Using Songwriting to Assist the Healing Process of Victims of Domestic Violence

Utah State University’s Music Therapy Program has a close association with the Community Abuse Prevention Services Agency (CAPSA) located in Logan, UT. CAPSA provides a variety of services to victims of domestic violence and sexual assault including a fourteen-week women’s support group designed to help victims work through the therapeutic process of naming, accepting, and moving forward from the abuse. Fourteen modules have currently been written and compiled into a manual for these sessions. Once finished, the manual will be published and distributed to other abuse prevention agencies throughout the nation for use in leading women support groups similar to the present program. Songs have been composed that are musically and lyrically appropriate for this target population and specifically relate to the four large themes in this fourteen-module manual. The research results include literature on how music has been used in treating victims of domestic violence and the process of how five original songs scores and lyrics were created to specifically address the module issues and themes. The songs contain messages, structures, and feelings taken from first hand observations of women who were victims of domestic violence. The original songs have been professionally recorded, transcribed, and will be sent with the published group sessions manual across the nation to other abuse shelters like CAPSA

Jerusalem on the Hill: Rome and the Vision of St. Peter’s in the Renaissance: Nicholas V and Julius II

The project to revitalize St. Peter’s basilica as the center of a resurgent Church proceeded in step with the goal to reassert papal authority across the Italian peninsula and to extend that authority to the Eastern Mediterranean by mounting a crusade to recover the Holy Land. By embedding references to the Holy Land in the fabric of the new church, the architecture itself became the expressive voice of the papacy’s political agenda to transform the basilica, and all of Rome, into a New Jerusalem. In tracing the development of these ideas as they were introduced by Nicholas V, (1447-1455) refined by Julius II (1503-1513), and translated into physical form by Donato Bramante, this essay provides a new way of understanding myriad problems – multiple papal patrons, numerous architects, and several distinct designs – associated with the project of rebuilding St. Peter’s over almost two centuries. "La Basilica di San Pietro: Fortuna e Immagine," (Gangemi, 2012

‘Being stuck’ : Analyzing text-planning activities in digitally rich upper secondary school classrooms

The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display 'being stuck' during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming 'stuck' and 'unstuck', and how different interactional resources are coordinated during the students’ text-planning processes. The data consist of video-recorded face-to-face interaction, students’ activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students’ smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.Peer reviewe

The mindful path to compassion in an adult mental health group

A naturalistic study was undertaken within an NHS setting to explore the effectiveness and satisfaction with a Mindfulness-Based Cognitive Therapy and Mindful Self-Compassion group programme in an adult mental health population. Outcome measures and qualitative feedback suggested beneficial effects and high levels of satisfaction

REHUSANDO LA RESPONSABILIDAD. AUTOEVALUACIÓN Y FABRICACIONES EN UN QUINTO AÑO DE LA ESCUELA SUECA

El artículo presenta el análisis de cómo el imperativo individualista, elemento central de la política educacional neoliberal de los últimos decenios, se construye en la sala de clases de un quinto año de la escuela básica sueca, pero también de cómo esa construcción es desafiada por el accionar de un alumno que rehúsa asumir las responsabilidades que tal política le asigna. Los puntos de partida se encuentran en los conceptos de policy enactment, performatividad y fabricación (Ball, 2003, 2009) en combinación con el método de análisis de conversación (Have, 1999). Los análisis se basan en videograbaciones de una lección acerca de un formulario de autoevaluación. Los análisis de la interacción entre profesora y alumnos muestran el predominio de una postura discursiva común, basada en una supuesta necesidad constante de mejoramiento en el alumno, quien siempre debe estar dispuesto a identificar posibles mejoramientos y a hacerse responsable de ellos. Pero también muestran lo que ocurre cuando esto es desafiado por el accionar de un alumno que rehúsa hacerse responsable de las deficiencias escolares, negándose a formularlas en términos de defectos personales propios o de proponer soluciones al problema. Lo cual produce desplazamientos en la interacción que transforman paulatinamente la definición del problema

Le lien entre le patient migrant mineur atteint du trouble de stress post-traumatique et l'infirmière: comment mieux entrer en relation pour soutenir le développement des ressources ? : travail de Bachelor

Pour les migrants mineurs, nombreuses sont les difficultés créant une barrière dans la relation de soin. Le parcours migratoire affecte la période de l'adolescence et peut multiplier la complexité de son vécu. Pour les mineurs migrants, la découverte d'une autre langue et d'une autre culture dans un contexte de TSPT souligne que cette population spécifique a des besoins singuliers. Ces questions sont explorées sous l'angle de la théorie infirmière de Hildegard Peplau

Justice through participation : student engagement in Nordic classrooms

In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situa- tions in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious chal- lenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inher- ent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answersPeer reviewe

A vision to strengthen resources and capacity of the Palestinian health research system: a qualitative assessment

The World Health Organization has proposed a global strategy to build a robust Health Research System Resources and Infrastructural Capacity (HRSRIC). Despite the growing research productivity, HRSRIC in Palestine has rarely been investigated.; To analyse perceptions of health research system performers to understand the status of HRSRIC, identify its gaps, and propose policy solutions to strengthen HRSRIC.; This qualitative study targeted 3 health sectors: government, academia, and local and international organizations. Fifty-two in-depth interviews and 6 focus group discussions were conducted with key informants who were selected purposively. Data were analysed using MAXQDA 12.; Despite the availability of competent personnel, the overall HRSRIC, such as human and financial resources, and facilities, forms a central challenge. HR financing is limited, unsustainable, and flows from external and individual sources. The public and private funds are largely in shortage with resources misallocation and donors' conditionality. HR quality is moderate while knowledge transfer and translation are not well conceptualized and inappropriately performed. Lack of governance, coordination, HRSRIC strategy, resource allocation, systematic and reliable data, evidence-informed culture, and environmental impacts are the main common gaps.; The overall status of HRSRIC in Palestine is still lacking and major challenges persist where the pace of strengthening efforts is steady. There is an emphasis that strengthening HRSRIC is an imperative step and real investment opportunity for building a successful health research system. Political commitment, consolidated leadership structure, operational capacity building strengthening strategy, resources mobilization, and sovereignty are key requirements

Calibrating Convective properties of Solar-like Stars in the Kepler Field of View

Stellar models generally use simple parametrizations to treat convection. The most widely used parametrization is the so-called "Mixing Length Theory" where the convective eddy sizes are described using a single number, \alpha, the mixing-length parameter. This is a free parameter, and the general practice is to calibrate \alpha using the known properties of the Sun and apply that to all stars. Using data from NASA's Kepler mission we show that using the solar-calibrated \alpha is not always appropriate, and that in many cases it would lead to estimates of initial helium abundances that are lower than the primordial helium abundance. Kepler data allow us to calibrate \alpha for many other stars and we show that for the sample of stars we have studied, the mixing-length parameter is generally lower than the solar value. We studied the correlation between \alpha and stellar properties, and we find that \alpha increases with metallicity. We therefore conclude that results obtained by fitting stellar models or by using population-synthesis models constructed with solar values of \alpha are likely to have large systematic errors. Our results also confirm theoretical expectations that the mixing-length parameter should vary with stellar properties.Comment: 16 pages, 4 figures, accepted for publication in ApJ

Traduction et adaptation d’un modèle du jugement clinique infirmier pour la recherche et la formation infirmière en contexte francophone

Afin de guider le développement de la science et de la pratique de la formation infirmière, la diffusion de connaissances en français sur ce que signifie apprendre à penser comme une infirmière ou un infirmier et la manière de faciliter cet apprentissage demeure un enjeu important. Cet article présente la traduction, l’adaptation et la validation d’une version française du modèle du jugement clinique infirmier de Tanner (2006). Une démarche de traduction, rétrotraduction et validation en quatre étapes a été réalisée selon les recommandations de Sousa et Rojjanasrirat (2011). La version française du modèle a été validée par 10 expertes en formation infirmière et par son autrice originale. Le jugement clinique y est défini comme une compréhension, un constat ou une conclusion relative aux besoins, aux préoccupations ou aux problèmes de santé d’une personne. Le modèle décrit quatre aspects interreliés qui s’appliquent dans les situations de soins qui peuvent évoluer rapidement et dont les paramètres sont ambigus ou mal définis : remarquer, interpréter, répondre et réfléchir. En plus de décrire le jugement clinique d’infirmières et d’infirmiers de différents niveaux d’expertise, ce modèle est un outil important pour guider la recherche en formation infirmière et la création d’expériences d’apprentissage des soins infirmiers. Il s’agit aussi d’un outil pertinent en contexte d’évaluation et de mentorat.To pursue the development of the science and practice of nursing education, the dissemination of knowledge in French about learning to think like a nurse and how to facilitate this learning remains an important issue. This article presents the French translation, adaptation, and validation of Tanner's (2006) Model of Clinical Judgment in nursing. A four-step process of translation, back-translation, and validation was conducted according to the recommendations of Sousa and Rojjanasrirat (2011). The French version of the model was validated by 10 nursing education experts and by its original author. The model defines clinical judgment as an understanding, interpretation, or conclusion about a person's health needs, concerns, or problems. It describes four interrelated aspects of clinical judgment that can apply to rapidly changing care situations with ambiguous or ill-defined parameters: noticing, interpreting, responding, and reflecting. In addition to describing the clinical judgment of nurses with different levels of expertise, this model is an important tool to guide nursing education research and design educational experiences for nurses and nursing students. It is also a relevant tool for assessment and mentoring