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In their recent paper, Parnia and colleagues propose a new label for the near-death experience (NDE): recalled experience of death. They claimed NDEs are "authentic" only when an objective danger is present and that authentic NDEs have a proven core phenomenology. We consider that these claims are insufficiently supported by empirical data. NDEs appear as a continuum of heterogeneous experiences of consciousness precipitated by the disjunction of processes usually combined in normal mental activity. The "core phenomenology" of NDEs is also opened to several criticisms. Closeness to "real" death does not appear to be a decisive criterion for characterizing NDEs. The author's adhesion to Raymond Moody's NDE model produces a biased partition of this field of research that is unable to provide the basis for a consensus., (© 2022 New York Academy of Sciences.)

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

Home is regarded as an important and safe place to be when nearing the end of life. However, for some, the home may be a place where people feel anxious and alone. The aim of this discussion paper is to reflect on the contextual and theoretical meaning of home. We will, based on a broader understanding of home, also suggest that home-deaths can take place both in a home-based care context and a facility-based care context, as the meaning of home belongs to the individual. We will end our discussion by concluding that the actions of care and nurses’ attitudes are of vital importance, so that a feeling of home can be created for patients nearing the end of life, irrespective of their context. [ABSTRACT FROM AUTHOR]

The phenomenon of near death and dying experiences has been both of popular interest and of scientific speculation. However, the reality of mental perception at the point of death is currently a subjective experience and has not been formally evaluated. While postmortem gene expression, even in humans, has been evaluated, restoration of postmortem brain activity has heretofore only been attempted in animal models, at the molecular and cellular levels. Meanwhile, progress has been made to translate brain activity of living humans into speech and images. This paper proposes two inter-related thought experiments. First, assuming progress and refinement of the technology of translating human brain activity into interpretable speech and images, can an objective analysis of death experiences be obtained by utilizing these technologies on dying humans? Second, can human brain function be revived postmortem and, if so, can the relevant technologies be utilized for communication with (recently) deceased individuals? In this paper, these questions are considered and possible implications explored., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

This research paper aimed to study the transformation of Being in Mahmoud Darwish's last poem "The Dice Player" through a Heideggerian framework analysis. It took Heidegger's famous quote "The poets are in the vanguard of a changed conception of Being" as a point of departure in investigating and unveiling the assumed transformation in the Darwishian Being in the poem. By employing a descriptive-interpretative qualitative research method, the paper argued that "The Dice Player" depicted Darwish's implicit and explicit changed conception of his own Being which Heidegger called 'minemess' particularly in relation to his amour propre, his perception of Death and the 'Other'. The findings reveal that the Darwishian changed conception of Being, which was driven by his anxiety and submission to death, gave rise to a new Darwishian Being. The new Darwishian Being developed a different perception of himself ("amour propre"), death and others in "The Dice Player" when compared to his previous poems. Therefore, the paper concluded that Darwish seemingly joined "the vanguard of a changed conception of Being" by showing a transformation in his Being at three different levels.

The aim of the current research is to present a case of a client experiencing fear of death based on five stages of online individual counseling. For this aim, this case was evaluated based on the individual counseling process defined by Hackney and Cormier (2008) as five stages. In this context, the 1st session was carried out as the phase of establishing the relationship with the client, the definition of the problem in the 2nd, 3rd and 4th sessions, the 5th session goal setting phase, the 6th 7th and 8th session intervention phase, and the 9th session termination phase. In the current research, the client has produced some strategies to cope with the fear of death with the effect of the online individual counseling process. These; developing alternative thoughts instead of negative thoughts, becoming desensitized, confronting, getting support from religious and spiritual values, instilling a sense of hope, trying to manage negative emotions such as anxiety and fear in panic situations with breathing exercises and relaxation techniques, getting to know oneself better, feeling of self-confidence and courage. [Paper presented at the International Psychological Counseling and Guidance Congress (23rd).]

Background: We now have sufficient evidence demonstrating inequalities in specific avoidable causes of death for adults with intellectual disability compared to their peers without intellectual disability. Apart from COVID-19, the largest differentials that disadvantage people with intellectual disability are in relation to pneumonia, aspiration pneumonia, epilepsy, cerebrovascular disease, ischaemic heart disease, deep vein thrombosis, diabetes and sepsis. The aim of this systematic review is to report on strategies at the individual, population or policy levels aimed at preventing these conditions that are applicable to adults with intellectual disability and that have been based on or recommended by research. Methods: Systematic review of PUBMED, EMBASE, CINAHL, PsychInfo, Social Care Online, International Bibliography of the Social Sciences (IBSS), Web of Science, Scopus, Overton, the Cochrane Library and Google Scholar databases was carried out. Searches were completed on 30 June 2023. Quantitative, qualitative and mixed-methods research; systematic, scoping or evidence-based reviews; and audit and reports of mortality reviews were included. Publications included in the review were about preventing the eight potentially avoidable causes of death. Findings: Ninety-four papers were included in the review (9 in relation to pneumonia; 11 for aspiration pneumonia; 18 for sudden unexpected death in epilepsy; 7 for cerebrovascular disease; 8 for ischaemic heart disease; 4 for deep vein thrombosis; 31 for diabetes; 6 for sepsis). The eight most frequently occurring potentially avoidable causes of death in people with intellectual disability are very different medical conditions, but they shared striking similarities in how they could be prevented. The literature overwhelmingly implicated the need to make lifestyle changes to address obesity, lack of exercise and poor nutrition, and to have regular medical reviews. In addition, 'whole-population' approaches are required that look beyond the individual to the social determinants of health. Conclusions: We found little peer-reviewed evidence specifically about preventing these conditions in people with intellectual disability. However, most of the literature about preventative strategies pertaining to the general population was applicable to people with intellectual disability, albeit that some 'reasonable adjustments' would be required.

This paper examines the changes in infant homes for children under the age of three in West Germany after the Second World War by combining two research perspectives. First, it will show that the increase in institutional care in the decade after 1945 was not simply dictated by a growing number of orphans. Instead, it primarily resulted from the way how authorities dealt with single mothers and their children. In a second step, the adverse influence of "Maternal Care and Mental Health," the WHO report by British psychiatrist and psychoanalyst John Bowlby, will be analysed. It will become clear that this monograph from 1951 was enormously influential within West German infant home education, such that institutional care for children under the age of three was almost completely abolished only a few years later. Thus, the paper contributes to the historization of residential childcare and of attachment theory.

Speech-language pathologists often lack preparation for working with patients near the end of life (EoL). Few academic training programs offer dedicated or sufficient content in the area of end-of-life care (EoLC). Furthermore, traditional knowledge-focused outcomes are not the most effective pedagogical strategy in teaching EoL and palliative care to students. Instead, a focus on self-awareness and personal beliefs in relation to death and dying have been shown to have a positive effect on attitudes toward EoLC. The purposes of this paper are three-fold: First, to explore what is known about the teaching and training of EoL in the discipline of speech-language pathology; second, to explore successful pedagogical strategies being used to teach this content; and third, to provide evidence-based suggestions for the inclusion of this content into speech-language pathology curriculum.

The objectives of this paper were to 1) study the learning model of the smart crematorium system, 2) create a learning manual on smart cremation management, and 3) promote the development of learning for undertakers to use the smart crematorium. This was mixed method research with qualitative research and action research as parts of the conduct of quantitative research. The samples were from informants that consisted of 10 monks, 5 community leaders, 5 academicians, 17 seminars, 30 participants, a total of 67 people, and content analysis according to the study issues. The research instruments consisted of 1) an interview form, 2) a focus group meeting, 3) an activity participation form, and 4) an activity assessment form. The data collection was as follows: 1) secondary sources, documents, books, journals, and research reports related to concepts, and theories, 2) workshops, 3) in-depth interviews, 4) specific group discussions, and 5) collecting data from measurement reports and analysis of dioxin/furans compounds to categorize the data and analyzed according to the study issues. The findings revealed that 1. A learning model for using a smart crematorium system for the undertakers: 1) filling the fielder with the reaper into the storage tank 2) turning on the air compressor to fill the tank 3) opening the valve to let air into the system 4) checking the wind pressure and 5) checking the air flowing through the system along the main pipes which would pass the Vimutti substances into the crematorium and smoke furnace room continued to for about 30 minutes continuously. 2. Operations of creating a learning manual on smart cremation management that contained details in the book: 1) the problem of pollution from cremation 2) the smart crematorium with new options 3) the benefits of using the smart crematorium. This would introduce the features of a new smart crematorium, how to use and the benefits of using a smart crematorium. 3. To promote and develop knowledge for undertakers to use smart crematoriums and Vimutti substance sprayers by organizing training to educate about dioxins and furans, organized training and demonstrating how to use the smart crematorium and the Vimutti substance sprayers. This was the development of a learning model to enhance the Buddhist way of temples and urban communities as a cremation model.

This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir "Still Alive." Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.

Aspects of public service often involve tasks sometimes considered taboo, including working with grit, grime, blood, guts, grease, and stigmatized populations. Yet scholarship in our field directly incorporating dirty work remains limited yet growing. Importantly, if MPA students are not trained in how to work with and manage public sector employees engaged in such work, there is a chance for misunderstanding and mismanagement. In this paper, we draw on the concept of dirty work and showcase several ways how it can be incorporated into the MPA curriculum through topics such as regulation and compliance, emotional labor, budgeting and procurement, and public health. We rely on stories from deathcare workers throughout the U.S. to supplement the points. A dirty work practitioner from a large Iowa medical examiner department lends expertise in each section, and we conclude with case scenarios and questions for incorporating dirty work into MPA classes.

The paper analyses an institutional approach and international faculty responses to implementation of social-distancing measures during COVID-19 on a residential campus of an international university in Kazakhstan. Terror-Management Theory is used to interpret the behavioral responses of the faculty. The theory predicts three types of international faculty responses to the conscious fear of death from COVID-19--death avoidance, death acceptance, and death negation. These responses determine the extent of compliance with social distance-control measures. In addition three anxiety-buffering mechanisms proposed by the theory--commitment to particular worldviews, self-esteem enhancement and maintenance of social connections--serve as factors of variation in responses. Implications are drawn from the results about the relevance of the theory to the analysis of campus population responses to COVID-19-control measures on domestic and international campuses. Recommendations for university administrators at international universities are made about managing the three types of responses.

Background: A paucity of qualitative research on sensitive topics that focuses on participants with intellectual disabilities leaves their views unexplored. This scoping review mainly aimed to provide an overview of qualitative data collection methods used in research involving participants with intellectual disabilities to explore death and dying. Method: A scoping review of primary research and methodological papers published between January 2008 and March 2022 was conducted. The PRISMA-ScR checklist was followed. Results: We identified 25 articles utilising four data collection methods: interviews, focus groups, the Nominal Group Technique, and participant observation. Data collection trends were identified, including accommodations for participants with intellectual disabilities, visual media used as a facilitator, and reporting of distress protocols. Most participants had mild to moderate intellectual disabilities. Conclusions: The included studies demonstrate a flexible approach that relies on the use of multiple methods. Future research must adequately report study characteristics to ensure transparency and reliability.

A crucial part of theory-driven realist thinking is retroduction, the process of looking backwards for explanation of how and why things may be. Conducted early in the realist evaluation process, it provides a foundation for evidenced 'theory gleaning'. Despite retroduction being an inherent part of the realist process, it is often 'hidden' in realist reports. This paper explains the thinking behind, alongside an example of, a framework created by the authors to make transparent the retroductive process as used in a realist evaluation of two community End of Life Care services. The approach makes visible the application of the 'sociological imagination' and lends robustness to hypotheses by establishing how the authors utilised: wide-ranging potential generative causation; stakeholder and Patient and Public Involvement feedback; literature scoping; and substantive theories at the middle range, specifically Transitions Theory. These stages led to the development of Initial Programme Theories, with a clear history of genesis.

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to 'action'. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students' experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential 'action' so that visitors can mobilise their deeper understanding and experience long-term personal 'change'.

Funeral and mourning rites capture so many aspects of the Iranian traditional and religious rituals and provide members of society with cultural tools of lamenting the dead. The study presents socio-cultural considerations in connection with social space and action, linguistic interactions, and semiotic resources of rituals used in mourning ceremonies for Shiite Muslims in the city of Nur, Iran. The paper relies on a mediated discourse analysis approach as a theoretical framework from which to develop a semiotic analysis of the linguistic practices and mediational means that appear in the mourning events. To this end, I shall draw upon video and audio recorded interactions of mourning rituals personally collected at funerals. The paper demonstrates that while mourning rituals are culturally and religiously framed in Shiite Muslims, one must also include the social space, the discourse cycle, the trajectories of the material resource of individual's historical bodies and of text.

Aim: Report experiences and behaviour influences with healthcare professionals' decision to and experiences of offering memory making during end-of-life care in the adult acute population., Background: Little is known about healthcare professionals' experiences offering memory making during adult acute end-of-life care., Design: Survey., Methods: Registered nurses, medical practitioners and social workers employed at a single tertiary referral adult intensive care, where memory making had been implemented nearly two years prior were invited to participate between June and August 2017. Reporting adheres to the STROBE checklist., Results: Ninety-six valid surveys (75% response rate: 75 registered nurses, 19 medical practitioners, and 2 social workers) were analysed with 67 participants reporting experience offering memory making. Highest overall agreement scores included believing families value memory making and the offer of memory making being beneficial. Enablers were described as organisational supports, personal qualities and good interpersonal relationships. Barriers identified included the intensive care environment, workload, inexperience offering/facilitating memory making, being afraid to offer, lack of resources and legality concerns. Compared with non-experienced participants, experienced participants reported higher level of confidence and comfort offering memory making, pride in their ability, ability to spend time supporting families and had observed colleagues offering memory making. Experienced participants were less likely to be afraid to offer, be limited by the family's behaviours, report lack of resources or be time limited to offer memory making., Conclusion: Findings identify elements needed for the development and support for offering memory making to assist bereaved families in adult acute care including role modelling, support to reduce negative emotions, workload assistance and leadership/organisational support., Relevance to Clinical Practice: Discoveries have important implications in addressing evidence gaps regarding behaviour influences linked to the decision to offer memory making. Findings inform development and sustainability to integrate memory making as routine end-of-life care intervention in adult acute care., (© 2022 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Mental health professionals can help patients understand exceptional and paranormal experiences, integrate them into day-to-day life, and cope with confusion and anxiety that sometimes accompany them. However, a broader clinical perspective and specialized training in clinical parapsychology is needed. In the first part of the paper I argue that psychiatry as currently practiced is limited because it embraces a strictly materialist paradigm, emphasizes treatment over prevention, and relies principally on pharmaceuticals that are often ineffective and/or unsafe. A paradigm shift in psychiatry is taking place that will soon lead to novel concepts of energy and innovations in therapeutic approaches. In the second part of the paper I review the ongoing debate over consciousness, implications of novel understandings of energy for psychiatry, and research findings in physics, neuroscience and parapsychology that are contributing to a postmaterialist paradigm in psychiatry. I comment on an important problem in the philosophy of science called Hempel's dilemma and argue that future scientific theories of consciousness will probably encounter similar conceptual limits to those faced by current theories. Following Beauregard, Trent and Schwartz (2018) I argue that different categories of theories may be needed to adequately explain the variety of human experiences and I propose an integral paradigm that acknowledges the validity of both conventional scientific explanations and postmaterialist theories of consciousness. Finally, I discuss implications of postmaterialism for research, education and training in psychiatry.

In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self-care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible to find joy, survive and thrive.

Repatriation of archival materials holds great potential for decolonizing archaeological archives. This paper argues that while repatriation of human remains and cultural objects is required by law under the Native American Graves Protection and Repatriation Act (NAGPRA), traditional manuscript archives can and should be subject to the same standards for repatriation. The entirety of the archaeological archive can therefore be repatriated to descendant communities. In fact, many museums and other institutions have adopted the practice of digital repatriation of both documents and artifacts. By repatriating a facsimile of an important cultural item, institutions may actually perpetuate the colonial perspective that the original item's proper place is with the institution instead of with its community of origin. This paper addresses situations in which it is both appropriate and inappropriate to repatriate a digital copy instead of the original object.

Death is inevitable and universal, and the corona virus disease has only further intensified a world of uncertainties as a result of frequent accidents, HIV/AIDS, cancer and natural disasters. Bereavement after any death is a potentially disruptive life event with consequences in physical and mental health, relationships and social functioning. Death is a rather odd, thought-provoking and challenging experience, particularly in the lives of children and adolescents. Death of parent/s, sibling, relative/s, teacher, classmate or friend is a relatively new and challenging phenomenon. Persons working with pupils and students, including teachers, counsellors, school chaplain and social workers, need to be prepared to offer help to those who experience bereavement. Death is unpredictable and may occur naturally, suddenly, or traumatically. In several instances, help is sometimes required in advance of bereavement in that the death may be anticipated such as instances of prolonged illness or following a fatal accident. In all cases, the role of the teacher and counsellor in the school is pivotal in supporting pupils and students who have been bereaved. This paper highlights the need to impart post-traumatic growth in bereft pupils and students in schools in order to cope with bereavement.

This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.

Purpose: COVID-19 pandemic, war, climate emergency and other recent challenges are inflicting tremendous stress to youth. However, death and tragedy are nowadays considered taboo, as there is generally no standardized nor naturalized discussion on the subject, especially with young people. The current multi-crisis scenario is intensifying the need to incorporate an education on tragedy and resilience in our learning systems. In this context, it is necessary to find suitable teaching resources for this educational challenge that are attractive, entertaining and suitable for children and youth. A resource that meets all these requirements are children's folk songs (CFSs). Apart from the intrinsic educational potential of music, folk songs have a simplicity and musicality that make them an ideal teaching resource. Considering their oral historical transmission, their survival confirms the attraction that this type of composition causes on children. However, to consider CFSs as an adequate resource to carry out an education for death and tragedy, it is necessary to study whether they present a non-negligible proportion of tragic passages and with enough variety of themes. This paper aims to address the study of the presence of explicit tragic content in Spanish CFSs and thus could be considered a cultural resource with transformative educational potential to develop resilience capabilities on the face of tragedy. Design/methodology/approach: An analysis of lyrics of 2,558 Spanish CFSs is presented, using a manual content analysis as well as a computerized content analysis with the aim of identifying the tragic component of these songs and, thereby, assessing their pedagogical potential as a transformative educational resource. Findings: The results obtained show a considerable presence of death and tragedy (19.78%) and a variety of tragedy dimensions. CFSs have been transmitted orally not only as a ludic resource, but also to prepare children for life (and death). The results show the complementarity of both analyses to avoid subjectivity while considering the underlying meanings of the songs. Originality/value: This task had previously not been approached in an automated manner in the literature, nor there had been a similar study with a sample of this magnitude. The outcomes obtained show the considerable presence of tragedy in Spanish CFSs and emphasize the interest of this currently undervalued didactic resource.

This paper considers questions of appropriateness when linking the Holocaust to students' experiences with bullying. The question is considered in the context of "universalist" and "particularist" views of the Holocaust and against the political landscape of both rising antisemitism in the U.S. and increasing state mandates for teaching the Holocaust in secondary classrooms. The article explores arguments for both sides of this pedagogical and curricular question and ultimately offers recommendations for classroom practice drawing on Noddings views on moral and caring-centered education.

In this paper, I focus on the UK government's COVID-19 pandemic response to schooling in England with regards to the impact on race inequality, an area which has received comparatively little attention. I review the existing research, drawing on work by academics, think tanks, lobbying organisations and media reports, conducted between spring 2020 and autumn 2021, and argue that this evidence suggests that the UK government's pandemic response firstly has increased existing racial disadvantage for Black, Asian and Minority Ethnic (BAME) pupils in education, and secondly, it has potentially increased the exposure of BAME households to illness and death. I further argue that not only can education policy in response to Covid be considered to be an example of white supremacy, but it is an example of necropolitics, defined as 'the power and the capacity [of the state] to dictate who may live and who must die' (Mbembe 2013, 161). I conclude by making some recommendations for wide-reaching social and educational change.

Holocaust education is supposed to equip students with historical knowledge. It also pursues moral learning goals with the objective of enabling students to actively engage for human rights. However, teachers frequently report concerns about teaching the Holocaust because they feel unprepared to deal with intense emotional responses by the students. Classroom research suggests that teachers usually apply classroom management strategies to deal with unexpected student behaviours. For this reason, it can be assumed that teachers also apply classroom management strategies to deal with students' emotional responses when teaching the Holocaust. However, little is known about this specific function of classroom management in Holocaust teaching. Therefore, this paper reports on findings from an exploratory, video-based single-case study in an urban secondary school in Germany. The results suggest that the participating teacher uses an avoidant classroom management to establish a joyful lesson and repress latent fear and sadness among the students.

This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors' scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives.

Introduction: Although death is a reality inherent to human life, it continues to be a taboo phenomenon that generates unease in some contexts such as education. Its limited curricular approach and the personal implications of its treatment in the classroom constitute some difficulties for greater inclusion in the different stages. Method: The aim of this study is a bibliometric analysis of the scientific output on the pedagogy of death in Scopus. The sample consisted of 139 papers to which different bibliometric techniques were applied (bibliographic coupling, co-authorship, co-citation, co-occurrence). Results: The results revealed a growing scientific production, with Testoni as the most prolific author. As potential lines of development, it is worth highlighting the implementation of training schemes for teachers to be able to educate about death, as well as educational activities (with different methodologies and resources) in order to work on reducing anxiety and fear of death. Discussion and Conclusion: The relevance of the study of scientific production is concluded to establish collaborations between researchers and develop new lines of research on Pedagogy of Death. [Note: The publication year (2022) shown on the PDF is incorrect. The correct year of publication is 2023.]

This paper presents the results of a three-year study of the impacts of teaching about the experiences of trauma on students studying to become teachers. The project's overarching objective is to develop an effective trauma-informed pedagogy that can support students who learn about the experiences of the 'Stolen Generations', the Holocaust, wars, and genocide. Following a presentation from a member of the Stolen Generations, students reported strong emotional impacts, indicating heightened arousal and defensive dissociation. Results indicated that effective teaching about the experiences of trauma must be accompanied by management processes that will mitigate the potential detrimental emotional impacts on such learning. We conclude that the reflexive power of narrative can implicate the student in her or his own life, as well as in the lives of others. Of critical importance is a recognition that both Indigenous and non-Indigenous lives are bound to one another in contemporary Australia.

Background: Holocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media. Objectives: This paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally. Methods: The study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust-related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions. Results and Conclusions: The results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important. Takeaways: There is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education.

Objective: People are living longer than ever before. Many arrive at a later stage of life in poor health and with inadequate financial and social resources. The purpose of this paper is to describe people's general state of preparedness for their future as older persons, identify specific attitudes towards ageing and key characteristics that portend a lesser degree of preparedness, and identify the issues that need greater emphasis. Design: Cross-sectional survey. Setting: 502 adult participants enlisted on an online polling panel in Canada. Methods: Demographics, attitudes towards the future self and ageing and the responses to the 'Preparedness for the Future Questionnaire' (Prep-FQ) were analysed. Descriptive statistics were used to highlight overall and domain scores (possible score 0-100). Regression models were used to link key demographic characteristics and attitudes to a lower Prep FQ score. Results: The average age of participants was 54.1 years old (range 30-91). The majority (97%) felt it was important to think about themselves as an older person, yet less than 25% of people regularly spent time thinking about what it would be like for them as an older person. The average score on the Prep FQ was 61.6 (range 25-99). Items with the lowest scores were related to advance serious illness planning (medical care, funeral and legacy planning). Factors associated with a higher Prep FQ score included being female, having more education, thinking about when they are older and feeling positive about themselves as an older person. Conclusion: Helping people think and plan ahead more for healthy ageing may help some people move forward with confidence in creating a long, high-quality life and high-quality death. Helping 'at-risk' people plan for serious illness in advance is a high-priority target for improving people's general state of preparedness for the future.

This paper explores an arts-based practitioner action research study that explores the artworks made by students from a Grade 11 History of Canada course in response to teaching and learning about the First World War. The practitioner considers the art-things (Bennett, 2015) of his students and the associated thing-power (Bennett, 2004) affordances. The work was informed by a rhizomatic methodology (Deleuze & Guattari, 1980/2000) that illuminated insights arising from interpretation and analysis of the educative assemblage and its concrete and abstract constituents and forces. The practitioner's action research was informed by newness, unexpectedness, and difference (Deleuze & Guattari, 1968/1994) drawn from engagements with the students' art-things and artist statements, which in turn enriched the personal and professional knowledge and educative practices of the author as well as his students' learning because of knowledge drawn from this inquiry.

Children, who enroll in hospice, have complex mental and behavioral health (MHBH) problems. There is limited literature on patterns of these problems among children at their end of life. Using the national database of 6195 children enrolled in hospice between January 1, 2011, and December 31, 2013, and latent class analysis, this study identified 4 distinctive classes of children. Neurodevelopment and anxiety class (26.5% of the sample) had 41.3% of children of 15 years or older, who had an average of 1.4 MHBH comorbidities and took 17 medications; 29.1% had physical health comorbidities, and 23% were dependent on technology. In the Behavior and Neurodevelopment class (20%), 53.1% of the children were between ages 6 and 14 years, who had an average of 2 MHBH comorbidities and took 17 medications. In the Physiology class (43.4%), 65.5% of children were younger than 5 years, had 1 MHBH comorbidity, and took 19 medications. In the Mood, Behaviors, and Anxiety class (10.2%), more than 90% of children were older than 6 years, had 4 MHBH comorbidities, and took 30 medications. In the latter 3 classes, approximately half of the children either had physical health comorbidities or were technology dependent. These findings highlight the importance of end-of-life care that accounts for the likely presence of complicated patterns of MHBH conditions., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2021 by The Hospice and Palliative Nurses Association. All rights reserved.)

Children could internalise blame for a death, suffer as much grief as adults, and express as much emotion as adults. Research on young children's perceptions of death has been conducted primarily in Western cultures. This paper is an exploration of Chinese 5-year-olds' understanding of death. Data analyses are mainly based on children's drawings and their description of the drawings. Children's drawings of issues related to death were analysed using the phenomenographic method to identify content-specific categories. It is shown through this study that Chinese 5-year-olds have an initial understanding of the biological, psychological, and metaphysical concepts of death. Findings of the current study highlight the importance of paying more attention to the impact of cultural practices and religion on children's understanding of death.

Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled across four universities in Canada and the United States and focuses on the 12 memories that specifically reference childhood experiences with death or illness. Bearing witness to death evoked a range of participant responses, including guilt and shame, a sense of childhood immaturity, or the need to "grow up" in the face of mortality. In contrast, memories of illness almost always occurred in school, featuring a neglectful teacher or adult figure with anxiety about disrupting normalcy and order. Drawing on affect studies and psychoanalysis, our examination surfaces three repeating motifs: (1) the management of the bodily 'normal' in school, (2) the appeal to childhood innocence as a refusal of affective experience, and (3) the abjection of illness as an opening to thinking about vulnerability in education. Although these memories account for a small portion of the overall collection, they linger in our minds as significant, made even more so by the current context of COVID-19. For educators, the challenge may be how to engage with children as they attempt to make sense of the turmoil they are living, all of which may require teachers to support a wide range of childhood experiences unburdened by the ideal of innocence. A study of these tropes demonstrate the affective challenges that bodies pose to education, and open critical ways to think about the relationship between illness, childhood, and education as the ethical ground to reimagine post-pandemic schooling.

This paper draws on ethnographic data to explore children's aspirations through education within the context of poverty and vulnerability in Siaya Kenya. Since several children reported eating onge (nothing) for breakfast, they hoped that education would enable them to eat and enjoy a good future. I demonstrate that aspirations as orientations towards desired futures have affective dimensions [Huijsmans, Ansell, and Froerer. 2021. "Introduction: Development, Young People, and the Social Production of Aspirations." "The European Journal of Development Research" 33: 1-15]. Consequently, in drawing from Deleuze [1988. "Spinoza: Practical Philosophy." San Francisco, CA: City Lights] that affect is a capacity to affect and to be affected, I argue that children's aspirations in Siaya are an assemblage of personal, relational and non-human factors of poverty, orphanhood, HIV/AIDS and other forms of marginalisation. This assemblage fuels a desire for alternative futures, and/or modifies their aspirations in complex ways. While children's desired futures might look impossible, their aspirations are also affective becomings [Salazar. 2017. "Speculative Fabulation: Researching Worlds to Come in Antarctica." In "Anthropologies and Futures: Researching Emerging and Uncertain Worlds," edited by Juan Salazar, Sarah Pink, Andrew Irving, and Johannes Sjöberg, 158. London: Bloomsbury], and schooling and education are sites for alternative futures, in Siaya's continuing present.

Ancestors are storytellers. Buddhists consider that people will go to one of six realms after death. The six realms represent six worlds that consist of different mental states which correspond to one's wholesome and unwholesome karma. Buddhist ancestors have warned why life impelled by ignorance, hatred, and greed leads to undesirable rebirths, such as in the realms of hungry ghosts and hell, and have taught the value of moral conduct through stories and paintings to children and adults. This paper focuses on how Buddhist hell stories can shape moral and interreligious education, cultivating the value of life and interconnectedness for future generations.

This commentary navigates the oeuvre of Ariés' writings on childhood, family, private life and death, with a focus on interrogating 'who is a child?' Departing from the intellectual history prevalent at the time, Ariés deployed the psychogenic approach to study the cultural history of childhood and family. He examines the quotidian experience of aesthetics and other documents of culture to reveal 'what was thought about' viz. the mentalities' of childhood and family spanning a vast canvas from the eleventh to the nineteenth centuries. Ariés provocatively proposes that childhood is a modern construct, highlighting that children were not always seen as precious, dependent and in need of adult protection. The magnitude of his intellectual adventure continues to be debated, particularly in childhood studies. The commentary includes an analysis of Ariés' methods and insights about childhood that unsettle the narrow prisms that refract how we see, understand and educate children.

This paper has two parallel components--one a storied prose account, the other a presentation of elements of the story compressed into six-word reflections to underscore or in some cases to expand on the narrative. Katherine Norman Dearden gathered data through means of serial interviews with the choir director and review of related media accounts and literature on gun violence and the death of children in America (Rubenstein, Levine, and Hennekens 2019), and she shares draft manuscripts with the choir director for her review, suggestions, and approval.