The purpose of this book is to share, in rich detail, an understanding of how it feels and what it means to do qualitative research, and to provide support for doctoral students who choose this form of inquiry for their dissertation research.
Qualitative research has emerged from a twentieth century ‘paradigm war’ at the doctoral level to become a significant and real opportunity for undergraduate, masters’, and doctoral students at colleges and universities around the world. ESL researchers, first generation college students, and individuals identifying themselves as “quants” are discovering the capacity of their own thinking as they learn about and simultaneously undertake qualitative research for their theses. This book is the result of a general query; it is composed almost entirely of the thoughts, concerns, and wisdom of sixty-nine current and recently defended doctoral students across the process of learning about and choosing to do qualitative research for the dissertation. The correspondents’ thinking serves as a thoughtful companion to the process of learning by doing. This book is not a “how to” book. Rather it is a series of candid, thoughtful and insightful reflections re-presented in a variety of formats, e.g. whole letters, “interviews”, etc. This is also not a book to read from beginning to end; readers can begin anywhere – with a particular correspondent, who is introduced at the beginning, or with a particular topic, using the tables of content or subject indices. Finally, this book is not a textbook providing readers with “correct answers” and “the” way to do things, although much of what the correspondents have to offer will keep learners new to qualitative research from having to ‘reinvent the wheel.’ Twenty-first Century Learning by Doing evidences the vulnerability and power of both the human heart and intellect as each grapples with complexities and ambiguities that epitomize the work learning and doing qualitative research is.
Takes readers through the process of writing the qualitative dissertation. Shares the author's and many correspondents' understandings of and reflections on how it feels and what it means to do qualitative research for the doctoral dissertation.
This book offers a comprehensive, detailed examination of MBPS. Written by leading authorities, it covers all known clinical, medical, psychological, social and legal aspects of the disorder, including detection, dynamics, treatment, and clinical management. Based on their own experiences evaluating and treating these patients, the authors present an innovative theory of the disorder as a form of imposturing. Detailed psychological test data on a group of MBPS mothers are presented for the first time to enhance our understanding of the cognitive and psychological makeup of parents who fabricate illness in their children. The text also contains a thoughtful discussion of the larger social context of women in our society and in our medical institutions--a discussion crucial to our understanding of why MBPS is predominantly a disorder of women.
Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content - including extensive coverage of curriculum development - equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning - including non-traditional course formats, active learning, flipped classrooms, and more.
Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content — including extensive coverage of curriculum development — equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning — including non-traditional course formats, active learning, flipped classrooms, and more.
Coping With Loss describes the many ways in which people cope with the death of someone they love. Most earlier books on bereavement have fallen into two categories: distillations of the clinical experience of individual therapists or collections of chapters reporting the results of empirical studies. Each category is valuable but has tended to serve a narrow group of readers--practitioners with particular theoretical orientations or researchers in quest of the latest findings. Coauthored by a leading research psychologist and an experienced therapist who specializes in bereavement education and intervention, this book is different. The authors weave together the strands of theory, research, and clinical wisdom into a seamless and readable narrative. While they discuss previous work, they also present new data, never before published, from one of the largest studies of bereaved people ever conducted, the Bereavement Coping Project. Unlike most studies to date, which focused on only one type of bereaved group (usually widows or widowers), the Bereavement Coping Project examined the experiences of several different groups during the first l8 months after the death. The groups included those who had lost a spouse, a parent, an adult sibling, or a child; and those who had lost their significant other to cancer or cardiovascular disease on one hand as opposed to the stigmatized disease of AIDS on the other. The book begins with a critical overview of theories of bereavement; succeeding chapters explore in depth the impact of specific types of loss, the impact of particular coping strategies on recovery; the impact of social supports and religion, and the special cases of children and of people who seem to grow and change for the better after a loss. A final chapter considers implications for intervention with bereaved people. Each chapter is richly illuminated with real-life examples throughout and ends with a section called "Voices" in which bereaved people describe their various attempts to cope in their own words. Insightful and informative.
Qualitative research has emerged from a twentieth century ‘paradigm war’ at the doctoral level to become a significant and real opportunity for undergraduate, masters’, and doctoral students at colleges and universities around the world. ESL researchers, first generation college students, and individuals identifying themselves as “quants” are discovering the capacity of their own thinking as they learn about and simultaneously undertake qualitative research for their theses. This book is the result of a general query; it is composed almost entirely of the thoughts, concerns, and wisdom of sixty-nine current and recently defended doctoral students across the process of learning about and choosing to do qualitative research for the dissertation. The correspondents’ thinking serves as a thoughtful companion to the process of learning by doing. This book is not a “how to” book. Rather it is a series of candid, thoughtful and insightful reflections re-presented in a variety of formats, e.g. whole letters, “interviews”, etc. This is also not a book to read from beginning to end; readers can begin anywhere – with a particular correspondent, who is introduced at the beginning, or with a particular topic, using the tables of content or subject indices. Finally, this book is not a textbook providing readers with “correct answers” and “the” way to do things, although much of what the correspondents have to offer will keep learners new to qualitative research from having to ‘reinvent the wheel.’ Twenty-first Century Learning by Doing evidences the vulnerability and power of both the human heart and intellect as each grapples with complexities and ambiguities that epitomize the work learning and doing qualitative research is.
Concise yet comprehensive, this one-volume reference examines the history of terrorism in the modern world, including its origins and development, and terrorist acts by groups and individuals from the French Revolution to today. Organized thematically and regionally, it outlines major developments in conflicts that involved terrorism, the history of terrorist groups, key aspects of counterterrorist policy, and specific terrorist incidents.Initial chapters explore terrorism as a social force, and analyze the use of terrorism as a political tool, both historically and in the contemporary world. Subsequent chapters focus on different parts of the world and consider terrorism as a part of larger disputes. Each chapter begins with a historical introduction and analysis of the topic or region, followed by one or more chronologies that trace events within political and social contexts. A glossary, selected bibliography, and detailed index are also included.
This volume examines the diversified and challenging experiences of Chinese international STEM doctoral students at Australian institutes of higher education, exploring how intersections between research, personal life, and social experiences can be negotiated to achieve academic success and personal transformation. By drawing on a range of qualitative and longitudinal research methods, the book foregrounds student narratives and utilizes a novel three-dimensional multi-world framework as an effective approach for understanding student experiences in a holistic way. It integrates Chinese philosophical perspectives and theories in the fields of educational psychology, international education, and doctoral education to interpret the nuances, complexity, and particularities of the cross-cultural STEM PhD experience, highlighting the importance of the supervisor–mentee relationship and the role of students’ cultural, social, and philosophical values in supporting their successful completion of the PhD degree. The analysis thus provides new insights into the ways in which these experiences vary across students, and might apply in other national contexts, and to non-STEM student cohorts. This book will be a valuable resource for researchers and academics engaged in cross-cultural education, the sociology of education, and international and comparative education. It will be of particular interest to those with a focus on international doctoral education and cultural Asian studies.
How Neuroscience, Brain-Machine Interfaces, Neuroimaging, Psychopharmacology, Epigenetics, the Internet, and Our Own Minds are Stimulating and Enhancing the Future of Mental Power
How Neuroscience, Brain-Machine Interfaces, Neuroimaging, Psychopharmacology, Epigenetics, the Internet, and Our Own Minds are Stimulating and Enhancing the Future of Mental Power
This fascinating and highly accessible book presents fantastic but totally feasible projections of what your brain may be capable of in the near future. It shows how scientific breakthroughs and amazing research are turning science fiction into science fact. In this brave new book, you'll explore: How partnerships between biological sciences and technology are helping the deaf hear, the blind see, and the paralyzed communicate. How our brains can repair and improve themselves, erase traumatic memories How we can stay mentally alert longer—and how we may be able to halt or even reverse Alzheimers How we can control technology with brain waves, including prosthetic devices, machinery, computers—and even spaceships or clones. Insights into how science may cure fatal diseases, and improve our intellectual and physical productivity Judith Horstman presents a highly informative and entertaining look at the future of your brain, based on articles from Scientific American and Scientific American Mind magazines, and the work of today’s visionary neuroscientists.
Drawing on government data and interdisciplinary expertise, this timely book seeks to explain why the changing economic and legal status of women has not reduced the gender gap in criminal offending. Women and Crime: A Reference Handbook examines how women's patterns of offending have changed over time in America, from the Colonial period to the present. The book sets the stage with a historical overview of women's criminal activity. Subsequent chapters cover such topics as changes in women's status and patterns of offending; the impact of childhood abuse on the development of criminality; and how changes in law, the War on Drugs, and other crime policy have, in fact, increased the frequency of women's imprisonment and arrests. International issues, such as legalization of prostitution, sex trafficking, and women's involvement in organized crime, including drug cartels, are also explored. Each chapter examines theory, research, law, policy, and key players in the evolving response to women's crime patterns. Throughout the work, the author links women's status, victimization, and offending patterns, and suggests how crime control policy, far from saving women, is increasingly making it impossible for female offenders to live on the outside.
Pocket Psychiatry, a new addition to the Pocket Notebook series, is written by residents for residents. A resource for essential information, in a high-yield, easy-to-use format, designed to help students, trainees, and others navigate the initial psychiatric evaluation and management of the most commonly encountered psychiatric conditions. With an emphasis on evidence-based information, Pocket Psychiatry, provides a rare concise and accessible resource, for must-know information on hospital- and clinic-based psychiatric care — from history and physical exam to differential diagnosis testing to therapeutics — in the well known loose leaf pocket size format.
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