Search

Abstract Objective: Despite advances in incorporating diversity and structural competency into medical education curriculum, there is limited curriculum for public health research professionals. We developed and implemented a four-part diversity, equity, and inclusion (DEI) training series tailored for academic health research professionals to increase foundational knowledge of core diversity concepts and improve skills. Methods: We analyzed close- and open-ended attendee survey data to evaluate within- and between-session changes in DEI knowledge and perceived skills. Results: Over the four sessions, workshop attendance ranged from 45 to 82 attendees from our 250-person academic department and represented a mix of staff (64%), faculty (25%), and trainees (11%). Most identified as female (74%), 28% as a member of an underrepresented racial and ethnic minority (URM) group, and 17% as LGBTQI. During all four sessions, attendees increased their level of DEI knowledge, and within sessions two through four, attendees’ perception of DEI skills increased. We observed increased situational DEI awareness as higher proportions of attendees noted disparities in mentoring and opportunities for advancement/promotion. An increase in a perceived lack of DEI in the workplace as a problem was observed; but only statistically significant among URM attendees. Discussion: Developing applied curricula yielded measurable improvements in knowledge and skills for a diverse health research department of faculty, staff, and students. Nesting this training within a more extensive program of departmental activities to improve climate and address systematic exclusion likely contributed to the series’ success. Additional research is underway to understand the series’ longer-term impact on applying skills for behavior change.

Objective: The aim of this study is to examine social, economic, and health factors related to paid work in well-functioning older adults and if and how these factors vary by race. Method: We used sex-stratified logistic and multinomial logistic regression to examine cross-sectional data in the Health, Aging, and Body Composition cohort study. The sample included 3,075 community-dwelling Black (42%) and White adults aged 70 to 79 at baseline. Results: Multinomial logistic regression analyses show Black men were more likely to work full-time, and Black women were more likely to work part-time. Men with ≥US$50,000 family income were more likely to work full-time. Men with better physical functioning were more likely to work full- and part-time. Women with ≥US$50,000 family income and fewer chronic diseases were more likely to work full-time. Women who were overweight and had fewer chronic diseases were more likely to work part-time. Discussion: Results suggest that well-functioning, older Black adults were more likely to work than their White counterparts, and working relates to better health and higher income, providing support for a productive or successful aging perspective.

Taking off from Paul Ricoeur's book Soi-même comme un autre (Oneself as Another) , this essay discusses two kinds of identification in Modiano's relation to Dora: identification as appropriation, where the writer "assimilates" Dora's story in order to explore his own relation to his parents, especially his father; and identification as empathy, where the writer underlines the differences between his and Dora's stories and also seeks to come to a historical understanding of what happened to her. In that process, he also evokes the fate of other Jews who, like Dora and her family, were deported from France. I conclude that this kind of empathetic identification leads to mourning, which is the realization that the death of a person has left (as Jacques Lacan puts it) a "hole in the real."

All avant-garde literature is in some sense «unreadable»—that is, unintelligible in terms of prevailing norms of intelligibility. Avant-garde fiction aggressively proclaims its transgressions of traditional narrative «logic,» and thus challenges at the same time the reader's belief in his or her sense-making ability; the reader may react to this threat by counter-attacking, dismissing the text as «unreadable.» Paradoxically, the term «readable» has a negative value in Roland Barthes's terminology, where the «readable text» is opposed to Barthes's idealized notion of the truly modern «writable text.» According to Barthes, the «writable text» refuses commentary, defies all attempt at a logical, systematic reading. This view is a romantic one. Barthes suggests that the only appropriate way to read modern texts is by adopting their fragmentariness, yielding to them in a kind of ecstasy ( jouissance ). I suggest, however, that at least two other ways of reading such texts are possible, and desirable: one way consists in the discovery of new rules of readability, which admittedly tend to lead to new codifications and a new canon (this, I argue, is what has occurred in the case of Robbe-Grillet's «transgressive» fictions); the other way consists in seeing how modern texts inscribe the question of their «unreadability» within themselves—in other words, how they thematize the opposition between readable and unreadable, unity and fragmentation, order and transgression. Maurice Roche's Compact serves as the text of reference in this latter discussion.