Nurse telephone triage in out of hours primary care: a pilot study

No description supplie

When experts educate, what do their metaphors say? Complex metaphor structure in the professional conflict resolution literature

This metaphoric analysis of a quarter-million word corpus of an expert literature (conflict resolution and professional mediation) suggests certain implicit assumptions of the experts and gives us an alternate view of the structure of their thinking. Seven highly conventional metaphors are repeatedly used to frame descriptions and explanations, making a complex subject matter more accessible to learners. They have been reported widely in other literatures and genres and are not particular to the field of expertise covered. These metaphors were found in some instances to oversimplify and mislead, mitigated to a degree when combinations of metaphors reconstituted some of the necessary complexity. The seven principal metaphor source domains found are containers, objects, terrain, seeing/viewing, moving, journeying, and structuring. Evidence of frequent and diverse mappings argues that these are conceptual metaphors, revealing possible thinking patterns. The combining and alternating of metaphors in mutually complementary ways shows an interdependence among the seven metaphors. These naturally occurring conceptual groupings clarify and elaborate meaning in the texts in a way comparable to inheritance hierarchies. The discussion of the results focuses on ways these metaphors both help and hinder understanding of the field in question

Romantic Love

Nozick provides us with a compelling characterization of romantic love, but, as I argue, he under-describes the phenomenon, for he fails to distinguish it from attitudes that those who are not romantically involved may bear to each other. Frankfurt also offers a compelling characterization of love, but he is sceptical about its application to the case of romantic love. I argue that each account has the resources with which to complete the other. I consider a preliminary synthesis of the two accounts, which I find wanting. The synthesis I then favour relies upon two thoughts: (i) each romantic partner has loving concern for a plural object viz. the two of them, and (ii) romantic partners are, in addition, beloved of a plural subject, viz. the two of them. A corollary is that Frankfurt is wrong to think that, whilst self-love is a pure form of love, romantic love is an impure form of love, for romantic love just is a form of (plural) self-love. In an appendix, I defend the coherence of the thought that love can have plural relata

School connectedness, anger behaviors, and relationships of violent and nonviolent youth

PROBLEM: Youth violence research often focuses on risk factors arising from early familial interactions rather than school-related factors. METHODS: Via an Internet questionnaire, 282 girls and boys (ages 7-19, mean 15.3) from 47 states and Washington, DC, reported on school connectedness, interpersonal relationships, and anger behaviors. FINDINGS: Substantial percentages of violent youth did not perceive themselves to be liked by classmates and reported loneliness. If not liked by classmates, 80% hated school. Likers and haters of school differed on seven variables (all p \u3c or = .01). CONCLUSIONS: Insufficient attention is paid to the alienation experienced by disliked and lonely students. Mental health nurses could play a pivotal role in fostering change in the social climate of schools and helping youth to achieve better anger management and social skills

The Changing Financial Structure of the U.S. Farm Sector

Agricultural Finance,