Return to learn: An ethnographic study of adolescent young adults returning to school post‐concussion

2021 ◽  
Author(s):  
Anna N. Wan ◽  
Annette S. Nasr
Keyword(s):  
Young Adults ◽  
Ethnographic Study ◽  
Return To Learn ◽  
Returning To School

Language and identity in virtual space

2016 ◽  
Vol 26 (2) ◽  
pp. 216-237 ◽  
Author(s):  
Shaila Sultana
Keyword(s):  
Young Adults ◽  
Meaning Making ◽  
Native Speakers ◽  
Ethnographic Study ◽  
Virtual Space ◽  
Linguistic Features ◽  
Native Form ◽  
Second Language Speakers ◽  
Conscious Choice ◽  
Native Speakers Of English

Based on the data drawn from an intensive ethnographic study on young adults in Bangladesh conducted in the virtual space, specifically Facebook (FB) and analysis of those data through a transglossic framework, the paper shows that the meaning-making processes in lingua franca (LF) encounters can be appropriately deciphered when their language is considered in terms of translocalisation, transculturation, transmodality, and transtextualisation. The data also demonstrate that the young adults deliberately flout the linguistic features of English with their Bangladeshi counterparts, while they prefer to approximate a native form of English with other native and non-native speakers of English. Even though their English is variable and emergent in the potential LF context of the virtual space, their conscious choice of approximating a near-native form indicates that they are keenly aware of the ideologies related to ELF and associated with ELF identity attributes. The paper confirms the necessity of reconceptualisation of ELF, considering the idiosyncrasies of young adults’ language practices; and identifies the paradoxes of sociolinguistic profiling of South Asian speakers, based on dichotomous and binary phenomena, such as ELF and non-ELF speakers, EFL (English as a Foreign Language) vs. ESL (English as a Second Language) speakers, or members of the Inner Circle vs. Outer Circle.

Guidance for Return to Learn After a Concussion

2017 ◽  
Vol 32 (5) ◽  
pp. 310-316 ◽  
Author(s):  
Lori McNeal ◽  
Janice Selekmen
Keyword(s):  
Health Care ◽  
Health Care Provider ◽  
Care Provider ◽  
School Nurse ◽  
Return To Sports ◽  
Policy Changes ◽  
Sports Activity ◽  
Return To Learn ◽  
Returning To School

Returning to school following a diagnosed concussion presents challenges to the school nurse, especially when the student’s health care provider does not provide guidance. While the student may appear “normal,” their brain has been injured and needs time to heal. This article presents specific suggestions that may be helpful as the school nurse promotes schoolwide policy changes and develops an individualized plan for the student’s “return to learn.” Successful return to the role of student with a significant decrease in symptoms must precede any plans for a return to sports activity.

scholarly journals Language Practices and Performances of Identity of Young Adults Within Spaces of a Private University in Bangladesh

BELTA Journal ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 1-28
Author(s):  
Shaila Sultana
Keyword(s):  
Young Adults ◽  
Private University ◽  
Ethnographic Study ◽  
The Other ◽  
Language Practices ◽  
Western Education ◽  
Education Movement ◽  
The One ◽  
University Spaces ◽  
Alternative Identities

This paper explores in what ways students from diverse education, demographic, and socio-economic backgrounds interpret spaces and locate themselves within a vertically built hi-tech cosmopolitan private university in Bangladesh. The data are drawn from an ethnographic study on a group of students in a private university in Bangladesh. The analysis of the data shows that the interpretation and realisation of university spaces of these students are relational and relative. These spaces are the site of exhilaration and excitement, on the one hand, and constant struggle, and resistance, on the other. They carry students’ enthusiasm of being part of the newer Western education movement in Bangladesh; they bear with their dreams, desires, and aspirations, not to mention, their conflicts and contradictions and struggles and anguishes; these are also the spaces where they engage in subversive activities and perform alternative identities. These spaces, with students’ individual and collective realisation, transform students while they are transformed too in the process. The paper concludes that the pro-English hi-tech university gives rise to alternative realities for students and these realities need to be understood critically and sympathetically.

scholarly journals HaemophiliaLIVE: an ethnographic study on the impact of haemophilia on daily life

2014 ◽  
Vol 1 (3) ◽  
pp. 14-20 ◽  
Author(s):  
Kate Khair ◽  
Anica Phillott ◽  
Christine Loran ◽  
Debra Pollard ◽  
Claire Forrester ◽  
...  
Keyword(s):  
Young Adults ◽  
Family Relationships ◽  
Video Recording ◽  
Well Being ◽  
Ethnographic Study ◽  
Recording Equipment ◽  
Video Memory ◽  
Video Footage ◽  
The Uk ◽  
The Impact

Abstract Introduction: Haemophilia causes joint, muscle and soft tissue bleeds, often leading to pain and disability. These effects can have a significant impact on patients’ well-being and quality of life. There is a need to better understand patient priorities and concerns so that haemophilia healthcare professionals can develop strategies to meet these needs with individuals and their families. Methods: The HaemophiliaLIVE ethnographic study enrolled 16 families from four comprehensive care centres in the UK. Each family received a kit consisting of video recording equipment, seven sealed envelopes each containing a “secret question” and pre-paid envelopes for secure return of the video memory cards. Video footage was recorded daily to examine the impact of haemophilia. Results: Over 30 hours of recorded footage was obtained from 10 families with children/young adults, two young adults, and three older men. Six participants had a current inhibitor. The key themes identified were impact on: family relationships, school, employment and travel. The older participants and those with inhibitors reported that pain was a major factor in their day-to-day lives, and also expressed fear about loss of mobility and pending surgery. Although parents expressed anger and sadness about their child’s haemophilia, those with haemophilia were generally positive about their life experiences. Many reported that their employers were understanding and made additional provision for their haemophilia. Conclusions: Haemophilia has a significant impact on patients and their families. This research provides insight on the support needs of individuals and families.

Return to Learn Following Concussion

Concussion ◽  
2019 ◽  
pp. 53-68
Author(s):  
Brian Hainline ◽  
Lindsey J. Gurin ◽  
Daniel M. Torres
Keyword(s):  
Recovery Process ◽  
Management Plan ◽  
Return To School ◽  
Disabilities Education Act ◽  
Return To Learn ◽  
Education Act ◽  
Individualized Management ◽  
Returning To School ◽  
Neuropsychiatric Conditions ◽  
Rule Out

Students who sustain a concussion may develop several symptoms that interfere with returning to school. Clinicians, students, parents, and teachers should all be part of a transparent return-to-learn plan that helps individuals navigate their recovery process. Most individuals can return to school with an informal, individualized management plan in place, but more formal plans should be developed for students with prolonged difficulties. Plans for such students are protected through the American with Disabilities Education Act. Those who have difficulty returning to school following concussion should also be re-evaluated medically to rule out comorbid or emerging neuropsychiatric conditions.

Continuum of Care Following Sports-Related Concussion

2020 ◽  
Vol 29 (3) ◽  
pp. 1389-1403
Author(s):  
Jessica Brown ◽  
Kelly Knollman-Porter
Keyword(s):  
Young Adults ◽  
Life Span ◽  
Sports Injuries ◽  
Continuum Of Care ◽  
Medical Professional ◽  
Structured Interviews ◽  
Youth Athletes ◽  
Speech Language Pathologist ◽  
History Of ◽  
Injury Reporting

Purpose Although guidelines have changed regarding federally mandated concussion practices since their inception, little is known regarding the implementation of such guidelines and the resultant continuum of care for youth athletes participating in recreational or organized sports who incur concussions. Furthermore, data regarding the role of speech-language pathologists in the historic postconcussion care are lacking. Therefore, the purpose of this retrospective study was to investigate the experiences of young adults with history of sports-related concussion as it related to injury reporting and received follow-up care. Method Participants included 13 young adults with history of at least one sports-related concussion across their life span. We implemented a mixed-methods design to collect both quantitative and qualitative information through structured interviews. Participants reported experiencing 42 concussions across the life span—26 subsequent to sports injuries. Results Twenty-three concussions were reported to a parent or medical professional, 14 resulted in a formal diagnosis, and participants received initial medical care for only 10 of the incidents and treatment or services on only two occasions. Participants reported concussions to an athletic trainer least frequently and to parents most frequently. Participants commented that previous experience with concussion reduced the need for seeking treatment or that they were unaware treatments or supports existed postconcussion. Only one concussion incident resulted in the care from a speech-language pathologist. Conclusion The results of the study reported herein shed light on the fidelity of sports-related concussion care management across time. Subsequently, we suggest guidelines related to continuum of care from injury to individualized therapy.

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