441 research outputs found

    'Spectacles within doors': panoramas of London in the 1790s

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    Edinburgh University Press allows authors to retain the right to post the definitive version of the contribution, as published by EUP, in the Institutional Repository or in a disciplinary repository one year following publication in print. This article was originally published in ROMANTICISM [VOL 14, ISSUE 2, (2008)] and is available at

    Re-Envisioning Member Checking and Communicating Results as Accountability Practice in Qualitative Research: A South African Community-Based Organization Example

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    Ethical considerations in communicating results to participants in community-based qualitative research are scrutinized less than in medical or genetics research. We report on ethical issues considered in planning, preparing and returning of study findings to members of a community-based organization who provide care and support services in their community in rural area in KwaZulu-Natal, South Africa. Using returning results as fulcrum, we explore the ethics of member checking and dissemination of findings. We propose revising these activities through ritual criticism aiming for the re-examination of routine ethics systems for the evaluation and improvement of practice. A case example illustrates how returning results comprise accountability practices through methods that are relevant, accessible, meaningful and useful to study participants. Finally, we consider how the dissemination of results to a wider audience might also be performed as accountability practices with deference to participants. Attention to representing results in forms that resonate with participants' frames of reference is called for. The term accountability practices or taking-it-back practices might describe the acts more authentically than current conventions motivating researchers to review current philosophical, ethical and methodological positions on member checking, returning results and dissemination practices.Die Kommunikation von Ergebnissen an Studienteilnehmende wird in der qualitativen Forschung weniger hĂ€ufig in Betracht gezogen als beispielsweise in der medizinischen oder genetischen Forschung. Wir besprechen ethische Aspekte der Planung, Vorbereitung und Umsetzung der RĂŒckgabe von Studienergebnissen an Mitglieder einer lokalen, Community-basierten Organisation in SĂŒdafrika. Die Organisation leistet Betreuungs- und UnterstĂŒtzungsangebote in der lĂ€ndlichen Gegend von KwaZulu-Natal. Wir begreifen die RĂŒckgabe von Ergebnissen als Dreh- und Angelpunkt der Rechenschaftspflicht von Forschenden und schlagen die kommunikative Validierung und Verbreitung von Studienergebnissen in den beteiligten Communities als ethischen Imperativ vor. Wir propagieren eine rituelle Kritik, die gĂ€ngige Ethik-Systeme hinterfragt und in eine Neubewertung und Verbesserung der Praxis mĂŒndet. Anhand eines Fallbeispiels veranschaulichen wir, wie Ergebnisse auf eine Art und Weise zurĂŒckgegeben werden können, die fĂŒr Studienteilnehmende möglichst relevant, zugĂ€nglich, sinnvoll und nĂŒtzlich ist. Schließlich ĂŒberlegen wir, wie die Verbreitung von Ergebnissen auch an ein breiteres Publikum verantwortungsvoll gestaltet werden kann. Es ist grundsĂ€tzlich geboten, die Ergebnisse in einer Form darzustellen, die mit den Bezugsrahmen der Studienteilnehmenden ĂŒbereinstimmt. Die Begriffe "Rechenschaftspflicht" oder "RĂŒckgabepraxis" sind passende Bezeichnungen, um Forschende zu ermutigen, die philosophischen, ethischen und methodologischen Positionen zu kommunikativer Validierung zu ĂŒberprĂŒfen und Praxen der RĂŒckgabe und Verbreitung von Ergebnissen zu reflektieren

    Table of Contents and Prologue

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    Editorial board, Table of contents, and Prologue, an introduction to volume 1

    Det danske mindretals engagement i mindretalssamarbejdet i Weimarrepublikken

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    I 1924 sluttede mindretallene i Tyskland sig sammen i Forbundet af Nationale Mindretal i Tyskland. FormĂ„let med dette forbund var blandt andet at arbejde sammen for at forbedre mindretallenes rettigheder og at sĂŠtte en dagsorden pĂ„ europĂŠisk plan. Fra 1925 udgav forbundet derfor et tidsskrift Kulturwille (senere Kulturwehr). Det danske mindretal engagerede sig op igennem Weimarrepublikken i mindretalssamarbejdet, hvilket vakte opsigt bĂ„de i Tyskland og Danmark. I den fĂžlgende  artikel belyses, hvordan det danske mindretals engagement i samarbejdet blev fremstillet i mindretalstidsskriftet Kulturwehr, og hvorledes dette engagement blev vurderet i den danske og den tyske regering

    Cross-cultural medical education: Using narratives to reflect on experience

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    Introduction. Educating students in a multi-cultural society is a challenge as teachers, students and the community they serve all tend to representvarious social groups. Skills alone are not adequate for competency in understanding cultural aspects of consultations. A combination of knowledge, skills and attitude is the most widely accepted current approach to teaching culturally competent communication to medical students. Collaborative reflection on narratives of experienced clinicians’ cultural encounters served to construct an understanding of how to develop these attributes.Process. An interest group of medical teachers met to address the specific needs of teaching a relevant cross-cultural curriculum. Participants offerednarratives from their professional life and reflected on these encounters to understand how to improve the current curriculum to better address theneeds of the students and patients they serve.Results. Through narratives, participants were able to reflect on how their experience had allowed them to develop cultural awareness. All storiesrepresented how attitudes of respect, curiosity and unconditional positive regard were held above all else. The process of collaborative reflection withpeers unpacked the complexity and potential in the stories and different learning opportunities were discovered. Learning was personalised becausethe stories were based on real experiences.Conclusion. The use of collaborative reflection on narratives of clinical encounters could facilitate insights about cultural aspects of medical practice. Elements such as curiosity, respect and unconditional positive regard are illustrated in a unique way that allows students to appreciate the real-life aspects of cross-cultural clinical encounters
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