Health-related religious rituals of the Greek Orthodox Church : their uptake and meanings

Aim
To examine the uptake of religious rituals of the Greek Orthodox Church by relatives of patients in critical condition in Greece and to explore their symbolic representations and spiritual meanings.
Background
Patients and their relatives want to be treated with respect and be supported for their beliefs, practices, customs and rituals. However nurses may not be ready to meet the spiritual needs of relatives of patients, while the health-related religious beliefs, practices and rituals of the Greek Orthodox Christian denomination have not been explored.
Method
This study was part of a large study encompassing 19 interviews with 25 informants, relatives of patients in intensive care units of three large hospitals in Athens, Greece, between 2000 and 2005. In this paper data were derived from personal accounts of religious rituals given by six participants.
Results
Relatives used a series of religious rituals, namely blessed oil and holy water, use of relics of saints, holy icons, offering names for pleas and pilgrimage.
Conclusion
Through the rituals, relatives experience a sense of connectedness with the divine and use the sacred powers to promote healing of their patients.
Implications for nursing management
Nurse managers should recognize, respect and facilitate the expression of spirituality through the practice of religious rituals by patients and their relatives.

What’s in a name? The personal and political meanings of 'LGBT' for non-heterosexual and transgender youth in Kyrgyzstan

In this article, we focus on the ways in which non-heterosexual and transgender youth involved with the non-governmental organization ‘Labrys’ in Kyrgyzstan have begun to demand the protection of their basic civil and human rights on the basis of self-identification as ‘LGBT’. This acronym, which stands for Lesbian, Gay, Bisexual and Transgender, is relatively new to Kyrgyzstan and other post-Soviet states, and represents a change in the terms used by non-heterosexual and transgender people to describe themselves. We frame our discussion using the concepts of sexual citizenship, private/public divides and stigma and base our discussion on debates amongst the staff and community of Labrys about the purpose and scope of the organization. Centrally, we suggest that the strategic use of ‘LGBT’ as a public and politicized identity represents a new, pro-active form of stigma management. By employing this strategy, young LGBT people become ‘would-be’ sexual citizens and challenge traditional societal norms that seek to keep discussion of sex and sexuality in the private sphere and restrict rights to heterosexual, cisgender citizens.

Place-related identity, texts, and transcultural meanings

The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18-month research project that aimed to develop a theory of place-related identity through the textual transactions of reading and writing. The research was an in-depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place-related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place-related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place-related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research.

Pedagogy, police training, D/discourses – “truth” and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988, p.1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher-order conceptual skills, and (c) Australian and international studies of police management education which reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. A backdrop to this research and findings is the agenda of Australian and New Zealand police services for police to become a profession.

Pedagogy, police training, D/discourses – subcultures and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988: 1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher- rder conceptual skills, and (c) Australian and international studies of police management education which  reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. The agenda of Australian and New Zealand police services for police to become a profession provides a backdrop to this research and findings.

Social engagement among migrant youth: attitudes and meanings

This article explores migrant young people’s engagement, participation and involvement in socially meaningful activi-ties, events and experiences. This type of social participation is approached in the social inclusion literature using the notions of social capital and active citizenship (Bourdieu, 1986; Coleman, 1988; Putnam, 1993; Putnam, 2000). A key objective, therefore, is to explore the attitudes, values and perceptions associated with social participation for young people. They include the meanings that social engagement has for migrant young people, along with drivers and inhibi-tions to active participation. The article focuses on both the motives for being actively engaged as well as perceived barriers to social engagement. It is based on a large study conducted among migrant young people of African, Arabic-speaking and Pacific Islander backgrounds in Melbourne and Brisbane, and presents both quantitative and qualitative (discursive) snapshots from the overall findings, based on interviews and focus groups. While many studies have cen-tred on the management of migration and migrants, this article draws attention to the individuals’ active position in negotiating, interpreting and appropriating the conditions of social inclusion. Accounting for the multidimensional and multilayered nature of social inclusion, the paper highlights the heuristic role of social engagement in fostering the feel-ings of belonging and personal growth for migrant youth.

Discovering meanings in research with children

Drawing on a qualitative research study this paper explores the aspect of ascribing meanings in research. It presents an example of research with young children which illustrates a 'meaning-seeking' experience. Ascribing meaning is an external realisation of an inner thought, with the emphasis on the uniqueness of children's own voices and the researcher's commitment to seeking information from children's sociocultural contexts. A strong rationale for the importance of meaning in human experiences can be located in phenomenology. The idea of meaning as having its basis in social interactions has been manifested in the sociocultural paradigm. It is argued here that the phenomenological and sociocultural emphasis on 'meaning' as the core of life experiences constitutes a useful conceptual perspective which can guide research with children. This emphasis encourages researchers to explore research issues from research participants' perspectives, grasp their interpretive frame, and understand the meanings that participants bring to them. This in turn provides a means for reaching a profound understanding of human actions, experiences and existence.

Persian gardens: meanings, symbolism, and design

Culture and identity in a society can be represented in the architecture and the meanings intertwined with it. In this sense, the architecture and design are the interface for transferring meaning and identity to the nation and future generations. Persian gardens have been evolved through the history of Persian Empire in regard to the culture and beliefs of the society. This paper aims to investigate the patterns of design and architecture in Persian gardens and the meanings intertwined with their patterns and significant elements such as water and trees. Persian gardens are not only about geometries and shapes; but also manifest different design elements, each representing a specific symbol and its significance among the society. This paper seeks to explore Persian gardens in terms of their geometric structure, irrigation system, network construction and pavilions alongside design qualities such as hierarchy, symmetry, centrality, rhythm and harmony. In the second stage, the paper investigates the fundamental symbols and their philosophy in the creation of Persian gardens and in relation to the architecture and design.

The role of socio-cultural factors in the obesity epidemic

Obesity is socio-culturally distributed; that is the prevalence of obesity is known to vary according to socio-cultural factors, including socio-economic position, social roles and circumstance, and cultural factors. Further, these socio-cultural patterns are complex and specific to sex, age, and sometimes racial groups, as well as type of society, with patterns of relationships observed in developed countries sometimes reversed in developing countries. As described in Chapter 4, there is little doubt of the importance of the changing physical environment to the increases in obesity observed over the past several decades. However, far less attention has been paid to investigating the potential contribution of socio-cultural factors and to changes in the socio-cultural environment over time to the current obesity pandemic. The mechanisms through which socio-cultural factors may influence body weight and risk for obesity are also not well understood. In discussing socio-cultural influences we refer to systems of social relations (roles and relationships that define class, gender, ethnicity, and other social factors) and the meanings attached to these (1). For the purposes of this chapter, we focus on the impact of social, economic, and value systems on individuals' obesity-related behaviors (particularly, certain eating patterns and physical inactivity). In particular, we examine socio-cultural categories (socio-economic status, ethnicity, marital/family roles) for which evidence exists that rates of obesity are differentially distributed. We have not focused on the role of physical environmental factors, which is covered in Chapter 4, and we have largely restricted our focus to developed countries, from where the majority of the evidence for socio-cultural influences on obesity is derived. Issues relating to influences on obesity in developing countries are covered in detail in Chapter 5. This chapter provides an overview of the impact of socio-cultural influences on obesity in developed countries, and considers the potential pathways through which these influences may operate. The chapter concludes by speculating about the potential impact of societal trends on future rates and patterns of obesity in developed countries.