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Publishing With Us. Book Authors Journal Authors. Jepson Studies in Leadership Free Preview. Buy eBook. The title of this conference may sound like a provocative statement. It may suggest a definition of the genre as a minor one, as has too often been the case in the history of the short story. Yet the conference has another purpose altogether. We would like to reverse the perspective and claim short fiction not exactly as a minor genre, but as a humble one. As such, what can short fiction do that the novel cannot?
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What can it better convey? How do short story writers deal with humble subjects — humble beings the poor, the marginal, the outcasts, the disabled, etc. How do they draw attention to what tends to be disregarded, neglected or socially invisible Le Blanc and how do they play with attention and inattention Gardiner?
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How do they contribute to an ethics and a politics of consideration Pelluchon? What rhetorical and stylistic devices do they use? What happens when they broach humble topics with humble tools, a bare, minimal style, for instance? How does the humble form of the short story — its brevity — fit humble topics? Does it paradoxically enhance them? Does the conjunction of the two give the short story a minor status or can it be empowering?
Asking such questions will open a rich debate. How does the humble nature of short fiction connect with the epiphany, the moment of being, the event? If there is an ethics of short fiction as a humble genre, where can it be located? The theme of the humble is also manifest in its very inclusiveness and openness to the reader, or in the very precarious nature of the genre, in its openness to other genres.
How do these various art forms and media shape each other and how do these interactions construct short fiction as a humble genre? Reframing the humble as an aesthetic category will help reread short fiction and better capture its elusive contours, focusing either on well-known short fiction by famous writers that will be approached from a different angle or retrieving some unfairly neglected texts from oblivion, as, for example, Ann-Marie Einhaus, has started doing in her work on The Short Story and the First World War.
This conference means to cross national borders and disciplinary boundaries, especially those separating literature and the visual arts or literature and philosophy.
The questions asked can be broached through short fiction written in English by writers of various nationalities over the 19th and 20th centuries until nowadays. Proposals of about words together with a short biographical note 50 words should be sent to Christine Reynier christine. All articles submitted should be original work and must not be under consideration by other publications. Journal contributors will receive a free PDF copy of their final work upon publication. Print copies of the journal may also be purchased by contributors at half price. Editorial Board. Emma Young.
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Chris Machel. Sue Roe. Robert Sheppard. Karen Stevens. Peter Wright. The situation of improvising for almost everything prevented students from experiencing the realities of procedures or skills with the ideal equipment or supplies:.
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A combination of system inadequacies and resource constraints helped in introducing challenges for student nurses attempting to acquire practical skills and to experience the realities of patient care. Clinicians often adopted unconventional and simple approaches to clinical procedures and patient care activities. These were usually not in consonance with textbook dictates:. The blind adoption of practices from other cultures and settings, without any modification to suit the context and patient needs, was identified as one factor responsible for the disharmony between theory and practice:.
Students also observed that clinical activities were routine, ritualistic and monotonous, causing students to become uninterested and apathetic in clinical learning activities:. Another challenge which confronted students on clinical placement was the high expectations clinicians held of them regarding their competency. Students were perceived as additional working hands and expected to assume full duties like regular staff rather than students who needed to learn:.
There appeared to be a power play and rivalry between university undergraduate students and graduates from NTCs, who formed the majority of nurses in the clinical environment. This rivalry is thought to arise from the relatively higher ranking the undergraduates attain immediately after completion.
Graduates of the NTCs stereotyped the university students as practically inept and arrogant and hence were unwilling to assist their clinical learning:. So that kind of power rivalry also exists and it impedes the learning of the practical aspect" [Student]. The organization of activities of clinical placement and supervision of students also had challenges that contributed to the widening of the TPG. Learning objectives and outcomes during a clinical placement were perceived as vague; lacking in detail and explicitness and absent in some instances:.
Before you come to the clinical area, you need to have a set of objectives. Clinical placements were not organized to be in synchrony with theoretical learning activities in the classroom. Students also felt the time allocated for clinical placement was always too short to follow interesting clinical cases and to promote clinical learning:.
Student: No no no. They just assign you, you are suppose to go to male ward, you just go there! The preceptorship system was ineffective because of the lack of preceptor training and the multiple roles preceptors assumed. Clinicians who participated in this study were mostly ward managers and also doubled as preceptors based on their own initiative. There was no formal engagement between the preceptor group and any educational institution.
The responsibility to facilitate clinical learning was therefore perceived as personal and discretionary by clinicians:. I am paid to nurse clients. Students had to establish personal relationships with clinicians to facilitate their own clinical learning:.
Some clinicians raised concerns regarding the clinical experience and expertise of nurse faculty suggesting that most nurse faculty were either inexperienced or had lost touch with the realities of nursing practice due to prolonged absence from active clinical work:.
These reforms were based on an understanding of the TPG and were intended, among other things, to help bridge the gap between theory and practice. Findings from this study suggest nursing education in the research setting may be undergoing a similar transition. Only one faculty member at the department of nursing of the site held a doctoral level qualification at the time of writing.
Most universities in the research setting are now offering baccalaureate nursing programmes without any clear road map to guide the process of integration of nursing education into these higher education institutions. The religious and political interferences cited in this study occurred at the level of the university.
As it may appear, a clear definition and understanding of learning outcomes is the central element of any educational design and implementation strategy. Learning activities, clinical learning environment and assessment tasks need to reflect the learning outcomes to motivate students to learn and ensure knowledge transfer Botma, et al. The need for the alignment is further highlighted in a study by Tiwari et al.
Debates in the literature highlight two standpoints on the profile of an ideal graduate nurse. Achieving either type of graduate profile requires quality and extensive interaction within a stimulating community of learning consisting of other students, nurse faculty, preceptors, other clinicians and patients. Aside personal attributes, the low level of motivation of students towards learning activities may be related to the lack of constructive alignment between learning outcomes and learning activities.
Innovative pedagogical approaches promoting participatory learning may boost the attitude of prospective students attracted to the profession of nursing.