Seymour\u27s Teaching the Way of Jesus: Educating Christians for Faithful Living (Book Review)

A Review of Teaching the Way of Jesus: Educating Christians for Faithful Living, by Jack L. Seymour. Nashville, TN: Abingdon Press, 2014. 201 pp. $29.99. ISBN 9781462765056

Simulation on sensory impairment in older adults:nursing education

Sensory impairments are identified as the most common chronic and disabling conditions of later life impacting significantly on the quality of life and safety of older adults. Hospitals and care environments can present significant challenges to older adults with sensory impairments to negotiate. Therefore, it is important to raise awareness on sensory and cognitive impairments with all healthcare professionals and nurses in particular, both to help develop an empathetic awareness on the impact of impairment and to minimize risk of adverse events. This article reports on a pedagogical innovation on the development and use of a simulation resource primarily on sensory impairments in older adults with first year nursing students within an undergraduate nursing programme in a Scottish university. The article also reports on students' reflections on their experience of participating in this simulation

Reflective learning as a student and an educator: connecting the scholarship of teaching and learning

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed

The cybernetics of language

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.As a complement to the philosophy of language, the cybernetics of language-is to synthesise a picture of language as a whole; and runs into-(descriptive) difficulties where (at any one time) we can only speak about bounded portions of the world (Wittgenstein). This same difficulty permeates the short history of cybernetics in the concern for wholistic representation, and thus the concern of the cybernetics of language leads to (or arises in) the concern for the language of cybernetics. It becomes resolvable in the context of Second order cybernetics (i.e. the cybernetics of' describing as well as described systems (von Foerster)). The difficulty and the possibility of its resolution are introduced in terms of differences between Russell and Wittgenstein; in terms of the second order cybernetic discussions of the black box (seen as capturing Wittgenstein's silence and, in general, interpretation) and distinctions (G. S. Brown); and in terms of the distinction between natural and artificial languages and the problem of describing description (self-reference). Here the cybernetics of language concerns the nature of inquiry into our descriptive abilities and activities, and determines what we can and what we cannot (objectively) speak about. The notions of 'the function of language' and 'the existence of language' (presupposed in a first order description) are shown to be mutually interdependent, giving rise to a paradox of means (and giving rise to the question of the 'origin of language'). This paradox is resolved where a language is seen as constructed (for a particular purpose), and thus the circularity is unfolded, considering that (i) in terms of a constructive function of language, there is no language (something is in the process of being constructed); (ii) in terms of a communicative function of language, such a construction is in the process of being accepted (something is being negotiated); (iii) in terms of an argumentative-function of language, a language (accepted, eg. having, been negotiated) is used to negotiate things distinct from-this language. Language is seen as comprising the interaction between these activities. The cybernetics of language is developed in terms of the requirements for an observer to construct, communicate and argue: a language is constructed for the description of these processes in terms of the; complementarity between description and interpretation (underlying the process of construction) and the complementarity between saying and doing (enabling an observer to explore, eg. question, test and explain his construction and distinguish another observer; and enabling two or more observers to negotiate and accept relations and argue by distinguishing both a language and the things this is used to describe)

The Implementation of a Two-Way Dual Language Program And The Impact On Teaching And Learning

Dual language programs satisfy the requirement of mandated bilingual programs for English Language Learners in the state of Illinois. This qualitative program evaluation focused on a school district that entered into an adaptive change process with respect to creating a two-way dual language immersion program that would increase student language acquisition in English and Spanish as well as increase cultural competency and professional development for teachers. The program evaluation provided the opportunity to diagnose the system through an examination of the challenges and the quality of the current state of the district leading to the identification of the 4c’s; context, conditions, cultures, and competencies. In designing this evaluation, early literacy instruction and the connection with teaching and learning in both languages was closely monitored. The need for more professional development in the area of teaching the Spanish language and bridging the two languages became apparent. The findings from this program evaluation revealed a need for a review of teacher certification programs specifically for dual language learners, better assessments to triangulate data in both languages, and the importance of learning about cultural competency to the community

Epicureanism: The Pursuit of Eudemonia

Since ancient times, the study of eudemonia has been paramount in the discipline of philosophy. Various schools of thought have developed ideas and theories that discuss the nature of this happiness and methods of attaining it. A famous school of thought, which presents such theories, is that of Epicureanism; founded by Epicurus. Epicureanism asserts a strong focus on the necessity of ‘ataraxia’ and the fulfillment of necessary pleasures for the acquisition of eudemonia. The human condition is explored to understand the nature of happiness and discover methods of achieving this happiness, which according to Epicureanism, heavily involves ones beliefs and judgments, emotions, desires and virtue

\u3cb\u3ePersonal Reflection:\u3c/b\u3e Reflective Learning as a Student and an Educator: Connecting the Scholarship of Teaching and Learning

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and lessons learnt in practising the scholarship of teaching and learning in a formal degree program are discussed

An action research inquiry exploring the transfer of pain knowledge from a continuing education course into practice

Acute and chronic pain conditions have a significant impact on the individual who is experiencing pain and resolution of pain continues to present a challenge to nurses and other health care professionals. It is widely accepted that pain education for nurses is necessary if nurses are to deliver effective, evidenced based pain care. Although it has been shown that participation in pain education improves nurses’ pain knowledge, very little is known about the way in which nurses use their improved pain knowledge in their practice or about the conditions that promote application of that pain knowledge. The aims of this study are (a) to explore the transfer of pain knowledge from a continuing education nursing course into practice, and (b) to investigate the impact that the nurses’ participation in action research has on their ability to improve aspects of their pain practice. Participants are 14 registered nurses who successfully completed two accredited pain course units as part of their BSc / BN degree in Nursing. The nurses formed two groups of inquiry, who used both their participation in the pain course and in action research to investigate and change aspects of pain assessment and management practices within their clinical areas. The inquiry groups were located in two different Health Board locations in Scotland. Following involvement in a pain course, the strategies used by the participating nurses to enhance their pain assessment and management practices are examined. Qualitative data was obtained through individual and group interviews, and analysis of significant incidents. An action research approach contributes to an understanding of conditions that promote application of pain knowledge into practice following participation in the course, and focuses on the possibilities for action and improvement of pain care. The findings from this study demonstrate how nurses develop a more patient-centred approach to pain care and become more accountable for their pain practice. The research also identifies a range of strategies used by nurses to improve collaborative working practices with their colleagues that help to reduce some of the obstacles to delivery of effective pain care. From the outcomes of the inquiry, it is evident that these nurses’ participation in action research has increased the possibilities of their involvement in pain practice interventions. Conditions are created through pain course participation and involvement in action research, which supports nurses’ transfer of pain knowledge into practice Additionally, findings demonstrate the potential action research has for identifying problems with pain care and its potential for helping to develop relevant and workable solutions for improving aspects of care. The findings from this study are significant because they inform teaching and learning approaches which can be used with pain education that helps to prepare nurses to deliver more effective pain care within their health care settings

In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n=65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral Health program iteratively over three years. Reflective practices were integrated with clinical practice, and were linked with assessment requirements. Students’ perceptions of reflective group discussions were obtained via questionnaires and reflective essays. The key benefits of reflective group discussions perceived by students included peer learning, peer and/or tutor support and multi-perspective critical thinking. Students welcomed the inclusion of reflective group discussions into their curriculum, not as a substitute of, but rather, complementary to reflective writing. Students invoked that reflective writing and reflective group discussions were beneficial in different ways. The interactive, supportive and multi-perspective nature of reflective group discussions was particularly appealing to students