Peer Support and Recovery From Limb Loss in Post-conflict Settings

In this article, the authors describe an unprecedented study on peer support services for landmine survivors and victims of explosive remnants of war based on the strategic approach implemented by Survivor Corps, in which survivors were trained to provide psychosocial assistance to other survivors. The study’s methodology is thoroughly explained and analyzed by the authors

The Power of Story: Rhetorical Empathy and Antiracist Organizational Change

This abstract is more of a note on how to read this thesis because (like this abstract) it is written in an unconventional way. This abstract can also serve as a key for the several recurring acronyms that I use throughout this thesis. In this thesis, I analyze the moments and meeting that resulted in Asao Inoue’s call for a boycott of the Council of Writing Program Administrators (CWPA) in 2021. I argue that personal story and empathy are important rhetorical tools when creating antiracist organizational change—or any organizational change for that matter. In 2020, the CWPA Executive Board (EB) created or invited, a Diversity, Equity, and Inclusion (DEI) Task Force (TF) to help them revise the Outcomes Statement for First Year Composition (OSFYC) with the goal of making it more antiracist. However, during the process, the CWPA EB and the DEI TF experienced a breakdown of communication that resulted in Asao Inoue publishing a blog post accusing the CWPA of unintentionally participating in a white supremacy culture and calling for a boycott of the organization. While Inoue’s call for a boycott of the CWPA was a polarizing, emotional, and otherwise traumatic event for many people in the field of composition and rhetoric, at the time it occurred, I had not heard of the CPWA, knew very little about what a Writing Program Administrator (WPA) does, and knew just as much/little about DEI and antiracist scholarship. To be honest, I mostly learned about all these things while interviewing the people on the CWPA EB and the TF. It is for these reasons that I wrote this thesis in the way that illustrates how I came into it. In this thesis, I tell the story of how I came into this research, the story of the cultural, political, social, and organizational contexts that led up to the CWPA wanting to revise the OSFYC to make it more antiracist, and the story(s) of what led up to Inoue’s call for a boycott of the CWPA. Throughout, I argue that personal story and empathy are important rhetorical tools when creating antiracist organizational change—or any organizational change for that matter. Below is a brief outline and explanation of each chapter. Chapter 1. THE CALL TO ADVENTURE. The first section of this chapter is titled “Crossing the Threshold.â€� In this section I tell the story of my positionality, how I first began learning about antiracism and antiracist scholarship, and how I came into this research. This personal background information is important because it serves as an admission of my imperfect and ever-growing understanding of the topics, people, and organizations at hand. It is also important because each interview that I conducted began with me telling the interviewees my positionality and how I came into this research. I wanted the interviewees to understand that I was not well versed in DEI or antiracist scholarship and that I was sincerely trying to learn more about it, as well as how they felt about and/or experienced what occurred. The second section of this chapter is titled “The Power of Story.â€� This section is the literature review. It is divided up into three subsections titled, “Antiracism,â€� Empathy,â€� and “Organizational Change.â€� In each section I emphasize/synthesize the central importance that personal story plays in antiracism, empathy, and organizational change. My intent in this chapter is to illustrate how personal story can serve as a gateway to antiracism by allowing people to cultivate empathy for the lived experiences of marginalized people, which can in turn help foster the kinds of deep understanding and mindfulness needed to create lasting, antiracist organizational change. Chapter 2. THE SEPARATION. The first section of this chapter is titled, “The Road of Trials.â€� In this section I write about the cultural, political, social, and organizational contexts that surrounded the OSFYC revisions and the meeting that resulted in Inoue’s call for a boycott of the CWPA. These contexts are relevant not only because they serve as the setting of the story(s), but because they played integral roles in the CWPA wanting to move quickly to revise the OSFYC. Each person I interviewed—both on the EB and TF—emphasized how important it is to keep in mind how the feelings of uncertainty and isolation created by things like Covid-19, the racial tensions the nation was experiencing under the Trump presidency, and the viral video of George Floyd’s murder and resulting BLM protests, significantly added to the exigency for revising the OSFYC to make it more antiracist. The second section of this chapter is titled “Methods/Methodology.â€� In this section I introduce the composite story that I created from all the interviews that I conducted. I also explain who I interviewed, what the interview processes entailed, and how I went about creating my composite story from all the interviewees stories. The third section of this chapter is titled “The Composite of the Story.â€� This composite story is created from all the stories of the people I interviewed on the EB and TF. It explains what motivated the CWPA to revise the OSFYC to make it more antiracist, how the DEI TF came together, and what the TF’s expectations were regarding the 2020 revisions to the OSFYC. The fourth section of this chapter is titled “The Apotheosis: The meeting.â€� The section tells the story of what happened at the meeting that resulted in Inoue’s call for a boycott of the CWPA, how people on the EB and TF experienced or felt the meeting, and how the two groups interpreted or felt about each other’s reactions to the TF’s revisions to the OSFYC. Chapter 3. THE BELLY OF THE WHALE. The first section of this chapter is titled “Recrossing the Return Threshold.â€� In this section I analyze the EB and the TF personal and organizational stories with rhetorical empathy to illustrate how they were all trying to do the most for DEI, but each had separate aims for what they were trying to achieve. Ultimately, I argue that because the EB and TF did not create a story of change together, the CWPA EB’s local goal of empowering and helping WPAs with administrative work, and the TF’s universal goal of questioning and challenging all white language supremacy met with a conflict of interest. The second section of this chapter is titled “Conflicting Games: Finite Outcomes vs. Infinite Goals.â€� In this section I analyze the EB and TF’s local and universal goals with game theory. I argue that by giving the TF free rein over the revisions in the beginning of the process, the EB consented to the infinite rules of the TF’s universal goal (questioning and challenging all white language supremacy). However, after the EB saw the revisions and realized how they conflicted with the CWPA’s local goals (helping WPA with administrative work) they attempted to apply finite rules to an infinite “goalâ€� that had already been set in motion. This created an impasse, which game theory suggests can occur when finite games and infinite games collide. Chapter 4. “THE RETURNâ€� This chapter is the conclusion. The first section of this chapter is titled “Returning with the Boon.â€� In this section I reflect on what I learned from listening to and analyzing the TF and EB personal and organizational stories regarding the events that led up to Inoue calling for a boycott of the CWPA and offer some suggestions for going forward. The second section of this chapter is titled “The Call for More Adventures.â€� In this section I acknowledge the limitations of my research and offer potential areas of further research that could broaden mine. â€

The Power of Story: Rhetorical Empathy and Antiracist Organizational Change

This abstract is more of a note on how to read this thesis because (like this abstract) it is written in an unconventional way. This abstract can also serve as a key for the several recurring acronyms that I use throughout this thesis. In this thesis, I analyze the moments and meeting that resulted in Asao Inoue’s call for a boycott of the Council of Writing Program Administrators (CWPA) in 2021. I argue that personal story and empathy are important rhetorical tools when creating antiracist organizational change—or any organizational change for that matter. In 2020, the CWPA Executive Board (EB) created or invited, a Diversity, Equity, and Inclusion (DEI) Task Force (TF) to help them revise the Outcomes Statement for First Year Composition (OSFYC) with the goal of making it more antiracist. However, during the process, the CWPA EB and the DEI TF experienced a breakdown of communication that resulted in Asao Inoue publishing a blog post accusing the CWPA of unintentionally participating in a white supremacy culture and calling for a boycott of the organization. While Inoue’s call for a boycott of the CWPA was a polarizing, emotional, and otherwise traumatic event for many people in the field of composition and rhetoric, at the time it occurred, I had not heard of the CPWA, knew very little about what a Writing Program Administrator (WPA) does, and knew just as much/little about DEI and antiracist scholarship. To be honest, I mostly learned about all these things while interviewing the people on the CWPA EB and the TF. It is for these reasons that I wrote this thesis in the way that illustrates how I came into it. In this thesis, I tell the story of how I came into this research, the story of the cultural, political, social, and organizational contexts that led up to the CWPA wanting to revise the OSFYC to make it more antiracist, and the story(s) of what led up to Inoue’s call for a boycott of the CWPA. Throughout, I argue that personal story and empathy are important rhetorical tools when creating antiracist organizational change—or any organizational change for that matter. Below is a brief outline and explanation of each chapter. Chapter 1. THE CALL TO ADVENTURE. The first section of this chapter is titled “Crossing the Threshold.â€� In this section I tell the story of my positionality, how I first began learning about antiracism and antiracist scholarship, and how I came into this research. This personal background information is important because it serves as an admission of my imperfect and ever-growing understanding of the topics, people, and organizations at hand. It is also important because each interview that I conducted began with me telling the interviewees my positionality and how I came into this research. I wanted the interviewees to understand that I was not well versed in DEI or antiracist scholarship and that I was sincerely trying to learn more about it, as well as how they felt about and/or experienced what occurred. The second section of this chapter is titled “The Power of Story.â€� This section is the literature review. It is divided up into three subsections titled, “Antiracism,â€� Empathy,â€� and “Organizational Change.â€� In each section I emphasize/synthesize the central importance that personal story plays in antiracism, empathy, and organizational change. My intent in this chapter is to illustrate how personal story can serve as a gateway to antiracism by allowing people to cultivate empathy for the lived experiences of marginalized people, which can in turn help foster the kinds of deep understanding and mindfulness needed to create lasting, antiracist organizational change. Chapter 2. THE SEPARATION. The first section of this chapter is titled, “The Road of Trials.â€� In this section I write about the cultural, political, social, and organizational contexts that surrounded the OSFYC revisions and the meeting that resulted in Inoue’s call for a boycott of the CWPA. These contexts are relevant not only because they serve as the setting of the story(s), but because they played integral roles in the CWPA wanting to move quickly to revise the OSFYC. Each person I interviewed—both on the EB and TF—emphasized how important it is to keep in mind how the feelings of uncertainty and isolation created by things like Covid-19, the racial tensions the nation was experiencing under the Trump presidency, and the viral video of George Floyd’s murder and resulting BLM protests, significantly added to the exigency for revising the OSFYC to make it more antiracist. The second section of this chapter is titled “Methods/Methodology.â€� In this section I introduce the composite story that I created from all the interviews that I conducted. I also explain who I interviewed, what the interview processes entailed, and how I went about creating my composite story from all the interviewees stories. The third section of this chapter is titled “The Composite of the Story.â€� This composite story is created from all the stories of the people I interviewed on the EB and TF. It explains what motivated the CWPA to revise the OSFYC to make it more antiracist, how the DEI TF came together, and what the TF’s expectations were regarding the 2020 revisions to the OSFYC. The fourth section of this chapter is titled “The Apotheosis: The meeting.â€� The section tells the story of what happened at the meeting that resulted in Inoue’s call for a boycott of the CWPA, how people on the EB and TF experienced or felt the meeting, and how the two groups interpreted or felt about each other’s reactions to the TF’s revisions to the OSFYC. Chapter 3. THE BELLY OF THE WHALE. The first section of this chapter is titled “Recrossing the Return Threshold.â€� In this section I analyze the EB and the TF personal and organizational stories with rhetorical empathy to illustrate how they were all trying to do the most for DEI, but each had separate aims for what they were trying to achieve. Ultimately, I argue that because the EB and TF did not create a story of change together, the CWPA EB’s local goal of empowering and helping WPAs with administrative work, and the TF’s universal goal of questioning and challenging all white language supremacy met with a conflict of interest. The second section of this chapter is titled “Conflicting Games: Finite Outcomes vs. Infinite Goals.â€� In this section I analyze the EB and TF’s local and universal goals with game theory. I argue that by giving the TF free rein over the revisions in the beginning of the process, the EB consented to the infinite rules of the TF’s universal goal (questioning and challenging all white language supremacy). However, after the EB saw the revisions and realized how they conflicted with the CWPA’s local goals (helping WPA with administrative work) they attempted to apply finite rules to an infinite “goalâ€� that had already been set in motion. This created an impasse, which game theory suggests can occur when finite games and infinite games collide. Chapter 4. “THE RETURNâ€� This chapter is the conclusion. The first section of this chapter is titled “Returning with the Boon.â€� In this section I reflect on what I learned from listening to and analyzing the TF and EB personal and organizational stories regarding the events that led up to Inoue calling for a boycott of the CWPA and offer some suggestions for going forward. The second section of this chapter is titled “The Call for More Adventures.â€� In this section I acknowledge the limitations of my research and offer potential areas of further research that could broaden mine. â€

Journalists at risk: News media perspectives

On 22 May 2009, Massey University’s Wellington campus hosted many speakers addressing the conference on war reporting jointly organised by the International Committee of the Red Cross. Media speakers included Television New Zealand’s Sunday programme reporter Cameron Bennett; Radio NZ political editor Brent Edwards; Fairfax NZ reporter Michael Field; Fairfax Media editorial development manager Clive Lind; Pacific Media Centre director and AUT University associate professor Dr David Robie; freelance foreign correspondent Jon Stephenson; and Radio NZ International news editor Walter Zweifel. Commentaries, in some cases transcribed from recordings of proceedings, have been abridged. This transcript was compiled by Massey journalism programme lecturer Alan Samson

KSU Women\u27s Choir, Philharmonic and Chorale

Kennesaw State University School of Music presents KSU Women\u27s Choir, Philharmonic and Chorale.https://digitalcommons.kennesaw.edu/musicprograms/1387/thumbnail.jp

Montana Integrated Carbon to Liquids (ICTL) Demonstration Program

Integrated carbon‐to‐liquids technology (ICTL) incorporates three basic processes for the conversion of a wide range of feedstocks to distillate liquid fuels: (1) Direct Microcatalytic Coal Liquefaction (MCL) is coupled with biomass liquefaction via (2) Catalytic Hydrodeoxygenation and Isomerization (CHI) of fatty acid methyl esters (FAME) or trigylceride fatty acids (TGFA) to produce liquid fuels, with process derived (3) CO{sub 2} Capture and Utilization (CCU) via algae production and use in BioFertilizer for added terrestrial sequestration of CO{sub 2}, or as a feedstock for MCL and/or CHI. This novel approach enables synthetic fuels production while simultaneously meeting EISA 2007 Section 526 targets, minimizing land use and water consumption, and providing cost competitive fuels at current day petroleum prices. ICTL was demonstrated with Montana Crow sub‐bituminous coal in MCL pilot scale operations at the Energy and Environmental Research Center at the University of North Dakota (EERC), with related pilot scale CHI studies conducted at the University of Pittsburgh Applied Research Center (PARC). Coal‐Biomass to Liquid (CBTL) Fuel samples were evaluated at the US Air Force Research Labs (AFRL) in Dayton and greenhouse tests of algae based BioFertilizer conducted at Montana State University (MSU). Econometric modeling studies were also conducted on the use of algae based BioFertilizer in a wheat‐camelina crop rotation cycle. We find that the combined operation is not only able to help boost crop yields, but also to provide added crop yields and associated profits from TGFA (from crop production) for use an ICTL plant feedstock. This program demonstrated the overall viability of ICTL in pilot scale operations. Related work on the Life Cycle Assessment (LCA) of a Montana project indicated that CCU could be employed very effectively to reduce the overall carbon footprint of the MCL/CHI process. Plans are currently being made to conduct larger‐scale process demonstration studies of the CHI process in combination with CCU to generate synthetic jet and diesel fuels from algae and algae fertilized crops. Site assessment and project prefeasibility studies are planned with a major EPC firm to determine the overall viability of ICTL technology commercialization with Crow coal resources in south central Montana

Identifying Awareness, Use, and Perceptions of text4baby among Family Medicine and Obstetrics and Gynecology Practitioners at the University of Kansas Medical Center

Background. Low income minority women who receive inadequate or no prenatal care have greater infant morbidity and mortality in the postnatal period. Mobile health or mHealth initiatives such as text4baby are presumed to be a means to reach underserved pregnant and postpartum women to increase their use of prenatal and postnatal care. Providers are an important referral source for mHealth initiatives. It is important, therefore, to assess the awareness, use, and perceptions of the text4baby program among Family Medicine and Obstetrics/Gynecology (Ob/Gyn) providers to determine the means to increase referrals and improve outcomes for pregnant mothers and infants. Methods. Family medicine and Ob/Gyn providers (attending physicians, residents, nurse practitioners, nurses, and medical assistants) at the University of Kansas Medical Center (KUMC) completed a survey assessing awareness of use and perceived utility of text4baby as well as experience with technology and reservations about mHealth in general. Results. Seventy-eight providers (38 in Family Medicine and 40 in Ob/Gyn) responded to the survey. Awareness of text4baby among all providers was 18%. Among the 14 providers who knew about text4baby, one individual stated he/she regularly refers patients to text4baby and 11 agreed that text4baby is a useful tool for the care of pregnant patients. Comparison of text4baby awareness by demographic factors showed no significant differences between any of the groups. Providers who knew of mHealth applications were more likely to know about text4baby (p = 0.04). Older providers were less likely to have reservations about using mHealth in their practice (p = 0.02). There was widespread agreement (87%) that providing evidence to clinicians that text4baby improves outcomes would increase use of the service in clinical practice. Conclusions. Awareness of text4baby among practitioners at KUMC is minimal; use is negligible. Our study identified lack of awareness of the text4baby service and of supporting evidence about its effectiveness as the primary barriers to referral

Educational strategies to enhance reflexivity among clinicians and health professional students: a scoping study

Reflexivity involves the ability to understand how one's social locations and experiences of advantage or disadvantage have shaped the way one understands the world. The capacity for reflexivity is crucial because it informs clinical decisions, which can lead to improvements in service delivery and patient outcomes. In this article, we present a scoping study that explored educational strategies designed to enhance reflexivity among clinicians and/or health profession students. We reviewed articles and grey literature that address the question: What is known about strategies for enhancing reflexivity among clinicians and students in health professional training programs? We searched multiple databases using keywords including: reflexivity, reflective, allied health professionals, pedagogy, learning, and education. The search strategy was iterative and involved three reviews. Each abstract was independently reviewed by two team members. Sixty-eight texts met the inclusion criteria. There was great diversity among the educational strategies and among health professions. Commonalities across strategies were identified related to reflective writing, experiential learning, classroom-based activities, continuing education, and online learning. We also summarize the 19 texts that evaluated educational strategies to enhance reflexivity. Further research and education is urgently needed for more equitable and socially-just health care

An Innovative Approach to Decreasing Concussions in Adolescent Female Soccer Athletes: 2370 Board #117 May 29, 9

Concussion is a public health issue, fundamental to health promotion and injury prevention. Concussions are prevalent in adolescent athletic competition, in high-collision and non-collision sports. A history of previous concussion increases risk by a factor of three, female gender increases it 1.5 to 2.5 times, and female middle-school soccer players have 22.9 times increased risk during games. Non-collision concussions (indirect) may be primed by altered movement patterns from previous injuries, disruption of cervical proprioception, or musculoskeletal pain. Assessment of dynamic balance and functional movement allows identification of poor movement patterns or control. PURPOSE: To assess a preventative movement-based warm-up routine designed to re-set aberrant afferent information from various systems (vestibular, somatic, ocular) for a cohort of high school female soccer players with prior concussions. METHODS: A retrospective cohort study of convenience consisting of 17 Virginian high school female soccer athletes ages 15 to 18 during 2013-2014 season. Three players had suffered a concussion within the last 6 to 8 months. Athletes were assessed pre-season using the Lower Quarter Y-balance test (LQ-YBT) and the Functional Movement Screen (FMS). Cohort was instructed in a general warm-up placing emphasis on normalizing movement patterns (identified via the YBT and FMS), vestibular ocular reflex, and ACL-prevention exercises, which was performed during the entire season before practices and games. RESULTS: Sixteen varsity high school female soccer athletes, ages 14 to 18 years, participated. The average FMS composite score was 15±2, with 2 athletes being below the injury risk score of 14, and another 3 scoring right at the cutoff. The difference from side to side for the composite LQ-YBT ranged from 5 - 8cm. A total of 10 athletes had differences, with 6 of the athletes had an anterior difference of ≥4cm, and 6 had a posterior difference of ≥6cm. These levels are predictive of a deficit in dynamic balance. There were no new, or repeat concussions during the soccer season. CONCLUSIONS: The finding of no new or repeat concussions, suggests that the intervention may have helped and may indicate a new injury prevention paradigm