This deeply informed and lavishly illustrated book is a comprehensive introduction to the modern study of Middle English manuscripts. It is intended for students and scholars who are familiar with ...some of the major Middle English literary works, such as The Canterbury Tales, Gawain and the Green Knight, Piers Plowman, and the romances, mystical works or cycle plays, but who may not know much about the surviving manuscripts. The book approaches these texts in a way that takes into account the whole manuscript or codex—its textual and visual contents, physical state, readership, and cultural history. Opening Up Middle English Manuscripts also explores the function of illustrations in fashioning audience response to particular authors and their texts over the course of the fourteenth and fifteenth centuries.
Kathryn Kerby-Fulton, Linda Olson, and Maidie Hilmo—scholars at the forefront of the modern study of Middle English manuscripts—focus on the writers most often taught in Middle English courses, including Geoffrey Chaucer, William Langland, the Gawain Poet, Thomas Hoccleve, Julian of Norwich, and Margery Kempe, highlighting the specific issues that shaped literary production in late medieval England. Among the topics they address are the rise of the English language, literacy, social conditions of authorship, early instances of the Alliterative Revival, women and book production, nuns’ libraries, patronage, household books, religious and political trends, and attempts at revisionism and censorship.
Inspired by the highly successful study of Latin manuscripts by Raymond Clemens and Timothy Graham, Introduction to Manuscript Studies (also published by Cornell), this book demonstrates how the field of Middle English manuscript studies, with its own unique literary and artistic environment, is changing modern approaches to the culture of the book.
This deeply informed and lavishly illustrated book is a comprehensive introduction to the modern study of Middle English manuscripts. It is intended for students and scholars who are familiar with some of the major Middle English literary works, such as The Canterbury Tales , Gawain and the Green Knight , Piers Plowman , and the romances, mystical works or cycle plays, but who may not know much about the surviving manuscripts. The book approaches these texts in a way that takes into account the whole manuscript or codex—its textual and visual contents, physical state, readership, and cultural history. Opening Up Middle English Manuscripts also explores the function of illustrations in fashioning audience response to particular authors and their texts over the course of the fourteenth and fifteenth centuriesKathryn Kerby-Fulton, Linda Olson, and Maidie Hilmo—scholars at the forefront of the modern study of Middle English manuscripts—focus on the writers most often taught in Middle English courses, including Geoffrey Chaucer, William Langland, the Gawain Poet, Thomas Hoccleve, Julian of Norwich, and Margery Kempe, highlighting the specific issues that shaped literary production in late medieval England. Among the topics they address are the rise of the English language, literacy, social conditions of authorship, early instances of the Alliterative Revival, women and book production, nuns' libraries, patronage, household books, religious and political trends, and attempts at revisionism and censorship. Inspired by the highly successful study of Latin manuscripts by Raymond Clemens and Timothy Graham, Introduction to Manuscript Studies (also published by Cornell), this book demonstrates how the field of Middle English manuscript studies, with its own unique literary and artistic environment, is changing modern approaches to the culture of the book.
The importance of creating healthy and ethical work environments in the clinical setting has been a focus in nursing for several years. However, research has found that incidents of incivility and ...bullying occur in academia as well. Nurse educators often face complex situations in the academic workplace that have ethical implications, including relationships with each other, academic administrators, and students. A review of the evidence indicates that studies have considered the importance of creating an ethical environment in nursing practice, and incivility, but few have focused on healthy work environments in academia. This article presents the nine provisions of the ANA Code of Ethics for Nurses in the context of the nursing academic environment as a framework to discuss the philosophical and practical importance of envisioning an ethical environment within academic settings. Examples of relationships are provided that demonstrate a positive ethical climate or illustrate areas in need of reflection for improvement, with suggested implications for practice.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community ...influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.
The long shadow Alexander, Karl; Entwisle, Doris; Olson, Linda
Russell Sage Foundation,
2014, 20140531, 2014-06-00
eBook, Book
Contents: - The long shadow and urban disadvantageUrban disadvantage at the outset : the Baltimore backdrop. - Urban disadvantage as family disadvantage. - Stepping outside : urban disadvantage in ...neighborhood and school. - Transitioning to adulthood. - Socioeconomic destinations : the BSSYP a quarter century later. - The long shadow realized : status attainment in the BSSYP. - Race and gender stratification in urban disadvantage. - The reproduction of urban disadvantage.
Background Catheter colonization and bloodstream infection during the first week after insertion of a central venous catheter have been shown to result from the patient’s own skin flora. Methods The ...backs of 32 healthy subjects were prepped with a 2% chlorhexidine gluconate (CHG)/70% isopropyl alcohol antiseptic. Three dressings, 2 of which contained CHG, were placed on the prepped skin in a randomized design. Samples of aerobic bacteria were collected using the cup scrub method. Skin under the dressings was sampled by quadrant on days 1, 4, and 7. Relative suppression of regrowth was compared using an adjusted paired t test. Results Mean log counts were 3.2 log10 colony-forming units (CFU)/cm2 before antisepsis and 0.4 after antisepsis. Mean log counts obtained on days 1, 4, and 7 were 0.4, 0.3, and 0.5 log10 CFU/cm2 for the CHG gel; 0.4, 0.4, and 0.9 log10 CFU/cm2 for the CHG disk; and 0.9, 1.2, and 1.5 log10 CFU/cm2 for the Control, respectively. Conclusion Skin flora was not completely eradicated during antisepsis, and bacterial regrowth occurred postantisepsis. The use of CHG dressings helped sustain a reduced bacterial count on the skin. The continuously releasing CHG gel maintained suppression to a greater extent than the CHG disk at 7 days ( P = .01).
Background This study aimed to demonstrate the value of adding an active level of a persistent antimicrobial agent, such as chlorhexidine gluconate (CHG), to an alcohol-based surgical hand ...antiseptic. Methods The persistence of 3 waterless, brushless alcohol-based surgical hand antiseptics, including one product containing CHG, was compared. The test products were applied a total of 12 times over 5 days. Samples of aerobic bacteria were collected on days 1 and 5, on both days immediately after drying and 6 hours later, using the glove juice technique. Relative suppression of regrowth was compared using t tests. Results Using an equivalence margin of 20%, the alcohol plus CHG product showed noninferiority to the alcohol-only products at all sampling points and, based on significantly lower bacterial regrowth ( P = .026), superior persistence to the alcohol-only products after 6 hours of glove wear. Conclusions Given the primary objective of surgical hand antisepsis of reducing resident skin flora for the duration of the surgical procedure, using an alcohol-based hand antiseptic containing CHG appears to be the most appropriate choice for maintaining microbial levels as low as possible for as long as possible.
Plasmin is the key enzyme in fibrinolysis. Upon interaction with plasminogen activators, the zymogen plasminogen is converted to active plasmin. Some studies indicate plasminogen activation is ...regulated by cation-independent mannose 6-phosphate receptor (CI-MPR), a protein that facilitates lysosomal enzyme trafficking and insulin-like growth factor 2 downregulation. Plasminogen regulation may be accomplished by CI-MPR binding to plasminogen or urokinase plasminogen activator receptor. We asked whether other members of the plasminogen activation system, such as tissue plasminogen activator (tPA), also interact with CI-MPR. Because tPA is a glycoprotein with three N-linked glycosylation sites, we hypothesized that tPA contains mannose 6-phosphate (M6P) and binds CI-MPR in a M6P-dependent manner. Using surface plasmon resonance, we found that two sources of tPA bound the extracellular region of human and bovine CI-MPR with low-mid nanomolar affinities. Binding was partially inhibited with phosphatase treatment or M6P. Subsequent studies revealed that the five N-terminal domains of CI-MPR were sufficient for tPA binding, and this interaction was also partially mediated by M6P. The three glycosylation sites of tPA were analyzed by mass spectrometry, and glycoforms containing M6P and M6P-N-acetylglucosamine were identified at position N448 of tPA. In summary, we found that tPA contains M6P and is a CI-MPR ligand.
Promoting Safe Mobility Olson, Linda M.; Zonsius, Mary C.; Rodriguez-Morales, Grisel ...
The American journal of nursing,
07/2022, Letnik:
122, Številka:
7
Journal Article
Recenzirano
Odprti dostop
This article is the fifth in a series,
Supporting Family Caregivers in the 4Ms of an Age-Friendly Health System
, published in collaboration with the AARP Public Policy Institute as part of the ...ongoing
Supporting Family Caregivers: No Longer Home Alone
series. The 4Ms of an Age-Friendly Health System (What Matters, Medication, Mentation, and Mobility) is an evidence-based framework for assessing and acting on critical issues in the care of older adults across settings and transitions of care. Engaging the health care team, including older adults and their family caregivers, with the 4Ms framework can help to ensure that every older adult gets the best care possible, is not harmed by health care, and is satisfied with the care they receive.
The articles in this series present considerations for implementing the 4Ms framework in the inpatient hospital setting and incorporating family caregivers in doing so. Resources for both nurses and family caregivers, including a series of accompanying videos developed by AARP and the Rush Center for Excellence in Aging and funded by The John A. Hartford Foundation, are also provided. Nurses should read the articles first, so they understand how best to help family caregivers. Then they can refer caregivers to the informational tear sheet—
Information for Family Caregivers
—and instructional videos, encouraging them to ask questions. For additional information, see
Resources for Nurses
.
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