Reading a novel about a dying person and the people attending the dying, one can not only reflect upon the moral involvement between the literary characters depicted, but also upon the way in which the reader takes the position of a “bystander” in this scene. In two novels, The Death of Ivan Ilyich by Tolstoy and The Big Ward by the Dutch author Jacoba van Velde, this moral involvement can be interpreted as a form of “compassion”. Martha Nussbaum’s concept of “compassionate imagination” offers a perspective on the way in which the reader can be involved in this literary depiction of the dying. However, the Aristotelian criteria that Nussbaum proposes for the rational judgement of compassion and her ambitions that literature can “raise society’s floor” by developing “compassionate imagination” in readers, are difficult to apply to these specific cases. In comparing both novels, it is exactly the differences between them – the historical context and social classes depicted - that bring to light a problematic presupposition in Nussbaum, namely the a-historical universality in the compassionate involvement. A re-interpretation of one of the Aristotelian criteria for compassion leaves room for a “compassionate imagination” not based on a rational judgement but on a sense of shared vulnerability that is precisely evoked by the literary depiction of the dying.
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The aim of this systematic review was to examine the association between malnutrition and oral health in older people (≥ 60 years of age). A comprehensive systematic literature search was performed in four databases (PubMed, CINAHL, Dentistry and Oral Sciences Source, and Embase) for literature from January 2000 to May 2020. Both observational and intervention studies were screened for eligibility. Two reviewers independently screened the search results to identify potential eligible studies, and assessed the methodological quality of the full-text studies. A total of 3240 potential studies were identified. After judgement for relevance, 10 studies (cross-sectional (n = 9), prospective cohort (n = 1)) met the inclusion criteria. Three studies described malnourished participants as having fewer teeth, or functional (tooth) units (FTUs), compared to well-nourished participants. Four studies reported soft tissue problems in malnourished participants, including red tongue with blisters, and dry or cracked lips. Subjective oral health was the topic in six studies, with poorer oral health and negative self-perception of oral health in malnourished elderly participants. There are associations between (at risk of) malnutrition and oral health in older people, categorized in hard and soft tissue conditions of the mouth, and subjective oral health. Future research should be focused on longitudinal cohort studies with proper determination of malnutrition and oral health assessments, in order to evaluate the actual association between malnutrition and oral health in older people.
In L1 grammar teaching, teachers often struggle with the students’ conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students’ grammatical reasonings (N=684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students’ ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition.
