We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure coreplatform@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
The ways in which children understand dying and death remain poorly understood; most studies have been carried out with samples other than persons with an illness. The objective of this study was to understand the process by which children directly involved with life-limiting conditions understand dying and death.
Methods
This qualitative study obtained interview data from N = 44 5–18-year-old children in the USA, Haiti, and Uganda who were pediatric palliative care patients or siblings of patients. Of these, 32 were children with a serious condition and 12 were siblings of a child with a serious condition. Interviews were recorded, transcribed, verified, and analyzed using grounded theory methodology.
Results
Loss of normalcy and of relationships emerged as central themes described by both ill children and siblings. Resilience, altruism, and spirituality had a bidirectional relationship with loss, being strategies to manage both losses and anticipated death, but also being affected by losses. Resiliency and spirituality, but not altruism, had a bidirectional relationship with anticipating death. Themes were consistent across the 3 samples, although the beliefs and behaviors expressing them varied by country.
Significance of results
This study partially fills an identified gap in research knowledge about ways in which children in 3 nations understand dying and death. While children often lack an adult vocabulary to express thoughts about dying and death, results show that they are thinking about these topics. A proactive approach to address issues is warranted, and the data identify themes of concern to children.
Fama, or fame, is a central concern of late medieval literature. Where fame came from, who deserved it, whether it was desirable, how it was acquired and kept were significant inquiries for a culture that relied extensively on personal credit and reputation. An interest in fame was not new, being inherited from the classical world, but was renewed and rethought within the vernacular revolutions of the later Middle Ages. The work of Geoffrey Chaucer shows a preoccupation with ideas on the subject of fama, not only those received from the classical world but also those of his near contemporaries; via an engagement with their texts, he aimed to negotiate a place for his own work in the literary canon, establishing fame as the subject-site at which literary theory was contested and writerly reputation won. Chaucer's place in these negotiations was readily recognized in his aftermath, as later writers adopted and reworked postures which Chaucer had struck, in their own bids for literary place. This volume considers the debates on fama which were past, present and future to Chaucer, using his work as a centre point to investigate canon formation in European literature from the late Middle Ages and into the Early Modern period. Isabel Davis is Senior Lecturer in Medieval Literature at Birkbeck, University of London; Catherine Nall is Senior Lecturer in Medieval Literature at Royal Holloway, University of London. Contributors: Joanna Bellis, Alcuin Blamires, Julia Boffey, Isabel Davis, Stephanie Downes, A.S.G. Edwards, Jamie C. Fumo, Andrew Galloway, Nick Havely, Thomas A. Prendergast, Mike Rodman Jones, William T. Rossiter, Elizaveta Strakhov.
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Edited by
Isabel Davis, Senior Lecturer in Medieval Literature at Birkbeck, University of London,Catherine Nall, Senior Lecturer in Medieval Literature at Royal Holloway, University of London
Lecturers and librarians are often working separately to achieve the same goal: facilitating student learning. This paper describes a workshop that addresses these issues, examines tradition and practice that reinforce the separation and identifies strategies for closer collaboration.