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Respectively a psychiatric nurse and an anthropologist, we work within a multidisciplinary group of therapists. We use a complementary approach, as described by Georges Devereux, combining the psychological and the anthropological approach of the subject with refugee or asylum-seeker patients suffering from multiple trauma related to exile. In a state of great vulnerability, separated from their loved ones, these people suffer from social isolation and psychological disorganisation. The aim of our work is to lead them to psychological self-reliance. Therefore, we try, by forging a bond, to reorganise their thoughts and bring back the vital feeling of internal security. During these sessions, while we examine the connections between the patient and their environment, their relatives and their culture, a variety of objects may emerge. Either they are just mentioned through memories or dreams, or they are presented in a more concrete way, shown on a photo, displayed in consultation or offered to therapists as a gift. Jewellery, clothes, photographs, candles, cakes... All of these objects carry meaningful life stories, memories and are full of emotion. We look at them closely in order to work with the patients. Through a few clinical examples, we wish to share here the unique stories of some of these objects that have come from far away, either companions of exile or resilience tools in the host country, which have become therapeutic levers during transcultural consultations. Therefore, we support the idea that listening to people telling the life of their objects and the links they forge, receiving their emotions, contributes to the co-construction of their psychic life and their social existence. Because the object shows the strength of the social cohesion and is a landmark, it allows the patient to consider a future. The object, anchored in the past, is used during transcultural consultations as a therapeutic lever and becomes a tool for building a future.

One challenge facing faculty and staff at higher education institutions, and particularly those with an access mission, is understanding and supporting their students in a holistic manner. Organizations with a high proportion of traditionally at-risk students must balance resource demands with providing the intensive teaching and advising models recommended for student success. This article explores the Student Success professional development badge as one efficient and effective model for building a holistic student support network on campuses.

The author defines and describes authentic materials and discusses their benefits--citing the Input Hypothesis and the Output Principle in support of such materials--as well as some challenges of using authentic materials. Five categories of authentic materials are presented, and sources for materials and ways to use them in the EFL classroom are also explored.

Trialing an experience good allows consumers to learn their value for the sampled good and also informs beliefs about their value for similar products. These demand-side information spillovers across products create a relatively well-informed group of potential future consumers for rival firms. When both switching consumers and repeat buyers are profitable, firms face reduced incentives to set a low initial price to attract inexperienced consumers. Switchers and repeat buyers are more likely to be profitable in new product categories that build on major innovations and when firms can price discriminate based on purchasing history. We suggest that competing products and services arising from new innovations often have demand-side information spillovers from any product trial and are, hence, settings where competing firms can make overall profits even when selling products that consumers perceive to be indistinguishable prior to initial trial. This paper was accepted by Joshua Gans, business strategy. Funding: This work is supported by the National Natural Science Foundation of China (No. 71903046) and the "Shenzhen Peacock Program" (No. GA11409002). Supplemental Material: The e-companion is available at https://doi.org/10.1287/mnsc.2021.02754. [ABSTRACT FROM AUTHOR]