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This qualitative research study used the pedagogy of reflection as faculty guided undergraduate nursing students in self-reflection and critique while on a mission trip to South India. Working through a dichotomy of emotions, students began to view nursing as a calling and themselves as global citizens embracing cultural diversity.

PurposeThis case study examines employee share ownership at Central States Manufacturing, where the employee stock ownership plan (ESOP) shares stunning sums of wealth with employees. Central States designs its ESOP to allow participants to access a portion of their ownership wealth while they are still employed at the company, through hardship and in-service withdrawals. This may make the “wealth benefit” of employee ownership more meaningful to lower-wage workers navigating economic challenges. The case study adds to the discussion about how employee ownership can benefit low- and moderate-wage workers and close the wealth gap.Design/methodology/approachData were collected via: (1) published accounts, (2) structured qualitative interview with the chief financial officer (CFO), (3) follow-up emails and phone communication with company contact and (4) review of plan document language.FindingsWorkers at Central States Manufacturing – including truck drivers and production workers – build large sums of wealth through the ESOP. Central States innovates in its ESOP by permitting workers to access a portion of their ownership wealth while they are still working through hardship and service withdrawals.Research limitations/implicationsThis is a mini-case study heavily reliant on the information provided by the CFO, in combination with background publications, and plan document language. It does not include employee interviews.Originality/valueThis paper lifts up an innovative company whose success and innovative ESOP plan design benefit frontline workers.

The past half-decade has seen the rise of venture philanthropy in the journalism industry, a kind of charitable giving often driven by tech industry actors Google and Facebook working through inter...

The following white paper details the University of Calgary’s 2021 graduate student conference titled, ‘Opportunities in a Crisis.’ This white paper works to describe how graduate students explore the terms ‘opportunities’ and ‘crisis’ within their research interests. These research interests were interdisciplinary to various fields such as telecommunications policy, algorithmic studies, critical race theory, and video game studies to list a few. Through this conference, we observed an acute awareness of the ways in which the COVID-19 crisis has impacted research in media activism, feminist media studies, internet infrastructure, and teaching and learning, to mention a handful. This white paper is divided by panel sections, thereby allowing readers to connect with this graduate student conference and help inform future research on topics in communication and media studies, as they are framed in working through these crisis moments in our global history. Our white paper set out to achieve two goals: first, document the presentations and emerging scholarly work of graduate students; and second, reflect on how research can, and very well does, pivot in times of crises, specifically using our current global COVID-19 pandemic as an ongoing, lived experience. This white paper achieves these goals which we believe helps in the preservation of this unique moment in time to be a graduate student.

In this essay, I explore examples of what I call graphic trauma and the processof drawing as a form of working through the experience and event of sexual violence. I contend that comics and graphic narratives are a medium well-suited for rendering trauma, and the trauma of sexual violence in particular, as I show in an analysis of Una’s graphic narrative Becoming Unbecoming and Chanel Miller’s animated short film I Am With You. I argue that for both artists, drawing becomes a form of consciousness-raising, a collaborative feminist practice of memory work that attempts to create conditions – formal, therapeutic, and political – for women to say #MeToo and “we.” In my readings of Una’s and Miller’s draw-ing as working through sexual violence, I also demonstrate close verbal/visual description as a practice of care that keeps the testimony moving, drawing out the feminist practice of memory work in time and space and across modalities. A brief coda at the end of the essay offers an image of a hybrid figure from Miller’s graphic iconography and a concept and practice she calls “the third element.” I argue that this third element functions as a formal provocation for counter- modalities that change the story of sexual assault, creating a portal to resistance and healing.

Introduction The COVID-19 pandemic has changed the world's perspective and had a profound impact on all those residing in the United Kingdom, resulting in unprecedented changes being made to the education and training of healthcare students. Universities and practice partners had to respond quickly and work in close collaboration with their wider system partners, Health Education England and the Department of Health, to ensure the changes made within the Health and Care Professions Council (HCPC) emergency measures were implemented. The aim was to explore the experiences of final year diagnostic and therapeutic radiography students who joined the HCPC temporary register during phase one of the COVID-19 pandemic. Methods This study was informed by a phenomenological approach, in which a purposeful sample of seventeen participants comprising of nine students, six practice educators and two academics were chosen to participate. Semi-structured interviews and focus groups were conducted to collect the data via a virtual platform. Results The results highlighted three themes, professionalism and transition to registration, benefits and challenges of working through a pandemic, and emotional impact. Students described how they gained confidence and competence during their time on the temporary register and suggested that professional bodies could consider curriculum changes to encompass a final transitional placement similar to their experience. They said they had been well supported but felt a sense of loss having been denied the normal rite of passage associated with completion of their course and graduation. Conclusion The results provide insight into how students, practice educators and academics transformed their practice to meet the necessary requirements whilst working during the first phase of the COVID-19 pandemic. They highlight the importance of having good support mechanisms in place and the rewards and challenges for students joining their professional register early. Implications for practice Some consideration could be made to changing the curriculum in the future to allow for early temporary registration and paid Band 4 final placements for students working as assistant practitioners.

We, emergency physicians of color, are not okay. We are living and working through a pandemic that has disproportionately affected our communities and a year in which we cannot escape our lived experiences of police brutality. We see you, dear White people in emergency medicine, and are glad you want to support us. However, let us guide you in supporting our cause.

During the COVID-19 pandemic, teaching of programming for undergraduate mathematicians was moved online. This was delivered asynchronously, with students working through notes and exercises and asking for help from staff via online messages as needed. Staff delivery time was redirected from content delivery into a formal system of formative assessment, which replaced informal discussion and feedback during in-person classes. Formative tasks were submitted and feedback provided via GitHub Classroom. Students were broadly positive about the formative feedback system and mixed about the need for live delivery. Formal formative feedback highlighted that students may hold incorrect views about the accuracy of task completion, making formal formative submission an effective use of staff delivery time.

The year 2020 was arelentless one that drained many of us of any hope. This review focuses on work in primatology over the long span of that year that may serve as a small remedy to the shadow cast. In 2020, primatology became a focal point of the fight against the COVID-19 pandemic and holds promise for understanding and preventing similar pandemics in the future. The past few years have also seen an increased concern in US primatology for understanding and working through the legacy of our colonial history, which has intersected with the urgency of the Black Lives Matter movement in 2020 to foment change that is only just beginning to be felt in our discipline. This review, which is by no means comprehensive, discusses these threads of research and their potential for change that might sustain primatology beyond the seemingly endless pandemic year. [COVID-19, pandemic, primatology, decolonizing primatology, decolonizing biological anthropology, biological anthropology, fieldwork, primates]. © 2021 by the American Anthropological Association

Contemporary Archaeology’ are robust and thought-provoking and I get a strong sense that the proverbial ‘can of worms’ has been opened. In fact the lids have sprung on several differently labelled cans. The issues raised by the responses are diverse and individually particular. Collectively they encompass concerns of access to archaeological employment (see Boles, Hardy & Johnson), and the vicissitudes of uneven support and progression for those who stay in the discipline (see Hassett). At the heart of these responses lies the role of archaeology as a university subject, the implications of sticking with it as a career, and more widely ‘who’ or ‘what’ is archaeology ‘for’? In an institutional context, it can be most productive to strategically choose the particular ‘battle to fight’ at any one time. For example, the IoA Women’s Forum has considered whether its focus should be extended from gender-related issues to the wider concerns of equality and diversity of access to the discipline. Until now the Forum has considered that isolating achievable departmental actions, some of which I have listed, is more likely to lead to constructive change, rather than the potential dilution of working on a wide-ranging front. Alongside strategic actions, mentoring is valuable in tackling person-specific aspects of under-representation. A mentor has a longer-term trajectory of working through such issues and experiences, some of which may take time to unfold. As Hassett outlines, the possibility of gender-related issues affecting her career progression was not at all apparent to her in the early stages. A mentor also becomes better informed on potential issues of underrepresentation through the act of mentoring, due to an accretion of perspectives and experiences gained from several mentees. Hassett rightly notes the importance of sharing and profiling ‘obstacles in career progression’ and the key role of ‘supportive networks’ of which the TrowelBlazer Project is an excellent example. Many professions are intensely competitive but the key stress points in a person’s career are not necessarily at the same times in every profession. Shelley Adamo (2013), for example, has compared the lesser attrition of females in medicine in contrast to that of the biological sciences. She highlights how females undertaking careers in medicine are the more overburdened in terms of workload stress and lack of flexible working hours, but for most women the stage of the most intense competition in medicine is prior to family formation. She suggests that the reason more females drop Forum

Over the last 18 months, the pandemic of coronavirus disease 2019 (COVID-19) has had dramatic implications for education systems across the globe. At the peak of the crisis, 1.6 billion students fr...

BACKGROUND: Developing and working through a PhD research study requires tenacity, continuous development and application of knowledge. It is paramount when researching sensitive topics to consider carefully the construction of tools for collecting data, to ensure the study is ethically robust and explicitly addresses the research question. \ud \ud AIM: To explore how novice researchers can develop insight into aspects of the research process by developing vignettes as a research tool. \ud \ud DISCUSSION: This article focuses on the use of vignettes to collect data as part of a qualitative PhD study investigating making decisions in the best interests of and on behalf of people with advanced dementia. Developing vignettes is a purposeful, conscious process. It is equally important to ensure that vignettes are derived from literature, have an evidence base, are carefully constructed and peer-reviewed, and are suitable to achieve the research's aims. \ud \ud CONCLUSION: Using and analysing a vignette enables novice researchers to make sense of aspects of the qualitative research process and engage with it to appreciate terminology. \ud \ud IMPLICATIONS FOR PRACTICE: Vignettes can provide an effective platform for discussion when researching topics where participants may be reluctant to share sensitive real-life experiences.

We describe a Dreamer Ally training provided to staff and faculty on a university campus and present results of a pilot evaluation of this training. The Dreamer Ally training was designed to (a) increase university faculty and staff awareness, understanding, and self-efficacy for working with Dreamer students and (b) stimulate action to make the campus more responsive to the challenges and contributions of Dreamer students. For the purpose of this study we define Dreamer students as inclusive of undocumented students, students with the temporary protection of DACA (Deferred Action for Childhood Arrivals), students who qualify for the state’s tuition equity program, and students from mixed legal status families. Study goals were to describe the training, gather pilot data on participant learning goals, post-training satisfaction and self-efficacy for supporting Dreamer students, and generate participant feedback about utility of training components and their plans for subsequent action. Participants completed questionnaires before and after the training. Responses to open-ended questions indicated that most participants attended in order to learn how to better support Dreamer students. Paired samples (pre and post) t-tests indicated significantly higher self-efficacy for supporting Dreamer students at posttest. Participant satisfaction with the training was high and found the information session content and working through different Dreamer student scenarios most useful. Action plans included changing program or unit websites to be more inclusive of Dreamers. Limitations include the absence of a control group. Findings can inform institutional efforts to raise faculty and staff awareness of and responsiveness to the challenges facing Dreamer students.

Women’s domestic responsibilities are often cited as the main barrier to their entry into the workforce. Drawing on a survey conducted across four cities in North India, we look within the household to evaluate the effects of marital inequalities on the perceptions held about women’s work. Respondents were asked questions about the personal value in working, women’s competence to excel in certain fields and the opportunity costs of working outside the house. We characterise marital inequality through differences in age and education between spouses and marriage type as well as through the distribution of power in household decision-making and the freedom of mobility outside the house enjoyed by women. Overall, we note that these markers tend to have the strongest effects on questions that explicitly note discord between work options and domestic responsibilities. The variation in these effects reveal the relative valence of certain powers within the house over others.

Working through the COVID-19 pandemic, many community colleges were driven to continue operations in a time of extreme uncertainty, all while dealing with enrollment declines, helping those already...

Fear needs dealing with. Fear demands to be abated, countered or turned into something else, contributing and curtailing how we ‘do’ being human beings. This special issue of the European Journal of Cultural Studies addresses fear within media and popular culture, adopting a cultural studies approach to fear in a variety of socio-cultural and political contexts. A cultural studies approach allows us to enhance the horizon of understanding cultural practices, mediation and the subjective experience of fear as something we need to work through, in a process of recognition and shock, action and reaction, understanding and reflection. This focus on ‘working through fear’ offers new insights into the intensely subjective aspects of fear as it is creatively explored in representations within drama and documentary, photography and art, and in user-generated content, memes and political satire, and as it is embodied and experienced by people in the context of their realities. In addition, it shows how fear generates energy, anxiety and even desire. Rather than offering a generalizing account, this issue seeks to address fear in specific contexts, localities and from specific roles and perspectives.

Pregnancy represents a critical time during which women are increasingly susceptible to challenges that can shape maternal health postpartum. Given the increasing number of women who are working through the duration of their pregnancies, in this study, we examine the extent to which both maternal psychological and physical health are influenced by social support received at work during pregnancy. Specifically, we examine 118 pregnant employees’ perceptions of coworker support, supervisor support, and stress over the course of 15 working days. We then link prenatal stress levels with postpartum maternal health outcomes following women’s return to work. At the within-person level, coworker support predicted next-day decreases in stress during pregnancy; however, stress did not predict next-day change in coworker support. There was no relationship between supervisor support and next-day change in stress during pregnancy or vice versa. At the between-person level, an interactive effect between coworker support and supervisor support emerged in predicting prenatal stress, such that women who benefitted from supportive coworkers and supportive supervisors during pregnancy reported the lowest levels of prenatal stress which were, in turn, associated with lower incidence of postpartum depression and quicker recovery times from birth-related injuries. Significant indirect effects suggested that when perceptions of supervisor support were higher (but not lower), coworker support during pregnancy predicted lower incidence of postpartum depression and quicker recovery times through reduced prenatal stress. Taken together, our findings provide novel insight into how specific aspects of the workplace environment may interact to shape maternal psychological and physical health during pregnancy and postpartum.

The editorial board of the Irish Journal of Technology Enhanced Learning (IJTEL) would like to use this opportunity to thank each and every one of you working through a very challenging time over the past twelve months of the pandemic. It is a significant event, a critical incident, that will take some time to document and reflect upon in future journal editions. So many words have already been written about this past year that try to capture the disruption and change. However, to summarise even a scintilla of what has happened across Irish higher education is a slightly daunting prospect. We have seen various terms used to describe the rapid shift to teaching and learning online, such as milestone, pivot, emergency remote teaching. None of these fully encompass the myriad of ways that those of us working in education have had to become resilient, responsive and supportive of colleagues during this period. Considering the response from members of the educational technology community within Ireland, one could argue that the term overwhelming is a good starting point. For a start, a tsunami of work ensued, that at times threatened to engulf individuals. Education ‘pivoted’ from a position where online was generally a supplementary or complementary activity to one where in an online mode, we became the campus. Systems and processes were hastily altered, modified or expanded far beyond anybody’s expectations. While some of those have creaked and groaned, we have managed to teach classes, run meetings and carry out assessments; run on-campus labs and social distanced teaching; in short, we have kept going. People have been inventive, innovative and extremely hard working. But above all else, they have been generous; generous with their time, their expertise and generous in spirit.

Através da investigação destas duas figuras da retórica clássica na obra de Merleau-Ponty pretende-se verificar como ele as incorpora a sua filosofia. Para realizar esta tarefa o artigo compara passagens de todos os períodos de sua obra. Quando o filósofo usa estas figuras ele nos faz pensar nas relações da pintura, do cinema e da literatura com a filosofia. Ao trabalhar estas questões o artigo pretende não só conduzir uma interrogação de fundo sobre o modo como Merleau-Ponty trabalha com questões tradicionais, mas também sobre o alcance da ontologia.

PurposeThe purpose of the paper is to present a possible way of discourse analysis of the meaning giving processes in a therapeutic community (TC).Design/methodology/approachPresentation of a research project, which aim is to analyse the attitudes towards the large group within the TC, is based on analysing the conceptual metaphors in semi-structured interviews.FindingsThe findings delineate a possible discourse, namely, the TC’s hidden discourse of working through the mirror-transference at the community level.Practical implicationsThe paper proposes a possible content analysis method for better understanding the deep processes of the TC by examining the large group.Social implicationsThe paper emphasizes the matrix of a TC as a mentalizing scene.Originality/valueThe use of linguistic methods in understanding the hidden community level mentalizing processes.

In this article, I argue that folk singer Lydia Mendoza’s musical and lyrical imagination of the Mexican diaspora enables important avenues of working through the complications of belonging and nostalgia as communal processes. Leaning on the affective and kinesthetic valences of the word “moving,” I use “moving homelands” to name the sense through which this negotiation of belonging and nostalgia occurs. By conducting close readings of Mendoza’s songs “Dos palomas al volar” (1989b), “Luis Pulido” (1989c), and “Celosa” (1989a), recorded at the same live concert in Santa Barbara, I argue that her music makes belonging and nostalgia into material processes, rather than abstracted and mythical concepts. Moving homelands describes how Mendoza’s audience interacts with her music to sound out the difficulties of living in a world separated by borders, finding improvisatory and collaborative moments to create a sense of communal belonging.

In the context of violence and enforced disappearance in Mexico, the concept of mourning is recontextualized from a psychoanalytic perspective. Two themes of the psychoanalytic theory of mourning are considered: 1) the impossibility to confirm the death of the missing person and 2) the availability and purpose of symbolic resources (rites, community activities). The private and public aspects of mourning are reviewed in relation to the afflictions of the relatives of the missing. Without a body to mourn, the rites that are performed around the disappeared have a different function than funeral rites. Nuanced by repetition, these rites attempt to work through the traumatic loss. The role of search groups in working through the pain of loss is also explored. The notions of intrapsychic crypt and endocryptic identification are reviewed, to better understand the encrypted mourning -the particular state of prolonged grief- endured by the relatives of the disappeared.