Search

The COVID-19 pandemic has revealed the troubling fact that many students struggle to pay attention to literacy learning while they are in situations of extreme duress. This duress did not begin with pandemic, nor will it end with it. Neither is duress distributed at random; those negatively affected by the nation's prejudices, as a general rule, are under more duress than those who reap the benefits of these systems. To achieve an equitable curriculum, we must teach with the attentional needs of those under duress in mind. This article explores how writing instructors can develop curricula that work with these needs. It looks at research on learning under duress as well as student work that was written in crisis, building upon the strengths of those under duress (who often, for example, write with a sense of urgency and keen awareness of their immediate surroundings) instead of trying to "cure" what we may perceive as weaknesses. A curriculum that speaks to the strengths of students with these experiences will be vital both during the pandemic and beyond it.

BACKGROUND: Diaphragmatic hernia (DH) presenting acutely can be a potentially life-threatening condition. Its management continues to be debatable. METHODS: A bibliographic search using major databases was performed using the terms emergency surgery diaphragmatic hernia, traumatic diaphragmatic rupture and congenital diaphragmatic hernia. GRADE methodology was used to evaluate the evidence and give recommendations. RESULTS: CT scan of the chest and abdomen is the diagnostic gold standard to evaluate complicated DH. Appropriate preoperative assessment and prompt surgical intervention are important for a clinical success. Complicated DH repair is best performed via the use of biological and bioabsorbable meshes which have proven to reduce recurrence. The laparoscopic approach is the preferred technique in hemodynamically stable patients without significant comorbidities because it facilitates early diagnosis of small diaphragmatic injuries from traumatic wounds in the thoraco-abdominal area and reduces postoperative complications. Open surgery should be reserved for situations when skills and equipment for laparoscopy are not available, where exploratory laparotomy is needed, or if the patient is hemodynamically unstable. Damage Control Surgery is an option in the management of critical and unstable patients. CONCLUSIONS: Complicated diaphragmatic hernia is a rare life-threatening condition. CT scan of the chest and abdomen is the gold standard for diagnosing the diaphragmatic hernia. Laparoscopic repair is the best treatment option for stable patients with complicated diaphragmatic hernias. Open repair is considered necessary in majority of unstable patients in whom Damage Control Surgery can be life-saving.

Abstract Background Diaphragmatic hernia (DH) presenting acutely can be a potentially life-threatening condition. Its management continues to be debatable. Methods A bibliographic search using major databases was performed using the terms “emergency surgery” “diaphragmatic hernia,” “traumatic diaphragmatic rupture” and “congenital diaphragmatic hernia.” GRADE methodology was used to evaluate the evidence and give recommendations. Results CT scan of the chest and abdomen is the diagnostic gold standard to evaluate complicated DH. Appropriate preoperative assessment and prompt surgical intervention are important for a clinical success. Complicated DH repair is best performed via the use of biological and bioabsorbable meshes which have proven to reduce recurrence. The laparoscopic approach is the preferred technique in hemodynamically stable patients without significant comorbidities because it facilitates early diagnosis of small diaphragmatic injuries from traumatic wounds in the thoraco-abdominal area and reduces postoperative complications. Open surgery should be reserved for situations when skills and equipment for laparoscopy are not available, where exploratory laparotomy is needed, or if the patient is hemodynamically unstable. Damage Control Surgery is an option in the management of critical and unstable patients. Conclusions Complicated diaphragmatic hernia is a rare life-threatening condition. CT scan of the chest and abdomen is the gold standard for diagnosing the diaphragmatic hernia. Laparoscopic repair is the best treatment option for stable patients with complicated diaphragmatic hernias. Open repair is considered necessary in majority of unstable patients in whom Damage Control Surgery can be life-saving.

Trauma-informed frameworks are needed in metropolitan and urban university settings because many who enter higher education have experienced trauma or will experience trauma while at the university. This paper addresses the neurobiological and psychological underpinnings of trauma and addresses how these experiences can pose academic challenges, leading to misinterpretations of students' behaviors by faculty. This paper provides faculty with the knowledge to recognize, empathize, and respond effectively to students with trauma experiences and all students. The authors share four practical strategies for implementation (address feeling overwhelmed, address planning for assignments, provide ways to remember content and incorporate a focus on learning content) in the metropolitan and urban university classroom to create an inclusive educational environment that facilitates learning and growth for students who have experienced trauma and all students.

This paper explores the impact of the Russia-Ukraine war on Russia's academic sector, relying on the limited evidence available. The invasion has triggered an academic exodus from Russia, with both immediate and far-reaching consequences. These consequences range from the interruption of ongoing research projects and the termination of international collaborations to the emergence of an intellectual void, raising concerns about the future of academic pursuits in Russia. Conventional models for understanding academic mobility, which primarily focus on professional and economic incentives, prove inadequate in accounting for the complexities introduced by geopolitical strife, international sanctions, and curtailed academic freedoms. This paper calls for an interdisciplinary approach incorporating perspectives from political science, sociology, and international relations for a richer understanding of academic migration in conflict-affected settings. The Russia-Ukraine war serves as an important case study, shedding light on the vulnerabilities of academic sectors, even in the aggressor country where the physical conflict is not occurring, and offering broader insights for the field of academic mobility.

Background : The current UK standard for major trauma patients is to record notes in a paper trauma booklet. Through an innovative collaboration between a major trauma centre and a digital transformation industry partner, a TraumaApp was developed. Electronic notes have been shown to have fewer errors, granular data collection and enable time stamped contemporaneous record keeping. Implementation of digital clinical records presents a challenge within the context of trauma multidisciplinary trauma resuscitation. Data can be easily accessible and shared for quality improvement, audit and research purposes. This study compared paper and electronic notes for completeness and for acceptability data following the implementation of the TraumaApp. Methods: Trauma team members who performed scribe function attended training for the newly launched TraumaApp. Two staff members acted as scribe, using either the paper trauma booklet or TraumaApp, and attended major trauma calls. A framework for comparison of paper and electronic notes was created and used for a retrospective review of major trauma patients' notes. Statistical analysis was performed using a two-tailed t-test. Staff using the TraumaApp completed a System Usability Score questionnaire. Results: There was a total of 37 data points for collection per case. The mean numbers collected were paper notes 24.1 of 37 (65.1%) and electronic notes, 25.7 of 37 (69.5%). There was no statistical significance between the completeness of paper and electronic notes. The mean System Usability Score was 68.4. Discussion: Recording accurate patient information during a major trauma call can be challenging and the role of the scribe to accurately record events is critical for immediate and future care. There was no statistically significant difference in completeness of paper and electronic notes, however the mean System Usability Score was 68.4, which is greater than the internationally validated standard of acceptable usability. Conclusion: It is feasible to introduce digital data collection tools enabling accurate record keeping during trauma resuscitation and improve information sharing between clinicians. [ABSTRACT FROM AUTHOR]

Patriarchy is a multifaceted concept and when we examine it through feminist discourse, it loses its authority. Patriarchy aborts all avenues of individuation for women and engulfs her into the complex web of domesticity, thereby glorifying all forms of self- abnegation. A close study of the intertwined concepts of 'marriage' and 'motherhood' within the institution of patriarchy, gives birth to further research about the analysis of the inter-related concepts of 'anonymity' and 'madness' with respect to "the great confinement" of women. Literary accounts have often been the rich storehouses of the physical and emotional response of the patients and this has often been an eye opener to the medical professionals. Many autobiographical accounts examine and document the inhuman nature of the patriarchal modes of medical treatment given to women, especially in case of treating hysteria. This paper is a critical investigation into these interlocking concepts, as reflected in the autobiographical short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. The story unveils the failure of the inhuman "rest cure" treatment suggested to the patients of postpartum depression. The therapeutic fallacy of the patriarchal modes of treatment prescribed for women, as revealed in the text under consideration, becomes even more complex when we view it through Foucauldian paradigms. Ironically, the traumatized unnamed woman narrator, who becomes the representative of nineteenth century women, rebels against patriarchy and ultimately finds her freedom through insanity. Accordingly, when we dissolve the patriarchal prejudices of gender-based binaries, "the great confinement" of the 'feminine' explodes and the 'female' is born. [ABSTRACT FROM AUTHOR]

This paper focuses on the play, "Pictures of That Summer ('Ano natsu no e')," which is inspired by the "Paintings of the Atomic Bomb" project in Hiroshima. Through an analysis of its dramatization, the paper develops a theoretical framework for investigating the generation of the collective memory of catastrophes through works of art. In this light, through interviews, it then examines the experiences of professional actors involved in the dramatization. The actors struggle with the difficult task of constructing a communicative activity which conveys the memories of survivors, in a secondary manner, on stage. The paper discusses the means employed to address this challenge, and shows that intergenerational boundary crossing with respect to the transmission of the memory of catastrophes is supported by the crossing of boundaries between various educational fields, such as schools, museums, and theaters, and between various representations, in oral, pictorial, and theatrical form.

According to the World Health Organization, there are currently more than 55 million people living with dementia worldwide, and this figure is expected to triple by 2050. Recent studies suggest that there may be a link between childhood trauma (which refers to exposure to overwhelmingly stressful experiences before the age of 18 years) and the onset of dementia in later life. Therefore, in communities caring for persons living with dementia, some residents may have been exposed to trauma in childhood. Currently, there is an increasing awareness of the negative impact of childhood trauma on later adult health and well-being, and a corresponding recognition of the need for services, including for dementia care, to be trauma-informed. In the last decade, the Montessori Method has become established as a legitimate approach to elder/dementia care. However, it has not yet been examined as a trauma-informed approach. The aim of this paper is to address that gap by (a) highlighting how Maria Montessori took steps to integrate interdisciplinary knowledge of trauma into her Method when she began to understand the potential of childhood trauma to adversely impact adult health and well-being, and (b) outlining how the Montessori Method, when applied to dementia care, incorporates many of the core principles of trauma-informed practice. This paper concludes that the Montessori Method for dementia care has the built-in capacity to be trauma-sensitive and trauma-responsive, but that its ongoing rollout should follow Montessori's lead by specifically integrating knowledge about the neurobiology of trauma into its training programs.

Field trips to augment in class learning hold valuable learning opportunities and can be transformative when observing context is important to understanding complex issues such as mental health and addiction. However, student reflections papers written after participating in the field trip were reviewed over a five-year period and identified that this form of experiential learning also resulted in harm to some social work students. Using a phenomenological approach (van Manen, 1990) to secondary data analysis, 53 papers identified four clusters of meanings related to discomfort, appreciation/ambivalence/regret, personal experiences of trauma and power. These individual experiences collectively raised larger questions around social work pedagogy and how educators should prepare students when confronted with distressing situations. We wondered to what degree witnessing such conditions became either a transformative experience as described by Rone (2008) or re-enacted individual experiences of past trauma. With field experience a pedagogical cornerstone to a career in Social Work, we advocate for ethically balancing between safeguarding students from feeling acute distress or re-experiencing trauma as a result of field trips, while ensuring they are professionally prepared to enter the profession upon graduation.

This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: "understandings" to provide theoretical guidance which inform pedagogy, "practices" to provide strategies for translating theory into practice, and "guiding principles" which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student mental health, of which psychological distress is an important component, have been well documented and exacerbated since the onset of COVID-19, increasing demands on universities to meet student mental health needs. It is contended in this paper that understanding the causes of psychological distress, particularly in relation to Adverse Childhood Experiences, offers an alternative lens through which to view student mental health. This lens suggests additional ways of thinking about how university teaching academics and universities might proactively respond to student mental health needs. Cultural Historical Activity Theory informed the theoretical framework for the study, whilst two 'approaches' (the 'Three Pillars of Trauma-informed Care' and 'Trust Based Relational Intervention') along with associated trauma literature underpinned the development of the MI tool.

Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

On 23 December 1994, the UN General Assembly adopted a plan of action for the United Nations decade for human rights education (HRE). 30 years later, this challenge is still increasing. As Hannah Arendt pointed out, human rights are valuable only as political rights, not for abstract individuals but for natural communities. While HRE in schools and classrooms is in focus, the context of adult education transfers philosophical and political thoughts into an educational context, particularly concerning biographical traumatic situations such as refuge and expulsion. Therefore, this paper presents and explains adult education approaches which facilitate coping strategies with ethical perplexities by evaluating the 30 Articles of the UNO Declaration of Human Rights of 1948.

Copyright of Turkish Journal of Trauma & Emergency Surgery / Ulusal Travma ve Acil Cerrahi Dergisi is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The impacts of childhood trauma and adverse childhood experiences can have devastating consequences on students' learning and wellbeing. Pairing this alongside the negative and vicarious impacts of secondary traumatic stress on teachers and school leaders, efforts towards whole school change are complex endeavours. The extant literature from trauma-informed practice for school leadership provides useful frameworks for leaders to understand their guiding roles within trauma-affected communities. However, trauma-informed practices require further enquiry and better integration with systems-aware perspectives. A systems-aware approach to school leadership positions leaders within the dynamic systems in which their schools are embedded. It helps leaders to navigate the networked patterns of relationships within their communities. Given impacts of intergenerational poverty, racism, childhood trauma and long-standing educational inequity, community devastation from natural events such as droughts and bushfires, plus the world-wide uncertainty of the COVID-19 pandemic, there are many complex factors that now require systems-aware perspectives to address compounding systemic concerns. In order to contribute to the advancement of both trauma-informed leadership and systems-aware leadership, this paper makes the case for integrating these fields within school contexts. Predicated on a systematic literature review and novel theorising, this paper explores how a new practice framework for a trauma-informed integral response to bolster school leaders can be used to benefit whole communities.

Negative life events are unpleasant, stressful, and uncontrollable experiences found to be risk factors for increased psychological distress and decreased life satisfaction in college students. In addition, distress and life satisfaction are closely related to college students' quality of life and academic performance. Conversely, positive psychological states have been hypothesized to buffer the effects of negative life events. Data from 738 college students in the U.S. were analyzed to examine the moderating effects of three positive psychological variables on negative life events: optimism, hope, and gratitude. The results showed that negative life events positively predicted distress and negatively predicted life satisfaction. The results also revealed that optimism, hope, and gratitude moderated the effects of negative life events. The authors conclude that the evidence supports positive psychology interventions in college counseling to combat the effects of negative life events through the positive psychological states of optimism, hope, and gratitude. The specific clinical implications for practicing counselors and educational settings are suggested. [Paper presented by Eurasian Congress of Positive Psychology (2nd, Istanbul, Turkey, May 12-14, 2017).]

As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers the effects of repeated and ongoing trauma, the experience of reading "The Freddie Stories" presents a number of interpretive challenges: its main character is often split and in various states of disassociation, the difference between dreaming and waking life is not always obvious, multiple monsters appear in different and changeable forms, and as Freddie experiences repeated difficulties with language and cognitive function, his traumatic past enfolds upon the time in which the story is set. In this paper, we analyze how undergraduate readers in teacher education engage with Barry's text, and how their experience of reading about trauma effectively mirrors the psychological effects of Freddie's suffering: getting lost in the text, being at a loss for words, reading in a state of enfolded temporality. Given how trauma disarticulates the self, this paper investigates how Barry's text disarticulates the adult's reading experience.

A structured reporting system which is based on a uniform template will permit uniform data collection and future statistics and will facilitate and validate independent or comparative audit of performance and quality of care. The successful establishment of a multi-center registry depends on the development of a concise data entry form, data entry system and data analysis to continuously maintain the registry. In the first phase we introduced the paper data collection form, in second phase this data form was converted to an electronic interface. In this second phase of the study the paper proforma which was developed in the first phase was converted into an electronic database by using the FileMaker Pro 13 Advanced®. The FileMaker Pro 13 Advanced® is capable to store the data, provides user friendly interface to enter data and can be converted the standalone runtime program to install in any other computer system. The next step is to explore the possibility whether it would be feasible to use this as a multi-center traumatic brain injury registry.

Racial trauma has become a common topic of discussion in professional counseling. This concept is also known as race-based traumatic stress, and it addresses how racially motivated incidents impede emotional and mental health for Black, Indigenous, and people of color (BIPOC). Research about this topic and strategies to reduce its impact are substantial in the field of psychology. However, little research about racial trauma has been published in the counseling literature. The intent of this paper is to provide an in-depth perspective of racial trauma and its impact on BIPOC to enhance professional counselors' understanding. Strategies for professional counselors to integrate into their clinical practice are provided. In addition, implications for counselor supervisors and educators are also provided.

Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.

Ernst Papanek (1900-1973) was an Austrian pedagogue who, between 1938 and 1940, was responsible for children's homes in France he directed for the OSE (Oeuvre de secours aux en-fants). In these children's homes at Montmorency, close to Paris, Papanek tried to treat the traumatized children who had lost their homes, their parents, and those who struggled with their own identities that had been called into question by ideological propaganda and personal experiences alike. Papanek decided to give their souls a new home and not only intended to keep them physically alive but also to use a new form of therapy that was supposed to treat the children as a group. In 1940, Papanek had to escape from France, via Spain and Portugal, to the United States, and he tried to rescue the children by bringing them across the Atlantic as well. However, when he advocated for the idea to continue their treatment as a group in a children's home like the ones he had run in France, he met with resistance, as such approaches were uncommon in the United States, where social workers sought to separate the children and have them adopted into different foster families nationwide. This paper describes this transatlantic "struggle of ideas" when it comes to the role of group therapy for traumatized children and the positive impact of such children living collectively in homes.

Background: Delivery of major trauma care is complex and often fast paced. Clear and comprehensive documentation is paramount to support effective communication during complex clinical care episodes, and to allow collection of data for audit, research and continuous improvement. Clinical events are typically recorded on paper-based records that are developed for individual centres or systems. As one of the priorities laid out by the Scottish Trauma Network project was to develop an electronic data collection system, the TraumaApp was created as a data collection tool for major trauma that could be adopted worldwide.Methods: The study was performed as a service evaluation based at the Queen Elizabeth University Hospital Emergency Department. Fifty staff members were recruited in pairs and listened to five paired major trauma standby and handover recordings. Participants were randomised to input data to the TraumaApp and one into the existing paper proforma. The time taken to input data add into was measured, along with time for clarifications and any errors made. Those using the app completed a System Usability Score.Results: No statistically significant difference was demonstrated between times taken for data entry for the digital and paper documentation, apart from the Case 5 Handover (p < 0.05). Case 1 showed a significantly higher time for clarifications and number of errors with digital data collection (p = 0.01 and p = 1.79E-05 respectively). There were no other differences between data for the app and the proforma. The mean System Usability score for this cohort was 75 out of 100, with a standard deviation of 17 (rounded to nearest integer).Conclusion: Digital real-time recording of clinical events using a tool such as the TraumaApp is comparable to completion of paper proforma. The System Usability Score for the TraumaApp was above the internationally validated standard of acceptable usability. There was no evidence of improvement in use over time or familiarity, most likely due to the brevity of the assessments and the refined user interface. This would benefit from further research, exploring data completeness and a potential mixed methods approach to explore training requirements for use of the TraumaApp. [ABSTRACT FROM AUTHOR]

This paper presents and discusses the results of a study which investigated the needs, attitudes and beliefs of foreign language teachers of refugees in Greece and other countries of Europe. The research which was conducted in two phases, with the one being the pilot phase, involved approximately 120 teachers who commented on the difficulties that they face in contexts with students from refugee and migrant backgrounds. Students' trauma experiences, lack of schooling experience, behavioral problems, lack of specially designed materials catering for the needs of refugees, and of course the language barrier, were among the most frequently claimed problems. The paper ends with some empirically derived suggestions on how teachers could deal with the challenges related to this new reality.

Education is the most effective tool for enabling immigrants' integration into the country they live in. The aim of this research is to determine teachers' views related to the education of Syrian students attending state schools. By presenting them through the experiences of their teachers, this paper deals with how the educational experiences at school of Syrian children of school age are shaped in state schools. The research is planned with a qualitative approach as a case study design. The participants of the research were 34 teachers working in state schools and having Syrian students in their classes. The research data were collected via focus group interviews and semi-structured interviews in Rize, Turkey between the years 2017-2019. The data in the focus group and semi-structured interviews were supported by means of observations. The research findings reveal that the biggest problem in teachers' opinions was the language problem and the communication and academic barriers resulting from this, that Syrian students suffered from depression and trauma because of war and migration, that they had a feeling of loneliness, and that nevertheless, they were happy at school. Therefore, this research reveals that teachers working with Syrian students are in need of vocational training and development consolidation in order to provide academic and psychological support for these students. Successfully addressing the educational needs of Syrian students in school will be especially beneficial for enabling Syrian children's integration into society. [This research was presented at the International Conference on New Horizons in Education (INTE), 3-5 July 2019 Prague, Czech Republic.]

Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers' beliefs, philosophies and the interaction of their teaching practices with moral and social issues outside the classroom as part of the self-reflective teaching process (Farrell, 2015; Larrivee, 2000). Reflecting on the teaching journey in this way can help teachers make sense of how individual beliefs about teaching interact with professional experiences, and how these interactions inform decisions in the classroom. The aim of this narrative paper is to describe the developmental process I went through during my first year as a teacher of beginner, refugee-background students in an adult migrant English language teaching program in Australia. Self-reflective data primarily sourced from teaching journals kept during my first year of teaching were analysed using Farrell's (2015) Framework for Reflecting on Practice. Following a brief introduction of the framework, its application to this current study is discussed. Findings highlight the important roles philosophy, theory, critical reflection and mentors played in my pedagogical decision-making and overall learning processes. The paper concludes with a discussion about implications for ESOL teachers, graduate students and educators in TESOL teacher education programs.

Background: The knowledge of Emergency Medical Technicians (EMTs) plays a crucial role in the outcomes of traumatic patients. This study aimed to assess the knowledge of EMTs about the prehospital care intensity index of spinal cord trauma in Ilam Province, Iran. Materials and Methods: This cross-sectional study was conducted on 98 EMTs chosen by the census sampling method. The study data were collected using a researcher-made questionnaire on the prehospital care intensity index of spinal cord trauma and were analyzed with SPSS 16. Results: The knowledge of the prehospital care intensity index of spinal cord trauma was at the advanced level in 87.7% of EMTs and the intermediate level in 15.3% of EMTs. There was a significant relationship between the technician's knowledge score and variables such as age, work record, overtime hours, and the number of missions (P=0.05). Conclusion: EMTs needed more specialized information on spinal trauma. It was recommended to hold in-service training programs more precisely and consider the training of necessary skills that most EMTs require. [ABSTRACT FROM AUTHOR]