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  • 1
    In: Journal of Alzheimer's Disease, IOS Press, Vol. 80, No. 4 ( 2021-04-20), p. 1395-1399
    Abstract: The rapid emergence of COVID-19 has had far-reaching effects across all sectors of health and social care, but none more so than for residential long-term care homes. Mortality rates of older people with dementia in residential long-term care homes have been exponentially higher than the general public. Morbidity rates are also higher in these homes with the effects of government-imposed COVID-19 public health directives (e.g., strict social distancing), which have led most residential long-term care homes to adopt strict ‘no visitor’ and lockdown policies out of concern for their residents’ physical safety. This tragic toll of the COVID-19 pandemic highlights profound stigma-related inequities. Societal assumptions that people living with dementia have no purpose or meaning and perpetuate a deep pernicious fear of, and disregard for, persons with dementia. This has enabled discriminatory practices such as segregation and confinement to residential long-term care settings that are sorely understaffed and lack a supportive, relational, and enriching environment. With a sense of moral urgency to address this crisis, we forged alliances across the globe to form Reimagining Dementia: A Creative Coalition for Justice. We are committed to shifting the culture of dementia care from centralized control, safety, isolation, and punitive interventions to a culture of inclusion, creativity, justice, and respect. Drawing on the emancipatory power of the imagination with the arts (e.g., theatre, improvisation, music), and grounded in authentic partnerships with persons living with dementia, we aim to advance this culture shift through education, advocacy, and innovation at every level of society.
    Type of Medium: Online Resource
    ISSN: 1387-2877 , 1875-8908
    Language: Unknown
    Publisher: IOS Press
    Publication Date: 2021
    detail.hit.zdb_id: 2070772-1
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  • 2
    Online Resource
    Online Resource
    Portico ; 2004
    In:  Astronomy Education Review Vol. 3, No. 2 ( 2004-10), p. 148-169
    In: Astronomy Education Review, Portico, Vol. 3, No. 2 ( 2004-10), p. 148-169
    Type of Medium: Online Resource
    ISSN: 1539-1515
    Language: English
    Publisher: Portico
    Publication Date: 2004
    detail.hit.zdb_id: 2100337-3
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  • 3
    Online Resource
    Online Resource
    Wiley ; 2001
    In:  The Modern Language Journal Vol. 85, No. 2 ( 2001-01), p. 259-278
    In: The Modern Language Journal, Wiley, Vol. 85, No. 2 ( 2001-01), p. 259-278
    Abstract: This article examines the role of tension in the process of instructed second/foreign language acquisition, on the basis of findings from a comprehensive ethnography of the 7‐week intensive beginners' class in the summer French School of Middlebury College. This project both completes and challenges the current research paradigm on “language anxiety,” as it shifts the focus on the negative (anxiety) to a study of tension , defined as an unstable phenomenon that may be generated by any situation or event and may be perceived differently by each individual experiencing it. Our findings confirm that, regardless of its cause and manifestations, tension may engender euphoric or dysphoric effects (perceived as beneficial or detrimental), but also non‐euphoric or non‐dysphoric effects whose salience had previously not been established. These valuations appear linked not to the allegedly objective quality of instruction, materials, and learning environment, but to personal expectations and a priori beliefs about language learning. In addition, we found it necessary to separate operationally the effects of tension in the cognitive and the affective domains, and assess these effects qualitatively, rather than quantitatively, because students reacted most productively not to the degree of difficulty and expectation in the course, or to the reduction of affective dysphoria (or “anxiety”) by a nonthreatening teaching style, but to the quality of materials and activities. Their overall perception of the learning experience was ultimately bound to the opportunity to reinvent themselves successfully in the target language. Achievement of linguistic or communicative proficiency mattered less than the satisfactory development of an emerging L2 self, which had to be fostered by a curriculum and instructional method providing the best possible balance of both cognitive and affective euphoric tension. In retrospect, dysphoria under its various guises was not found to play a particularly strong role, because it was dismissed and forgotten in a remarkable “amnesty effect” triggered by the students' realization of their eventual achievements in the program.
    Type of Medium: Online Resource
    ISSN: 0026-7902 , 1540-4781
    URL: Issue
    RVK:
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2001
    detail.hit.zdb_id: 2016414-2
    SSG: 7,11
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  • 4
    Online Resource
    Online Resource
    University of Chicago Press ; 1991
    In:  The Elementary School Journal Vol. 92, No. 2 ( 1991-11), p. 135-148
    In: The Elementary School Journal, University of Chicago Press, Vol. 92, No. 2 ( 1991-11), p. 135-148
    Type of Medium: Online Resource
    ISSN: 0013-5984 , 1554-8279
    Language: English
    Publisher: University of Chicago Press
    Publication Date: 1991
    detail.hit.zdb_id: 2066275-0
    SSG: 5,3
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  • 5
    In: Journal of Medical Internet Research, JMIR Publications Inc., Vol. 24, No. 8 ( 2022-8-11), p. e35072-
    Abstract: Prior research on health information behaviors of people with dementia has primarily focused on examining the types of information exchanged by people with dementia using various web-based platforms. A previous study investigated the information behaviors of people with dementia within a month of their diagnosis. There is an empirical gap in the literature regarding the evolution of health information needs and behaviors of people with dementia as their condition progresses. Objective Our work primarily investigated the information behaviors of people with dementia who have been living with the condition for several (4 to 26) years. We also aimed to identify their motivations for changing their information behaviors over time. Our primary research questions were as follows: how do people with dementia get informed about their condition, and why do people with dementia seek information about their condition? Methods We adopted an action research approach by including 2 people with dementia as members of our research team. Collaboratively, we conducted 16 remote 1-hour contextual inquiry sessions with people living with mild to moderate dementia. During the study sessions, the first 40 minutes included semistructured interviews with participants concerning their information behaviors, followed by a 20-minute demonstration of their information-seeking strategies. Data from these interviews were analyzed using a constructivist grounded theory approach. Results Participants described their information needs in terms of managing the disrupted physiological, emotional, and social aspects of their lives following a diagnosis of dementia. They used various information behaviors, including active search, ongoing search, monitoring, proxy search, information avoidance, and selective exposure. These information behaviors were not stagnant; however, they were adapted to accommodate the changing circumstances of their dementia and their lives as they worked to re-establish equilibrium to continue to engage in life while living with a degenerative neurological condition. Conclusions Our research revealed the motivations, changing abilities, and chosen strategies of people with dementia in their search for information as their condition evolves. This knowledge can be used to develop and improve person-centered information and support services for people with dementia so that they can more easily re-establish equilibrium and continue to engage in life.
    Type of Medium: Online Resource
    ISSN: 1438-8871
    Language: English
    Publisher: JMIR Publications Inc.
    Publication Date: 2022
    detail.hit.zdb_id: 2028830-X
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  • 6
    Online Resource
    Online Resource
    SAGE Publications ; 1990
    In:  Word of Mouth Vol. 2, No. 2 ( 1990-10), p. 10-11
    In: Word of Mouth, SAGE Publications, Vol. 2, No. 2 ( 1990-10), p. 10-11
    Type of Medium: Online Resource
    ISSN: 1048-3950 , 2154-3941
    Language: English
    Publisher: SAGE Publications
    Publication Date: 1990
    detail.hit.zdb_id: 2409789-5
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  • 7
    Online Resource
    Online Resource
    SAGE Publications ; 1996
    In:  Qualitative Inquiry Vol. 2, No. 4 ( 1996-12), p. 385-410
    In: Qualitative Inquiry, SAGE Publications, Vol. 2, No. 4 ( 1996-12), p. 385-410
    Abstract: Although traditional narration that depicts relationships and cultures studied by social scientists will always be essential to qualitative research, another valuable mode of analyzing data and presenting findings is also available. "Qualitative models" simulta neously represent coexisting realities and illustrate multiple layers of meaning. Models may be either metaphoric (i.e., connotative, mcludmg metonymy) or denotative, and the mode of representation may be either iconic (based on resemblance) or symbolic (based on conventional signification). The models provide a qualitatively different grasp of phenomena by stimulating a wider variety of neural processes through spatial arrangement, color, shape, and figures. This examination of four qualitative models from a school ethnography demonstrates the complementarity of such nonlinguistic and linguistic interpretations. In this sense, qualitative models are visual representations that lead reader and researcher to construct a qualitatively different understanding from "an image/text balance" wherein the two mutually define and support one another.
    Type of Medium: Online Resource
    ISSN: 1077-8004 , 1552-7565
    Language: English
    Publisher: SAGE Publications
    Publication Date: 1996
    detail.hit.zdb_id: 2029972-2
    SSG: 3,4
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