Metaphors of loss and transition: An appreciative inquiry
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract In this qualitative research study, we have used the arts-based research methodology, Appreciative Inquiry, to conduct a broadly based thematic and narrative analysis of art, loss/transition, and healing in formal/institutional and informal/family healthcare settings. Drawing on 21 loosely structured 1-hour interviews with African, British, Canadian and US caregivers, we have identified 13 overlapping themes of loss and healing. We use these themes to assess the broad scope of art in formal and informal care and palliation; to embed loss as an intrinsic health issue; and to consider art's capacity to offer insight and resolution in professional/family care partnerships as well as population health. We suggest that experiential and narrative data offer as valid an "evidence base" as quantitative data to explore the many critical dimensions of art-for-health theory and practice. Our findings underscore the vital and welcome interaction of art and science in global healthcare practice, education, research and policy. Keywords: appreciative inquiryartlosspalliative care Acknowledgements The authors would like to thank the following agencies for generous support of their research into death education, palliative care, and the arts: The Social Sciences and Humanities Research Council of Canada (SSHRC) (Lander, Citation2007–2010) and The National Collaborating Centre for Determinants of Health, Canada (NCC-DH) (Graham-Pole & Lander, Citation2007–2008). Notes 1. From the Brothers Grimm's earlier version of "Little Red Riding Hood" retrieved August 11, 2008 from D.L. Ashliman, http://www.pitt.edu/∼dash/type0333.html 2. We resonate with the term "care partners", which we first heard in this film, because it empowers individuals and communities to take control over determinants of their health, as first advocated in the CitationWHO's Ottawa charter of health promotion (Citation1986). 3. We have borrowed from Edmund Carpenter's distinction between preservable and evanescent art to propose the idea of a "preservable–evanescent continuum" inherent in the art of caregiving (Carpenter, Citation2004; Lander & Graham-Pole, Citation2008b).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it