PubMed · 12500611
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Joseph E Pizzorno. 2002. CAM differentiated.. https://doi.org/10.1525/maq.2002.16.4.405
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Body piercing is increasing in popularity around the world. In this review, I describe the history, origins, and peculiarities of various forms of body piercing, and procedures involved, variations in healing time, legal aspects and regulations, and complications and side-effects. I have also included a discussion of the motivation for and psychological background behind body piercing. In presenting research results, I aim to raise awareness of the many risks associated with body piercing. In presenting psychological data, I intend to create an understanding of the multifaceted and often intense motivations associated with body piercing, and, thus, to diminish any prejudices held by health professionals against people with piercings.
This article explores how medical and lay discourses make themselves intelligible by using figures of speech and jointly constructing a socially homogeneous idea of children with Down syndrome, based on an ethnographic study performed at the Down Syndrome Out-Patient Clinic in the Jos Carlos Cabral de Almeida Center for Clinical Genetics, part of the Department of Genetics at the Fernandes Figueira Institute, a Federal reference hospital for maternal and child health belonging to the Oswaldo Cruz Foundation.
The purpose of this transcultural qualitative study was to discover, describe and explain the meaning of a caring student-teacher encounter within the context of clinical education. Clinical teachers are registered nurses who have completed a university undergraduate nursing degree program and at least 1 year of post-registration clinical experience. They are employed as full-time staff of the faculty of nursing. Among the 19 Jordanian undergraduate nursing students interviewed, "clinical nurse teachers as caring mothers," emerged as an important theme. This paper describes the clinical teachers in their mothering roles, such as supporting, negotiating, reinforcing, transforming and releasing nursing students throughout their clinical practice. Understanding students' cultural beliefs and values provides possible predictors that could facilitate positive student-teacher relationships that could be used to plan the clinical education for nursing students. There is also a need to develop workshops in clinical teaching that would incorporate cultural awareness, especially in a multicultural student-teacher groups.