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Relevant bibliographies by topics / Meaningful living

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Academic literature on the topic 'Meaningful living'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Meaningful living"

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BURGGRAEVE, Roger. "Meaningful Living and Acting." Louvain Studies 13, no. 1 (January 1, 1988): 3–26. http://dx.doi.org/10.2143/ls.13.1.2013958.

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BURGGRAEVE, Roger. "Meaningful Living and Acting." Louvain Studies 13, no. 2 (July 1, 1988): 137–60. http://dx.doi.org/10.2143/ls.13.2.2013953.

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Calhoun, Cheshire. "Geographies of Meaningful Living." Journal of Applied Philosophy 32, no. 1 (August 19, 2014): 15–34. http://dx.doi.org/10.1111/japp.12089.

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Lambie, David. "Insight into meaningful living." Metascience 28, no. 1 (December 5, 2018): 155–58. http://dx.doi.org/10.1007/s11016-018-0378-z.

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Kemp, Candace, Alexis Bender, Elisabeth Burgess, Joy Ciofi, Fayron Epps, Jennifer Morgan, and Molly Perkins. "Examining Meaningful Engagement Among Assisted Living Residents With Dementia." Innovation in Aging 4, Supplement_1 (December 1, 2020): 668. http://dx.doi.org/10.1093/geroni/igaa057.2315.

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Abstract Across care setting, lack of meaningful activity is identified by persons living with dementia and their care partners as a persistent and significant unmet care need. Here, we examine the opportunities for and experiences with meaningful engagement among assisted living residents with dementia using data from our 5-year NIA-funded qualitative study (R01AG062310). Guided by grounded theory method, the study involves in-depth interviews, participant observation, and resident record review collected over a one-year period in four diverse assisted living communities. Analysis of these data shows a range of engagement opportunities and experiences within and across care communities and point to the influence of resident (e.g. cognitive and physical function, interests, relationships), care partner (e.g., dementia knowledge, strategies, availability), and care community (e.g., size, location, resources) factors. We conclude by offering suggestions for policy and practice and for future research aimed at improving the quality of life of persons living with dementia.

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Allison, Theresa, Jennie Gubner, and Alexander Smith. "Meaningful Activities Among Vulnerable Older Adults Living With Dementia." Innovation in Aging 4, Supplement_1 (December 1, 2020): 838. http://dx.doi.org/10.1093/geroni/igaa057.3070.

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Abstract This paper examines self-identified meaningful activities in the daily lives of 21 vulnerable older adults living with dementia and the people who care for them at home (dyads). Using ethnographic observation and interviews, we asked the dyads to identify which aspects of daily life were most meaningful and how these activities changed as dementia progressed. Results ranged from pleasure-seeking activities like cigarette smoking and eating, to spiritual or mindfulness activities like hymn-singing, prayer and tai chi. Dyads identified specific examples of the ways in which meaningful activities and meaning-making both persisted and adapted throughout the progression of dementia. Using these identifiable moments of meaning-making as a starting point for inquiry, we explore underlying questions of how to adapt to dementia progression while retaining meaning in relationships.

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Loxterkamp, Max. "MORALITY, OBJECTIVE VALUE AND LIVING A MEANINGFUL LIFE: A REPLY TO STEVEN M. CAHN AND CHRISTINE VITRANO'S ESSAY ‘LIVING WELL’." Think 15, no. 43 (2016): 117–23. http://dx.doi.org/10.1017/s1477175616000129.

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In their essay ‘Living Well’, Steven M. Cahn and Christine Vitrano argue that to live a meaningful life all we must do is find personal satisfaction and enjoyment. They argue against other philosophers who claim that ‘objectively valuable’ activities are what make a life meaningful. There are two problems with what they argue in the essay. The first relates to a particular criticism they make of some of those philosophers taking the contrary view, in regards to the difficulty those philosophers have in deeming what is and is not of objective value. The second is more specifically to do with Cahn's and Vitrano's rejection of the idea that objectively valuable activities are what make a life meaningful, worthwhile. But both problems result from their introducing morality as relevant to what makes a life meaningful or not.

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Dysvik, Elin, and Bodil Furnes. "Living a meaningful life with chronic pain - further follow-up." Clinical Case Reports 6, no. 5 (March 22, 2018): 896–900. http://dx.doi.org/10.1002/ccr3.1487.

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De Vriendt, Patricia, Elise Cornelis, Ruben Vanbosseghem, Valerie Desmet, and Dominique Van de Velde. "Enabling meaningful activities and quality of life in long-term care facilities: The stepwise development of a participatory client-centred approach in Flanders." British Journal of Occupational Therapy 82, no. 1 (June 3, 2018): 15–26. http://dx.doi.org/10.1177/0308022618775880.

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Introduction Meaningful activities of daily living promote the quality of life of residents of long-term care facilities. This project aimed to develop an approach to enable meaningful activities of daily living and to guide long-term care facilities in a creative and innovative attitude towards residents' meaningful activities of daily living. Method The approach was developed in six steps: (1) in-depth-interviews with 14 residents; (2) a survey with 171 residents; (3) a systematic map and synthesis review on interventions enriching meaningful activities of daily living; (4) qualitative analysis of 24 ‘good examples’ and, to support future implementation, (5) focus groups with staff ( n = 69). Results determined the components of the new approach which was (6) pilot-tested in one long-term care facility. Quantitative and qualitative data were gathered concerning benefits for the residents and feasibility for the staff. Results A client- and activity-oriented approach was developed, characterised by an active participatory attitude of residents and staff and a systematic iterative process. Significant positive effects were found for the number of activities, the satisfaction with the leisure offered, the social network, medication use, but not for quality of life. The approach appeared to be feasible. Conclusion This approach stimulates residents' meaningful activities of daily living and social life. Further investigation is needed to evaluate its outcome and implementation potentials.

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Dicato, Mario. "Optimizing Hemoglobin Levels and Beyond: Strength for Living and Meaningful Survival?" Oncology 68, no. 1 (2005): 1–2. http://dx.doi.org/10.1159/000083127.

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Dissertations / Theses on the topic "Meaningful living"

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Conti, Angela M. "Meaningful activities for individuals with dementia living in long-term care." Connect to this title online, 2006. http://etd.lib.clemson.edu/documents/1171041679/.

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Purtill, Claire Elizabeth. "Meaningful living with pain : the value of Acceptance and Commitment Therapy in chronic pain." Thesis, Staffordshire University, 2016. http://eprints.staffs.ac.uk/2642/.

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This thesis has been completed to fulfil the academic requirements of the doctorate in clinical psychology. The topic developed from the author’s experience of working therapeutically with individuals with chronic pain in the first year of clinical training. The thesis includes a literature review of studies exploring the process of change with Acceptance and Commitment Therapy (ACT) in chronic pain, an empirical study exploring the value of ACT in chronic pain and a reflective paper of the author’s reflections on this process. The literature review highlighted several factors involved in the process of change, these included the six core processes of ACT; acceptance, values, self as context, present moment, cognitive defusion, and committed action. Increased acceptance and values based activity were associated with improved functioning and quality of life. Social support from peers, normalisation and validation were also found to be helpful. The studies in the review mainly collected data via self-report questionnaires, which are open to respondent biases, confounding variables and overlook the personal value of an intervention. Qualitative approaches, although limited, have captured individual narratives of pain management, which have been helpful in understanding personal experiences. The empirical paper uses Q methodology to understand the value of group based pain management. Ten chronic pain service users completed Q-sorts in which they ranked a range of statements about change processes. Three factors emerged; (1) being believed, accepted and understood (2) the value of self-compassion and empowerment, and (3) a bipolar factor representing the importance of clarity and changing the relationship with pain. The six core processes of ACT were represented in the three factors. Self-as-context, values, and acceptance were found to be particularly relevant to therapeutic change. The reflective paper outlines the author’s reflections on the process, the challenges, limitations, and growth and learning points throughout the journey.

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Pieterse, Gisele Shaline. "Participation in meaningful occupation : how do young adults living with cerebral palsy experience the quality of their participation?" Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80333.

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Thesis (MOccTher)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Participation in meaningful occupations is what defines us as human beings and is an important indicator of health and well-being. It is the way we experience the world around us and is closely linked to quality of life. As an occupational therapist at a school for learners with special educational needs, the researcher was interested in how young adults with a diagnosis of Cerebral Palsy (CP) who attended this school, experience their participation or the lack thereof in occupations and if it contributes to meaning and fulfilment in their lives? She established through informal conversation with some of these young adults or their parents, that they experience unemployment, unhappiness and poor integration within the community. The aim of this study was therefore to describe how young adults living with CP in economically disadvantaged communities within the Western Cape, experience the quality of their participation in meaningful occupations. A qualitative phenomenological study design was used, enabling the researcher to explore the value and meaning participants attach to different occupations, the participants perceptions of their experience and the factors impacting on their participation. The study population was young adults between the ages of 18-28 years with a diagnosis of CP, who attended the previously mentioned school and who exited school over the duration of the past nine years. The researcher used purposive maximum variation sampling, to ensure variation in terms of diagnosis, living arrangements, employment and marital status. Data collection took the form of ten face-to-face semi-structured individual interviews and inductive content analysis was utilized to analyse data. The following four themes emerged from the data: overcoming challenges; having equal opportunities; barriers holding me back and the future is mine to shape. These young adults participated in a variety of meaningful occupations and have learned to utilize various strategies to overcome the difficulties they faced in this process. The following factors influenced their participation positively: having meaningful relationships; accepting their disability and nurturing a positive attitude; being proud of their achievements; positive work experiences and involvement in the community. Factors contributing to these young adults not experiencing meaningful participation were the following: their perception of themselves and also how they perceived being treated by others; non-acceptance of their physical circumstances and disability; incompetence and poor self-confidence; termination of previously meaningful occupations; challenges with interpersonal relationships and unsatisfactory work experiences. The need to be as independent as possible was of utmost importance to all these young adults, as it was an indicator of being in control of their own lives. Given the above information, the researcher recommends a transition preparation program for senior phase learners that will include sessions on work habits, social skills, transportation, self-employment and integration into the community to be implemented at the school. Supported employment options should be explored as well to ensure maximum employment among these learners exiting school. A follow-up system should be established to evaluate the effectiveness of the above-mentioned program.
AFRIKAANSE OPSOMMING: Deelname in betekenisvolle aktiwiteite is uniek aan die mens en is ook ‘n belangrike aanduiding van gesondheid en welstand. Ons ervaar die wêreld rondom ons deur betekenisvolle deelname, was nou verbind word kwaliteit van lewe. Tydens haar werk as ‘n arbeidsterpeut by ‘n skool vir leerders met spesiale onderrig behoeftes, het die navorser begin belangstel in hoe jongmense met ‘n diagnose van serebraalgestremdheid (wat oudleerders is) hulle deelname aan aktiwiteite of die gebrek daaraan ervaar en of dit bydra tot betekenisvolheid en vervulling in hulle lewens. Sy het deur informele gesprekke met van hierdie jongmense of hul ouers vasgestel dat hulle ervaring ongelukkig, werkloos and swak geïntegreed in hulle gemeenskap is. Die doel van hierdie studie was dus om te beskryf hoe jongmense met ‘n diagnose van serebraalgestremdheid wat in ekonomies benadeelde gemeenskappe binne the Weskaapse Provinsie woon, die kwaliteit van hul deelname aan betekenisvolle aktiwiteite ervaar. Die navorser het ‘n kwalitatiewe fenomenologiese studie ontwerp gebruik sodat sy die volgende aspekte kon verken: die waarde en betekenis wat die studie deelnemers aan spesifieke aktiwiteite heg; hulle persepsie van hulle ervaringe, asook die faktore wat deelname beïnvloed. Die studiepopulasie was jongmense tussen die ouderdomme van 18-28 jaar oud met ‘n diagnose van serebraalgestremdheid, wat die bogenoemde skool bygewoon en verlaat het in die afgelope nege jaar. Die navorser het ‘n doelgerigte maksimum variasie steekproef gebruik, om sodoende variasie in terme van diagnose, verblyf, werk en getroude status te verseker. Data was ingesamel deur middel van tien semi-gestruktureerde individuele onderhoude. Induktiewe inhoud-analise was gebruik om die data te ontleed en die volgende vier temas het na vore gekom naamlik: om uitdagings te oorkom; om gelyke geleenthede te hê; hindernisse wat my terughou en die toekoms is myne om te vorm. Hierdie jongmense neem deel aan ’n groot verskeidenheid aktiwiteite en het deur ondervinding verskeie strategieë aangeleer om die probleme wat hulle ervaar het te oorkom. Die volgende faktore het hulle deelname positief beïnvloed: betekenisvolle interpersoonlike verhoudings; aanvaarding van hulle gestremdheid en koestering van ‘n positiewe houding; trots op hulle prestasies; positiewe werkservaringe en betrokkenheid in hulle gemeenskap. Die faktore wat bygedrae het tot swak deelname aan aktiwiteite was die volgende: hul self-persepsie, asook hul persepsie van hoe ander hulle behandel; nie-aanvaarding van hulle gestremdheid en fisiese omstandighede; swak selfvertroue en gevoelens van onbevoegdheid; die staking van vorige betekenisvolle aktiwiteite; uitdagings in hulle verhoudings en onbevredigende werkservaringe. Hul onafhanklikheid is vir hierdie jongmense van uiterste belang, want dit is ‘n aanduiding dat hulle in beheer is van hulle eie lewens. Na aanleiding van bogenoemde informasie, maak die narvorser die volgende aanbeveling: Om ‘n voorbereidings program vir senior fase leerders te begin, wat sessies van werksgewoontes, sosiale vaardighede, transport, self-indiensneming en integrasie in die gemeenskap insluit. Die moontlikheid van ondersteunde indiensneming moet ook verken word, om maksimale indiensneming onder hierdie jongmense te verseker. ‘n Opvolg sisteem moet ook in plek gestel word om die doeltreffendheid van bogenoemde program te bepaal.

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Schroeder, Claudio de Werk. "Postar, interagir e transformar: o blog potencializando a mediação de aprendizagens significativas." reponame:Repositório Institucional da FURG, 2011. http://repositorio.furg.br/handle/1/3553.

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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2011.
Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-25T03:47:29Z No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5)
Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-06-17T21:27:16Z (GMT) No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5)
Made available in DSpace on 2013-06-17T21:27:16Z (GMT). No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5) Previous issue date: 2011
A dissertação ora apresentada teve por objetivo investigar as aprendizagens significativas obtidas por estudantes do ensino médio, no conviver e conversar com outros estudantes, ao desenvolverem projetos de aprendizagem em um ambiente de blogs. Este trabalho tem origem em minhas inquietações acerca do que é ser um estudante. Por acreditar que os estudantes não são acumuladores de informação, mas sim aprendentes e futuros cidadãos, invisto em um projeto pedagógico que modifique seu status de “frequentadores de aula” para “estudante” e neste processo adquira aprendizagens significativas, atendendo minhas aspirações. Para sua efetivação, propus trabalhos de pesquisa que partiam das inquietações dos estudantes através da metodologia de projetos de aprendizagem. Nessa metodologia o professor se destitui da posição principal, dando aos estudantes a oportunidade de aprender porque querem fazê-lo. Para visibilizar as aprendizagens, e se elas são significativas, as pesquisas realizadas foram disponibilizadas em blogs, criados e mantidos pelos estudantes, enquanto desenvolviam seus projetos. Ao mesmo tempo que realizavam suas pesquisas, o que os levou a serem agentes de seus saberes, os estudantes foram instigados a visitar os blogs dos colegas, para verem e interagirem com estas pesquisas, tendo desta forma a possibilidade de conviver e conversar com seus colegas pesquisadores. A utilização dos blogs como ferramenta pedagógica, em uma turma do ensino médio, teve a função de oportunizar aos estudantes o acesso à rede de computadores, tornando-a a sala de aula, um ambiente amigável e corriqueiro, além de inseri-los na elaboração de trabalhos de pesquisa. Como o aprender não é um processo estanque, eu como professor e pesquisador, ao mesmo tempo que acompanhava os projetos dos estudantes, nos blogs, também fazia questionamentos sobre o que escreviam com o intuito de instiga-los a procurar cada vez mais sobre seus projetos e com isto ampliar seus saberes. Para a analise das aprendizagens utilizei a metodologia do Discurso do Sujeito Coletivo - DSC proposta por Lefrève e Lefrève e o conceito de enação proposto por VARELA. Nos textos publicados, nos questionamentos realizados e nas respostas oferecidas pelos grupos, foi possível perceber como os estudantes adquirem saberes, e mais, que estes saberes ao serem assimilados produzem aprendizagens significativas, pois ao buscar respostas aos seus questionamentos evidenciaram a reelaboração e o resignificado conceitual A pesquisa que teve seu foco nas aprendizagens significativas, potencializadas pelo uso da metodologia de projetos de aprendizagem e visibilizadas em blogs educativos, evidenciou que ao modificarmos o modo como os estudantes de ensino médio são tratados na escola estaremos oportunizando a construção de aprendizagens significativas.
The dissertation presented here aimed to investigate the significant learning obtained by high school students, live in and chat with other students, to develop projects in a learning environment blogs. This work stems from my concerns about what being a student. Believing that students are not accumulators of information, but learners and future citizens, invest in an educational project to modify its status as a "school-goers" to "student" and in the process acquire meaningful learning, meeting my aspirations. To be effective, proposed research projects that left the concerns of students through the methodology of learning projects. In this methodology the teacher dismisses the prime location, giving students the opportunity to learn because they want to do it. To visualize the learning, and if they are significant, the surveys were available in blogs, created and maintained by students, while developing their projects. While their research, which led them to be agents of their knowledge, students were encouraged to visit the blogs of colleagues, to see and interact with their research, thus having the possibility to live and chat with your colleagues researchers. The use of blogs as a pedagogical tool in a high school class, its function is to create opportunities for students to access the computer network, making it the classroom, a friendly and commonplace, and insert them in the preparation of research. Because learning is not an airtight case, I as a teacher and researcher, while accompanying the students' projects, blogs, was also questions about what they wrote in order to instigate them to look more and more about their projects and thus broaden their knowledge. For the analysis of learning using the methodology of the Collective Subject Discourse - DSC proposed by Lefevre Lefevre and the concept of enaction proposed by Varela. In the texts published, we made inquiries and responses provided by groups, it was possible to see how students acquire knowledge, and further, that this knowledge be assimilated to produce significant learning, for seeking answers to their questions and showed the reworking resignifying The conceptual research that had its focus on meaningful learning, enhanced by use of the methodology of learning projects and visualized on blogs education, showed that by changing the way high school students are treated in school we are providing opportunities to build meaningful learning.

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Zeestraten, J. "Strolling to the beat of another drum : living the 'Slow Life'." Diss., Lincoln University, 2008. http://hdl.handle.net/10182/833.

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As the pace of life in contemporary Western society accelerates, an increasing number of people are engaging in an alternative lifestyle: ‘Slow Living’. Although popular in the media, Slow Living, which addresses issues of quality of life, is a relatively new area of academic enquiry. Given a lack of empirical research, especially on the realities of the Slow Life in a New Zealand context, this ethnographic study aims to augment the knowledge on this lifestyle by focusing on how families experience Slow Living. The key research question is: How do families live their interpretations of a Slow Life? To answer this question, this study examined the everyday lives of five Slow Living families in Canterbury, New Zealand. Adult family members were given a time-use diary to complete over two days. These diaries were then used as a foundation for in-depth interviews and participant observation. Slow Living families hold to a number of personal values, such as personal agency, conscious living and leading meaningful lives. These comprise their ideal way of living. The families are also faced with a number of challenges and have to employ strategies to balance their ideal and what is possible. The different ways families adapt produces a variety of Slow Living lifestyles.

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Alkhargi, Manuel [Verfasser], and Hermann [Gutachter] Faller. "Cancer And Living Meaningfully: eine qualitative Studie zur Treatment Integrity der CALM-Therapie im Vergleich zu einer Kontrollbedingung / Manuel Alkhargi ; Gutachter: Hermann Faller." Würzburg : Universität Würzburg, 2020. http://d-nb.info/1204366780/34.

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Caron, Staci. "Continuity of identity through meaningful occupation : the experience of older adults living in long-term care facilities." Thesis, 2003. http://hdl.handle.net/2429/14032.

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Disability often accompanies aging due to multiple impairments commonly experienced by older adults. Many older people admitted to Long-Term Care (LTC) facilities experience loneliness, helplessness, and boredom, which often lead to depression (Thomas, 1996). Yerxa (1998) explored the relationship between health and the human spirit for occupation, where occupation was considered the self-initiated, self-directed, productive daily activity that provides individuals with a sense of identity and purpose in life, which, in turn, contributes to their health. Through qualitative research, this study aimed to contribute to the understanding of meaningful occupational engagement for older adults living in LTC facilities. A narrative approach using in-depth semi-structured interviews was used to explore the meaning of occupation for nine residential care facility residents, specifically through their current and past occupations and related perceptions of health, aging, and the LTC facility environment. Continuity theory and the emergent discipline of occupational science provided a conceptual approach to this research. Findings of the study showed that the meaning of occupation was shaped within the context of participants' experience of living in a LTC facility, including their perceived losses, functional constraints, and afforded opportunities. Four themes of meaningful occupation emerged from the data; 1) reliance: maintaining a sense of independence within a supportive environment, 2) relationships: maintaining and fostering social relationships, 3) rewards: doing things that have purpose and contribute personally and socially, and 4) reflection: reflecting on life's experiences, accomplishments, and regrets. These themes were closely linked to an additional theme concerning the preservation and expression self-identity. Participants' chose to occupy themselves with activities that provided continuity with previous occupations, defining their sense of self. Rehabilitation therapists and other professionals who work with elderly residents are called to be innovative and flexible in designing programs and carrying out daily care activities within LTC facilities, in a manner that enables continuity for each resident and is tailored to fit with his or her sense of self. Study findings have implications for occupational therapy practice and social planning for the aging population. Understanding the meaning that occupations have for older adults, and how engagement in them reflects a continuity of identity involves an appreciation of their "life contexts". Environments that provide opportunity for choice and self-determination can enable older adults to maintain necessary connections between their past, present, and future, engage in meaningful occupations, and in turn, foster healthy expressions of themselves as capable and worthy.

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Deyman, Megan. "A place “I feel is home”: the meaning of home and implications for health among people living with HIV/AIDS in Greater Vancouver." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9404.

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Background: Housing continues to be one of the most significant unmet needs for many people living with HIV/AIDS in British Columbia. While there has been a focus on documenting the material aspects of housing and housing extremes (i.e., homelessness), there are important gaps in our understanding of the complex relationship between housing and health for people living with HIV/AIDS. The aim of this research was to identify what “home” meant for people living with HIV/AIDS across a continuum of housing/living situations, the ways in which people living with HIV/AIDS construct meanings of home, and how these factors interact with their (physical, mental, and emotional) health and wellbeing. Methods: This thesis reports on a secondary analysis of individual interviews from the Positive Living, Positive Homes (PLPH) community-based research study. For the PLPH study, community-based research approaches were used to explore a variety of lived experiences across a continuum of housing situations, while promoting collaborative inquiry among community and academic research team members. For this analysis, a purposively selected sample of 10 transcripts was drawn from 53 semi-structured qualitative interviews with people living with HIV/AIDS in Greater Vancouver (GV). Transcripts were analyzed using a thematic analysis approach, adopting constant comparative and other coding techniques from a grounded theory approach to explore how people constructed the meaning of home, and how people living with HIV/AIDS perceived the various elements of their home environment to interact with their health and wellbeing. Descriptive thematic coding was augmented with higher-level conceptual coding to further develop over-arching conceptual themes. Some participatory analysis elements, including involvement of a community advisory committee (CAC), were included in the analysis process to allow for collaborative inquiry, and to augment and confirm results. Results: The participants (5 Caucasians, 3 Indigenous persons, 1 Chinese-Canadian and 1 African refugee; 5 females, 1 trans-female, and 4 males) lived in a range of housing situations (market rental, subsidized, supportive, and precarious housing). Results from a thematic analysis showed that even when people had access to four-walled housing structures, they didn’t necessarily feel that their living environment was safe, secure, or conducive to having their health and social needs met. Emerging themes highlighted how people define home and their conditions for this designation revealed the ways in which people manage their living spaces to foster feelings of autonomy, security, constancy, and opportunities to strengthen their identity. Discussion: Understanding the distinction between housing and home, and the meaningful dimensions of peoples’ living environments, can help improve options for appropriate housing by moving away from a ‘one-size-fits-all’ approach. Furthermore, collaborative inquiry may help address the action-oriented needs of the research findings through community-academic partnerships, knowledge sharing, and knowledge translation activities.
Graduate
2019-04-23

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Alkhargi, Manuel. "Cancer And Living Meaningfully: eine qualitative Studie zur Treatment Integrity der CALM-Therapie im Vergleich zu einer Kontrollbedingung." Doctoral thesis, 2020. https://nbn-resolving.org/urn:nbn:de:bvb:20-opus-199390.

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Hintergrund: Circa ein Drittel der Patientinnen und Patienten mit fortgeschrittenen Krebserkrankungen ist von psychischen Komorbiditäten betroffen und circa die Hälfte weist eine psychische Belastung im klinisch signifikanten Bereich auf. Zur psychotherapeutischen Behandlung dieser Patientengruppe stehen unterschiedliche psychotherapeutische Interventionen zur Verfügung. Die CALM-Therapie, eine manualisierte Kurzintervention im Einzelsetting, ist eine dieser Interventionen. Hier bilden vier Module, welche auf den wichtigsten Anliegen und Belastungsfaktoren von Patientinnen und Patienten mit fortgeschrittenen Krebserkrankungen basieren, den inhaltlichen Rahmen. Ziel: Die Treatment Integrity beschreibt das Maß, inwieweit eine psychotherapeutische Intervention wie vorgesehen umgesetzt wurde. Für eine fundierte Interpretation psychotherapeutischer Interventionseffekte sind Kenntnisse über die Treatment Integrity entscheidend. Die vorliegende Arbeit untersuchte Teilaspekte der Treatment Integrity durchgeführter CALM-Therapien im Vergleich zu durchgeführten konventionellen psychoonkologischen Therapien, um einen Beitrag zu einer fundierten Interpretation von Interventionseffekten der CALM-Therapie zu leisten. Methoden: Transkriptionen von zwei CALM-Therapien und zwei Therapien einer konventionellen psychoonkologischen Intervention wurden anhand einer qualitativen Inhaltsanalyse nach P. Mayring untersucht. Im Zentrum stand hierbei ein selbst entwickeltes Kategoriensystem zur Analyse des gesamten Textmaterials. Zusätzlich wurden Auffälligkeiten bezüglich Ansprachen von Themenbereichen der CALM-Module unsystematisch beobachtet. Ergebnisse: Die Inhalte der untersuchten CALM-Therapien bezogen sich durchschnittlich zu 99,54% und die der konventionellen psychoonkologischen Therapien durchschnittlich zu 98,71% auf die Themenbereiche der CALM-Module. Die ermittelten Werte für einzelne Therapiesitzungen lagen für CALM-Sitzungen zwischen 98,12% und 100% und für Sitzungen der konventionellen psychoonkologischen Therapie zwischen 96,20% und 100%. Unsystematisch beobachtete Auffälligkeiten zeigten, dass die Themenbereiche der CALM-Module zum Teil sehr spezifisch durch die CALM-Therapeutinnen und -Therapeuten angesprochen und vernetzt wurden. Schlussfolgerung: Unter Berücksichtigung von methodischen Grenzen zeigte sich bezüglich des Anteils von Themenbereichen der CALM-Module innerhalb der beiden untersuchten Therapiegruppen kein maßgeblicher Unterschied. Zusätzlich liefert die vorliegende Arbeit Hinweise für einen spezifischen therapeutischen Umgang mit den Themenbereichen der CALM-Module innerhalb der untersuchten CALM-Therapien. Um ermittelte Interventionseffekte der CALM-Therapie fundiert interpretieren zu können, sollten zukünftige Untersuchungen unterschiedliche Umgangsweisen von Therapeutinnen und Therapeuten der beiden Therapiegruppen mit den Themenbereichen der CALM-Module genauer in den Blick nehmen
Background: Around one third of patients with cancer is suffering from mental disorders and around one half meets criteria for psychological distress in the clinical range. Various psychotherapeutic interventions are available for the psychotherapeutic treatment of this population of patients. The CALM intervention, a manualized brief individual psychotherapy, is one of these interventions. Four modules, which are based on the most important concerns and sources of distress in advanced cancer populations, form the content framework. Aim: Treatment Integrity describes the extent to which a psychotherapeutic intervention was implemented as intended. Knowledge of Treatment Integrity is essential for a well-founded interpretation of effects of a psychotherapeutic intervention. This study aimed to examine partial aspects of the Treatment Integrity of CALM sessions compared to sessions of a usual psycho-oncological intervention in order to contribute to a well-founded interpretation of specific effects of the CALM intervention. Methods: Transcriptions of two complete CALM therapies and two complete therapies of a usual psycho-oncological intervention were examined using a qualitative content analysis according to P. Mayring. Here, a self-developed system of categories for the analysis of the entire text formed the center. In addition, distinctive features in addressing topics of the CALM modules were observed unsystematically. Results: The content of the examined CALM sessions referred in 99.54%, on average, to the topics of the CALM modulesand , while the content of the usual psycho-oncological sessions referred in 98.71%, on average, to these topics. Determined values for individual sessions ranged between 98.12% and 100% for CALM sessions and between 96.20% and 100% for usual psycho-oncological sessions. Observed distinctive features showed that topics of the CALM modules were sometimes addressed and crosslinked very specifically by the CALM therapists. Conclusion: Taking methodical limits into account, there was no significant difference between the examined CALM session and the sessions of the usual psycho-oncological intervention concerning the percentage of topics of the CALM modules. In addition, the present study provides information for a specific therapeutic handling of topics of the CALM modules within the examined CALM sessions. In order to be able to interpret measured effects of the CALM intervention in a well-founded manner, future examinations should take a closer look at the different ways therapists of both interventions are dealing with the topics of the CALM modules

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Books on the topic "Meaningful living"

1

Dunn, Paul H. Meaningful living. Seattle, Wash: Gold Leaf Press, 2000.

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Meaningful living: Logotherapeutic guide to health. New York: Grove Press, 1986.

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Ann, Brussat Mary, ed. Spiritual Rx: Prescriptions for living a meaningful life. New York: Hyperion, 2000.

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Meaningful living: A path to finding fulfillment in daily life. [Brooklyn, N.Y.]: Judaica Press, 2001.

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Adventures in senior living: Learning how to make retirement meaningful and enjoyable. New York: Haworth Pastoral Press, 1997.

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Yaryura-Tobias, Jose A. The integral being: A new path to personal growth and meaningful living. New York: H. Holt, 1987.

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Immersion travel USA: The best and most meaningful volunteering, living, and learning excursions. Woodstock, VT: Countryman Press, 2008.

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Selwyn, Douglas. Living history in the classroom: Integrative arts activities for making social studies meaningful. Tucson, Ariz: Zephyr Press, 1993.

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Zimbabwe. Ministry of Health and Child Welfare. Meaningful involvement of people living with HIV and AIDS (MIPA): Zimbabwe baseline survey , 2009. Harare: National AIDS Council Zimbabwe, 2009.

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Shadel, Doug. The power of acceptance: Building meaningful relationships in a judgemental world. Van Nuys, Calif: Newcastle Pub., 1997.

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Book chapters on the topic "Meaningful living"

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Torkar, Gregor. "Creating Meaningful Life for a Responsible and Sustainable Future." In Responsible Living, 73–82. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15305-6_6.

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Gable, Shelly L. "Satisfying and Meaningful Close Relationships." In The Social Psychology of Living Well, 239–56. New York, NY : Routledge, 2018. | Series: The Sydney Symposium of Social Psychology series: Routledge, 2018. http://dx.doi.org/10.4324/9781351189712-14.

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James, Sara. "Seeking sensation and meaningful work." In Making a Living, Making a Life, 57–79. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Morality, society and culture: Routledge, 2017. http://dx.doi.org/10.4324/9781315593241-4.

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Buechler, Sandra. "Finding meaningful work and nourishing interests." In Psychoanalytic Approaches to Problems in Living, 115–33. Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781351204996-7.

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Killackey, Eóin, Carol Harvey, Michaela Amering, and Helen Herrman. "Partnerships for Meaningful Community Living: Rehabilitation and Recovery-Informed Practices." In Psychiatry, 1959–82. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118753378.ch97.

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Coulson, Justin, Gerald Stoyles, and Lindsay Oades. "Calling in Childrearing: Promoting Meaningful, Purposeful Living in Family Life." In Positive Psychology, 3–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7282-7_1.

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Vitali, Monica, and Barbara Pernici. "PiE - Processes in Events: Interconnections in Ambient Assisted Living." In On the Move to Meaningful Internet Systems: OTM 2015 Workshops, 157–66. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26138-6_19.

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Özdemir, İbrahim. "Sayyid Qutb’s Understanding of the Universe as a Living and Meaningful World." In Islamic Perspectives on Science and Technology, 85–100. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-778-9_7.

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Lago, Paula. "Context Enriched Patterns of Behavior for Delivering Notifications in Ambient-Assisted Living." In On the Move to Meaningful Internet Systems: OTM 2014 Workshops, 23–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45550-0_4.

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Simoff, Simeon J. "Mining ‘Living’ Data - Providing Context Information to a Negotiation Process." In On the Move to Meaningful Internet Systems 2002: CoopIS, DOA, and ODBASE, 521. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36124-3_30.

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Conference papers on the topic "Meaningful living"

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Wakenshaw, S. Y. L., C. Maple, M. Schraefel, R. Gomer, and K. Ghirardello. "Mechanisms for Meaningful Consent in Internet of Things." In Living in the Internet of Things: Cybersecurity of the IoT - 2018. Institution of Engineering and Technology, 2018. http://dx.doi.org/10.1049/cp.2018.0014.

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Ciolfi, Luigina, and Marc McLoughlin. "Designing for meaningful visitor engagement at a living history museum." In the 7th Nordic Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2399016.2399028.

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Hodge, James, Kyle Montague, Sandra Hastings, and Kellie Morrissey. "Exploring Media Capture of Meaningful Experiences to Support Families Living with Dementia." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300653.

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Tartibi, M., and K. Komvopoulos. "Characterization of the Mechanical Behavior of Cell Components With an Atomic Force Microscope." In STLE/ASME 2010 International Joint Tribology Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ijtc2010-41230.

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The mechanical behavior of eukaryotic cell components is critical to cell mobility, division, signaling, and proliferation. Cell components are in such harmony with each other that often mechanical testing of individual components produces less meaningful results than testing performed within living cells. Moreover, cell components are constantly undergoing growth and remodeling, normally through polymerization and depolymerization. An appropriate experimental and modeling framework is therefore essential for cell mechanics. In this study, a special atomic force microscope (AFM) with controlled adhesion area of the cell to a substrate was used to probe the mechanical response of cells to an external force. This experimental set up enables direct control of the applied force and precise measurement of the cell penetration by the AFM tip. A modeling framework that combines the displacement field with the applied force/stress obtained with the AFM is developed to estimate the mechanical properties of each cell component. The tribological relevance of this research is the viscoelastic deformation of cell components under different contact loads.

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Siddique, Zahed, Amy Bradshaw, Patricia Hardre´, and Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

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The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.

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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.

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Garcia-Mayor, Clara, and Gregorio Canales Martínez. "Poly-nuclear urban system, landscape identity and economic development: The Vega Baja of the Segura River (Alicante) case study." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5933.

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In the last twenty years, the territory that comprises the Vega Baja of the Segura River (Alicante province) has experienced a drastic change in terms of how space is occupied. This is observable in the introduction of new uses that modify the configuration patterns of traditional settlements. This paper presents a typology characterization and classification of the evolution of traditional rural settlements which includes new emerging patterns of urban settlements in the Vega Baja’s context. This process has significantly impacted the landscape and the environment, as well as affecting how the local population relates to their living environment. The alluvial territory of the Vega Baja of the Segura River has been historically developed as a result of the expansion of its functional network systems —water canals, pathways, and settlements— which enable the occupation and colonization of extensive areas of marshy land. The territorial organization of this study’s area, developed over the course of eleven centuries, remained relatively stable until the 1990’s. However, in the last twenty-five years, the local economy has undergone restructuring, producing a mind-shift among local communities and resulting in a meaningful loss of crop production surface to make way for town-planning developments. The geographical area of this study is characterized by its intensive irrigated agricultural pattern. It is one of the last remaining Huerta European landscapes identified in the Dobris Report. Therefore, a more comprehensive and integrated approach to preserve identity and local cultural values is required so as to propose a sustainable economic development framework.References Antrop, M. (2005) ‘Why landscapes of the past are important for the future’, Landscape and Urban Planning 70, 21-34. Canales Martínez, G. y Ponce Sánchez, M. D. (2016) Pareceres sobre la Huerta del Bajo Segura. El poder de la Identidad y la Cultura en la valoración del Paisaje (Universidad de Alicante, Alicante). García-Mayor, C. y Canales Martínez, G. (2015) La Huerta de Orihuela en el Bajo Segura. Elementos funcionales en la construcción del paisaje (Universidad de Alicante, Alicante). García-Mayor, C. y Pérez Payá, M. D. (2014) La Huerta de la Vega Baja del río Segura: paisaje e identidad territorial (Lulu Press, Inc.) Gormsen E. (1981) ‘The spatio-temporal development of international tourism: Attempt at a centre-peripherary model’, Etudes & Mémoires 55, 150-70. VV.AA. (2011) ‘Urbanismo expansivo de la utopía a la realidad’, XXII Congreso Geógrafos Españoles AGE (Asociación de Geógrafos Españoles, Universidad de Alicante, Alicante)

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