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Resumen Al releer hoy la obra maestra de Malinowski, Los argonautas, nos encontramos con una perspectiva fundante del quehacer etnográfico considerado como la tarea de «ser cronistas» de realidades ajenas. A la vez nos topamos con ciertos conceptos -nativos, culturas, mentalidades- que han sido deconstruidos, redefinidos o incluso desechados entre antropólogos contemporáneos. Sin embargo, sus descripciones de los «imponderables de la vida real» siguen siendo un modelo válido de la forma de dar cuenta gráfica de la complejidad de las realidades no documentadas que estudiamos, incluyendo las propias. Retomo en este ensayo las palabras de varios antropólogos contemporáneos que acordarían con Malinowski que la «meta final es enriquecer […] nuestra propia visión del mundo», pero que enfatizan, además, la centralidad de la experiencia personal en el trabajo etnográfico, así como la necesidad de historizar nuestras descripciones etnográficas, dos aspectos no presentes en Los argonautas. Abstrac Rereading today Malinowski’s masterpiece, The Argonauts, we come across a foundational perspective of ethnographic work understood as the task of being “chroniclers” of alien realities, and at the same time we come across certain concepts -natives, cultures, mentalities- that have been deconstructed, redefined or even dismissed among contemporary anthropologists. However, his descriptions of the «imponderables of real life» remain a valid model of how to graphically account for the complexity of the undocumented realities we study, including our own. I return in this essay to the words of several contemporary anthropologists who would agree with Malinowski that the «ultimate goal is to enrich... our own vision of the world», but who also emphasize the centrality of personal experience in ethnographic work, as well as the need to historicize our ethnographic descriptions, two aspects that were not considered in The Argonauts.

El daño ambiental y la injusticia social son dos rasgos característicos del mundo contemporáneo. Ambos evidencian una falta de respeto hacia los valores naturales y humanos que la realidad, per se, posee. El descubrimiento de estos valores puede constituir una oportunidad para promover cambios de conducta que contribuyan a lograr una cultura más sostenible y justa. Tras examinar algunas posibles causas culturales de la insostenibilidad socio-ambiental, los autores plantean que la belleza que encierra la realidad puede desvelar a cada individuo valores naturales y humanos que antes no se percibían como tales. Este descubrimiento del valor interpela a la conducta personal e invita a la adopción libre de un compromiso de respeto hacia el mismo. Intertwined environmental and social impacts manifest a disrespect for environmental and social values intrinsic to reality. Discovering these values provides an opportunity to foster behavior changes towards a fair and sustainable culture and society. The authors analyze somecultural causes of present-day unsustainability and advance that the beauty found in nature and human beings may reveal actual natural and human values formerly unseen. Finding out these values may challenge personal behavior, inviting to commit oneself to a more respectful lifestyle.

We survey 2484 U.S. individuals with at least $1 million of investable assets about how well leading academic theories describe their financial beliefs and personal investment decisions. The wealthy's beliefs about financial markets and the economy are surprisingly similar to those of the average U.S. household, but the wealthy are less driven by discomfort with the market, financial constraints, and labor income considerations. Portfolio equity share is most affected by professional advice, time until retirement, personal experiences, rare disaster risk, and health risk. Concentrated equity holding is most often motivated by belief that the stock has superior risk-adjusted returns. Beliefs about how expected returns vary with stock characteristics frequently differ from historical relationships, and more risk is not always associated with higher expected returns. Active equity fund investment is most motivated by professional advice and the expectation of higher average returns. Berk and Green (2004) rationalize return chasing in the absence of fund performance persistence by positing that past returns reveal managerial skill but there are diminishing returns to scale in active management. Forty-two percent of respondents agree with the first assumption, 33% with the second, and 19% with both.

Metafore in stereotipi le parcialno izražajo resničnost in resnico, zato njihovo verodostojnost in njihovo funkcijo v jeziku, gramatiki in semantiki določa obseg naše fizične in kulturne izkušnje, ki je osnova za njihovo abstrakcijo. Metaforični koncepti se lahko v nekaterih primerih s področij dobesednega pomena razširijo na obseg figurativnega jezika. Figurativni jezik pogosto služi za izražanje osnovnih in kulturnih vrednot. Znotraj prevladujoče kulture evalvacija delno zadeva podkulturo, ki sprejema osnovne vrednote, a jim daje različne prioritete. Prispevek obravnava stereotipe in simbole motiva pohlepa in potovanja v razmerju do judovske podkulture. Metaphors and stereotypes express reality and the truth only partially, so their authenticity and their function in language, grammar and semantics are determined by the range of our physical and cultural experience, which is the basis of their abstraction. In some cases, metaphorical concepts can be extended from the domains of literal meaning into the range of figurative language. Figurative language often serves to express basic and cultural values. Within the mainstream culture evaluation is partly influenced by subculture, which shares basic values, but prioritises them differently. This contribution deals with the stereotypes and symbols of the themes of greed and wandering in relation to Jewish subculture.

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.

Objective To evaluate the real-time usage of krankheitserfahrungen.de, a website providing scientifically collected and analyzed experiences of persons with various chronic illnesses. Methods Web analytics of website use of www.krankheitserfahrungen.de in 2016. Qualitative content analysis of the 150 most and least opened video/audio clip titles in 2018-19. Results In 2016, krankheitserfahrungen.de had 19,703 unique visits, of which 3,925 were returning visits. Between new and returning visits, the latter were characterized by more actions and more time spent on the website. Thematic pages were clicked more often during new visits and person pages were more frequented during returning visits. In 2018-19, video/audio clip titles related to topics around uncertainties and/or decision making were most often clicked, whereas the least clicked clips dealt with topics like illness management, problem-solving, giving advice to others and emotionally difficult topics such as suffering, death and burden for the family. Conclusion A website with balanced, scientifically collected and analyzed patient experiences attracts a sufficient number of users and is used for further explorations. Practice implications: Using multiple formats, broad topics and diverse personal experiences being accessible through themes or persons is necessary when a scientifically based website on patients’ experiences is designed.

The subject of erotic transference and countertransference is rarely addressed in our training, supervision, or journals. In this chapter, the author proposes that by underestimating the significance of these dynamics we are doing ourselves, our clients, and our profession, a considerable disservice. At the very least one will miss valuable clinical opportunities for change and at the very worst one is discounting the potential for psychological damage to those who come to them in a vulnerable state, seeking help. The author begins the chapter with some personal experiences to highlight how and why the erotic seems to be so threatening. The author sets the notion of the erotic transference in its historical context and, drawing on the work of Gabbard, explores the most likely reasons for sexual transgressions. The author concludes with the importance of recognizing the inherent transformational potential of the erotic and finally suggest a model he have developed, based on relational methodology and techniques.

Folk Dances are significant part of our culture and tradition as Filipino. According to studies and observations, students’ interest towards our traditional dances is evidently decreasing, and further investigation must be conducted, and solutions to be provided to further increase students’ love for culture and the arts. This correlational study aims to determine the relationship between the level of personal experience and level of interest of students taking Bachelor of Physical Education (BPEd) and Bachelor of Performing Arts (BPeA) at City College of Angeles towards Philippine traditional dances. Frequency and percentage were used to determine the number of students who answered the online survey questionnaire, while Pearson r was used to determine the relationship between personal experience and interest. The study findings shown that most of the respondents has only an average experience in Philippine traditional dances. It was also found out that most of the respondents are interested in learning folk dance in respect to dance steps, music, costume and dance history. Lastly, it was found out that the level of personal experience and level of interest of students to Philippine traditional dances are significantly related to each other. Based on the findings of the study, proposed dance programs/activities were designed which can be part of the projects of the Institute of Education, Arts and Sciences, to intensify students’ appreciation to the culture and arts of the Philippines steered by one of the core values of the college – Patrimony. Limitation of this study is, it only focuses on BPEd and BPeA students. Additional respondents from other programs which are not part of this study is highly recommended.

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.

Objective: To conduct an international survey to investigate the use of above cuff vocalization (ACV) and how practice and opinion differs. Design: Observational, cross-sectional online survey. Setting: Critical care, acute, rehabilitation, long-term care, and community. Participants: Health care professionals involved in tracheostomy care or weaning (N=243). Interventions: Not applicable. Main Outcome Measures: Tracheostomy management, prevalence, personal experiences and opinions, and barriers to use. Quantitative data were reported descriptively, and content analysis was conducted with qualitative data. Results: The survey was completed by 243 health care professionals from 9 professional groups and 25 countries, with most responses from the United Kingdom (54%) and speech and language therapists (55%). ACV was used in 39% of services (n=93). Sixty percent (n=50/83) of health care professionals with direct experience of ACV had used it with

Background The patient–clinician interaction is a site at which defensive practice could occur, when clinicians provide tests, procedures and treatments mainly to reduce perceived legal risks, rather than to advance patient care. Defensive practice is a driver of low‐value care and exposes patients to the risks of unnecessary interventions. To date, patient perspectives on defensive practice and its impacts on them are largely missing from the literature. This exploratory study conducted in Australia aimed to examine the views and experiences of healthcare consumer representatives in this under‐examined area. Methods Semi‐structured interviews were conducted with healthcare consumer representatives involved in healthcare consumer advocacy organisations in Australia. Data were transcribed and analysed thematically. Results Nine healthcare consumer representatives participated. Most had over 20 years of involvement and advocacy in healthcare, including personal experiences as a patient or carer and/or formal service roles on committees or complaint bodies for healthcare organisations. Participants uniformly viewed defensive practice as having a negative impact on the clinician–patient relationship. Themes identified the importance of fostering patient–clinician partnership, effective communication and informed decision‐making. The themes support a shift from the concept of defensive practice to preventive practice in partnership, which focuses on the shared interests of patients and clinicians in achieving safe and high‐value care. Conclusion This Australian study offers healthcare consumers' perspectives on the impacts of defensive practice on patients. The findings highlight the features of clinician–patient partnership that will help to improve communication and decision‐making, and prevent the defensive provision of low‐value care. Patient or Public Contribution Healthcare consumer representatives were involved as participants in this study.

Little is known about how teachers’ personal sexual experiences influence their motivations and practices when teaching sexuality education. Cultural schema theory was used to explore teachers’ personal experience of the onset of sexual activity and explain how sexuality education teaching is influenced by such experiences. In-depth interviews were conducted with 40 secondary school teachers in Kampala, Uganda. The interviews were transcribed verbatim and analysed using principles of grounded theory. Findings show that while teachers’ personal experience of sexual initiation did not directly align with the content of their messages, due to the centrality and evocative function of these schemas these experiences strengthened teachers’ motivation to teach sexuality education because they enabled them to empathise with students. The study concludes that teachers’ personal experiences of sexual initiation provide intrinsic motivation for teaching sexuality education. The inclusion of dialogues and activities which encourage self-reflexivity in teacher education and training may improve the delivery of sex, sexuality and relationships education.

The work environment influences workers’ well-being and contributes to the growth of personal experiences. In fact, working in an unhealthy workplace can cause stress, frustration, and anxiety. Therefore, companies have to deal with the workers’ well-being in the work environment, making the management of human factors a crucial aspect. In this context, the introduction of Industry 4.0 technologies can support workplace monitoring and improvement. Some researchers propose structured methods that consider several ergonomic domains together; however, it is necessary to create platforms that support data collection, elaboration, and correlation in an integrated way. Accordingly, this paper presents a tool that supports the monitoring of operators’ activities, the data analysis, and the implementation of corrective actions to make the workplace socially sustainable. Preliminary tests were conducted to assess the functionality of the tool architecture and two use cases are presented. They focus on posture analysis and stress detection by inertial sensors and unsupervised machine learning algorithms, respectively.

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.

Northfi eld (1998) tackles this theme in a discussion of how science teacher education is practiced. He begins by quoting an unnamed individual with a provocative comment about teacher education: “Teacher preparation is necessary and worthwhile, but it is generally conducted in the wrong place, at the wrong time, for too little time” (p. 695). Northfi eld draws on the work of Farnham-Diggory (1994) to introduce three models of how novices become experts-behavior, apprenticeship, and development. His concern is one that we share: How does school experience infl uence an individual’s learning to teach? He then immediately offers a challenging answer:Much the same conclusion could be drawn about how we view experience in the context of children’s learning in science classrooms. Northfi eld’s statement at the opening of this chapter helps us frame our approach in this chapter: Whether in the science classroom or in the science teacher education program, how individuals learn from experience remains a poorly understood phenomenon. Here we focusWe write as teacher educators who are passionate about improving science education and teacher education in general and the experience of learning to teach science in particular. In this chapter we permit our experiences as teacher educators to inform and shape our accounts and interpretations of research related to learning to teach science. One of the most striking observations we can offer about research related to learning to teach science is the extent to which science education research appears not to be extended and extrapolated to programs of science teacher education. Research appears to confi rm what our own experiences as teacher educators tell us: A fundamental challenge resides in the prior teaching and learning beliefs and experiences of those learning to teach, just as a fundamental challenge of teaching science resides in students’ prior beliefs about phenomena. The research associated with constructivism and conceptual change reminds us that beliefs and experiences are deeply intertwined (see Ozdemir & Clark, 2007; Pelech & Pieper, 2010; Vosniadou, 1994, 2008). Just as children in elementary, middle, and secondary schools tend to be unaware of their initial beliefs about phenomena and unaware of how personal experiences shape and constrain those beliefs, so those who are learning to teach science tend to be unaware of their initial beliefs about what and how they will learn in a program of science teacher education.

In this paper we analyze how consumers in Germany updated expectations about inƒaflation in response to the COVID-19 outbreak. We use a fixed effects model to estimate the effect of regional exposure to COVID-19 cases, the stringency of restriction measures and local unemployment rates on inflation expectations. We find that consumers who were locally more exposed to COVID-19 cases report higher inflation expectations. ‘e relationship between the virus spread and inflation expectations is ampli€ed if respondents live in high unemployment regions. We explain our findings through an information and experience channel. Information about the pandemic and its effects played an important role during the €rst wave of the pandemic. However, when a‹ention to information diminishes, experience matters most. We document that negative personal (how severely the respondent was affected financially) and local experience (how severely the district was affected by COVID-19) are associated with higher inƒation expectations and more pessimistic views with regard to unemployment, interest rates, house prices and the intention to spend. Our €ndings show that it is important to consider regional disparities when examining individual belief formation.

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.

This ‘farewell editorial’ looks back at a ten-year period of serving as founding editor-in-chief of EIST. It shares some personal experiences as well as thoughts about content and style.

The aims of this study were: (1) to describe the steps of the learning process that occurs when using storytelling activities, (2) to describe the steps of storytelling techniques that can be used in learning activities, (3) to find out the situation after participating in storytelling activities from one's own experience. This research is classroom action research that wants to reveal the increase in children's language skills through story telling activities using two cycles. This research started from January to June 2020. The research location was in Pertiwi II Cemeng Kindergarten, Sambungmacan District, Sragen Regency with 20 research subjects. Based on data from the results of children's language skills before being given action by using storytelling activities, it shows that in storytelling activities 15% of children are able to memorize stories, 25% of children are able to understand story content, and 30% of children appear language skills in pre-cycle conditions. Based on data in cycle I, 30% of children showed the ability to memorize stories, 40% of children were able to understand story content, and language skills in storytelling activities increased to 45% of children. The results of children's language skills in cycle II observed that 60% of children could memorize stories, 75% of children were able to understand the contents of the story, and 85% of children showed language skills in storytelling activities. This shows the effectiveness of this storytelling activity in improving children's language skills. This activity can be an alternative solution for teachers who experience the same problem

The aim of this paper is to reflect upon personal experiences with a Foucauldian-inspired academic leadership approach to implementing digital education at the University of Bristol. Higher Education Institutions across the UK often invest in digital infrastructure and central support teams (technical and educational) and expect these investments alone to be the main vehicles to achieve digital education. While clearly, having technologies and support play a key role in digital education, according to my experience the implementation of digital education is complex and requires focused and scholarly leadership to drive it. This is because I argue that digital education can be considered a ‘discourse’, in the Foucauldian sense, of our era whose implementation involves considerable social change. Through my work as the academic person first responsible for digital education in the School of Modern Languages and then across the Faculty of Arts at the University of Bristol, I will unpack how having someone with the appropriate practical and theoretical expertise leading the digital education agenda brought positive impacts before and during the pandemic. Drawing on reflections from years of academic leadership, I will consider questions such as: What practices can lead the digital education discourse to advance in HE settings? And, which agents in HE can develop these practices? This theoretical-oriented discussion grounded on personal experience can be useful for institutions making decisions about how to take digital education forward. Indeed, as we emerge from the pandemic, universities are in the process of choosing whether to go back to a pre-COVID time characterised by a power struggle between different educational discourses, which often meant that the digital education discourse remained marginal, or whether to embrace and invest more in digital education and associated academic leadership.

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.

OBJECTIVES This study aimed to clarify the competencies required for occupational health professionals in disaster management based on their personal experiences of workplaces damaged by the Kumamoto earthquakes. METHODS This study adopted a qualitative descriptive design using semi-structured interviews. The study participants included eight occupational health professionals who had been engaged in occupational health practice at workplaces affected by the Kumamoto earthquakes and subsequently employed at the same workplace. Data analyses were performed using a qualitative data analysis method. The researcher read transcripts of the interviews verbatim and extracted subcategories and categories, seeking points of commonality among homogeneous and heterogeneous elements while identifying content related to the competencies of the professionals during a disaster. RESULTS Nine categories and 29 subcategories were extracted. The following competencies were identified as skills required for occupational health professionals when a disaster occurred: "perceiving the essentials of the situation through a comprehensive understanding of the health impacts caused by disasters," "prioritizing tasks while appropriately understanding a situation that is changing over time," "starting from what one can do while ensuring one's own health and safety," "continuing occupational health practice by devising efficient approaches while flexibly responding to the situation," "creating an environment that enables each occupational health team member to fulfill their role," and "adjusting the positions of occupational health departments within organizations to utilize networks." The following competencies were identified as skills required for occupational health professionals' disaster response and preparedness: "having the essential personal qualities of occupational health professionals," "establishing relationships of trust with employees and companies," and "linking one's experience of a disaster to future occupational health practice." CONCLUSIONS The competencies required for occupational health professionals in disaster management are disaster response and preparedness. Moreover, these aspects in disaster response and preparedness suggest that occupational health professionals are required to have strategic and creative thinking skills including organizational approaches such as boosting networking in the workplace and establishing employer-employee relationships based on multifaceted assessment and situational flexibility.

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

Psychotherapy of depth, insight and relationship sits at a nodal point, embedded between psyche and social life, between the inner and the outer of our most personal experiences, between the obstac...

This short reflection is about community-building in the classroom. It draws on personal experiences of Microsoft Teams from the last twelve months or so, and makes some suggestions for why community-building doesn’t always work as well as desired. I don’t propose hard-and-fast rules or specific ‘do’s’ and ‘dont’s’ but, hopefully, some light food-for-thought and reassurance for tutors who’ve been suffering connection issues whilst teaching online.

The ongoing COVID-19 pandemic has disrupted teaching and learning in higher education institutions, presenting novel challenges for both staff and students alike. These challenges have had an immense impact in the way postgraduate research (PGR) teachers perform their dual responsibilities as both students and teachers. Achieving a seamless transition from in-person to virtual learning was an arduous task. To this end, pedagogies evolved to accommodate the use of remote conferencing, video capture and other real time communication tools that facilitate virtual collaboration between staff and students. In this paper, I highlight the challenges of integrating online learning with a problem-based learning (PBL), a signature pedagogy employed by law and business schools. I draw on my personal experiences as a student and PGR teacher during the pandemic, and suggest proactive mitigation responses.

This study contributes to the extant literature by being the first to examine the relative impacts of instrumental factors of policing (police performance, risk of sanctioning, and distributive justice) and experiences with police (personal and vicarious) on trust in the police in Jamaica. This study’s importance is enhanced by the fact that it was carried out in a region that has been understudied by policing scholars. Using cross-sectional data from a sample of Jamaicans, homeownership predicted trust in the police. In addition, distributive justice, effectiveness, and personal experiences, but not risk of sanctioning and vicarious experiences, predicted Jamaicans’ trust in their country’s police. The implications for policing, policy, and future research are addressed.

Background:Given the demonstrated success of programs that bolster informal Emergency Medical Service (EMS) systems in other low- and middle-income counties (LMICs), this study aimed to explore formal and informal systems, practices, customs, and structures for emergency response and medical transport in Colca Valley, Perú while identifying possible opportunities for future intervention.Methods:Twenty-two interviews with first responders and community members were conducted in three mountain villages throughout rural Andean Colca Valley of Perú. Subjects were recruited based on profession and experience with medical emergencies in the area. Transcripts were entered into Dedoose, coded, and analyzed to identify themes.Results:Providers and community members shared similar perceptions on the most common barriers to emergency care and transport. Challenges experienced equally by both groups were identified as “structural problems,” such as lack of infrastructure, lack of structured care delivery, and unclear protocols.Incongruities of responses between groups emerged with regard to certain barriers to care. Providers perceived baseline health education and use of home remedies as significant barriers to seeking care, which was not proportionally corroborated by community members. In contrast, 86% of community members cited lack of trust in health providers as a major barrier.Community members often noted witnessing a high frequency of emergency events, their personal experiences of helping, and the formal utilization of lay providers. When specifically questioned on their willingness to engage in first aid training, all participants were in agreement.Conclusion:While structural changes such as increased infrastructure would likely be the most durable improvement, future interventions focused on both empowering community members and improving the relationship between the health center and the community would be beneficial in this community. Additionally, these interview data suggest that a layperson first aid training program would be feasible and well-received.

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.

Background Nursing students are experiencing life changing events in their personal, academic, and work environments since the onset of the pandemic. Purpose The purpose of this study was to describe and explore the effects of COVID-19 on personal, workforce, and academic experiences of nursing students (N = 620). Method A 68-item survey with three areas of focus surrounding academic, workforce and personal experiences was distributed to multiple schools across the United States. The analysis compares student responses from the five regions of the US. Findings Significant differences (p < .05) were found in the pairwise comparisons. The analysis revealed the academic changes were generally viewed as negative. Fear/anxiety and political influences impacted the outcomes of the pandemic. Discussion Understanding the effects of the pandemic on the personal, work and academic experiences of nursing students will assist academia and healthcare in adapting existing policies to meet student needs in the various regions of the United States.

We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects.

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.

The aim of this paper is to find out how the secondary socialization of children from home education takes place and to map the personal experiences and opinions of parents educating their children at home. The paper is divided into theoretical and empirical parts. The theoretical part deals with the socialization as a necessary process in the life of each individual, we describe the various types of socialization, we deal with a different concept of socialization according to where it takes place, i.e. in the home and school environment. The theoretical part forms the basis for the empirical part. For the implementation of the research, we chose qualitative research using semi-structured interviews, which were conducted with parents who currently have a child or children in home education. According to the results of the research, home schooled children are secondarily socialized in regular and sporadic meetings with other home schooled children, either as part of celebrations and other social events or for the purpose of learning together in a small group of children. Another way are friends with whom they see each other several times a week in hobby groups or visit each other. Furthermore, the family and siblings, play an important role in the socialization process. Due to age differences, siblings can help each other in many ways, learn from each other and spend free time together. The limit of the presented work is a small sample of respondents and the associated impossibility to generalize the results. However, the research went into depth on the topic and brings forward the subjective opinions and experiences of parents. Another limit is the implementation of the interviews through the telephone, which does not allow for the observation of non-verbal expressions of the respondents during the interview, which can reveal a lot.

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.

BackgroundMany patients with sudden sensorineural hearing loss may seek hearing health information and social support online, although little is known about the online information seeking behaviour.ObjectiveThe present study aimed to examine the discussions around sudden sensorineural hearing loss in Reddit posts.MethodA total of 526 Reddit posts about sudden sensorineural hearing loss were extracted and analysed using qualitative and quantitative methods.ResultsThe content analysis identified eight main categories. Most of the posts were on topics of: sharing personal experiences (34 per cent), describing symptoms (31 per cent), discussing treatment options (36 per cent) and discussing possible causes (19 per cent) of sudden sensorineural hearing loss. The sudden sensorineural hearing loss Reddit posts varied significantly in terms of linguistic variables when compared to baseline Reddit posts. Reddit posts by individuals with sudden sensorineural hearing loss had significantly higher engagement, higher authenticity and made more references to their body when compared to other users.ConclusionThe study results provide insights that can be helpful for professionals during clinical interactions.

Background: The reasons for acute hospital admissions among people with Parkinson’s disease are well documented. However, understanding of crises that are managed in the community is comparatively lacking. Most existing literature on the causes of crisis for people with Parkinson’s disease (PwP) uses hospital data and excludes the individual’s own perspective on the crisis trigger and the impact of the crisis on their care needs.Objective: To identify the causes and impact of crises in both community and hospital settings, from a patient and carer perspective.Methods: A total of 550 UK-based PwP and carers completed a survey on (a) their own personal experiences of crisis, and (b) their general awareness of potential crisis triggers for PwP.Results: In addition to well-recognised causes of crisis such as falls, events less widely associated with crisis were identified, including difficulties with activities of daily living and carer absence. The less-recognised crisis triggers tended to be managed more frequently in the community. Many of these community-based crises had a greater impact on care needs than the better known causes of crisis that more frequently required hospital care. PwP and carer responses indicated a good general knowledge of potential crisis triggers. PwP were more aware of mental health issues and carers were more aware of cognitive impairment and issues with medications.Conclusion: These findings could improve care of Parkinson’s by increasing understanding of crisis events from the patient and carer perspective, identifying under-recognised crisis triggers, and informing strategies for best recording symptoms from PwP and carers.

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 article focuses on stories, revealing personal experiences related to the technology-mediated education caused by the COVID-19 pandemic and storytelling as a tool in qualitative research. Stories and storytelling may play an important part in qualitative research through presenting a unique, subjective view, which may contribute to the universal perspective. The transition to online teaching has been related to the pandemic, that constitutes a traumatic experience, generating further difficult experiences of an individual nature, which need to be told and shared. That is why, the research through storytelling in the context of the transition to online reality, caused by the pandemic seems to be adequate. Stories as natural phenomena to the human psyche and everyday existence may provide an interesting insight into online teaching, which might have been lost in the limitations of other research tools. © 2021 Faculty of Humanities, Maria Curie-Sklodowska University Press. All Rights Reserved.

This article analyses the demographics, party affiliation, political motivations, and personal experiences of young people in Australia who run for elected office. By analysing a survey conducted with 51 young political candidates who ran in the 2020 Victorian local government elections, we show that that the most under-represented groups include young women, young people with Indigenous heritage or from minority ethnic backgrounds, and young people who do not have tertiary education and/or who live outside the metropolitan region. Our study also demonstrates that while a majority of young candidates were political party members, only relatively few ran as a candidate of their party. Finally, we highlight the link between age (youth orientation) and effectiveness (political efficacy) among our respondents. 本文从人口统计、政党认同、政治动机、个人经历等角度，对澳大利亚竞选公职的年轻人做了分析。本文所根据的是一项对2020年51位竞选地方政府公职的年轻政治候选人的调查。我们的调查分析显示，代表程度最低的群体包括年轻女性、原住或少数族裔青年、未受过高等教育或未生活在都市的青年。我们的研究还表明，虽然多数青年候选人为政党成员，但只有少数人是政党推出的候选人。最后，我们特别指出了受访者中年龄（青年取向）和效能（政治功效）之间的联系。

This study explores a particular kind of enactment in storytelling sequences where a story recipient is recruited by the teller as a designated character in the scene being acted out. Using the conversation-analytic methodological approach, we found that the enactment under investigation often occurred where a response (from the recruited recipient or another recipient) to some matters in the on-going telling was treated as misaligned or inapposite. We then show that the recipient may be recruited either implicitly or explicitly by (not) receiving specific instructions from the teller as to who or what to be enacted. We also show that the one being recruited was able to manage, during his/her enacted participation, the dual roles as a recipient of and a character in the story through multimodal resources. We argue that such enactments are one of the distinctive ways in which personal experiences are transformed and shared in mundane everyday life. Data are in Mandarin and Cantonese.

Background This is the sixth of our 11-paper supplement entitled “Community Health Workers at the Dawn of New Era”. Expectations of community health workers (CHWs) have expanded in recent years to encompass a wider array of services to numerous subpopulations, engage communities to collaborate with and to assist health systems in responding to complex and sometimes intensive threats. In this paper, we explore a set of key considerations for training of CHWs in response to their enhanced and changing roles and provide actionable recommendations based on current evidence and case examples for health systems leaders and other stakeholders to utilize. Methods We carried out a focused review of relevant literature. This review included particular attention to a 2014 book chapter on training of CHWs for large-scale programmes, a systematic review of reviews about CHWs, the 2018 WHO guideline for CHWs, and a 2020 compendium of 29 national CHW programmes. We summarized the findings of this latter work as they pertain to training. We incorporated the approach to training used by two exemplary national CHW programmes: for health extension workers in Ethiopia and shasthya shebikas in Bangladesh. Finally, we incorporated the extensive personal experiences of all the authors regarding issues in the training of CHWs. Results The paper explores three key themes: (1) professionalism, (2) quality and performance, and (3) scaling up. Professionalism: CHW tasks are expanding. As more CHWs become professionalized and highly skilled, there will still be a need for neighbourhood-level voluntary CHWs with a limited scope of work. Quality and performance: Training approaches covering relevant content and engaging CHWs with other related cadres are key to setting CHWs up to be well prepared. Strategies that have been recently integrated into training include technological tools and provision of additional knowledge; other strategies emphasize the ongoing value of long-standing approaches such as regular home visitation. Scale-up: Scaling up entails reaching more people and/or adding more complexity and quality to a programme serving a defined population. When CHW programmes expand, many aspects of health systems and the roles of other cadres of workers will need to adapt, due to task shifting and task sharing by CHWs. Conclusion Going forward, if CHW programmes are to reach their full potential, ongoing, up-to-date, professionalized training for CHWs that is integrated with training of other cadres and that is responsive to continued changes and emerging needs will be essential. Professionalized training will require ongoing monitoring and evaluation of the quality of training, continual updating of pre-service training, and ongoing in-service training—not only for the CHWs themselves but also for those with whom CHWs work, including communities, CHW supervisors, and other cadres of health professionals. Strong leadership, adequate funding, and attention to the needs of each cadre of CHWs can make this possible.

This article recounts the life history of a severely disabled child and the experience of his parents in dealing with a range of health, educational and social services as he moved to adulthood. It indicates features of multi-agency services that proved helpful and makes recommendations about service design and delivery. Particular attention is given to the role of respite care within a complex package of interventions.

A parametric model for describing the “essay” speech genre functioning in the church-religious style, which is called spiritual on the basis of its intentional, thematic-content, illocutionary and other features, is presented. The author suggests using the following parameters in the analysis of an essay with spiritual (religious-Christian) content: addresser, addressee, spiritual and religious intentions of the author, spiritual and religious thematic basis of content, composition, argumentation, used Christian images, tactics and strategies, representative linguistic stylistic means, intertextual content. The implementation of this model is shown on the basis of the text «“The effect of proximity” in history and everyday life» written by Archimandrite Makarii (Veretennikov). A spiritual essay is defined as a genre of a church-religious style: a text-reflection created by a clergyman and addressed to a representative of Christian culture, reflecting the personal experiences and impressions of the author. In the final part of the work, it is stated: the spiritual essay is realized as an independent genre and becomes an element of the structure of another genre, for example, writing, diary, etc., that is, it is embodied as an intragenre. The collection of spiritual essays by Archimandrite Savva (Mazuko) “Love and Emptiness” is used for research. The comparative analysis is designed to accurately and convincingly show the specifics of a spiritual essay.

BackgroundOsteopathy is a type of complementary medicine based on specific manual techniques. In many countries, including Germany, the profession is not officially regulated, and evidence for the effectiveness of osteopathy is insufficient for most diseases. Nevertheless, many health insurances in Germany offer reimbursement for therapy costs, if osteopathy is recommended by a physician.This cross-sectional survey of German general practitioners (GPs) explored beliefs and attitudes towards osteopathic medicine and described their daily interactions with it.MethodsA random sample of 1000 GPs from all federal states was surveyed by mail using a self-designed questionnaire. We collected data on sociodemographics, personal experiences with osteopathy, and attitudes and expectations towards osteopathy. In particular, participants were asked about indications for osteopathic treatment and their beliefs about its effectiveness for different patient groups and diagnoses. A self-designed score was used to estimate general attitudes towards osteopathy and identify factors correlated with greater openness. Additionally, we performed logistic regression to reveal factors associated with the frequency of recommending osteopathy to patients.ResultsResponse rate was 34.4%. 46.5% of participants were women, and the median age was 56.0 years. 91.3% of GPs had referred patients to an osteopath, and 88.0% had recommended osteopathy to their patients. However, 57.5% acknowledged having little or no knowledge about osteopathy. Most frequent reasons for a recommendation were spinal column disorders (46.2%), other complaints of the musculoskeletal system (18.2%) and headaches (9.8%). GPs estimated the highest benefit for chronically ill and middle-aged adults. Female gender (OR 2.09; 95%CI 1.29–3.38) and personal treatment experiences (OR 5.14; 95%CI 2.72–9.72) were independently positively associated with more frequent treatment recommendation.ConclusionGPs in Germany have frequent contact with osteopathy, and the vast majority have recommended osteopathic treatment to some extent in their practice, with foci and opinions comparable to other Western countries. The discrepancy between GPs making frequent referrals for osteopathic treatment while self-assessing to have little knowledge about it demonstrates need for intensified research on the collaboration with osteopaths and how to best integrate osteopathic treatments. Our results may help to focus future effectiveness studies on most relevant clinical conditions in general practice.