuckles] and hand it to me. A piece of candy big enough for me to lick on all day long [chuckles].
KS: Oh that’s so sweet! Was that a similar, like, do you (to L) remember that as well?
L: I do remember that, but I read the questions ahead of time, and what I was going to tell you I remember from childhood—said we had two books in the house, so we read Shakespeare and the King James Version. One of my classmates at school told me there was a library in town where you could check out books; I’d never heard of that. So I asked my mom about it, and she said “Well first, you have to read all of Shakespeare, and all the King James Version. When you have finished reading it, cover to cover, reading those two books, I will take you to the library.” So I started—it took me over a year to read all the King James Version of the Bible and all of Shakespeare. I read all 154 sonnets, I read all 37 plays, and I read all the way—everything from Genesis to Exodus—and then I told Mom I had finished. She said “Well, let me ask you some questions.” She asked me questions; I answered. She then took me to the library, and I thought—You can check books out and take them home? It was like a kid in a candy store, after the last story Aunt Sue [his sister S’s nickname] told. The library [Marianna Sue and Luke (S. and L.) 4
Black Library in Bryson City]—I later did some research—they had about 4500 books at the time. It was over at the police station in the community building.
S: And that was started by Mrs. Black, is that right?
L: Lawyer Black’s wife, Mrs. Marianna Black, started the library with her own books from home. She tol[d]—
S: Carried them in a suitcase. [laughs]
L: She asked her husband if he would talk to the judge and let her use the graduate room ’cause it was used only a couple of weeks a year.
Pardon me just a minute. [quietly on the phone] I’ll have to get back to you [inaudible].
So the judge agreed to let her start a linen library in the graduate room, and she took one suitcase full of books and started, and then later a second bookcase full of books, and when I was a lad, the library had about 4500 books—it had moved to the community building—and my ambition was to read every book of that library. Now, I made a good run on it. I will tell you another story later when we get into some things about my brother Herb. Our father died when I was 11 and Aunt Sue was younger, and I’ll wait to respond ’til we get to something else on that story, please.
KS: All right. So Sue, how different do you think that your life is today from what you observed, like that your mother’s life was like when you were a child, just being women in different eras?
S: Oh I have had many more opportunities for many things: travel and as Luke said opportunity to have books and music and all of that sort of thing differently than Mom did. However, a great deal of the differences in our lives was she worked much harder than I’ve ever chosen to work. She’d done it of necessity to care for a house full of children and she did it with expertise,
L: And joy.
S: Yes, and she was a no-nonsense kind of mom. She expected you to listen to what she told you to do and do it, and do it well. I guess some of the differences beyond that was that after Daddy passed, she had to be both the provider of her family and the caregiver of her family. I haven’t had to walk that road, and that was a difficult road; however, she did it with her head held high and in some of my writings I say she took the bull by the horns and did whatever was necessary to do. She didn’t have opportunities for much beyond hard work and care for her family, but she didn’t find that to be anything that she didn’t choose to do. There were many people who would say that she could—when our dad passed as I understand there was no public assistance at that particular time for our mom; however, Mom would not have taken it had there been. She said she could figure out a way to work hard and take care of her family— Sue and Luke (S. and L.) 5
L: Later, later someone came and told Mom that there were welfare benefits. She asked questions. She said “Thank you very much, but give it to somebody who needs it.” [Sue laughs] And we didn’t. I wanted to add a quick story that sort of fits in with what you said.
In the fall of 1945, I was about six, and when school started, one of the first things that happened, the first grade teacher asked one day in class, says “How many of you can name the president of the United States?” Only one hand went up: mine. My folks were not well educated, our folks were not cultured or sophisticated by today’s standards, but we had a radio, and Dad had listened to the news, and Mom and I listened [too], we listened to news…so one hand went up, and she said “Who’s the president?” I said “What is Harriet Truman?” Not but a few months ago it was FDR. FDR had died in April of 1945. This would have been in August or September of 1945. I was the only one who knew who the president—in the class, that raised their hand, and I knew the current president was Harriet Truman, I knew the last one had been FDR.
That had an effect on me because later that year, the teacher came to me—I was sickly a lot, the doctors told Mom that little Luke would probably not probably not be able to live to adulthood, so every day is a challenge, and I’m still here—and the teacher came to me one day, said “Son, I want you to go to the office.” I went to the office, I was sickly a lot, and the principal told me, said “Son, I want you to go home and come back next year.” So I’d done a few weeks when I was like 6, but I was sickly a lot; so I went home, I waited ’til next year.
So in the fall of ’46, I went back to school and somehow or that thing about the question about the president came up, and the first grade teacher came to me and said “Son, you need to go down the hall and go in”—they had at the time, now I don’t know what terminology they use now, but they had regular first and high first [grades]. I was in a room with first graders and the teacher says “Come with me son, I want to take you to another classroom.” She took me down the hall to high first, and I don’t know what difference that made, but she had remembered the story about the president. So that made a difference—I thought maybe I had said something right or done something right, so the other things, and I won’t tell all of it now, Kellie, but I ended up—I’ve got a story from ninth grade that I’d like to tell that affected my life and what I do, what I have done to become a lawyer. I’ll tell that at the appropriate time.
KS: Okay. You’re welcome to tell it now if you want to.
L: [inaudible] Our brothers were all Navy men in WWII and Korea and so on. There was another person from Swain County, Mr. Thad Dehart, had been in the Navy, and he was on ferloin with New York City and apparently met a young woman who was a model. They became friends, started going out, and he brought her back to Swain County. They got married, and she taught school for many years. Her name was Rhea Dehart. In the 9th grade. Mrs. Dehart was a civics teacher, and she went around to each desk; she came to my desk and she said “Son, where are you going to go to college?” I said, “Oh Mrs. Dehart, I can’t go to college.” That wasn’t even on the horizon; so, she went Sue and Luke (S. and L.) 6
on. Next day she came back, asked the same question. After about four or five days of it, I thought I’d better get with the program if I’m gonna pass this course. So, a few weeks into the year, she required us all to write a paper: we had to say where we [were] going to go to college, what we’d study, and what we would do afterwards. So I wrote a paper when I was—whatever age you are, fourteen or fifteen in the 9th grade—Mom was working here [at the Calhoun House] at the time, so I wrote this paper that said I would go to college, I’d study history and political science. I would work real ha—when I got out, I’d work real hard and retire at 35 [years old] and own a small hotel. Now, I didn’t make it to 35, but what’s a few years with friends? But Mrs. Dehart influenced my life. Our brother Herb had been in the Navy had a job [inaudible]. He had gone to Western [now Western Carolina University] on the GI Bill, and won a full scholarship to NYU law. He came to the house in 1951; he said “Son, I want you to read this book.” This is the book [picks up book off the table], that’s the book he gave me in 1951, Robert’s Rules of Order. He says “When I come back, I want to ask you a question about it.” So I read the book one or two or three times, and I started at 11 [years old] learning the rules of order from edicts. And now of course we’ve got [a] different, different one, but that had an influence on me. Herb got through law school. He won a full scholarship to NYU. I wanted to go to college and law school, but I had no money. But I could kick a football, so the coach at Western needed a punter, I needed tuition, and I went to Western on a football scholarship, and then law school and so on.
S: How—
L: But Mrs. Dehart influenced my decision to go to college.
S: Let me inject something right here. And I wish you could find that picture—he was ninth in the nation, in small colleges, as a punter—
KS: Wow.
S: —[inaudible] at Western. He was president of [the] student body, probably the first junior that had ever been—
L: Two, two years.
S: —He was a, he was president of the student body as a junior and a senior. And to my knowledge, nobody had ever been—
L: Yes, yes.
S: A junior, some had—
L: Yes, one fellow, one person in 1940, I checked it out—
S: Okay. Sue and Luke (S. and L.) 7
L: —He became a lawyer, I knew him in Raleigh [NC], a dear friend, but only two of us. But that, that made a difference because I saw—we, we were poor. We didn’t know proper English. We almost never heard the word “haven’t.” We said “ain’t.” [S laughs] Our, our people didn’t pronounces words the way they are pronounced now.
S: But you know what I learned? In thinking about pronunciation of words in our household as opposed to others—much of the language that we heard was the Old King’s English—
L: Of course, Shakespeare used it, it’s used in the King James Version of the Bible—
S: Yes, it was Shakespearean English that we learned—
L: There was a reason—I think Mom had a copy of Shakespeare and the King James Version, and we read them a lot. You know, they were written about the same time? Shakespeare was right in about the time of King James [SH—Mmh hmm] was putting the Bible together with his scholars, and their concepts and things that are interchangeable. Later, when I was in, was introduced to the library and I had an ambition to read every book there, and I’ve continued—we are readers in our family—most of us [inaudible] readers—
S: She [KS] knows that.
KS: [laughs] Oh, yes you are.
L: That, that made a difference, and looking back on it, it wasn’t so bad to be poor then [S laughs]. It’s a different world today. But we had, Kellie, the farm was four miles from here [downtown Bryson City]. Mom walked twice a day four miles to come to work here. If we got groceries, we had to walk here and get groceries, and carry them home.
S: That was one thing that is different in my life than my mom’s life, going back to that earlier conversation, is the fact that you know, I drive almost two hours to come over here from my house in Marion, blah blah blah, and think nothing about it. Mom came down here, walked those four miles, came down, did breakfast, worked until about two o’clock in the afternoon. Came back home, did you know, walked the four miles back, did the things that she needed to do to care for her family and the house. Walked back down here then to do the evening meal for the people who ate at the Calhoun—
L: And didn’t, didn’t complain.
S: And walked back home then.
L: We learned three things in our family, and again, our folks were not well-educated or sophisticated, but three things we learned. Number one: you’re to be honest. Nothing justifies being dishonest. Number two: you’re to learn to work, and enjoy it, get joy from it. And three: you don’t whine. [S and KS laugh] Sue and Luke (S. and L.) 8
S: That’s one of our biggest—
L: Mom said “We do not have whiners in this family.” [S laughs]
KS: That sounds like your mother, from what I’ve heard. [S and KS laugh]
L: She was 5’2”, about 105 lbs., but she had a laaarge personality. [S and KS laugh]
S: I think she was even smaller than that, as I think about her standing back there at that sink, but [laughs]
L: Well, 5’1” or 2”, [KS laughs] but she was a strong personality.
S: He talked about the fact that we weren’t sophisticated, and we didn’t know a lot of the correct English, but something that didn’t happen in our house, where language was concerned: we did not use profanity. That was not something that—
L: It just wasn’t acceptable, we didn’t do it.
S: happened there, and you didn’t question
L: authority.
S: Whether it was time to go to church or whether there was a statement given to you that “you are to do this” and so it doesn’t matter if you wanted to finish reading that book—we didn’t have a TV in our home. I was in the eighth grade when Mom finally got a TV, and so you know, we often would want to finish reading our book, but the dishes have to be washed, the clothes have to be hung out, that—and you didn’t question that. This is what life is. You just do it.
L: And a lot of times before—after Dad died, before school—I’d have to go milk the cows. And feed the pigs—we’d raise cows, we had pigs, we had goats at one time. You had to do those things, because they had to be done. And the animals won’t wait.
We didn’t get running water in the house ’til I was, I think, a junior in high school—I tell that story and then I say “No, that’s not completely true.” Twice a day my mom would hand me two buckets
S: Ran out and got water. [laughs]
L: and say “Son, run to the spring.” [KS laughs] So we had running water twice a day. We didn’t get electricity ’til I think I was a junior.
S: I was grown and married before we had a bathroom. We didn’t have a bathroom in the house. Sue and Luke (S. and L.) 9
L: Oh no, we didn’t have a bathroom in the house. We had cold water only coming in, no hot water. And then we got electricity…
S: I don’t know if you read my story about my friend Annette—she and I are going to the outhouse one night, it’s in one of my earlier books, and she stepped on a mouse. [KS and S laugh] One of the fun stories of living the kind of life that people in this part—and again, my brother said he didn’t feel as poor as I felt for some reason, I don’t know what that is, but—
L: [inaudible] I think dress. Boys all dressed in jeans and summer shirts,
S: Yeah.
L: the dress for girls was different.
S: Yep.
L: And that was, [and there’s] a few years between mine and your age.
S: Yeah.
L: It started—it didn’t occur to me that I was poor I think until I went to college. And then I saw people had—the first car I had, Kellie, you had to be sixteen to drive. I bought my first car at fifteen and a half, for 2, and later, about a year later, the state did not require comp
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