28,746 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
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
Reading the Word and the World in Haiti: Literacy Education for Social Justice
No full textThe first author traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by the Freirean ideas regarding liberatory education (Frire,2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing we hope to present a model of how literacy education can be a tool for social justice in similar contexts
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
You Mean that Really Happened?!: Using Nonfiction to Engage Struggling Readers
No full textNonfiction texts used in a middle school classroom encouraged struggling readers to explore other nonfiction texts and to write about the world around them. Rosenblatt’s (1978) transactional theory of reader response posits that an interaction takes place among reader, author, and text during reading. The nonfiction texts Guts: The True Stories Behind Hatchet and the Brian Books (Paulsen, 2001) and Night (Wiesel, 2006) sparked students’ interest in real-life stories of survival and prompted struggling readers to read other nonfiction stories and to reflect upon and share text-to-self, text-to-text, and text-to-world connections through discussion and writing
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