DOCSLIB.ORG

Information to Users

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell lofonnadon Company 300 NorthZeA Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE A PHENOMENOLOGY OF INTERCULTURAL COMMUNICATION A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By JIRO SAKAI Norman Oklahoma 1997 UMI Number: 9721059 UMI Microform 9721059 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 A PHENOMENOLOGY OF INTERCULTURAL COMMUNICATION A Dissertation APPROVED FOR THE DEPARTMENT OF COMMUNICATION BY c Copyright by JIRO SAKA11997 All Rights Reserved. ACKNOWLEDGMENTS This dissertation may not exist without numerous helps from others. First of all, I would like to express special thanks to my academic advisor, Dr. Eric Kramer. Without his academic advice, this dissertation was impossible to complete. Even though this is the dissertation I wrote, many of the ideas are those I learned from him. In this sense, I simply owe him a lot. Having an opportunity to learn phenomenology and phenomenological attitude from him was one of the biggest lucks in my life. I learned how ignorant I was before through the process of completing dissertation. I am still ignorant, but I am beginning to see my blind ignorance reflectively. He literally directed me. Thank you Dr. Kramer. Along with Dr. Kramer, my four committee members always helped me particularly emotionally. There was a time I did not meet each of them more than a year. Nevertheless, they patiently understood my situation and supported me emotionally. I am truly grateful for that. Sometimes, 1 lost my motivation and perspective. Dr. Friedrich helped me a lot to re-focus on my dissertation. Without his kindness and suggestions, I don't know whether I could complete my dissertation. I always admire his integrity as a person. Dr. Chen also helped me tremendously. She always listened to me carefully without judging anything when I was facing difficulties. Dr. Lujan, on the other hand, was another help for me. Every time I met him, his relaxed mood soothed my stressed feeling. I would like to also express my gratitude to my outsider member. Dr. Harold Grasmick. Similar to my other committee members, he always listened me patiently and understood me. It is no doubt his presence made a difference in terms of completing my dissertation. IV While Dr. Kramer and my committee members helped me in various ways, many other people encouraged me to complete my dissertation. First of all and most importantly, I just have to express my special thanks to my lifetime best friend, Chikage I mai. Simply, I could not finish my dissertation without her presence. There is no word to express my thankful feeling for her. Having a relationship with her definitely made a crucial difference in my life in many respects. One thing for sure is she is the one who helped me the most emotionally. Again, without her emotional support and persistent belief in me, I just couldn't finish this dissertation. I also have to express my special gratitude to my parents, Hideo Sakai and Keiko Sakai. They supported me emotionally and financially. They allowed me to pursue my Ph. D. I just simply feel thankful for them. Without their existence, I just could not receive this Ph. D. degree. Their unconditional and persistent emotional supports gave me extra energy to continue my graduate program. Thank you my father and my mother. Other than Chikage and my parents, I feel like I owe a lot to my friends. They are my colleagues and friends at the same time. Ezah Tamam helped me in my initial stage of my graduate life. 1 and Ezah discussed a lot about many things. Although he already graduated, I feel like he's been always with me. 1 have never forgotten his kindness. 1 also express my gratitude to Lonnie Johnson. Academic discussions with Lonnie always stimulated my thinking. Moreover, he helped me emotionally by listening to me patiently when I was down. I also would like to thank for my Japanese friends, Masazumi Maruyama, Masako Isa, Miho Iwakuma, Michiko Yamada, Noriko Takagi, and Emiko Kobayashi. We socialized and talked about many things. I feel luck to have a relationship with each of them. I also would like to express my gratitude to Dr. Sandra Ragan and Dr. Young Kim. Although Dr. Ragan was not my committee member, she encouraged me and supported me emotionally whenever 1 stopped by her office. Thank you Sandy. 1 also want to express my gratitude to Dr. Young Kim. In fact she helped me to get a teaching assistantship when 1 came to OU. Without her help at that time, 1 might have encountered a financial difficulty. 1 express my gratitude to her for that reason. Finally, I would also like to thank for Dr. William B. Gudykunst, Dr. Stella Ting-Toomey and Dr. Tsukasa Nishlda. They were my ex-advisor when I attended different schools. 1 established my academic foundation through interacting with them. 1 owe them a great deal for that matter. As it became obvious, 1 could not complete my graduate program without having various kinds of human relationships. Although the process of completing my dissertation was inefficient, 1 feel grateful about the fact 1 had many meaning relationships. One more time, I would like to thank for each relationship. VI TABLE OF CONTENTS I. INTRODUCTION......................................................................................................... 1 Introduction................................................................................................................... 1 Purpose of the Present Study.................................................................................... 2 ResearchQuestions.....................................................................................................6 Outline of the Study.......................................................................................................6 II. LITERATUREREVIEW...............................................................................................9 A Brief History of Intercultural Communication................................................... 11 The Major Topics in the Area of Intercultural Communication...................... 14 Ontological Dimension of Intercultural Communication...................................22 Methodological Dimension of Intercultural Communication..........................33 Theoretical Dimension of Intercultural Communication...................................39 Summary: Intercultural Communication as an Ideology................................. 48 III. METHOD.................................................................................................................... 50 Phenomenology. ........................................................................................................51 Phenomenology as a Presuppositionless Inquiry................................ 51 Phenomenology as a Method ...................................................................................53 Archaeology................................................................................................................56 General Characteristics ................................................................................ 56 Procedures......................................................................................................60 Demarcation...................................................................................................67 Eidetic Analysis.......................................................................................................... 69 General Characteristics ................................................................................ 69 Procedures......................................................................................................71 Demarcation...................................................................................................80 IV. THEORETICALBASIS.............................................................................................81 Theoretical Basis
Load more

Recommended publications
  • The Strength of Social Norms Across Human Groups
    PPSXXX10.1177/1745691617708631Gelfand et al.Strength of Social Norms 708631research-article2017 Perspectives on Psychological Science 2017, Vol. 12(5) 800 –809 The Strength of Social Norms Across © The Author(s) 2017 Reprints and permissions: Human Groups sagepub.com/journalsPermissions.nav DOI:https://doi.org/10.1177/1745691617708631 10.1177/1745691617708631 www.psychologicalscience.org/PPS Michele J. Gelfand1, Jesse R. Harrington1, and Joshua Conrad Jackson2 1University of Maryland and 2University of North Carolina at Chapel Hill Abstract Social norms are a defining feature of human psychology, yet our understanding of them is still underdeveloped. In this article, we present our own cross-cultural research program on tightness-looseness (TL)—which draws on field, experimental, computational, and neuroscience methods—to illustrate how going beyond Western borders is critical for understanding social norms’ functions and their multilevel consequences. Cross-cultural research enables us to account for the universal features of norm psychology but also explains the great cultural diversity we see in social norms around the globe. Keywords culture, diversity, neuroscience, individual differences, environment Imagine a world where everyone drives on both sides around town, to having conversations, to running an of the road. There are stoplights but no one pays atten- organization turn into an uncoordinated mess. tion to them. Trains, buses, and airplanes don’t operate Perhaps because of their important role in human with any fixed schedule. In conversations, people don’t behavior, social norms have been a central topic of greet each other, interrupt each other frequently, and study in psychology. The earliest studies of normative invade each other’s space.
    [Show full text]
  • Cultural Group Selection Plays an Essential Role in Explaining Human Cooperation: a Sketch of the Evidence
    BEHAVIORAL AND BRAIN SCIENCES (2016), Page 1 of 68 doi:10.1017/S0140525X1400106X, e30 Cultural group selection plays an essential role in explaining human cooperation: A sketch of the evidence Peter Richerson Emily K. Newton Department of Environmental Science and Policy, University of California– Department of Psychology, Dominican University of California, San Rafael, CA Davis, Davis, CA 95616 94901 [email protected] [email protected] http://emilyknewton.weebly.com/ www.des.ucdavis.edu/faculty/richerson/richerson.htm Nicole Naar Ryan Baldini Department of Anthropology, University of California–Davis, Graduate Group in Ecology, University of California–Davis, Davis, CA 95616 Davis, CA 95616 [email protected] https://sites.google.com/site/ryanbaldini/ [email protected] Adrian V. Bell Lesley Newson Department of Anthropology, University of Utah, Salt Lake City, UT 84112 Department of Environmental Science and Policy, University of California– [email protected] http://adrianbell.wordpress.com/ Davis, Davis, CA 95616 [email protected] [email protected] Kathryn Demps https://www.researchgate.net/profile/Lesley_Newson/ Department of Anthropology, Boise State University, Boise, ID 83725 [email protected] Cody Ross http://sspa.boisestate.edu/anthropology/faculty-and-staff/kathryn- Santa Fe Institute, Santa Fe, NM 87501 demps/ [email protected] http://scholar.google.com/citations?user=xSugEskAAAAJ Karl Frost Graduate Group in Ecology, University of California–Davis, Davis, CA 95616 Paul E. Smaldino [email protected] https://sites.google.com/site/karljosephfrost/ Department of Anthropology, University of California–Davis, Davis, CA 95616 [email protected] http://www.smaldino.com/ Vicken Hillis Department of Environmental Science and Policy, University of California– Timothy M.
    [Show full text]
  • Microculture in Organisations Hull
    2015-03-02 Micro Culture in Organisations What is it? Why does it matter? M. HEMADRI MBBS (Madras) FRCS (Edinburgh) MBA (Leicester) ATP (Intermountain) PSO (IHI) TMP (Kings Fund) ©M. HEMADRI Acknowledgement • Yorkshire and the Humber Leadership Academy • Health Education Yorkshire and the Humber 1 2015-03-02 My micro-world My micro culture CULTURE • CULTURE: the ideas, customs, and social behaviour of a particular people or society (Oxford English Dictionary) • Organizational culture is the behavior of humans within an organization and the meaning that people attach to those behaviors (Wikipedia) 2 2015-03-02 Culture in Society • Macro-culture • Context overlays (majority, overarching, dominant, large, common, visible. Historical time line related) • Small group macro-culture (Dominant micro-culture Representative-parliament Nonrepresentative- Oxbridge) MICRO CULTURE • Voluntary, short-lived, situation specific, ephemeral, non-verbal • Minority, weak, non-dominant, minimally visible • Powerful micro-culture (Think-tanks, extremists. ? Healthcare QI people) • Large group micro-cultures (women, ?unions?) • Yoga culture, Amish (not short lived) • SUBCULTURE 3 2015-03-02 • Macro-culture – similarity based (do not mind, understand and even tolerant of reduced values • Micro-culture – value (equality/morality/ethicality) based. Forced to tolerate ‘similarity’ • Subculture – difference/variance based MicroCulture • ALL MICROCULTURES • Structure • Activities – similar • Specifications/qualifications/knowledge – similar • ‘SUCCESSFUL MICROCULTURES’
    [Show full text]
  • Class, Style and Territory in the Drari Microcultures of Brussels
    societies Article Class, Style and Territory in the Drari Microcultures of Brussels Mattias De Backer 1,2 1 Department of Criminology, KU Leuven, Oude Markt 13, 3000 Leuven, Belgium; [email protected] 2 Department of Sociology, Université de Liège, Place du 20 Août 7, 4000 Liège, Belgium Received: 30 May 2019; Accepted: 25 August 2019; Published: 11 September 2019 Abstract: Much like Parsons’s notion of “youth culture,” the tradition of subculture developed by the Birmingham School was criticised as being too romantic, too general, and too dependent on a simplistic model based on the inside/outside binary. Since the 1990s, “post-subcultural” studies have developed which prefer to focus on agency rather than structure. A “third school” of youth cultural studies focused on medium sizes groups and their attachment to place, which they called “microcultures”. This paper, drawing from fieldwork undertaken in Brussels between 2013 and 2016 with young people, studies members of the Brussels “street culture” called the drari, while zooming in on the combinations of personalities, the events they share and the locations they make their own. Specifically, this paper argues that the drari microculture does not fit in the binary model of (post-)subcultural theory, nor in the criminological frame of urban youth gangs, by focusing on the affective and class-related phenomena internal to their practices of territory-building. Keywords: subcultures; microcultures; territory; class; Brussels youth 1. Introduction A whole set of “-cultures” has been coined by sociologists to refer to young people. “Youth culture” was first used as a concept by Talcott Parsons [1] in order to describe a set of professedly unique, distinctive patterns among young people, which emphasised values such as hedonism, consumption and irresponsibility.
    [Show full text]
  • The Effect of Macrocultures and Microcultures On
    THE EFFECT OF MACROCULTURES AND MICROCULTURES ON VISUAL PERCEPTION A THESIS SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY OF THE STATE UNIVERSITY OF NEW YORK AT NEW PALTZ IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN PSYCHOLOGY By Emily Heimbender May 2015 Notice: Signature Page Not Included This thesis has been signed and approved by the appropriate parties. The signature page has been removed from this digital version for privacy reasons. The signature page is maintained as part of the official version of the thesis in print that is kept in Special Collections of Sojourner Truth Library at SUNY New Paltz. SUNY New Paltz theses are copyright protected and may be used for education or personal research only. Reproduction or distribution in part or whole is prohibited without written permission from the author. ACKNOWLEDGEMENTS I would like to thank my graduate adviser and thesis committee, Tabitha Holmes, Sarah Shuwairi, and Rebecca Swenson for all of their work offering guidance and feedback, helping with the completion of my thesis. I extend sincere gratitude to my grad group, Geena Altebrando, Andrew “Andy” Shimkus, David Chapleau, and Kiersten “Q” Donovan, for their encouragement and support in this process. A special thanks to Matthew Laudicina, librarian extraordinaire, for countless hours helping to edit earlier editions of this paper. Lastly, I want to thank my mother, Sandra Heimbender, who has always been there for me. She has been my emotional support system, and without her I would not have been able to write this thesis in its entirety. Thank you, Mom! TABLE OF CONTENTS I.
    [Show full text]
  • The Coding Manual for Qualitative Researchers for Manual Coding The
    2E Second Edition The Coding Manual for Qualitative Researchers ‘This book fills a major gap in qualitative research methods courses. Saldaña has accomplished what has not been done before - creating a text that clearly identifies the many choices one has in coding their data. I wish I had this book when I started conducting qualitative research. It should be required reading for all.’ Mark Winton, Criminal Justice Instructor, University of Central Florida ‘An excellent handbook that helps demystify the coding process with a comprehensive assessment of different coding types, examples and exercises. As such it is a valuable teaching resource and it will also be of use to anyone undertaking qualitative analysis.’ Kevin Meethan, Associate Professor in Sociology, Plymouth University The ‘The Coding Manual describes the qualitative coding process with clarity and expertise. Its wide array of strategies, from the more straightforward to the more complex, are skillfully explained and exemplified. This extremely usable manual is a must-have resource for qualitative researchers at all levels.’ Coding Manual for Tara M. Brown, Assistant Professor of Education, Brandeis University The second edition of Johnny Saldaña’s international bestseller provides an in-depth guide to the Qualitative Researchers multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: • Describes how coding initiates qualitative data analysis • Demonstrates the writing of analytic memos • Discusses available analytic software • Suggests how best to use The Coding Manual for Qualitative Researchers for particular studies In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry.
    [Show full text]
  • A Journey of Teaching and Learning in Science Education
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2004 A Journey Of Teaching And Learning In Science Education: The Microculture Of Emerging Inquiry-based Science Instruction In An Urban, Low Socioeconomic Elementary School Science Lab Kimberly Dahl University of Central Florida Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Dahl, Kimberly, "A Journey Of Teaching And Learning In Science Education: The Microculture Of Emerging Inquiry-based Science Instruction In An Urban, Low Socioeconomic Elementary School Science Lab" (2004). Electronic Theses and Dissertations, 2004-2019. 84. https://stars.library.ucf.edu/etd/84 A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY- BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB by KIMBERLY DAHL B.S. Keene State College, 1980 M.Ed., University of Central Florida, 1999 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Studies in the College of Education at the University of Central Florida Orlando, Florida Spring Term 2004 Major Professors: Larry Holt and Bobby Jeanpierre © 2004 Kimberly Dahl ii ABSTRACT This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students.
    [Show full text]
  • Thesis Report
    PROCESSES OF NURTURING AND MAINTENANCE OF MULTICULTURAL IDENTITY IN THE 21ST CENTURY. A QUALITATIVE STUDY OF THE EXPERIENCE OF LONG-TERM TRANSCULTURAL SOJOURNERS. by OSCAR VALLAZZA Supervisor: Dr. Song-ee Ahn Examiner: Dr. Madeleine Abrandt-Dahlgren A research thesis report submitted to the Faculty of Educational Sciences, Linköping University, Sweden in partial fulfillment of the requirements for the Intercontinental Master’s Program in Adult Learning and Global Change. Master’s Thesis Seattle, WA, United States 2010 Linköping University, Linköping, Sweden, Faculty of Educational Sciences Author: Oscar Vallazza Degree: Intercontinental Master’s Program in Adult Learning and Global Change. Master’s Thesis: Processes of nurturing and maintenance of multicultural identity in the 21st century. A qualitative study of the experience of long-term transcultural sojourners. Supervisor: Dr. Song-ee Ahn Examiner: Dr. Madeleine Abrandt-Dahlgren Graduation: 2010 ABSTRACT In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity. This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation. Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections.
    [Show full text]
  • Cultural Evolution in Laboratory Microsocieties Including Traditions of Rule Giving and Rule Following
    Evolution and Human Behavior 25 (2004) 305–326 Cultural evolution in laboratory microsocieties including traditions of rule giving and rule following William M. Baum*, Peter J. Richerson, Charles M. Efferson, Brian M. Paciotti Department of Environmental Science and Policy, University of California, Davis, Davis, CA, USA Received 12 June 2003; accepted 12 May 2004 Abstract Experiments may contribute to understanding the basic processes of cultural evolution. We drew features from previous laboratory research with small groups in which traditions arose during several generations. Groups of four participants chose by consensus between solving anagrams printed on red cards and on blue cards. Payoffs for the choices differed. After 12 min, the participant who had been in the experiment the longest was removed and replaced with a naı¨ve person. These replacements, each of which marked the end of a generation, continued for 10–15 generations, at which time the day’s session ended. Time-out duration, which determined whether the group earned more by choosing red or blue, and which was fixed for a day’s session, was varied across three conditions to equal 1, 2, or 3 min. The groups developed choice traditions that tended toward maximizing earnings. The stronger the dependence between choice and earnings, the stronger was the tradition. Once a choice tradition evolved, groups passed it on by instructing newcomers, using some combination of accurate information, mythology, and coercion. Among verbal traditions, frequency of mythology varied directly with strength of the choice tradition. These methods may be applied to a variety of research questions. D 2004 Elsevier Inc.
    [Show full text]
  • Human Development, Culture, and Cognition
    THE TEACHER’S GUIDE TO DIVERSITY: BUILDING A KNOWLEDGE BASE Volume I: Human Development, Culture, and Cognition Elise Trumbull and Maria Pacheco THE EDUCATION ALLIANCE at Brown University The Education Alliance at Brown University Since 1975, The Education Alliance, a department at Brown University, has helped the education community improve schooling for our children. We conduct applied research and evaluation, and provide technical assistance and informational resources to connect research and practice, build knowledge and skills, and meet critical needs in the fi eld. With offi ces in Rhode Island, New York, Puerto Rico, and the Virgin Islands, and a dedicated team of over 100 skilled professionals, we provide services and resources to K–16 institutions across the country and beyond. As we work with educators, we customize our programs to the specifi c needs of our clients. Northeast and Islands Regional Educational Laboratory (LAB) The Education Alliance at Brown University is home to the Northeast and Islands Regional Educational Laboratory (LAB), one of ten educational laboratories funded by the U.S. Department of Education’s Institute of Education Sciences. Our goals are to improve teaching and learning, advance school improvement, build capacity for reform, and develop strategic alliances with key members of the region’s education and policy- making community. The LAB develops educational products and services for school administrators, policymakers, teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central to our efforts is a commit- ment to equity and excellence. Information about all Alliance programs and services is available by contacting: The Education Alliance at Brown University Phone: 800.521.9550 222 Richmond Street, Suite 300 Fax: 401.421.7650 Providence, RI 02903-4226 E-mail: [email protected] Web: www.alliance.brown.edu Authors: Elise Trumbull and Maria Pacheco Editors: Elizabeth Devaney and Julia Noguchi Designer: Sara Ladds Copyright © 2005 Brown University.
    [Show full text]
  • Transcultural Caring Dynamics in Nursing and Health Care 0809 FM I-Xxiv.Qxd 11/2/09 6:15 PM Page Ii 0809 FM I-Xxiv.Qxd 11/2/09 6:15 PM Page Iii
    0809_FM_i-xxiv.qxd 11/2/09 6:15 PM Page i Transcultural Caring Dynamics in Nursing and Health Care 0809_FM_i-xxiv.qxd 11/2/09 6:15 PM Page ii 0809_FM_i-xxiv.qxd 11/2/09 6:15 PM Page iii Transcultural Caring Dynamics in Nursing and Health Care By Marilyn A. Ray, RN, PhD, CTN-A Col. (Ret.), United States Air Force (USAF), Nurse Corps Professor Emeritus Florida Atlantic University The Christine E. Lynn College of Nursing Boca Raton, Florida 0809_FM_i-xxiv.qxd 11/2/09 6:15 PM Page iv F. A. Davis Company 1915 Arch Street Philadelphia, PA 19103 www.fadavis.com Copyright © 2010 by F. A. Davis Company Copyright © 2010 by F. A. Davis Company. All rights reserved. This book is protected by copyright. No part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher. Printed in the United States of America Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1 Publisher, Nursing: Joanne Patzek DaCunha, RN, MSN Developmental Editor: Caryn Abramowitz Director of Content Development: Darlene Pedersen Project Editor: Kristin L. Kern Cover Design: Dr. H. Lea Barbato Gaydos As new scientific information becomes available through basic and clinical research, recommended treatments and drug therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up to date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are not responsible for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in regard to the contents of the book.
    [Show full text]
  • Vicarious Trauma and Resilience COURSE #96621 — 15 CONTACT HOURS/CREDITS Release Date: 06/01/14 Expiration Date: 05/31/17 Vicarious Trauma and Resilience
    ________________________________________________________ #96621 Vicarious Trauma and Resilience COURSE #96621 — 15 CONTACT HOURS/CREDITS RELEASE DATE: 06/01/14 EXPIRATION DATE: 05/31/17 Vicarious Trauma and Resilience Accreditations & Approvals HOW TO RECEIVE CREDIT NetCE is accredited as a provider of continuing nursing • Read the enclosed course. education by the American Nurses Cre dentialing Center’s Commission on Accreditation. • Complete the questions at the end of the course. NetCE, #1092, is approved as a provider for social work • Return your completed Evaluation to NetCE by continuing education by the Association of Social Work mail or fax, or complete online at www.NetCE. Boards (ASWB) www.aswb.org through the Approved com. (If you are a behavioral health professional or Continuing Education (ACE) Program. NetCE maintains Florida nurse, please return the included Answer responsibility for the program. ASWB Approval Period: Sheet/Evaluation.) Your postmark or facsimile date 3/13/2016 to 3/13/2019. Social workers should contact their will be used as your completion date. regulatory board to determine course approval for continu- • Receive your Certificate(s) of Completion by mail, ing education credits. fax, or email. NetCE has been approved by NBCC as an Approved Con- tinuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. Faculty NetCE is solely responsible for all aspects of the programs. S. Megan Berthold, PhD, LCSW, CTS, is a licensed clini- This course is approved by the Association of Social Work cal social worker, holds a PhD in social welfare, and is a Boards - ASWB NJ CE Course Approval Program Pro- Certified Trauma Specialist.
    [Show full text]