This article reviews some of the more prevalent metaphors used to describe the nature and character of the self. These metaphors include the unified and integrated selves as well as the postmodern perspectives of multiple selves. The authors contend that counselors have theories about the self whether implicit or explicit, and that these theories directly influence their practice. They further contend that it is beneficial for counselors and other helping professionals to take the time to clarify their beliefs and assumptions about the self and that metaphors are useful conceptual tools. Various ethical questions associated with different metaphors of the self are posed.
The Schizosaccharomyces pombe rad8 mutant is sensitive to both UV and gamma irradiation. We have cloned the rad8 gene by complementation of the UV sensitivity of a rad8.190 mutant strain. The gene comprises an open reading frame of 3.4 kb which does not contain any introns and is capable of encoding a 1133 amino acid protein of 129 kDa. Deletion of the gene indicates that it is not essential for cell viability. Recognisable motifs are present for a nuclear localisation signal, a RING finger and helicase domains. The predicted protein is a member of the SNF2 subfamily of proteins and shows particular homology to the Saccharomyces cerevisiae RAD5 protein. Double mutant analysis demonstrated that the rad8 mutant is not epistatic to mutants in the excision repair pathway (rad13) or checkpoint pathway (rad9). Analysis of radiation sensitivity though the cell cycle indicates that, unlike most other rad mutants, rad8 is most sensitive to irradiation during the G1/S period.
within a collaborative researcher/participant relationship. We specifically focus on the challenges and ethical dilemmas that researchers face when engaging in analysis. As researchers who use constructivist psychological theory to study the narratives of people's lives, we are particularly interested in inviting dialogues about what is involved when we engage in analysis of our participants' renditions of experience. By conversing with colleagues and students, and reflecting on previous research projects, we use research experiences to shape our discussion. K E Y W O R D S : analysis in qualitative research, conflict resolution, constructivist theory, narrative research, sensitive data After a decade of doing qualitative research, we are becoming increasingly aware of the problems that occur when researchers do not fully anticipate how their theoretical orientation in transcript analysis impacts (a) the researcher/participant relationship, (b) the write up, and (c) the presentation of findings. Too often, and long after becoming deeply involved in a project, researchers find themselves in a bind about how to avoid offending participants with the results of their analysis. This is particularly problematic when dealing with small sample sizes in narrative research.A recent review of the literature in fact has little to say about the consequences for analysis of particular theoretical approaches when using small sample sizes. Despite an abundance of high quality publications on representation (for example, Fine et al.
Embarking on a study in which we hope to gain a contextualized understanding of the experiences of adolescent girls who use crystal methamphetamines, it is crucial for us to select a research methodology congruent with our aims. In the current article, we share the theoretical basis and decision making process that has lead us to a multi-modal method integrating images along with dialogue in the interviews. We provide a rationale for our belief that the knowledge and meanings that emerge throughout this process are co-constructed by researchers and participants together. We believe it is helpful for researchers to consider the social responsibility and ethical implications that come with research before data collection begins. Thus, an explicit discussion of the very real impact and potential of qualitative research is introduced here as connections between qualitative research methods with Child and Youth Care practice are highlighted. Our intention is not to present findings as this is an in-progress study, but to open the floor to further questioning and dialogue along a similar vein. Our hope is that such dialogue can render qualitative research that is more relevant to the very complex lives to which we aim to contribute in our studies and practice.
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