Suicidology prevents the cultivation of suicide

Suicide is a socio-cultural phenomenon. Reports about suicide from different cultures and eras support the opinion that suicide can be a cultivated and normatively recognized act. International educated and scientific use of the term suicide produces, conveys and suggests a narrowing of reflection. A medical deficit viewpoint has been established, and corresponding theories constructed and ‘verified’ to justify the paternalistic interaction with suicidal people. The suicidal person is discriminated and isolated on multiple levels in the suicide development process. Psychological autopsy studies are driven by deficit- and illness-based approaches and are designed and conducted on a low methodological level. When suicidal actions are recognized as normal actions, or even interpreted as morally sound, medical, political, religious and other guardians of morality and the ruling order oppose such understanding and demand sovereignty of interpretation. The conflicts in the suicide field result from diverging values and interests, whereby open, controversial and empirically-based public discussions are generally avoided. There is a lack of reference in psychiatric and suicidology texts to the fact that ‘free will’, ‘free choice’ or ‘free mind’ in modern society are not restricted primarily by mental illness, but by socio-economic disadvantage and economic and political decisions that lead, among other things, to mental disorders. Cultivation of suicide is not in contradiction with prevention of suicide

Teacher professionalism in a double field structure

While various forms of teachers' habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu's theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school

Die Klassifizierung von Schulen als Mittel der Schulsteuerung und lokalen Profilbildung. Begleitumstände, nachkriegszeitliche Anpassungsprobleme und aktuelle Folgen der Klassifizierung des berufsbildenden Schulwesens seit den dreißiger Jahren des 20. Jahrhunderts

Die Unterscheidung zwischen Berufsschulen, Berufsfachschulen und Fachschulen geht auf einen Erlass des Reichsministeriums für Wissenschaft, Erziehung und Volksbildung von 1937 zurück. Der Erlass, seine Genese und seine langfristigen strukturellen Auswirkungen auf die Benennung der beruflichen Schulen werden unter Zugrundelegung von Dokumenten aus dem DFG-Forschungsprojekt "Datenhandbuch zur deutschen Bildungsgeschichte: Band V: Das Berufsbildende Schulsystem in Deutschland 1815-1945" untersucht und in einen größeren Entwicklungszusammenhang eingeordnet. Besondere Aufmerksamkeit gilt dem Verhältnis zwischen der in den 1930er-Jahren entstandenen Klassifikation, dem Funktionszuwachs der beruflichen Schulen und ihrer Verflechtung mit dem Abschluss- und Berechtigungssystem der allgemeinbildenden Schulen. (DIPF/Orig.)The differentiation between vocational schools, training colleges, and technical colleges goes back to an edict decreed by the German ministry for science, schooling, and national education in 1937. This edict, its origins and its long-term impact on the designation of vocational schools are examined and placed within a broader framework of development on the basis of documents provided by a research project sponsored by the German Research Association (DFG), i.e. the "Data Handbook on the History of German Education: Vol. V: The German Vocational School System, 1815-1945". Special emphasis is placed upon the relation between the classification which evolved during the 1930s, the increase in functions served by the vocational schools, and their interconnection with the system of degrees and entitlements of the general schools. (DIPF/Orig.

Functional characterization of reappearing B cells after anti-CD20 treatment of CNS autoimmune disease.

The anti-CD20 antibody ocrelizumab, approved for treatment of multiple sclerosis, leads to rapid elimination of B cells from the blood. The extent of B cell depletion and kinetics of their recovery in different immune compartments is largely unknown. Here, we studied how anti-CD20 treatment influences B cells in bone marrow, blood, lymph nodes, and spleen in models of experimental autoimmune encephalomyelitis (EAE). Anti-CD20 reduced mature B cells in all compartments examined, although a subpopulation of antigen-experienced B cells persisted in splenic follicles. Upon treatment cessation, CD20+ B cells simultaneously repopulated in bone marrow and spleen before their reappearance in blood. In EAE induced by native myelin oligodendrocyte glycoprotein (MOG), a model in which B cells are activated, B cell recovery was characterized by expansion of mature, differentiated cells containing a high frequency of myelin-reactive B cells with restricted B cell receptor gene diversity. Those B cells served as efficient antigen-presenting cells (APCs) for activation of myelin-specific T cells. In MOG peptide-induced EAE, a purely T cell-mediated model that does not require B cells, in contrast, reconstituting B cells exhibited a naive phenotype without efficient APC capacity. Our results demonstrate that distinct subpopulations of B cells differ in their sensitivity to anti-CD20 treatment and suggest that differentiated B cells persisting in secondary lymphoid organs contribute to the recovering B cell pool

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education

The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first-in-family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capitala combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobio- graphical narrative interviews with first-in-family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first-year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their stu- dents during transition processes. We conclude with policy implications for how higher education institutions can assist. first-in-family students to succeed at university