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This paper uses membership categorization analysis to illustrate how five women invoke multiple female gender and sexuality identity categories in personal narratives to construct the device of womanhood. The five racially diverse women include four self-identified lesbians and one heterosexual and range in age from mid-twenties to early forties. Analysis of their two hour audio recorded interaction illustrates that gender and sexuality cannot be understood as a binary difference between men and women. These women use revolutionary categories, defined on their own terms rather than by outsiders, to characterize women they encounter in their personal experience (lesbian and otherwise). The revolutionary categories exemplify a diversity of female gender and sexuality identities and ultimately challenge heteronormative conceptions of female identity while simultaneously constructing a lesbian counterpublic. Thus, the personal experiences of these women, as related through everyday narratives, turn out to be highly political.

This mixed-methods study explored the conversation around orthorexia nervosa (ON) on Instagram from a Russian-speaking perspective. Two quantitative data sources were implemented; a comparative content analysis of posts tagged with #opтopeкcия (n = 234) and #orthorexia (n = 243), and an online questionnaire completed by Russian-speakers (n = 96) sharing ON-related content on Instagram. Additionally, five questionnaire participants were interviewed, four of which identified with having (had) ON. Russian-speakers who share ON-related content on Instagram are primarily female, around their late-twenties, and prefer Instagram over other platforms. They describe people with ON as obsessed with correct eating, rather than healthy or clean eating. Instagram appears to have a dual effect; it has the potential to both trigger the onset of ON and encourage recovery. Positive content encourages a healthy relationship with food, promotes intuitive eating, and spread recovery advice. Harmful content, in turn, emphasizes specific diet and beauty ideals. Russian-speaking users mainly post pictures of food, followed by largely informative text that explains what ON is, and what recovery may look like. Their reasons for posting ON-related content are to share personal experiences, support others in recovery, and raise awareness about ON. Two main target audiences were people unaware of ON and people seeking recovery support. The relationship between ON and social media is not strictly limited to the global north. Thus, it may be valuable to further investigate non-English-speaking populations currently underrepresented in ON research.Level of evidence: Level V, descriptive study.

To succeed in the conduct of clinical trials in reproductive medicine, teams must be trained and cultivated to collaborate and achieve a common goal. Here I share my personal experiences and lessons learned in teaming in the research setting by covering topics in time management, resource allocation, collaboration, publishing, and communication.

The article calls attention to a mismatch between the multiple and often seemingly incommensurable understandings of ‘gender’, circulating both within trans and non-trans gender scholarship. Particular attention is paid to the ways in which ‘gender’ is assumed and utilized in feminist ethnography. I argue that the pressing implications that transgender theory and experience have for epistemic habits and ethnographic praxis are yet to be properly acknowledged. Using personal experiences as a non-passing transfeminine ethnographer, I show how a masking of contradicting understandings of gender regularly takes place both in everyday research situations and on levels of academic writing. This, I argue, contributes to upholding cisnormativity in ethnography.Keywords: ethnography, transgender, methodology, feminism’Nainen’, ’naisena’, mitä sillä tarkoitat? Feministinen etnografia, transtutkimus ja läpimenemättömyyden käyttöArtikkeli käsittelee sekä trans- että ei-transsukupuolen tutkimuksessa kiertäviä ’sukupuolen’ määritelmien moninaisuuksia ja näiden keskinäisiä ristiriitoja. Tekstin painopiste on erityisesti tavoissa, joilla sukupuolta ymmärretään feministisessä etnografiassa. Artikkelissa väitän, että transteorian ja -kokemusten implikaatioita episteemisille ja etnografisille käytännöille ei ole tähän mennessä huomioitu kunnolla. Hyödynnän omia kokemuksiani transfeminiininä etnografina näyttääkseni, miten ristiriitaisten sukupuolikäsitysten häivyttäminen tapahtuu sekä kentätyötilanteissa että tieteellisessä kirjoittamisessa. Peittämisen käytännöt ylläpitävät osaltaan etnografian cisnormatiivisuutta.Avainsanat: etnografia, transsukupuolisuus, metodologia, feminismi

The present paper studies ego-documents of Russian female historians written in the second half of the 19th and the early 20th centuries, with a focus on the works of N.I. Gagen-Thorn, E.V. Gutnova, M.M. Levis, V.N. Kharuzina, S.V. Zhitomirskaya, E.N. Shchepkina, and N.D. Flittner. How do these authors, in their childhood descriptions, discuss their professional choices? By producing ego-documents, the female historians wanted to preserve their memory of childhood events in the form of a new historical source. In so doing they followed the principles that they also adhered to when wri- ting historical essays. At the same time their texts are very subjective: each reflects the respective researcher's personal experiences. Each text is unique, and there are few overlaps with the memoirs of other female historians of their time, or with those of younger colleagues. In many ways, the women were influenced by authors of the Russian memoirist tradition; they often adhered to self-censorship (even when there was no clear ideological pressure from society). As a result, the narrative about childhood turned into a narrative about the prerequisites for the self-identification of women as scientists. Memories became a form of self-representation, and this conditioned the selective nature of childhood narratives; later success in the profession was projected back onto childhood memories. The childhood narratives of Russian female historians differ from texts of their male colleagues: women preferred to describe their impressions with references to material artifacts and to everyday rituals, writing carefully about their emotional experiences. One of the most important subjects in these womens memoirs and diaries was when they for the first time experienced the gender conflict in their lives: when they understood that their scholarly ambition runs against the common attitudes about gender attitudes that they had internalized in early childhood.

Com base em uma entrevista de pesquisa que versa sobre um atendimento ocorrido em uma unidade de saúde suplementar, este estudo investiga como as narrativas do entrevistado sugerem a transformação de suas experiências em meios de resistência a determinados tipos de opressão que rotineiramente integram a prática clínica e gerencial nesse contexto. Com o aporte da abordagem Sociolinguística Interacional para a análise do discurso, as questões que o orientam são: como o entrevistado estrutura a sua narrativa em termos de organização e enunciação das experiências; e quais desdobramentos dessa experiência são discursivizados como modos de resistência. Compreende-se que a análise discursiva acerca da experiência narrada pode cooperar para discussões acerca da vulnerabilidade do Sistema de Saúde, seja no âmbito público ou privado, em busca de um equilíbrio entre um atendimento eficiente, humanizado e justo diante das condições institucionais e mercadológicas a que estão submetidos.

PURPOSE To investigate personal experiences of, and factors influencing hope following Acquired Brain Injury (ABI). METHODS A qualitative phenomenological approach was adopted consisting of semi-structured interviews with 15 adults with ABI. Interviews were transcribed and analysed using thematic analysis, and the Social Ecological Model (SEM) applied as a guiding framework to discuss findings and implications for policy and practice. RESULTS Five themes emerged: the importance of hope, changes in hope over time, the connection between hope and positivity, factors influencing hope and the importance of fostering hope. Participants reported varying experiences, with increased levels of hope influenced by: faith; supportive networks and professionals; goals; experiencing progress; having something to look forward to; and seeing others achieve. Professional attitudes were reported to either foster or negatively impact hope after brain injury. CONCLUSIONS These findings suggest that hope can play an important and often essential role in the lives of people with ABI. Factors influencing experiences of hope are organised against a SEM framework, identifying intrapersonal, interpersonal, institutional, community, and state and national implications for policy, professional practice and research.Implications for rehabilitationHope plays a critical role in the lives of people following acquired brain injury.Factors which positively influence hope include faith, supportive networks, goals, experiencing progress, and having something to look forward to.Professionals can impact an individual's experience of hope through person-centred and supportive therapeutic relationships.

When I was a Fulbright Scholar at the Norwegian Centre for Child Research (NOSEB) from 1994 to 1996, NOSEB was housed in an old farmhouse that overlooked the university buildings at Dragvoll. Per Olav Tiller had a sunny office near mine, and in his office he had a sketch of a young man on horseback, surveying a meadow of spring flowers. Per Olav explained that it was a drawing of Henrik Wergeland, and that according to legend, this Romantic poet’s affinity with nature was so strong that wild flowers sprang up as he passed by. I learned with time that Wergeland expressed some of Per Olav’s deepest feelings, including his fierce love for Norway as a nation, which was inextricably connected to his love for the beauty of the land. These feelings were related to the reasons that brought me to NOSEB. I had already done extended interviews in the state of Kentucky in the United States, trying to understand what motivated people who had taken action to protect the land, air, waters or wilderness of their regions, often at great personal cost to themselves. I wanted to know what Norwegian environmentalists would say when they were presented with the same questions. First, I asked them to tell the story of the most significant actions that they had taken to protect the environment. After they told these stories, I asked, “How would you explain the sources of your commitment to protect the environment? What personal experiences turned you in this direction and inspired you to pursue it?” Over the course of my first year in Norway, I interviewed 26 people from Trondheim to Oslo, and then compared their answers with those of

Introduction: Medical schools are responsible for breaking bad news training, which should be focused on the students; therefore, the purpose of this study is to identify undergraduate medical students’ perceptions regarding the best way to train them. Methods: Cross-sectional anonymous survey applied between 438 >18-years-old Colombian medicine students. Results: The students feel unprepared to breaking bad news; even without formal training, they believe they are better at breaking bad news as they advance in their training due to their observation of other clinicians and their personal experiences. A higher proportion of male students consider themselves empathetic than female students, but advanced male students report more frequently that their empathic capacity has decreased throughout their career more frequently than female students of the same academic level. Discussion: This information will allow the medical school to modify the curriculum to offer proper training to its students. Conclusion: Very few students have received formal training regarding this topic, and most of them are interested in training. Resumen: Introducción: Las escuelas de Medicina son las responsables del entrenamiento en dar malas noticias, el cual ha de estar enfocado en los estudiantes, por lo que el propósito de este estudio es identificar sus percepciones acerca de la mejor forma para entrenarles. Métodos: Estudio trasversal anónimo entre 438 estudiantes >18 años de un programa colombiano de Medicina. Resultados: Los estudiantes no se sienten preparados para dar malas noticias. Aun sin entrenamiento formal, ellos creen que su capacidad para dar malas noticias mejora a medida que avanza su entrenamiento médico. Hay una mayor proporción de estudiantes varones que mujeres que se consideran empáticos, pero también ellos reconocen con más frecuencia que ellas que su capacidad empática disminuye con el avance de sus estudios. Discusión: La información recolectada puede permitir a las escuelas de Medicina modificar su currículo para ofrecer entrenamiento más adecuado a sus estudiantes en dar malas noticias. Conclusión: Muy pocos estudiantes han recibido capacitación formal sobre este tema y la mayoría de ellos están interesados ??en capacitarse.

Ethnic-racial socialization is a mechanism through which immigrant parents instill in their children a sense of pride in their culture while preparing them for negative experiences with racial and cultural out-groups. For Black immigrant parents, this can include promoting a wariness of Black Americans in their children. Through this lens, we investigated an understudied intercultural dynamic via interviews with 12 first- and second-generation African and Caribbean immigrants. Using deductive and inductive analyses, we first examined the socialization messages they received about Black Americans from their parents, finding that in addition to messages inculcating ethnic and cultural pride, the participants also heard warnings about affiliation with Black Americans. Those messages relied on personal experiences and harmful stereotypes. Second, emergent from the data were examples of the ways the participants rejected their parents’ warnings. Experiences outside of the home appeared to influence views that were alternative to their parents. This novel finding provides avenues for future research investigating Black immigrants’ paths to a sense of connection or distancing from Black Americans.

The present research aimed to identify and discuss the social representations of trans women related to gender identity and transphobia in Brazil and Colombia. In this study participated 43 Trans women, 22 from Brazil, aged between 18 and 55 years (M=29.09, SD=8.53) and 21 from Colombia, aged between 21 and 41 years (M=28.19, SD=7.63). This study adopted a qualitative approach in which semi-structured interviews were used. The data were analyzed by the Iramuteq software, which identified the social representations in classes. The results showed what the participants understood about transphobia and how they regarded their experiences with this gender identity. The participants presented negative social representations, aiming at their personal experiences related to their social context. Themes related to violence, discrimination, prejudice, denial of rights and family support emerged from both the Brazilian and Colombian sample. Implications for Tran´s quality of life are discussed. Resumo A presente pesquisa teve como objetivo identificar e discutir as representações sociais de mulheres trans relacionadas à identidade de gênero e transfobia no Brasil e na Colômbia. Neste estudo participaram 43 mulheres trans, 22 do Brasil, com idade entre 18 e 55 anos (M=29,09, DP=8,53) e 21 da Colômbia, com idade entre 21 e 41 anos (M=28,19, DP=7,63). Este estudo adotou uma abordagem qualitativa na qual foram utilizadas entrevistas semiestruturadas. Os dados foram analisados pelo software Iramuteq, que identificou as representações sociais. Os resultados mostraram o que os participantes entenderam sobre transfobia e como eles encararam suas experiências com essa identidade de gênero. Os participantes apresentaram representações sociais negativas, visando suas experiências pessoais relacionadas ao seu contexto social. Temas relacionados à violência, discriminação, preconceito, negação de direitos e apoio familiar emergiram da amostra brasileira e colombiana. Espera-se que este estudo possa contribuir para compreensão deste fenômeno biopsicossocial.

Statistics circulate with ambivalence in governance settings and mass publics—both extolled as authoritative knowledge and the object of distrustful scrutiny. In the field of human rights activism, where the means to create authoritative knowledge operates asymmetrically between activists, organizations, and state actors, this makes statistical production and circulation subject to an intense politics of knowledge. LGBTI human rights actors in Brazil, for instance, constantly produce numbers that endeavor to make homophobia and transphobia epistemically and affectively real to various audiences. From community surveys of personal experiences of violence or discrimination, to civil society reports of homicides, to federal government reports from human rights hotline complaints, LGBTI activists are awash in figures where they find themselves the producers, consumers, and subject material of such data. This article documents how activists and civil servants count violence, constructing homophobia and transphobia as knowable objects. These counting practices emerge from activists’ counterpublic circulations of knowledge about objects as well as epistemic infrastructures (police, journalistic coverage, hotlines) through which LGBTI peoples’ experience becomes refracted. Aware of these complications, activists deploy epistemic doubt and affective certainty to the field of statistics—utilizing the knowledge they offer while questioning whether violence can be measured at all.

COVID-19 proved to be a unique crisis for churches and their pastoral leaders as they were forced to move their worship and work to an online format. This article reports on 33 pastoral leaders in 13 states who identified surprisingly positive experiences to go with the unsurprisingly negative reality of quarantine. It would appear that COVID-19, while brutal in its methods, naturally incubated reflection and positive growth in the lives of these pastoral leaders.

The COVID-19 pandemic is likely to affect people who have had previous experiences of psychosis – either positively or negatively. A research gap exists in looking at qualitative experiences of the pandemic. In the present study, we address the research gap in those who self-identified as having psychosis via Reddit discussion forum posts, collecting data from a popular online community. Sixty-five posts were analysed using inductive thematic analysis. Five overarching themes were identifie; declining mental health, changed psychosis experiences, personal coping experiences, social connectedness and disconnectedness, and COVID-19 as a metaphor. The data show that there are varied experiences associated with the pandemic. People who have experiences of psychosis do not only have vulnerabilities but may also perceive themselves as having strengths that allow them to cope better.

Background The United States has experienced substantial consequences associated with the opioid epidemic. One such consequence has been an increased need for patients who misuse opioids to interface with health care professionals. As such, it is important to understand physician attitudes toward and experiences with this patient population. The goal of this paper is to assess the extent to which physicians hold negative attitudes toward patients who misuse opioids and whether this patient population receives differential treatment. Methods Using a mixed methods design, we surveyed board-certified physicians in Ohio regarding their attitudes toward patients who misuse opioids as well as their observations of bias toward these patients in health care settings. Results Our findings suggest that negative attitudes toward patients who misuse opioids are common among physicians as were personal experiences of bias toward this patient population. We also found that physicians rationalized treating these patients differently and perceived barriers to achieving more equitable treatment. Finally, some physicians expressed a desire for additional training and resources to reduce bias. Conclusions Negative attitudes toward patients who misuse opioids may serve as a critical barrier to patients accessing care in areas heavily affected by the U.S. opioid epidemic.

The main concern of this article is the nature and the role of an EFL classroom speaking activity, known as pyramid discussion, whereby learners progressively form larger groups as they carry out a series of discussions on certain topics. This research interest stemmed from my personal experiences as an English language teacher in the context of Japan in which the majority of the teachers still regard the act of teaching English as the presentation of compartmentalized knowledge, as opposed to the promotion of communicative abilities. In this article, I introduce an action research study into the employment of the pyramid discussion approach in an English Teaching Methods course at a Japanese university and illuminate the effectiveness of the approach on the students, who are pre-service English teachers, in the course. Data will detail how the approach could notably assist the participants in seizing communication opportunities in English and in holding positive attitudes toward their teacher, classmates, and themselves as learners and future teachers of English. Implications are provided as a conclusion

Objective To explore and describe attitudes and opinions towards suicidality in healthcare professionals (HCPs) working with oncological patients. Methods A 48-item online questionnaire was developed and distributed to HCPs working with cancer patients. Three hundred fifty-four answered questionnaires were analyzed. Results The majority of HCPs reported that they were able to understand why a cancer patient would commit suicide (87.8%) or would seek help from an assisted suicide organization (ASO; 83.9%). The understandable reasons were pain and physical impairments (51.4%), social isolation (19.8%), loss of control and autonomy (18.1%), terminal disease (17.2%), loss of meaning (15.3%), desperation (14.7%), and psychic distress (9.3%). Personal experiences with suicidality lead only 44.8% of HCPs to believe that thereby they would be better able to understand a patients’ wish for suicide. Religion was negatively associated with understanding of suicide and why a cancer patient would seek help from an ASO. Knowledge of suicidality was positively associated with why a cancer patient would seek help from an ASO. Conclusions There is still little knowledge in oncology about the relation of HCPs’ attitudes toward suicidality in their patients and how those attitudes influence their behavior, especially care and treatment of patients. More research on this topic is needed. It stands to reason that more education about suicidality in cancer patients seems likely to improve understanding and attitudes and thereby influence care for cancer patients.

This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n.d.), beginning internally and expanding outward. Representing multiple identities and positionalities of power, committee members use these principles to process our privilege. We reflect on our journeys with racism as social work educators and as individuals who are, and have been, influenced by internalized historical and contemporary racism. Guided by Pedagogy of the Oppressed (Freire 1970/ 2002) and Critical Race Theory (Sulé, 2020), the praxis of reflecting in-and-on our work has evolved (Schön, 1983, 1987). Authors share their personal experiences, professional impacts, and efforts to implement anti-racist pedagogy. Contextual implications for schools of social work that aim to become anti-racist within their implicit and explicit curricula are provided by this case study.

The evaluation of public diplomacy programs presents complicated challenges. Discernment of impact is complicated by statistical and practical issues: the nature of individualized personal experiences; the large number of factors that can influence an individual’s response to any experience; the long time horizon required for impact to develop; the influence of politics on defining desired outcomes; and a longrunning debate within the discipline over the proper objectives of exchange programs (mutual understanding for its own sake or the pursuit of foreign policy agendas). Researcher asked current and former participants in the Hubert H. Humphrey Exchange Program at Syracuse University for opinions on the outcomes, benefits, and attributes they expect of exchange programs, and used Q methodology, a scientific method for the study of subjectivity, to discern and describe differing perspectives. Results obtained revealed distinct differences in the opinion patterns of different groups of participants, including identifying participants who valued more agenda- and policy-driven objectives. Demographic information obtained was insufficient to identify the drivers of those groups and additional research, including expansion of the respondent pool and analysis of individual participants, is needed to refine the precise drivers.

Background Shared decision-making is critical to optimal patient-centered care. For elective operations, when there is sufficient time for deliberate discussion, little is known about how surgeons navigate decision-making and how surgeons align care with patient preferences. In this context, we sought to explore surgeons’ approaches to decision-making for adults ≥65 years at high-risk of postoperative complications or death. Methods We conducted semistructured in-depth interviews with 46 practicing surgeons across Michigan. Transcripts were iteratively analyzed through steps informed by inductive thematic analysis. Results Four major themes emerged characterizing how surgeons approach high-risk surgical decision-making for older adults: (1) risk assessment was defined as the process used by surgeons to identify and analyze factors that may negatively impact outcome; (2) expectations and goals described the process of surgeons engaging with patients and families to discuss potential outcomes and desired objectives; (3) external and internal motivating factors outlined extrinsic dynamics (eg, quality metrics, referrals) and intrinsic drivers (eg, surgeons’ personal experiences) that influenced high-risk decision-making; and (4) decision-making approaches and challenges encompassed the roles of patients and surgeons and obstacles to engaging in a true shared decision-making process. Conclusion Although shared decision-making is strongly recommended, we found that surgeons who perform high-risk operations among older adults predominantly focused on assessing risk and setting expectations with patients and families rather than inviting them to actively participate in the decision-making process. Surgeons also reported influences on decision-making from quality metrics, referrals, and personal experiences. Patient involvement, however, was seldom discussed suggesting that surgeons may not be engaging in true shared decision-making when benefits should be weighed against a high likelihood of harm.

Sister Carrie is one of the greatest works composed by Theodore Dreiser, one of the representatives of naturalists in American literature at the beginning of the 20th century. Among numerous works of Theodore Dreiser, Sister Carrie enjoys a quite high literary status, and also meets with different comments after its publication. The novel mainly tells the personal experiences of a rural beautiful girl Carrie in the big city Chicago. Driven by natural desires and urban environment, she changes her social status and original values in the end. Naturalism is a scientific and literary approach employed here to depict the characters in the novel where a person's fate is decided or predetermined by impersonal forces of nature and environment beyond human control. The novel is an experiment where the author could discover and analyze the natural forces and survival laws that influence personal behaviors, emotion and fate. This paper introduces the origin, development and characteristics of naturalism in American literature, studies the effect of human weakness on their life, and makes clear the influences of environment on people’s way of thinking and way of life.

The article is devoted to the analysis of floral images in Lesya Ukrainka’s poems, which were not included in the collections. In the course of the research it was found that the plant images used by the poet are not limited to specific nominatives, but sometimes are generalized to expand their meaning within the text: an indicative feature and feature of floral imagery in Lesya Ukrainka's lyrics is the use of it is deprived of additional concretization, which enhances the suggestive effect and allows the recipient to perceive poetry on a somewhat higher, sacred level. The biographical factor has a great influence on the formation and therefore on the general concept of floral motifs within and outside the texts. In poems where plant motifs are indicative, the author's deep personal experiences are especially noticeable, which makes it possible to better understand the mechanisms of creativity, trace common motives, connect them with the poet's lyrical "I" and highlight the psycho-emotional component as one of the most important in creative process. It is convincing that the vast majority of images of plants have a symbolic meaning, which allows us to interpret them as metatextual units that can fully function outside it, even in the specific meanings given to them by the author. Lesya Ukrainka's plant imagery is devoid of stereotypes and often classical interpretation, which allows us to assert the uniqueness of the poet's creative method. Sequences or patterns in the author's use of plant images are not noticed, it is only possible to note certain trends and evolution in view of the previous year’s works (the author departs from the allegorical image of plants, but almost all floral images acquire a symbolic meaning). However, the artist's frequent appeal to the origins has been noticed, because she does not ignore folk-song motives. An important component of poetry outside the author's collections is intimate lyrics, where floral imagery is one of the central elements of the ideology of the works. The study of Lesya Ukrainka's lyrics from the point of view of floristics gives an opportunity to deepen the motives and significance of her work, expand the boundaries of understanding, bring it to a new level and thus distinguish and elevate it among others.

In recent years, the phenomenon of college students’ indifference to life occurs frequently which seriously damages the healthy growth of college students. Life education should be integrated into mental health education courses in colleges. Experiential teaching is a type of teaching activity that is characterized by students’ personal experiences and initiative, focusing on the participation of practical activities. Compared with traditional lectures, it improves students’ interest and enthusiasm. In the mental health course, experiential teaching applies theoretical knowledge to real life and promote the improvement of students’ mental health to shape stable and mature personalities and eventually, promotes the development of life. College students’ mental health course should be integrated with experiential teaching practice in the perspective of life education, so as to better improve the teaching effect and guide students to form a correct outlook of life.

Coma trajectories are characterized by quick awakening or protracted awakening. Outcome is bookended by restored functionality or permanent cognitively and physically debilitated states. Given the stakes, prognostication cannot be easily questioned as a judgment call, and a scientific underpinning is elemental. Conventional wisdom in determining coma-outcome trajectories posits that (1) predictive models are better than personal experiences, (2) self-fulfilling prophesy is unchecked and driven by nihilism, with little regard for prior probability outcomes, and (3) recovery is impacted by patients' prior wishes and preexisting medical conditions-but also by what families are told about the patient's state and anticipated clinical course. Moreover, a predicted good outcome can be offset by a major subsequent complication, or a predicted poor outcome can be offset by aggressive care. This article examines some of these concepts, including how we decide on aggressiveness of care, how we judge quality of life, and the impact on outcome. Most patients who awaken quickly do well and can resume their pretrauma injury lives. In worse off, slow-to-awaken patients, outcomes are a mixed bag of limited innate resilience, depleted cognitive and physical reserves, and adjusted quality of life. Bias and noise are factors not easily measured in outcome prediction, but their influence on recovery trajectories raises some troubling issues.

The present study examined the relationship between risk experience and risk perceptions in relation to the target (risk to the self vs. others) and for two different types of risk: acute risks (i.e., terrorist attacks) and cumulative health risks (i.e., alcohol consumption, tobacco consumption, and unhealthy eating) in two countries (Israel and Germany). An online survey (N = 571) was conducted to assess participants’ previous personal experience with acute and cumulative risks and their personal and general risk perceptions. The results showed that personal experience with terrorism was related to increased personal and general risk perceptions, while personal experience with cumulative health risks was related to increased personal but not general risk perceptions. It is argued that an increase in risk perception with more risk experience can be explained by the amount of available information about people's personal as well as other people's risk status. The findings emphasize that the experience–risk perception relationship depends on the target of the risk and the type of risk experience. published

School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.

Highlights • In-vitro fertilization (IVF) requires the development of human embryos in a laboratory. • Beneficiaries of IVF give different meanings to these embryos. • The interviewees described embryos as possibilities, utilities, offspring or as a counter-gift. • Embryos have a complex social existence, constructed through different metaphorical meanings., This article proposes a metaphorical approach to the meaning-making of Portuguese assisted reproductive technology (ART) beneficiaries about human embryos created in vitro, based on the analysis of 30 in-depth interviews. This article draws from an ongoing research project on expert and lay definitions of human embryos developed in vitro, both in ART and scientific research. Four metaphors were identified in patients’ utterances about the embryo’s status and attributes: embryos are possibilities of success of treatment; utilities that can be the object of ownership and dispositional control; potential offspring with whom there are family and emotional ties; and a counter-gift to science or to other beneficiaries, in response to the generosity of professionals or gamete donors. These rhetorical devices seem to ease the tensions inherent in the technical procedures of medically assisted reproduction. Examining the meaning of attributive metaphors used by patients undergoing in-vitro fertilization about their embryos in vitro is thus essential to understanding their personal experiences, so that healthcare professionals can direct their actions/interventions towards their specific needs and concerns, which are not always spoken.

Researchers in ecology try to develop projects based on novel ideas, but, as good human beings we are, we have a limited capacity for creativity. Therefore, it is usual for us, during our academic life, to generate only few really original ideas. Knowing how original ideas arise becomes vital. If we are at the beginning of our academic life, it will facilitate the development of our first independent projects; and if we are at the end of our career, it may lengthen the creative stage of our professional life. In this essay, I will first describe some suggestions to stimulate the generation of original projects in ecology, detailing the context where they were conceived. Finally, I will propose an integrative conceptual framework whose use may favor the occurrence of original ideas. Based on detailed personal experiences in the text, I identify three key aspects that may stimulate the generation of creativity: nonconformity with dominant ideas, the existence of setbacks and attention to the atypical. Extreme levels of these aspects are counterproductive. Minimal dosages of nonconformity, setbacks, or attention to the outliers undermine creativity because they stimulate conformity, comfort, and focus only on the rule. But too high levels also limit the generation of original ideas because it limits an integrative vision, causes exasperation and prevents us from seeing the phenomenon context. Consequently, I consider that the generation of original ideas is maximized with intermediate levels of nonconformity, setbacks and attention to the atypical. To stimulate ecology projects based on original ideas, I suggest having some level of nonconformity about the dominant ideas, considering small setbacks as opportunities and paying attention to the atypical without neglecting the context where they come from.

Objectives Limited research and guidance on the use of “withdrawal” or coitus interruptus for contraception lead to inconsistent or even inaccurate physician recommendations regarding its use. Consequently, patients rely on online communities to learn about this commonly used contraceptive method. To identify knowledge gaps and concerns between men and women, as well as explore how they use withdrawal, we examined withdrawal-related posts on the popular internet discussion forum, Reddit. Study design To explore gendered variations in withdrawal-related Reddit posts, we extracted posts from the gendered forums: “TwoXChromosomes,” “Askwomen,” “Askmen,” and “OneY” between 2010 and 2019 that contained the search terms: “coitus interruptus,” “withdrawal,” “pull out,” “preejaculate,” or “precum.” We developed an initial codebook with expected codes and augmented it with emerging findings from a random sampling of 10% of posts. We revised iteratively for interrater agreement, after which researchers coded the remaining posts independently. Results Of 269 withdrawal-related queries, 19% were submitted by men; 81% referenced the contributor's own withdrawal use. Salient domains included: concerns about pregnancy risk (59%), how to effectively use withdrawal (13%), benefits/pleasure from using withdrawal (12%), impact on personal life/relationship (9%), and problems encountered, inclusive of consent (7%). Posts to female-focused forums more frequently inquired about pregnancy risk, while those on male forums more frequently inquired about withdrawal-related logistics (p Conclusion Withdrawal-related queries within this Reddit sample are frequently posted by women, the majority of whom want to understand their risk of pregnancy with withdrawal. Research operationalizing withdrawal and more accurately estimating withdrawal-related pregnancy risk is warranted. Implications Reddit users discuss their personal experiences with withdrawal as contraception, as well as seek advice regarding its use from the online community. Pregnancy risk, logistics of use, and ongoing stigma are salient topics. Further research on pregnancy risk, operationalizing success, and approaches for discussing this behavioral method is warranted.

Resumo: Orientando-se por estudos críticos sobre a literatura dos direitos humanos, a literatura testemunhal, e a narrativa (auto)biográfica, este ensaio apresenta uma análise de contos do volume Olhos d’água (2014) de Conceição Evaristo, visando interrogar o papel da narrativa de ficção como literatura de resistência e testemunho que empresta voz a indivíduos comumente silenciados em um contexto de opressão racial e econômica. A literatura de Evaristo se articula sobre o que ela conceitua como escrevivência, ou seja, uma escrita originada da experiência do sujeito. Este é maiormente a mulher negra e pobre com a qual a voz narrativa estabelece uma íntima identificação, o que confere à obra uma dimensão autográfica e testemunhal, de denúncia sobre a violação dos direitos humanos da população negra brasileira. Abstract: Informed by critical studies on human rights literature, testimonial literature, and (auto-) biographical narrative, this essay analyzes stories from Conceição Evaristo’s Olhos d’água (2014), with the purpose of examining the role narrative fiction may play as a form of testimony and resistance literature that gives voice to those normally silenced by racial and economic oppression. Evaristo characterizes her work as escrevivência, a type of writing originated from the subject’s personal experiences; this subject is mostly Black poor women with whom the narrative voice identifies. Thus, her work presents characteristics of autographic and testimonial literature that seeks to denounce the violation of Brazil’s Black population’s human rights.

Background The use of dietary and herbal supplements (DIHES) is widespread among people with multiple sclerosis (PwMS). PwMS are a highly informed patient group, and they use several types of sources to seek information on subjects related to their disease. However, it is still unknown where PwMS seek information about DIHES. It is important that PwMS make decisions about DIHES based on accurate, useful and accessible information. Therefore, the aim of this study was to explore where PwMS seek information on DIHES and how they experience and engage with this information. Methods Semi-structured interviews were conducted with eighteen PwMS using DIHES. Participants were selected from a cross-sectional survey. Diversity sampling was used, based on relevant characteristics such as gender and number of DIHES used during the past 12 months. The interviews were conducted face-to-face or over the telephone and lasted between 30 min and 1 hour. The interviews were recorded, transcribed verbatim, and analyzed using thematic network analysis in NVivo 12 Pro software. Results Three main themes emerged in the analysis: i) engaging with healthcare professionals (HCPs) regarding DIHES, ii) social networks as a source of information regarding DIHES, and iii) reliance on bodily sensations. Most participants navigated all three types of sources. All participants had at some point discussed DIHES with an HCP. Information from HCPs was considered reliable and valuable, but HCPs were viewed as uncommitted to the dialogue about DIHES. Recommendations from others were often the driver of decisions regarding use of DIHES. However, the information from PwMS’ networks could be overwhelming and difficult to navigate. Finally, PwMS relied on their own experiences regarding DIHES and let their bodily sensations guide their use of DIHES. Conclusions Participants often rely on all three types of information sources to create a nuanced and comprehensive information base. However, PwMS may feel overwhelmed or confused with all the information they have gathered. These findings indicate the need for better guidance for PwMS concerning DIHES and an openness among HCPs to engage in dialogue.

Una profesora de secundaria narra en tres momentos distintos los sucesos que han marcado su devenir como mujer, madre y enseñante durante la pandemia por COVID-19. En un recorrido que transcurre entre la sorpresa, la incertidumbre y el desencanto, emerge la reflexión de que la escuela ya no es ni será la misma, no solo por la diferencia entre la educación presencial y a distancia, sino porque las vidas de todos y todas se han transformado, porque muchos escolares han dejado la escuela, más de cinco millones de niños, niñas y jóvenes. Afirma con contundencia ¡Este bicho tiene aporofobia! en alusión a la desigualdad social y la afectación a las personas en situación de pobreza. Reflexiona en torno a las distintas respuestas del profesorado y del sistema educativo, haciendo una fuerte crítica a la viabilidad y resultados del modelo “aprende en casa”. De ninguna manera es ajena a los efectos de la pandemia en los planos económico, laboral y educativo, pero se muestra renuente a dar credibilidad y adoptar soluciones que ubican la problemática solo en el plano de la voluntad y esfuerzo personal, sin reconocer que se trata de una crisis sistémica, que abarca a las instituciones sociales en conjunto. La expresión de emociones, vivencias y aprendizajes no esperados ante la ruptura de lo cotidiano, así como la experiencia del confinamiento por más de año y medio, permiten avizorar una nueva subjetividad en los actores de la educación, que deberá ser tomada en cuenta en el eventual regreso a los planteles escolares.

This article describes the authors’ personal experiences of collaborating across international borders in academic research. International collaboration in academic medicine is one of the most important ways by which research and innovation develop globally. However, the intersections among colonialism, academic medicine, and global health research have created a neocolonial narrative that perpetuates inequalities in global health partnerships. The authors critically examine the visa process as an example of a racist practice to show how the challenges of blocked mobility increase inequality and thwart research endeavors. Visas are used to limit mobility across certain borders, and this limitation hinders international collaborations in academic medicine. The authors discuss the concept of social closure and how limits to global mobility for scholars from low- and middle-income countries perpetuate a cycle of dependence on scholars who have virtually barrier-free global mobility—these scholars being mainly from high-income countries. Given the current sociopolitical milieu of increasing border controls and fears of illegal immigration, the authors’ experiences expose what is at stake for academic medicine when the political sphere, focused on tightening border security, and the medical realm, striving to build international research collaborations, intersect. Creating more equitable global partnerships in research requires a shift from the current paradigm that dominates most international partnerships and causes injury to African scholars.

The convergence of the major social events of the COVID 19 epidemic and the racial protests around the George Floyd killing spurred many conversations and calls to action for racial justice. The Behavioral Science Forum of 2020 invited a plenary presentation to discuss guidelines for medical education institutions to improve their anti-racism curricula. The plenary aimed to put forward the personal experiences of family medicine faculty contributing to dismantling racism in their institutions. Presenters provided (1) a breakdown of the step by step process of addressing these issues with faculty, residents, and staff, (2) guidelines for improving recruitment and retention of diverse student populations, and (3) small group breakouts and a subsequent discussion forum for participants to bring their experiences into the conversation and develop their personal call to action. The wrap-up discussion and “Zoom chat” yielded emotional responses and specific ideas for participants and other faculty in medical education to do their part in developing anti-racism curricula.

Explicating and specifying the origins of brand love, as well as how it affects consumer behavior, establishes vital insights into how brand managers might reap favorable economic consequences from promoting brand love effectively. Therefore, this article presents and validates a holistic, causal model of brand love that accounts for brand stimulus features and the internal, mental processes of consumers, along with the behavioral outcomes of their resulting brand love. Using both qualitative and quantitative approaches, the authors propose and test seven antecedents (including three mediators) and four consequences: Functional and sensory brand uniqueness emerge as indirect antecedents of brand love; brand satisfaction, brand fit with the inner self, and personal experiences are direct antecedents. Contrary to expectations, communicative uniqueness and brand pleasure are not influential factors. This study also verifies four desirable behavioral consequences of brand love: brand loyalty, willingness to pay a price premium, word-of-mouth intentions, and forgiveness of brand mistakes. These findings offer several theoretical and managerial implications.

This study investigates the Rejection-Identification Model (RIM) by examining impacts of group-level and personal experiences with discrimination on different measures of ethnic identity and cultural importance among Hispanic immigrants. The RIM is used to describe associations between discrimination and increased ethnic identity and the mediating role of ethnicity on negative outcomes of discrimination. Growing empirical support for the RIM has prompted inquiry into its application among different populations, including immigrants who face numerous types of discrimination. Using the Latino Immigrant National Election Survey, the study found that the perception of group-level discrimination was associated with a higher likelihood of reporting Hispanic identity importance, however, personal experiences with discrimination were not. Further, results showed that neither type of discrimination impacted cultural or Spanish language maintenance importance. This paper discusses the implications of these findings and how the protective factors presented by the RIM may vary among populations and when considering personal and group-level discrimination.

In this article, I present the eighteenth century’s polemic of Bernoulli and d’Alembert concerning the smallpox epidemic and a prevention method called inoculation. Through an analysis of the polemic and the related resources, I show that this historical debate has various interests for mathematics education; and more specifically it can help teachers to confront dilemmas emerging with the COVID-19 pandemic (for example if a teacher should talk about it in class or not, how to help students to interpret the statistical data and the mathematical models connected to the pandemic and more generally, how to deal with the confusions and concerns emerging in connection to the pandemic). I describe the documents related to the historical polemic as transitional objects, having a potential to reveal the teachers’ own professional or personal experiences, reflections and questions, and to stimulate dialogue with them on these issues. I illustrate this proposition by the presentation of an online reading seminar realized with a French group of teachers in April 2020.

This article presents a socio-historical study that combines an analysis of the theoretical model of the “new man” in the late Soviet period (1964–1988) with an empirical study of personal experiences of people who were students at schools in the Lithuanian Soviet Socialist Republic (LSSR) during this period. The aim is to analyze how the teaching and learning process were organized during the late Soviet period in LSSR schools, how it was understood by the participants of this study, and what were the possible differences in the experiences of schoolchildren. Also, it is equally important to determine which of the schoolchildren’s experiences in this period could be qualified as “unifying experiences” that formed the mentality of the late Soviet period generation. These experiences are compared with the common Soviet vision of the “new man” education, which was also changing during the late Soviet period. While searching for the answer to how much of the theoretical “new man” model was adopted by this last Soviet generation in LSSR, we use a post-revisionist approach and focus on the narrative of everyday history – what it meant to be schoolchildren in Soviet schools. The research revealed that the formal institutionalization of collective life for schoolchildren through Pioneer or Komsomol organizations was ineffective in creating a collective community feeling between the young generation. During the late Soviet period in LSSR schools there were four main disciplinary practices: formal notices by writing or by word, unsanctioned physical punishments, preventive disciplinary practices, and informal shaming. The last informal disciplinary practice was considered by schoolchildren in todays perspective as the most effective means of discipline at schools. These practices reflected the model of monitoring each other in the adult Soviet society and formed the horizontal control system involving students, their parents, and teachers. The research revealed a preliminary informal social stratification of children in LSSR schools during the late Soviet period. It was not related to the vision of “the new man” education but encouraged an already existing division within the LSSR society. This was a complete departure from the ethical-moral visions of educating “the new man” in schools, which were based on the demolition of the established class division, enabling this “new man” to create a welfare of socialist society by their own hard work and heroic achievements.

PurposeAs part of the COVID-19 preventive measures that have entirely impacted individuals' lives worldwide, remote work has been indicated as one of the most challenging aspects that have passed through great adaptation in the past months, highlighting the need for its better understanding. Following the fundamental theoretical frameworks of motivation, the authors argue that remote work tasks and the environment highly determine employees' productivity and satisfaction, which in turn influence their intention to continue working from home once the restrictions are relaxed.Design/methodology/approachData from 363 remote work employees were collected, indicating their personal experiences of working from home during COVID-19 quarantine. The analyses were carried out using partial least squares–structural equation modelling (PLS-SEM) methodology, employing the SmartPLS3 software.FindingsThe results reveal the possibility for reconciliation and the adequate remote work's flow as motivating, and the interruptions and technology-related anxiety as interfering impacts, in the process of achieving functional home office. However, although employees might be productive, it is not a sufficient condition for them to show an intention to continue working remotely after the COVID-19 pandemic is over, contrary to their satisfaction, which is found crucial for their future intentions.Originality/valueThe theoretical and practical implications of this study suggest several avenues for productive management of the transition to remote work, especially when the need is imposed urgently and an adequate selection of the most indispensable aspects for constructive working from home must be rapidly reached.

Using the author’s personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper argues that too often everyday acts of violence, such as gaslighting, are central mechanisms of necropolitical control. Frequently, these normalized aggressions make relegating people to the status of the living dead possible. Finally, this paper argues that necropolitics emerges from intra-actions, often causing the ontoepistemological death for communities of color in general and, in this case, Brown people in a physically and psychologically violent post-9/11 United States.

Summary Background The goal of postmastectomy breast reconstruction (BR) is to improve the quality of life of patients. However, complications following autologous (A-BR) and implant-based breast reconstruction (I-BR) occur frequently and may even lead to BR-failure, which can be a distressing event for both patients and surgeons. The current study therefore looks at the experiences of both patients and surgeons after a BR-failure. Methods Patients with a failed BR from a large multicenter cohort study and participating plastic surgeons were invited to participate in semi-structured interviews focusing on their experiences. The interviews were analyzed according to the principles of grounded theory. Results Fourteen patients with a failed I-BR, four patients with a failed A-BR and four plastic surgeons participated. Three main categories emerged from the data: personal experiences with BR-failure, the motives for a redo of a failed BR, and patient-surgeon communication. Patients would like to be treated with more attention to their personal feelings and lives, instead of being approached from a purely medical-technical perspective. Surgeons may experience feelings of guilt leading to the strong urge to fix the failed BR, whereas patients may be less inclined to undergo additional operations. Patients want to know what the choice for a particular type of BR would mean to their personal lives. The impact of I-BR-failure may be underestimated and requires the same degree of intensive aftercare and attention. Conclusions Implementing the recommendations of this study in clinical practice may facilitate improvements in how both patients and surgeons cope with a BR-failure.

The article contextualizes the oral life stories of three Hungarian-speaking women and their connections to the national histories of East-Central Europe. Through these three life narratives, I argue that in reconstructing their own life stories, the women articulate historical change. The women – born in the 1920s in the aftermath of the Austro-Hungarian Empire and coming of age in a socialist Eastern bloc as citizens of different nation-states – make up a generation as well as a mnemonic community with divergent versions of their community’s past. They talk about childhood in the interwar era, their maturation during the Second World War, their married life and work during the early years of socialism and their retirement years after 1989. In so doing, they give shape to starkly different family histories and personal experiences which inform not only their political sensibilities, but also their sense of womanhood, ethnicity, social standing and assessments of the past. While placing themselves into a sequence of events, they maintain their sense of integrity and construct political subjectivities. Their stories are imprints of a deeply divided collective memory of a generation bearing all the complexities that make women’s history different from the mainstream historiographical canon.

Reflective narratives on personal experiences, observations, thoughts and concerns were used as a method of helping medical students process the Covid-19 pandemic and their lives. This involved individual writing, anonymous submission, on-line group reading of selected narratives on a voluntary basis and facilitated discussions. Students felt that this was a safe method to voice their feelings and thoughts, to understand themselves better and to gain new perspectives. Though small numbers of students participated, there appears to be a greater potential to use reflective narrative writing coupled with facilitated group discussions in medical education to help students cope with external and internal stress, to better understand themselves, to relate to others and possibly to become more empathic. Keywords: Education, medical, reflective narrative, Covid-19, wellbeing strategies, humanities, medical students.

Online media offer unprecedented access to digital public spheres, largely enhancing users’ opportunities for participation and providing new means for strengthening democratic discourse. At the same time, the last decades have demonstrated that online discourses are often characterised by so-called ‘dark participation’ the spreading of lies and incivility. Using ‘problematic behaviour theory’ as framework and focusing on incivility as a specific form of dark participation, this article investigates the role of users’ personal characteristics, media use, and online experiences in relation to offensive and hateful online behaviour. Using a random-quota survey of the German population, we explored how dark personality traits, political attitudes and emotions, the frequency and spaces of online-media use, and users’ experiences with both civil and uncivil online discourses predicted participants own uncivil behaviour, such as posting, sharing, or liking uncivil content. We found that 46% of the participants who had witnessed incivility in the last three months also engaged in uncivil participation. A hierarchical logistic regression analysis showed that incivility was associated with manipulative personality traits as measured by the dark triad, right-wing populist voting intentions, and frequent social-media use. Experiences with both civil comments and hate speech predicted higher levels of uncivil participation. The strongest predictor was participants’ personal experiences with online victimisation. Overall, the results confirmed that dark participation in the sense of uncivil engagement results from the interplay of personality traits, an online environment that allows for deviant engagement, and, most importantly, participants’ experiences in said environment., Finanziert durch den Open-Access-Publikationsfonds der Westfälischen Wilhelms-Universität Münster (WWU Münster).

O Estágio Supervisionado em Biologia é essencial para a formação inicial dos futuros professores, pois visa articular a prática e a teoria, trocas de experiências, compartilhamentos de conhecimentos, observações e construir conhecimentos profissionais docentes. Neste sentido, o objetivo deste trabalho é relatar as experiências vivenciadas no estágio de maneira remota durante uma pandemia. O relato foi dividido em três momentos: observação, planejamento, docência. Esses momentos foram relatados de acordo com as experiências pessoais da primeira autora, evidenciando suas percepções, vivências, sentimentos, aprendizados e dificuldades no processo. Discute-se que, mesmo que o estágio tenha sido de maneira remota, construiu-se conhecimentos significativos em uma vivência da realidade escolar possível em uma crise sanitária, articulando conhecimentos biológicos, pedagógicos e tecnológicos à formação docente.

The paper gives a detailed comparison of the two Sanskrit lamentation passages, the laments of Aja (Ragh. 8. 37–69) and Rati (Kum. 4.1–38); it is conducted against the background of some other texts with similar content. The laments share a number of similar motifs. When examining the structure of these passages (as well as that of other related texts, not only those written in Sanskrit), the following elements may be discerned: the speakers’ stupor or loss of consciousness; their attempts at self-destruction; an address to the dead in which personal experiences are recalled. The lamenting persons are shown as coming to cry over themselves, thereby embracing some personal memories and finding comfort or protection. Apart from offering words of comfort, the consolatory speeches addressed to them also give an explanation of the causes of their loss (the death of Indumatī or the incineration of Kāma).

Introduction Owing to their professional and personal experiences, retired military orthopedic surgeons’ views of their careers are a unique source of inspiration. Reflecting on their experiences allows them to grasp the positive points and those that need to be improved for future generations. The purpose of this study is to gather the opinions of retired surgeons on the career of military orthopedic surgeons. Methods We addressed a questionnaire to all retired French military orthopedic surgeons in the database of the Chair of Applied Surgery for the Armed Forces as of December 2020, retrained in the civilian sector. A questionnaire sent by email made it possible to collect demographic, professional, and personal data about their careers. Subjective data were evaluated using a visual analog scale from 0 to 10 or a subjective qualification scale. The main assessment criterion was the average score (out of 10) of the retired surgeons’ opinions on their careers. Results Fifty-two percent of retired surgeons replied (32 out of 61), with the respondents having an average age of 63 years. They had been in military retirement for an average of 14 years and had practiced for approximately 13.5 years. The majority (28 out of 32) had had a civilian activity after leaving the army. The three main reasons for leaving were the unsatisfactory working environment, the high number of deployments, and insufficient pay. Nevertheless, the respondents were satisfied with their activity, their job, and their training. The average score given for the overall opinion on their careers was 8.14/10. The three main disadvantages of the career that were noted were the quality of family life, the conditions of employment, and the financial aspects. The majority were very satisfied with the second half of their civil career. Conclusion Overall, the opinion of retired French military orthopedic surgeons on their careers is very good. Their point of view provides interesting elements for reflection from both a professional point of view and a personal point of view. They were very satisfied with the quality of their training, their job, and their activity. However, the quality of their personal/family life, working conditions, and the financial aspects of the career reduced this satisfaction. The results also have potential application in improving the preparation of young military orthopedic surgeons.

Teaching and learning are profoundly personal experiences, yet systems of education often prioritize ubiquitous agendas that alienate rather than engage. Creating space for individuals and their lived experiences has the capacity to transform the classroom from a place of containment to one of expansiveness. Resisting the tendency of education to think dichotomously about teaching/learning, theory/practice, and self/other, we engage here as two learners who happen to have shared a graduate program, one as teacher and one as student. Influenced by post-qualitative inquiry (St. Pierre, 2017a; St. Pierre, 2017b) and post academic writing (Badley, 2019), we engage reflexively to consider the experience of this shared learning journey.

This paper discusses the results of project entitled Heritage for all: Perception of the past and archaeo- logical heritage by people with intellectual disabili- ties, which the authors carried out on a group of 14 young individuals who were diagnosed with intel- lectual disabilities. The project aimed to detect how the past is perceived and conceptualized by students with learning and cognitive problems and how we, archaeologists and museum workers, can transfer knowledge about the past to them in a more ap- propriate way. This paper also provides a context for a need for inclusive archaeology as a way of practising archaeology as a discipline of social and cultural value for present-day people. Despite the limited number of people approached during the research and the specific character of education for people with intellectual disabilities in Poland, some conclusions can be drawn. First of all, participants in the project understood the past not as abstract, historical events, but rather as actions related to their personal experiences. Secondly, they remem- bered more about the past when it was shown and explained to them in an active, participatory way.

In this project report, I introduce the citation templates for Indigenous Elders and Knowledge Keepers that I created in partnership with the staff of the NorQuest Indigenous Student Centre. These citation templates have been adopted/linked to by twenty-five institutions across Canada and the United States. They represent an attempt to formalize something that Indigenous scholars have been doing for decades: fighting to find a better way to acknowledge our voices and knowledges within academia. I outline how the project was developed, highlighting the importance of stable, respectful relationships, before delving into some of the literature and personal experiences that provided the reasoning for why more culturally responsive citation is needed. Part of the background is acknowledging my own experiences as an Indigenous scholar, but I also draw on literature from both Indigenous and non-Indigenous scholars to illustrate the interdisciplinary need for these templates. I provide in-depth explanations of each element in the new citation templates to explain the reasoning behind and/or importance of each element. For example, I outline why including the individual’s nation/community is important for breaking down the pan-Indigenous stereotype and helping scholars to recognize the variation of knowledge across the hundreds of unique Indigenous communities. While the main focus of this paper will be these specific citation templates, I hope that it will also empower, inspire, and provide a case study of how academia can make small changes to improve the respectful recognition of Indigenous knowledges and voices. Given the recent focus in educational institutions on being more inclusive of Indigenous ways of knowing, I think it is only right that we also look at reconsidering how we treat things like Indigenous oral knowledge in academia and whether there are systems in place that implicitly prioritize written knowledge over oral knowledge in a form of ongoing colonialism.