Zeitschriftenartikel zum Thema „Isaac A. Senior e Hijo“

La escena mítica del sacrificio de Isaac introduce un interrogante por la relación entre el padre y el hijo a través del sacrificio. Abraham, padre de las religiones monoteístas, es el gran padre dispuesto al filicidio por orden de Dios. El primer mandato de Dios dice: “Mata a tu hijo, ofrécelo en sacrificio”. Sin vacilar, Abraham se alista para cumplir la orden y solo en el último momento, cuando está a punto de degollar al niño, aparece de nuevo la voz de Dios para decir (No). Ambos mandatos, tanto el prescriptivo como el proscriptivo, confluyen en un mismo evento. ¿A qué se debe esta contradicción interna de la voz divina? ¿Por qué le demanda a Abraham sacrificar a su hijo amado? ¿Qué función tiene el niño en el acto sacrificial?

Se estudia a los fotógrafos de la familia Aracil, cuatro generaciones dedicadas al medio fotográfico en Linares (Jaén), Infantes (Ciudad Real), Barcelona, Zaragoza, Madrid, San Sebastián y Tafalla (Navarra), a lo largo de un siglo: José Aracil Pérez; su hijo José Aracil Tovar; la esposa de este, Matilde López Anula y sus hijos, León, Ángel, Pedro e Isaac Aracil López, así como Matilde Aracil, hija de Ángel. Se ubican las ciudades donde trabajaron, el contexto en el que lo hicieron y se identifica la obra conservada hasta nuestros días. El estudio se realiza mediante el análisis de fuentes archivísticas, hemerográficas y bibliográficas como anuarios y guías nacionales, regionales y locales. Entre los resultados alcanzados destaca el conocimiento de sus biografías, la contextualización de sus trayectorias profesionales y la caracterización de su obra.

Redmond is traditionally associated with Charles Stewart Parnell, whom he replaced at the head of the small Parnellite faction following the split of the Irish Parliamentary Party in 1890. More recently Redmond has been compared to Edward Carson in an attempt to highlight that, despite being political opponents, both men also shared much in common. Redmond might have succeeded Parnell as one of the senior figures of the Irish Home Rule movement and yet historians concur that he ‘did not resemble his erstwhile hero and mentor […] either in his power or in his style of leadership’. Beyond the question of leadership and political clout, it may also be suggested that Parnell was not the only figure that played an influence in shaping Redmond’s ideas and discourse. In a 2014 paper, Colin Reid contended that ‘[w]hile the Parnellite strand of John Redmond’s political leanings has received considerable attention in recent years, his Buttite inheritance remains to be explored by historians, shaping as it did his conciliatory rhetoric, imperial sensibilities and openness to a federalist solution’. Our proposed paper intends to further explore this suggestion and compare Isaac Butt and John Redmond. Personal lives, historiography and the questions of Home Rule, federalism and empire will be focused upon.

La historia comienza en 1598 cuando Benedetto Castelli refutó la forma de medir el flujo en los ríos por parte de Giovanni Fontana, afirmando tomar en cuenta la sección y la velocidad. También aclaró que en la medición en orificios, debía considerarse la carga y el tamaño del orificio. En 1625, Castelli estableció la ecuación que lleva su nombre (Q = AV). Galileo Galilei (1638), propuso que los cuerpos experimentan una aceleración uniforme alcaer en el vacío. En 1641, Evangelista Torricelli demostró que la forma de un chorro al salirde un orificio es una hipérbola de 4º orden. Isaac Newton (1686), argumentó que el agua tiene una caída efectiva en el interior de un tanque y que el orificio tiene encima una carga real del doble de la altura del tanque. Daniel Bernoulli (1738), aclaró el enigma de la doble columna y finalmente Johann Bernoulli, basado en los trabajos de su hijo Daniel, presentóuna mejor explicación del escurrimiento en un orificio y logró una clara deducción de la ecuación de una línea de corriente.

Chief Isaac Oluwole Delano was a Nigerian expert in the Yoruba language and culture who was born in the Ifo District of the Abeokuta Province on the 4th of November, 1904.2 He was born to the family of Chief Edmund Delano and Rebecca Delano (both Egba indigenes). His educational exploits started from Holy Trinity Primary School situated at Okenla Christian Village in Ifo. From there, he was moved to Lagos Grammar School under the tutelage of an Anglican Bishop, Solomon Odutola, and his principal, Reverend E. J. Evans. However, situations necessitated his transfer to Kings College in 1921 where he met with his lifetime friends and college mates; Sir Adetokunbo Ademola, Justice N.O.A. Morgan as well as Dr. Oladele Ajose, to mention a few. Having passed his Senior Cambridge Examinations in 1923, Chief Delano proceeded to successfully write his Senior Clerical Examination in 1924, which propelled him to join the civil service in the same year. However, a severe injury sustained from an accident in 1947 led to his invalidation from the civil service. Worthy of note is the fact that he never blended into the civil service bureaucracy, as his principles and religious faith were constantly tested by various practices within the service. His dream to become more lettered was not going to succeed by his involvement with the civil service alone, and he was not positioned in those days to enjoy the privilege of travelling overseas to further his education. He had studied shorthand, and his love for writing by default made him aspire to a lifetime of authoring. While belonging to a number of literary societies, he tried his hand at writing newspaper articles which were generally well-received by the public. He was able to maintain a following from there, and this fueled his desire to write more works for public consumption; he was determined to make his mark in the field of writing. His first work as an author was published in 1937 under the title The Soul of Nigeria. Tis feat gave him his first taste at writing as an occupation, and the happiness that followed suit spurred him to achieve more. Isaac Delano believed that the first one was always going to be the hardest. His first published work had landed him on top of the world, and he was determined not to rest on his oars.

La presente contribución incluye básicamente la transcripción de tres testamentos otorgados, entre los años 1587-1673, por miembros de un grupo familiar hispano-portugués judaizante. Los testadores fueron: Duarte Coronel, cuyo testamento cerrado fue abierto por Francisco Rodríguez, escribano de la villa gallega de Baiona, el 9 de noviembre de 1593, si bien los testigos citados a la apertura declararon que éste había sido otorgado por el testador en 1587; el de su hijo, Duarte Coronel Enríquez, quien testó, también cerradamente, en Madrid el 27 de julio de 1650; y el de la mujer y prima de este último, Gracia Senior, alias Isabel Enríquez, quien testó en la misma modalidad, ya viuda y como miembro de la comunidad judeo-portuguesa de Ámsterdam, el 30 de agosto de 1673.

Special intelligent students are excellent human resources and are expected to make a major contribution to people's lives, including achievement in the academic field. With this extraordinary intelligence, special intelligent students should have high self-efficacy, but they are often found who are not confident in their abilities and have an impact on the learning achievement that is not optimal. This is because there are still some of them who do not have a good learning culture. This study aims to analyze the contribution of learning culture to the self-efficacy on special intelligent students in senior high school. This research was used a quantitative method with sampling based on the simple random sampling technique developed by Isaac and Michael. Data were collected using questionnaires, interviews, and documentation studies. Based on SPSS Ver.22 data processing, the results of the correlation test (r-test) show that there is a significant correlation between learning culture and self-efficacy of special intelligent students in a very strong and unidirectional level. The result shows that learning culture has a positive effect on the self-efficacy of special intelligent students. In the calculation of the coefficient of determination, it is known that the effect of learning culture on the self-efficacy of special intelligent students is 68.6%, while the remaining 31.4% is influenced by other factors not examined. It can be concluded that learning culture has a positive effect on the self-efficacy of special intelligent students. The better learning culture of special intelligent students, the higher their self-efficacy.

The importance of reading literacy is shown in the results of achievement among international countries. Reading literacy has not become a culture for most students. Some students have not used reading strategies to improve their understanding. This will affect the academic achievement. This expost facto research design aims to examine: (1) wether reading literacy can predict academic achievement in knowledge and skill, (2) wether metacognitive strategy can predict academic achievement in knowledge and skill, and (3) wether reading literacy and metacognitive strategy together can predict academic achievement on knowledge and skill. The population is 543 students of three pilot senior high schools of Curriculum 2013 in Kulon Progo. The sample is 359 students established using the Table of Isaac and Michael. The instrument used is a questionnaire. The result is as follows. (1) Reading literacy can predict academic achievement in knowledge, but it cannot predict academic achievement in skill. (2) Metacognitive strategy can predict academic achievement in knowledge and skill. (3) Reading literacy and metacognitive strategy simultaneously can predict academic achievement on knowledge and skill. Therefore literacy habituation and the use of metacognitive strategies are strongly recommended to improve academic achievement of knowledge and skills.

The great fortress of Antioch, pillar of the Byzantine defense in Syria in the 11th century, was more integrated into the Byzantine Empire than has sometimes been claimed. It can be shown by the letters of the very Constantinopolitan Psellos. He corresponded with several patriarchs of Antioch, who themselves were careful not to cut their ties with the Byzantine capital. Psellos wrote more than once to Aimilianos, which is actually the name of a previously known family. Patriarch Aimilianos probably governed the Church of Antioch longer than we thought. Psellos loved to keep in touch with senior military officers, some of them being of imperial blood or related to the imperial family, such as Michel Kontostephanos, a nephew of Isaac Comnenos, or the caesar John, brother of Constantine Doukas. They were for a time stationed in Antioch or in the region. He also wrote to Nicephoros Botaneiates, who was praised during an embassy of the emir of Aleppo at Constantinople. He corresponded with Nic?phoritzes, his former colleague, who was twice duke of Antioch. There is no doubt that the elite of the capital was interested and concerned by the situation in Antioch.

Back in 1993, as senior librarian at the Vernadsky Library in Kiev, Ukraine, in charge of cataloguing a newly uncovered Judaica collection, I came across an enigmatic manuscript entitled Sefer ha-ḥeshek. It did not match the bulk of the Judaica holdings. Nor did it fit in Abraham Harkavy's collection of medieval manuscripts. It was too Ashkenazic for Abraham Firkovich's Karaite papers, and too early for most of S. Ansky's nineteenth-century folkloric materials. The manuscript had a wooden cover, separate from the text, with a copper monogram Sefer ha-ḥeshek in Hebrew (hereafter—SH). SH's title appears randomly as a running head; the author occasionally refers to the title of the manuscript. Primarily because of its size—411 folios, 23 of them blank, some 760 filled pages altogether—and due to its magical contents, I discarded any attempts to identify the manuscript as a version of the well-known Sefer ha-ḥeshek, a twenty-or-so-page kabbalistic treatise on the names of the archangel Metatron attributed to Isaac Luria. Also, since the manuscript is not a commentary on the book of Isaiah or Proverbs, it could neither be Solomon Duran's nor Solomon ha-Levi's Ḥ eshek shelomoh.

Subject area The case concerns sustainability and social entrepreneurship. Study level/applicability The case is relevant for teaching sustainability and social entrepreneurship to MBA students as well as for executive training programmes for middle- and senior-level employees. Case overview The Dignified Mobile Toilets (DMT) case describes how the innovative idea of Isaac Durojaiye, popularly known as Otunba Gadaffi, yielded a lot of socioeconomic and environmental impact and changed the face of sanitary health in Nigeria as well as glamorized what he called “shit business.” The case gives an account of how Isaac Durojaiye – a graphic artist and a credit card fraud investigator – conceived and built the first mobile toilet in Nigeria by using a 40-feet container. Initially, he had to battle with the lack of patronage, as not a single order came in for the first four years that the wagon toilet was displayed. But Durojaiye was not discouraged because he was involved in security consulting along with the sanitary job. The case recounts how the Founder/CEO of DMT mobile toilets identified social issues (lack of public toilet facilities, poverty, disease, unemployment, crime and so on) in the society and turned it into business success; his efforts helped the development of the social sector in Nigeria. The case also narrates the growth of the mobile toilet market in Nigeria and DMT's market share of this sector. This case also describes the poor state of public toilet facilities in Nigeria, which forced people to answer the call of nature in open places, thereby polluting the environment and jeopardizing public health. The DMT marketing strategy and how the company made proper use of the area boys and widows to franchise their toilets was stated. The case also highlights the social and environmental impact of DMT toilets and the company's future direction. Expected learning outcomes The case will help student see opportunities in the social space and understand that there are business models that provide both social and economic benefits simultaneously. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email: support@emeraldinsight.com to request teaching notes.

This study aims to determine the effect of learning facilities, teacher creativity and social support on motivation to learn economics either partially or simultaneously during online learning in the midst of the Covid-19 pandemic. This study used a quantitative approach to the type of causality research. The research subjects were students of class X of Islamic Senior High School 1 Nganjuk of the 2020/2021 academic year, totaling 270 students. A sample of 135 students was obtained from the Isaac and Michael formula. Sample selection used was proportional random sampling technique. Data were analyzed using descriptive analysis and multiple linear regressions with the help of SPSS 25 for windows. The results showed that learning facilities and teacher creativity partially had a significant positive effect on economic learning motivation, while social support partially had no effect on economic learning motivation because with online learning students lost social support from friends as a source of social support other than teachers and parents. Learning facilities, teacher creativity and social support simultaneously had a significant positive effect on motivation to learn economics. And other factors that influence learning motivation outside the model include interest in the material, ideals or aspirations, student conditions, teacher personality and environmental conditions where students live. Keywords: Learning Motivation, Learning Facilities, Teacher Creativity, Social Support.

This study aims to determine the effectiveness of the implementation of the Smart Indonesia Program in Sosa District. This study used an evaluation research model, namely the Evaluation Countenance Stake model with a quantitative approach. The population in this study were all 153 students who received the Smart Indonesia Program for Senior High Schools in Sosa District, and the sample was taken using Isaac Michael's table totaling 105 people with an error rate of 5%. The data were obtained using questionnaires and interviews, then analyzed descriptively by statistical means. The results of this study indicate that in general the implementation of the Smart Indonesia Program in Sosa sub-district has been carried out well. Furthermore, when viewed from several aspects related to the implementation of this program, the antecedent aspect is in the very good category, the Transaction aspect is in the good category, and the output aspect is in the good category. Thus, it can be stated that the implementation of the Smart Indonesia Program in Sosa sub-district has been carried out effectively, however, to be even more effective in implementing this program, it is hoped that the program implementers involved will be more selective in the process of submitting prospective recipients of the Smart Indonesia program, providing socialization to students and parents regarding the distribution of the Indonesia Pinta Program, and forming a monitoring team on the use of funds for the Smart Indonesia Program.

This case-control study was conducted to assess the relative role of genetic and environmental factors in determining the clinical manifestations of atopy allergy disease in school children, which is part of a large study of the prevalence of allergic diseases in school children in Surabaya. Using a simple multi-stage random sampling, 348 children from 5 elementary schools, 4 junior high schools, and 4 senior high schools in Surabaya were involved in the study. The subjects of the study along with her parents were guided to fill out the modified ISAAC questionnaire and underwent physical examination and skin prick test using 27 common allergen types found in the environment. For the analysis, 110 school children were randomly selected from the parent sample and included in the case group of 55 people (positive skin prick test against > 1 type of allergen), and the control group of 55 people (negative skin prick test). All genetic and environmental factors data were collected and analyzed. Most of the subjects had clinical manifestations of allergic rhinitis (66.36%), asthma (21.82%), food allergies (10.9%), and atopic dermatitis (6.36%). Complete models for multiple logistic regression analysis can only be performed for overall atopic disease and allergic rhinitis disease. The first birth order and exposure to home dust mites were the most significant clinical manifestations of atopy disease (OR 4.548, 95% CI: 1.813-11.410, p=0.01). Atopy status of the father was the only significant determinant factor for the manifestation of allergic rhinitis in the study subjects (OR 3.929; 95% CI: 1.143-13.052, p=0.03). Both genetic and environmental factors interacted and determined clinical manifestations of atopy allergy disease in school pupils. The father's genetic factors were more dominant than maternal genetic factors in determining the clinical manifestations of allergic rhinitis in offspring.

Publication of An essay on spirit in 1750 was, on the face of it, no particular landmark in the history of heterodoxy. There had been arguments in Anglican circles since the 1680s about ‘mystery’ and the Holy Trinity, all part of the assault on fundamental articles of belief waged by such critics as John Toland and Anthony Collins after the Revolution Settlement, a time when interest in Arian ideas was reviving among Isaac Newton's followers, particularly Samuel Clarke and William Whiston. An essay on spirit – this latest expression of a highly developed Arianism – was couched in scholastic, even esoteric language, of apparent interest only to controversialists on either side of the question. What, however, made it a cause célèbre was the talk from the moment it left the press that its author and apologist for what we have recently been reminded was the archetypal Christian deviation was none other than one of the most senior members of the Church of Ireland – the bishop of Clogher, Robert Clayton, himself an Englishman by birth. Though not every commentator could or would believe this ascription, the bishop himself never attempted to deny it and, before long, the unsettling evidence of the extent to which heresy had penetrated the highest circles of the Anglican establishment was beyond serious doubt. Its appearance (and the writings which followed) led to vigorous counter-blasts on both sides of the Irish Sea from a range of clerical and lay opinion that extended well beyond the confines of any church ‘party’. Having spent the previous half century countering, with some success, the different strains of deism and free-thinking on the frontiers of Anglicanism, a broad band of clergy was alarmed that Clayton's writings of the 1750s bore disturbing witness to the presence of traitors within the citadel who, in challenging the Church to tolerate their continued presence, were ready to endanger its moderate latitudinarian character. Moreover, An essay on spirit appeared at a time when the writings of Middleton and Hume also demanded the notice of theologians, and the ‘Church in Danger!’ had not ceased to be an appropriate battle cry to marginalised Tories.

Nacido en Bruselas el 17 de abril de 1649 (o en el 1642), Carlos Enrique de Lorena, príncipe de Vaudémont era hijo del duque de Lorena Carlos IV (1604-1675) y de su segunda mujer, Beatriz de Cusance. De la boda de Carlos Enrique con Ana Isabel de Lorena-Elboeuf (1649-1714), naciò Carlos Tomás (1670-1704), que fue encaminado a la carrera militar en los rangos imperiales. En lo años Ochenta y Noventa Carlos Enrique servió a los Habsburgo de España en Flandes: condecorado por la prestigiosa Orden del Toisón de Oro, tomó el cargo de capitán general de la caballería del ejército español en Flandes. Fue con su mujer a Italia en la primavera del 1690 y del 1692. En la Guerra de la Liga de Augusta fue entroducido en las esferas de dependencias de Guillermo de Orange (1650-1702), que fue su principal protección junto con el potente conde de Melgar, último Almirante de Castilla, político muy influyente que le procurò algunos cargos de gobierno en los territorios de la Monarquía. Se debe considerar estos dos importantes patronazgos las principales fuentes de su promoción en el Consejo de Estado el 29 noviembre de 1699 entre los projectos del partido austracista porlo que se refiere al tema de la successión a Carlos II. El Vaudémont no pudo nunca participar a las consultas porque fue gobernador de Milàn entre 1698 y 1706. Murió a Commercy en el 1723. Born in Brussels on 17 April 1649 (or 1642), Charles Henry of Lorraine, prince of Vaudemont was the son of Charles IV, duke of Lorraine (1604-75) and his second wife, Beatrice de Cusance. Charles Henry’s first marriage, to Anne Elisabeth of Lorrsaine – Elboeuf (1649-1714) produced Charles Thomas (1670-1704), who was destined for a military career in the Imperial armies. In the 1680s and 1690s Charles Henry served the Spanish Habsburgs in Flanders: awarded the prestigious Order of the Golden Fleece, he held the post of captain general of the Spanish cavalry in Flanders. He went with his wife to Italy in the spring of 1690 and again in 1692. During the War of the League of Augsburg he was introduced into the patronage network of William of Orange (1650-1702), who was his chief protector, along with the powerful count of Melgar, the last Admiral of Castile, a very influential politician who obtained for him various senior government posts in the territories of the Monarchy. To these two important patrons must be attributed his promotion to the Council of State on 29 November 1699. However, Vaudemont could never take part in the consultas of the council because he was governor of Milan between 1698 sand 1716. He died at Commercy in 1723.

Category: Hindfoot; Ankle; Midfoot/Forefoot Introduction/Purpose: Tarsal coalition has been historically reported to be associated with a flatfoot deformity. There are however case reports demonstrating that it can be found in cavovarus and clubfoot deformities. The goal of this study was to retrospectively review all weightbearing CT (WBCT) scans that were taken in one medical center, to investigate the clinically diagnosed as well as missed cases of tarsal coalition, and to determine the hindfoot alignment and arch height features of each case. Methods: 800 WBCT scans were reviewed separately by two senior fellowship trained foot and ankle surgeons. The structure of the hindfoot and midfoot was carefully examined in all three views to screen for different types of tarsal coalition. For cases that were diagnosed with tarsal coalition on WBCT, the medical charts were then reviewed to determine the original clinical diagnoses. Hindfoot alignment and arch height features of the midfoot were subsequently evaluated on WBCT scans. Results: There were 41 feet that were diagnosed with tarsal coalition on WBCT (Figure 1). The clinical diagnosis of coalition was only made in 15 feet and 26 symptomatic feet were clinically missed. Among the 26 symptomatic feet diagnosed on WBCT but clinically missed, 16 had a clinical diagnosis of congenital or acquired flatfoot, 3 with subtalar arthritis, 1 with talonavicular arthritis, 1 with peroneal tendinopathy and a cavovarus foot deformity, 2 with cavovarus deformity and midfoot arthritis, 2 with posttraumatic ankle arthritis, and 1 with subtalar impingement. A valgus hindfoot was found in 19 feet, a neutral hindfoot in 18, and a varus hindfoot in 4 feet. In the midfoot, 38 feet had a positive (>=1) distal medial cuneiform/fifth metatarsal arch height index, and 3 feet had a negative index (<1); all 41 feet had a positive proximal cuneiform/cuboid height index (>=1). Conclusion: One should be aware that patients with tarsal coalition do not always present with a flatfoot and hindfoot valgus, since many can have a variety of hindfoot and midfoot alignment features. In cases presenting with history of trauma, degenerative arthritis, as well as a cavovarus or clubfoot deformity, tarsal coalition can easily be clinically overlooked. References: - Lemley F, Berlet G, Hill K, Philbin T, Isaac B, Lee T. Current concepts review: Tarsal coalition. Foot Ankle Int. 2006 Dec;27(12):1163-9. - Van Rysselberghe NL, Souder CD, Mubarak SJ. Unsuspected tarsal coalitions in equinus and varus foot deformities. J Pediatr Orthop B. 2020 Jul;29(4):370-374.

My academic research journey started a decade ago as a Ph.D. student at the Azman Hashim International School, University Technology Malaysia. Since then, I have authored over 150 peer-reviewed journal articles, conference papers, books, and book chapters. In addition to guest editing several special issues for academic journals, I also had an opportunity to serve as the Director of Research for numerous professional organizations. Furthermore, I have served in senior editorial positions for numerous well-established hospitality and services management journals for the last three years. All these roles involve sending out invitations to review the manuscripts. The usual scenario is where some invitees accept to review, and others decline. However, what stands out is that many invitees do not respond to the invitation or send a review comprising three to four sentences. Conferences and special issues usually are tight on time schedules because of deadlines. Journals also need to publish timely research. Most of it is possible with a quality review provided on time. Hospitality and tourism management is a relatively smaller discipline, and it is difficult for many editors/conference chairs to manage reviewers for an increasing number of submissions. Consequently, at times, many scholars receive dozens of review invitations every month with shrinking deadlines to get the job done. Including myself, I know of numerous scholars who review over hundred articles every year. The question, however, is if this is fair to be putting a burden of reviewing on a relatively smaller number of people. Recently a discussion on TRINET MAILSERV attracted some of the prominent scholars in our discipline with exciting viewpoints. An interesting question was raised in the discussion - "How many papers should an active researcher review every year?" To answer the question, while some mentioned a numeric number, others responded with an emphasis on the quality of reviews instead of the quantity. I stand for both of these arguments. I think an active researcher should publish a certain number of papers every year and try to beat that number the following year without compromising the quality of the feedback. I also think that reviewing for a journal should be incentivized. Monetary incentives can be lucrative but not practical. Some journals have started including quality and reliable reviewers on their editorial boards. It is a great practice that can benefit early-career researchers but is not being practiced by all journals. Another incentive can be pushing for the recognition of reviewing process. Recently, there has been an increase in journal editors working with Publons to provide recognition to reviewers. Another reason why many junior faculty members do not want to review academic journals is the simple cost-benefit equation. Providing quality reviews for several papers every year takes considerable time. However, reviewing is often given little weightage in an already minimum share of service for tenure-track faculty members towards their tenure and promotion. Since most of the editors in the hospitality and tourism discipline are senior faculty members, there is an increasing need for them to push for having some weightage to 'reviewing' in the tenure and promotion guidelines within their colleges/schools/departments. It is important because I know a few younger faculty members who love to review papers and provide feedback but cannot do it because it is not considered a performance metric. Lastly, just like anything else, reviewers also need to be developed. Many institutes and conferences hold panel discussions and workshops on research methodology or publishing papers. It is good for the benefit of the authors. However, there are no workshops provided to train reviewers. Recently, I moderated an online webinar, "Academic Peer Review: Benefits and Challenges." Panelists included Dr. Ulrike Gretzel, Dr. Stanislav Ivanov, Dr. Metin Kozak, and Dr. Marissa Orlowski. Here is a link for all of you to watch the webinar and forward it to your students or colleagues. (https://www.youtube.com/watch?v=6nJ66YyeEdk). The webinar generated a huge interest from around the world, further strengthening my viewpoint about the need for such activities. In the peer review process, reviewers act as the gatekeepers, which signifies their importance in advancing knowledge. However, most of the reviewers are self-taught or mentored in-house by their advisors. It is time for journal editors and conferences to step up and think about holding workshops to train the reviewers on how to review. It can be done at a major conference such as the Annual ICHRIE Conference or the Graduate Conference with a larger graduate student population to cultivate the next crop of reviewers. It can be a valuable step not only to deal with the shortage of reviewers but also to ensure quality reviews. Overview of This Issue This is the second issue of the Journal of Global Hospitality and Tourism. This issue features five exciting research papers and two viewpoints. The first paper written by Noradiva Hamzah, Norlida Hanım Mohd Salleh, Izuli Dzulkifli, and Tengku Kasmini Tengku Wook, sheds light on intellectual capital from the Islamic Value dimension to Muslim-friendly Medical Tourism. Using a case study approach, this study gives some directions for the hospital's management in developing and managing its intellectual capital and Islamic values. This study also explains how they can better leverage their intellectual capital and create added value to respond successfully to the increasingly competitive environment. It is pioneering research that develops a theoretical model to incorporate Intellectual Capital dimensions and Islamic Values in Muslim-friendly Medical Tourism. The second paper is written by Shaniel Bernard, Imran Rahman, Sijun Liu, and Luana Nanu. It examines the effect of reliance on different sources of information on the credibility of COVID-19 information (BCI). In addition, the effect of BCI on fearfulness and the corresponding fear on intention to use accommodation services and stay at home are analyzed. The authors collected data from 1,017 American consumers and analyzed them using a structural equation model. The results confirm the significant effects of trust in media and government on BCI and the corresponding positive effect of BCI on the scarecrow. However, the adverse effects of fear on intentions to visit hotels and restaurants (general and Chinese) and the positive effects of fear on intentions to stay at home and use third-party meal delivery services are confirmed. Rami K. Isaac conducts the third study from the Breda University of Applied Sciences. This research aims to understand better the impact of terrorism on risk perceptions and attitudes of Dutch travel behavior towards Egypt. The researcher obtained data from 414 respondents, and findings show that (potential) Dutch tourists are less likely to take risks when traveling with children. For example, people who often travel with children avoid traveling to countries in the MENA region due to terrorism-related unrest. Furthermore, it was determined that more than half of the sample size did not consider traveling to Egypt due to the current travel advice of the Dutch Ministry of Foreign Affairs. The fourth paper is written by Michael Vieregge from the University of Western Colorado. Although the demand for rural destinations has increased after the Covid-19 pandemic, the number of studies on this topic is scarce. This study contributes to the field by focusing on local gastronomy in rural communities. The archival research study focuses on 549 Cittaslow and non-Cittaslow towns and cities in 19 European countries. According to the research findings, rural towns offer more local gastronomy than cities, and towns with Cittaslow certification are more common than non-Cittaslow ones. The research suggests rural towns should focus on expanding their local gastronomy, and Cittaslow recommends expanding cities even further. The last article is authored by Cecily Martinez, Amy Bardwell, Julie Schumacher, and Jennifer Barnes. This study is based on implementing six nutrient claims evaluated by a group of registered dietitians. The snack items were conveniently placed near the cash register to "nudge" purchases, and sales of snacks before and after the claims implementation were examined. The authors applied paired-sample t-tests and indicated that after nutrient claims were implemented, sales of snacks increased in both groups. Results indicate that nutrient claims that had a significant impact on sales differed between the two groups. In addition to these five research papers, this second issue of JGHT also has two viewpoints. The first is an academic viewpoint, written by Prof. Stanislav Ivanov from Varna University of Management. He suggests academic research accepts and pays more attention to the economics of technologies in travel, tourism, and hospitality. According to Ivanov, travel, tourism, and hospitality (TTH) are intrinsically connected to technology. At the same time, tourists book their flights and accommodation through technology, reach their destination with the help of technology, explore the destination with technology, and share their experiences online with technology. Economic principles, like any other business, run them. Economic factors also drive their decisions to invest in technology. That is why academic research needs to acknowledge and pay more attention to the economics of technologies in travel, tourism, and hospitality. This academic viewpoint also outlines several directions for future research in the field. The second viewpoint is industry-focused and is authored by Mr. Murat Toktaş. He is the founder/president of KATID (Black Sea Tourist Operators Association), the founder/president of SKAL Karadeniz, and the founder/vice-president of TUROYD (Tourism Hotel Managers Association) and a member of the Board of Directors of TUROFED (Turkish Hoteliers Federation). In his viewpoint, he explains how destination management organizations (DMOs) work with local governments in Turkey. He suggested a successful destination marketing strategy for the Turkish Tourism Promotion and Development Agency (TGA). Collaboration between local and DMOs is essential for destinations to be adequately promoted and become a successful brands. Marketing is effective when a destination's artistic and cultural features are correctly promoted, as in the case of TGA. This viewpoint also concludes with several future research directions.

Tradicionalmente los personajes bíblicos tienden a ser vistos como modelos y no como espejos de la actuación humana; por eso es casi un pecado cuestionar sus prácticas, aun cuando estas atenten contra la vida de niños y mujeres. Las Escrituras hebreas son tanto la historia nacional de un pueblo como un relato completamente religioso que narra los encuentros de este pueblo con su Dios. Los aspectos de esta historia nacional no siempre se ajustan a los ideales de la religión, ni ciertas cuestiones que se dan por sentadas en un texto determinado cumplen con los estándares necesarios en el desarrollo de la revelación. El presente artículo ve la historia del sacrificio de Ismael e Isaac a partir de las intrigas familiares y no solo desde el patriarca Abraham y su hijo amado Isaac. Así mismo, sustenta la hipótesis de que Gn 22 es una lectura midrásico de tradiciones anteriores, en especial del sacrificio de Ismael de Gn 21.

Desde 1492, las comunidades sefardíes se han definido sobre la base de su exclusión política, social y cultural de España. Partiendo de esta marginalidad, el capítulo “Oh tú que lo sabías,” incluido en la novela a Sefarad (2001), de Antonio Muñoz Molina, traza una genealogía histórica desde la que articula las experiencias de dos supervivientes sefardíes del Holocausto, Isaac Salama y su hijo, identificado como el señor Salama. El regreso de estos personajes como refugiados al protectorado español de Marruecos durante la Segunda Guerra Mundial no implica un retorno triunfal a Sefarad, sino el inicio de un nuevo destierro que los desplaza una vez más a la periferia de la historia y del hogar soñado. Desde una perspectiva genealógica, la exclusión de estos personajes reinstaura la que tiene lugar en 1492 y que, cinco siglos después, continúa condicionando su identidad, sus experiencias y su exclusión de la modernidad.

Isaac W. Martin of University of California, San Diego reviews “Taxing Reforms: The Politics of the Consumption Tax in Japan, the United States, Canada and Australia” by Richard Eccleston,. The EconLit Abstract of the reviewed work begins “Explores the politics of consumption tax reform in the four countries where the political resistance to such policies has been most acute--Australia, Canada, Japan, and the United States. Provides an overview of the contemporary literature on institutional and policy change and identifies a number of processes and mechanisms likely to be associated with comprehensive tax reform. Presents the empirical context for the book’s case studies and describes the rise and proliferation of value-added taxes over the course of the twentieth century. Describes the politics of consumption tax reform in Australia between the early 1970s and 2000. Considers the politics of introducing a national goods and services tax in Canada. Assesses the most notable exception to the trend toward implementing national level value added taxes among advanced industrial nations with an American case study. Identifies a number of occasions on which U.S. policymakers gave serious consideration to the introduction of a national value added tax. Eccleston is Senior Lecturer in the Department of Government at the University of Tasmania. Index.”

Morning report (MR) is a valued educational experience in internal medicine training programs. Many senior residents and faculty have not received formal training in how to effectively facilitate MR. Faculty at the University of Toronto were surveyed to provide insights into what they felt were key elements for the successful facilitation of MR. These insights fell within 5 major categories: planning and preparation, the case, running the show, wrapping up and closing the loop.Résumé Le rapport du matin (RM) est un outil pédagogique précieux dans les programmes de formation en médecine interne. Nombre de résidents séniors et de membres du corps enseignant n’ont toutefois jamais reçu de formation officielle sur la façon de faciliter l’élaboration du RM. Nous avons sondé les membres du corps enseignant de l’université de Toronto pour avoir un aperçu de ce qu’ils percevaient comme étant des éléments-clés susceptibles d’améliorer grandement l’élaboration du RM. Les réponses reçues se répartissent en cinq principales catégories: la planification et la préparation du RM, les caractéristiques du cas évalué, l’importance et la façon de prendre en main le processus, le résumé des informations et l’art de « boucler la boucle». Morning report (MR) has long been an integral and valued part of Internal Medicine training programs in North America.1,2 Some residents recognize MR as the most important educational activity during their training.3 Medical students, residents and faculty typically attend MR. Although the structure and function of MR can vary across institutions, it usually involves a case-based discussion facilitated by a faculty member, chief medical resident (CMR), or other senior resident. The facilitator discusses pertinent aspects of one or more clinical cases to teach medical knowledge, clinical reasoning and other important aspects of physician competencies, such as communication and collaboration skills. 4 Residents have expressed a preference for an interactive teaching session led by an individual with extensive medical knowledge and excellent clinical acumen.5Despite trainees’ perceptions about the core educational function of MR and their preference for skilled facilitators, most residents and many faculty have never received any formal training on how to conduct an effective MR. This, coupled with a lack of resources in the literature, may contribute to feelings of trepidation about assuming the role of facilitator.6 Based on this need, we were invited by the organizing group of residents at the 2015 Canadian CMR Conference, held in Toronto, Canada, to lead a seminar to introduce CMRs to the principles of effective MR facilitation. The conference was attended by over 70 current and future CMRs. In preparation for this seminar, we reviewed available literature and found that practical guidelines on how to facilitate a successful MR were generally lacking. To help us to provide guidance and to capture broad opinions and experiences, we recruited a sample of 24 faculty at the University of Toronto, including many award-winning teachers whose experience in leading MR ranges from 3 to over 30 years. We asked them to provide insights into what they felt were key elements of facilitating a successful MR. While not a systematic collection of data, their insights taken together represent a broad experience base. Given the relative lack of evidence-based literature describing how to facilitate MR, we decided to disseminate a refined summary of the shared wisdom we uncovered in hopes that it would benefit other CMRs and junior faculty as they take on this challenging role.The insights provided fall within 5 main themes (Table 1) which are discussed below, followed by a brief discussion about future directions for MR:1) Planning and preparation2) The case3) Running the show4) Wrapping up5) Closing the LoopTable 1. Experience-Based Tips to Running an Effective Morning ReportPLANNING AND PREPARATION:1) Ensure audiovisual aids are present and working before starting. 2) Start and end on time. 3) Encourage all faculty to attend and participate. 4) Know the audience (including names).THE CASE:5) The case can be undifferentiated or one for which the diagnosis and even response to treatment is known. 6) There are pros and cons to the facilitator knowing details of the case in advance. 7) If details of the case are not known to the facilitator, determine with the person presenting if the discussion should be focused on diagnosis, management or other pertinent issues. 8) Cases need not be limited to inpatients and can include ambulatory cases and case simulations.RUNNING THE SHOW:9) Establish a respectful learning climate. 10) Personal anecdotes and reflections on past cases can engage the audience. 11) Ensure time is spent discuss learning issues valuable to all present. 12) Facilitate and engage in discussion rather than deliver a lecture. 13) Use a mix of pattern recognition (heuristics) and analytical reasoning strategies. 14) Start with a question that has an obvious answer if dealing with a quiet audience. 15) Promote volunteerism for answers as much as possible, but direct a question to a specific person if no one volunteers. 16) Begin by engaging the most junior learners and advance to involve senior learners. 17) Encourage resource stewardship and evidence-based medicine. 18) Acknowledge areas of uncertainty and don’t be afraid to say “I don’t know”. 19) Teaching “scripts” or the use of a systematic approach to developing a differential diagnosis can be used when discussing less familiar topics. 20) Highlight the variability in clinical approach amongst "the experts" in the room.WRAPPING-UP:21) Ensure there is time to summarize “take home points”. 22) Provide learners with the opportunity to summarize what they have learned.CLOSING THE LOOP23) Reinforcement of learning can include a distribution of a relevant paper or providing a summary of learning points via email or blog. 24) Maintain a case log to ensure a balanced curriculum. 25) Provide feedback to the case presenter and facilitator.Planning and Preparation It is important for the organizer and facilitator (these may or may not be the same person) to be diligent when preparing for MR. The person in charge of organizing MR should ensure that all necessary audiovisual equipment is in working order, which may be as simple as ensuring there is a whiteboard and working marker. To optimize housestaff attendance, the sessions and facilitators should be scheduled in a regular and predictable way. The lure of a light breakfast should not be underestimated and may add to the social aspect of this event. Sessions should begin and finish on time (or even slightly early). Ideally, deferring pages for all but critical clinical issues should occur. Having faculty regularly attend MR as audience participants, and not just as facilitators, improves the attendance of learners who see through role-modelling the importance of continuing medical education and lifelong learning. Faculty presence also raises the level of discussion around grey areas of diagnosis and management, providing trainees with a spectrum of opinions and approaches to clinical medicine, specifically role-modelling how faculty approach clinical uncertainty. The organizer must also ensure that someone, usually a trainee, is responsible for bringing the details of one or more clinical cases to be discussed.The facilitator should ensure they know the names and year of training of the housestaff in attendance. It is helpful if the organizer can provide a list (ideally with pictures) of those who will be in attendance for the facilitator to reference. Over time, this helps to develop a sense of community within the group. It also allows the facilitator to engage all participants and with the goals of first posing level-specific questions to the more junior learners and ending with the most senior learners.The Case The selected clinical case can be either a new patient seen in consultation in the past 24 hours or a patient that has been in hospital for some time and for whom results of investigations and response to treatment are known. Ideally, the majority of the cases selected should not involve particularly rare medical issues and should mirror the clinical case mix of patients being cared for by the trainees. Trainees will benefit more from discussions about common clinical problems rather. However, to highlight issues of diagnostic reasoning, it can be beneficial to occasionally discussing uncommon case including typical presentations of rare diseases or unusual presentations of common problems.The faculty surveyed expressed differing opinions when asked if they thought the details of the case should be known to the facilitator in advance. Knowing the details of the case in advance can ensure the facilitator is comfortable with the content area and allows them to focus on aspects of the case that they think will have the highest learning impact for trainees. However, when the case is not known to the facilitator, the audience will be more likely to garner insight into the clinical reasoning process of the facilitator. The opportunity to learn about the cognitive process that an “expert” uses when generating a differential diagnosis and formulating plans for investigation and management is potentially much more valuable than the discussion of content that could be read in a textbook or electronically. When the details of a case are not known, the discussion is more spontaneous and the lines of discussion are more reflective of the thoughts of the trainees, rather than the facilitator. The discussion can be guided by the case itself and the trainees’ questions and answers. A mixed approach to case discussion will provide the variety that the participants value.Although traditionally MR has focused on the diagnosis or management of one or more clinical cases from the inpatient service, its format is flexible enough to provide opportunity for discussion or for other important aspects of patient care. MR can also address ambulatory cases,7 include the presence of a real patient for the purposes of highlighting history-taking and clinical findings and also incorporate discussion of simulated cases, such as code blue scenarios. The discussion can also be enriched by the health professionals from other disciplines including, pharmacists, physical therapists, occupational therapists, nurses, and social workers. The case can also be selected to allow the discussion to be focused on other specific elements of management, such as resource utilization and “choosing wisely,”8 quality and safety, bioethics, and evidence-based medicine.9Running the Show In developing their skills in facilitation, many of the faculty surveyed discussed that they continuously build on the facilitation skills that they have learned over time, the basic principles of which are described elsewhere.10,11 Through feedback and reflection, they adapt to a style that reflects how they believe the MR should be conducted.The facilitator must establish a respectful climate at MR that is conducive to learning. He or she must ensure that the session is collegial and enforce that the goal of the session is learning, rather than showmanship. The environment should encourage interaction and permit people to ask questions. Trainees should feel comfortable enough to answer questions and test hypotheses, even if answers are incorrect. However, the facilitator must ensure that the correct information is conveyed to the group and that incorrect answers are explored as key teaching points. Humour can put people at ease. Self-deprecating humour can be non-threatening and freely employed if it is within the facilitator’s comfort zone. However, humour should never come at the expense of a trainee. Personal anecdotes and reflections on past cases can engage the audience, relax the atmosphere and vividly impart key facts and clinical wisdom.It is important for the facilitator to be respectful of time. Trainees often report that too much time is spent on reviewing the history and physical examination and on the development of an exhaustive differential diagnosis while less time is spent on investigation and management issues, which senior trainees find most valuable. There need not be a fixed formula related to how much time to spend on specific components of the case. A skilled facilitator will expand and abbreviate aspects of the case discussion based on the specific case presented. Some cases represent excellent opportunities to review evidence-based physical examination, some may highlight issues of resource stewardship related to investigation and some are particularly well-suited to discussion of evidence-based management.The facilitator should facilitate a clinical discussion, rather than deliver a didactic talk. He or she should coach the audience to identify key historical facts or findings on physical examination to allow everyone to fully participate in the case formulation and clinical reasoning that will follow. Demonstrating a mix of pattern recognition and heuristics (e.g., “Quick – what do you think the diagnosis is?”) and analytical reasoning strategies will help trainees learn to employ and recognize the strengths and limitations of each.In the face of a quiet audience, questions that have obvious answers should be posed first. The facilitator should promote volunteerism as much as possible; however, addressing specific members of the audience prevents silence and can help ensure everyone is engaged in the discussion. Sensitivity to the level of trainee is important. A facilitator should avoid potential embarrassment of a trainee by allowing a more junior learner to come up with the answer to a question that the more senior trainee could not answer. In other words, there should be an inviolate sequence wherein, for any given topic, the facilitator starts with trainees at an appropriate level for the questions and moves upward sequentially by level of training. This allows participants to relax and set their focus on learning, rather than avoiding eye contact and fearing embarrassment.A skilled facilitator should not allow any one person to dominate the discussion and should also refrain from asking multiple questions to the same participant. However, it can be valuable to challenge a respondent or the group to elaborate on their answers, as this can uncover gaps in knowledge and understanding and provide additional opportunities for learning.It is important to ensure that the discussion is of interest to trainees at all levels. If faculty are present, their opinions should be sought throughout the case. It is helpful to highlight the variability in approach amongst “the experts” in the room. Judicious use and justification of investigations should be encouraged to promote learning about resource stewardship and evidence-based medicine principles should be incorporated, when relevant.Many facilitators are anxious about how to handle situations where they don’t know the answer to a particular clinical problem. In these cases, a demonstration of the clinical reasoning process and a focus on an approach to clinical problems can be helpful. Some of the most useful discussions centre on how to deal with uncertainty and on how to find answers to clinical questions in real-time using available resources. The facilitator should not hesitate to say “I don’t know,” as this demonstrates that nobody has infinite knowledge and role-models the necessity of recognizing one’s limitations. Teaching scripts relating to specific topics or the use of an etiologic or body systems-based approach to developing a differential diagnosis are helpful teaching approaches6.Wrapping Up Sufficient time should be dedicated to recapitulation and repetition of one to 3 key take home messages. This serves to reinforce the important points that were discussed and to ensure that participants walk away with key messages to facilitate learning. Having a few members of the audience identify what they have learned is often beneficial as the facilitator may not identify the same issues as the trainees.Closing the Loop Further reinforcement can occur if a summary of the take home points, or a relevant paper, is circulated by email or posted to a blog.12 This must be done in a manner that protects patient confidentiality. Updates on previously presented diagnostic dilemmas will enhance learning. Finally, the organizer of MR can keep a log of cases that have been presented to avoid excessive repetition of topics and ensure a balanced curriculum.A process for the person presenting the case to be provided with feedback about their presentation skills by the facilitator or peers should be implemented. It is also important for the facilitator to receive feedback about their teaching and the session overall. Feedback will help faculty refine their facilitation skills, especially if coupled with faculty development initiatives to improve teaching skills.13 It may also be important for novice clinician teachers who need to build a teaching portfolio as part of their academic review and promotion process. 14 If it is clear the faculty utilize the feedback, it serves to role-model self-reflection and promote a culture of frequent formative feedback.The Future of MR MR has a long tradition and can be an evolving teaching format capable of meeting current educational needs. For example, with the implementation of competency-based medical education (CBME) into residency training programs, the competencies being developed for Internal Medicine trainees can provide a framework to organize aspects of learning experiences, including MR. 15 Issues of advocacy and stewardship may be highlighted as explicit learning points of cases, as MR allows for discussion of authentic core clinical tasks and problems, avoiding the reduction of competencies to endless lists taught without the necessary context needed for deeper learning.16 There are also challenges to implementing and sustaining a successful MR in today's current training climate. Issues such as duty-hour restrictions, increased volume and acuity of patients, and pressure to discharge patients early in the day17–19 have prompted some to modify the traditional MR. An “afternoon report” allows for attention to clinical duties early in the day and preserves teaching for later in the day. MR should continue to evolve to meet current education and healthcare delivery needs, and these innovations should be described in the literature and studied.Although these tips have been generated from shared experiences at a single centre, we believe they will be useful to facilitators in many other settings, as they represent the experiences of many facilitators with many cumulative years of experience. This article is intended to stimulate others to reflect upon and discuss what they have found to be the key elements to facilitating a successful MR.Acknowledgements We would like to thank our colleagues who contributed tips and whose teaching has influenced the careers of countless trainees: Dr. Ahmed Bayoumi, Dr. Isaac Bogoch, Dr. Mark Cheung, Dr. Allan Detsky, Dr. Irfan Dhalla, Dr. Vera Dounaevskaia, Dr. Trevor Jamieson, Dr. Lauren Lapointe Shaw, Dr. Jerome A. Leis, Dr. Don Livingstone, Dr. Julia Lowe, Dr. Ophyr Mourad, Dr. Valerie Palda, Dr. Joel Ray, Dr. Donald Redelmeier, Dr. Steve Shadowitz, Dr. Rob Sargeant.References1. Parrino TA, Villanueva AG. The principles and practice of MR. JAMA 1986;256(6):730–33.2. Amin Z, Guajardo J, Wisniewski W, Bordage G, Tekian A, Niederman LG. MR: focus and methods over the past three decades. Acad Med 2000;75(10):S1–S5.3. Gross CP, Donnelly GB, Reisman AB, Sepkowitz KA, Callahan MA. Resident expectations of MR: a multi-institutional study. Arch Int Med 1999;159(16):1910–14.4. McNeill M, Ali SK, Banks DE, Mansi IA. MR: can an established medical education tradition be validated? J Grad Med Educ 2013;5(3):374–84.5. Ways M, Kroenke K, Umali J, Buchwald D. MR: A survey of resident attitudes. Arch Int Med 1995;155(13):1433–37.6. Sacher AG, Detsky AS. Taking the stress out of MR: an analytic approach to the differential diagnosis. J Gen Intern Med 2009;24(6):747–51.7. Wenderoth S, Pelzman F, Demopoulos B. Ambulatory MR. J Grad Med Educ 2002;17(3):207–209.8. Kane GC, Holumzer C, Sorokin R. Utilization management MR: Purpose, planning and early experience in a university hospital residency program. Sem Med Pract 2001;4(1):27–36.9. Banks DE, Runhua Shi M. Decreased hospital length of stay associated with presentation of cases at MR with librarian support. J Med Libr Assoc 2007;95(4):381–87.10. Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach 2005;27(8):676–81.11. Skeff KM. Enhancing teaching effectiveness and vitality in the ambulatory setting. J Gen Intern Med 1988;3(1):S26–S33.12. Bogoch II, Frost DW, Bridge S, Lee TC, Gold WL, Pansiko DM, Cavalcanti R. MR blog: a web-based tool to enhance case-based learning. Teach Learn Med 2012;24(3):238–41.13. Boerboom TB, Stalmeijer RE, Dolmans DH, Jaarsma DA. How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Stud Educ Eval 2015;46:47–52.14. Fleming VM, Schindler N, Martin GJ, DaRosa DA. Separate and equitable promotion tracks for clinician-educators. JAMA 2005;294(9):1101–1104.15. Frank JR, Snell LS, Ten Cate O, Holmboe ES, Carraccio C, Swing SR, Harris, KA. Competency-based medical education: theory to practice. Med Teach, 2010;32(8):638–45.16. Hawkins RE, Welcher CM, Holmboe ES, Kirk LM, Norcini JJ, Simons KB, Skochelak SE. Implementation of competency‐based medical education: are we addressing the concerns and challenges? Med Educ. 2015;49(11):1086–1102.17. Arora VM, Georgitis E, Siddique J, Vekhter B, Woodruff JN, Humphrey HJ, Meltzer DO. Association of workload of on-call medical interns with on-call sleep duration, shift duration, and participation in educational activities. JAMA 2008;300(10):1146–53.18. Horwitz LI, Krumholz HM, Huot SJ, Green ML. Internal medicine residents' clinical and didactic experiences after work hour regulation: a survey of chief residents. J Gen Int Med 2006;21(9):961–65.19. 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We are living in uncertain times. Recent and ongoing crises, such as the COVID-19 pandemic, climate change and natural disasters, and increasing geopolitical and economic instability, have arguably led to a growing awareness of our existential precarity. Recent studies suggest that mental health is poor: among the general population, 24.4% experience anxiety and 22.9% suffer from symptoms of depression. These figures rise to an alarming 41.1% and 32.5% respectively in vulnerable populations (Bower et al.). As Maree Teesson, Director of the University of Sydney’s Matilda Centre for Research in Mental Health and Substance Use, points out, “what worries me is that rather than having an intense recovery phase [after the pandemic] in Australia we’ve had further crises, including marked increases in costs of living and natural disasters, all of which we know exacerbate mental health problems” (anon.). How do we not only survive but flourish in such times? As we are coming up against the financial as well as conceptual limitations of biomedically informed approaches to mental health (McDonald and Hollenbach 5), the therapeutic potential of the arts is receiving renewed attention. While art, music, and writing therapy are widely recognised, bibliotherapy, although practiced in clinical as well as many informal settings, is less prominent in our cultural imagination – perhaps because the creativity in the act of reading is less obvious, perhaps because our reading practices tend to bleed into each other: we read for pleasure, distraction, information, guidance, etc., often all at the same time. And yet, research shows that bibliotherapy can make significant contributions to mental health (Monroy-Fraustro et al.). In our article, we explore how the practice of Shared Reading, a form of creative bibliotherapy, can nurture the wellbeing of individuals and communities in our uncertain times. Neither a book club nor a self-help group, Shared Reading brings a small group of people together to listen to a story and a poem, which are read out by a trained facilitator, who gently guides the conversation to tease out the emotional undercurrents of the text, to reflect on literary characters and their predicaments, and generally use literature as a springboard for broader reflections on life and personal experience. The format combines the benefits of reading with those of being part of a community. The positive effects have been documented in a range of studies: Shared Reading has the capacity to reduce anxiety, alleviate symptoms of depression, increase confidence, and, importantly, create a sense of connectedness and social inclusion in a non-medicalised setting (see Billington Reading; Davis Literature; Dowrick et al.; Pettersson). While Shared Reading has been extensively researched from the perspective of specific mental health issues, less attention has been paid to how it contributes to an overall sense of flourishing in which a person feels good about their life (emotional wellbeing) and functions well within it (psychological and social wellbeing) – as opposed to subsisting in a state of languishing characterised by feelings of “emptiness”, “stagnation”, and “quiet despair” (Keyes 210), without amounting to actual mental illness (Keyes et al. 2367). The distinction between languishing and mental illness is crucial to avoid conflation of “normal human sadness” (Haslam and DeDeyne n.p.) and “common human sorrows – normality under severe strain” (Billington, Literature 2) – with the pathological psychological states of mental illness. Understanding what makes us flourish is important, not least because Keyes’s findings suggest that flourishing in life may foster resilience and provide a “stress buffer” against challenging life events and transitions (218), while languishing individuals may be more susceptible to mental illness (213). The flourishing individual, it seems, is better placed to make the best of ‘the mingled yarn’ of their life (All’s Well That Ends Well, Act 4, Scene 3). The workings and effects of Shared Reading can best be captured with current concepts of eudaimonic wellbeing, which expand Aristotle’s notion of human flourishing by integrating the fulfilment of psychological needs (see Huta; Besser-Jones). Aristotle’s idea of eudaimonia is characterised by reason and moderation in aiming for an embodiment of particular virtues or excellences. Ryan, Huta, and Deci update Aristotle’s normative concept of the good life into the mindful, freely chosen pursuit of intrinsic goals, such as personal growth, relationships, and community. A eudaimonic life, they argue, will satisfy basic psychological needs for autonomy, relatedness, and competence. Like Aristotle, they consider pleasure and positive affect as welcome by-products rather than goals in themselves. Besser-Jones concurs: we have needs to experience competency over our environments and as such to engage in experiences that allow us to exercise our skills; to experience belongingness with others, to both care for others and be cared for by others; to experience autonomy through selecting and pursuing goals with which we identify. When we engage in these activities in an ongoing fashion, we experience eudaimonic well-being. (Besser-Jones 190) Significantly, the eudaimonic life is one of active reflection and conscious volition (Besser-Jones 187), rather than passive acquiescence to either outside forces or inner drives. Mindfulness is a crucial ingredient, enabling a person to see “what is true” in their inner and outer experience (Ryan, Huta, & Deci 158). Research suggests that the fruits of such a life may include a sense of meaning, enhanced vitality, inner peace, and even physical health (Ryan, Huta, & Deci 161–2). Shared Reading contributes to eudaimonic wellbeing in several ways. Rather than fostering wellbeing through a cumulation of moments of hedonic pleasure (see Diener), Shared Reading does not provide exclusively pleasurable experiences; instead it creates “a little community ... whose first concern is the serious business of living” (Billington, Literature 132). While this undoubtedly affords moments of heightened positive affect, participants may also experience heightened negative affect. However, engagement with the negative through literature can, in fact, positively contribute to a deepened sense of purpose, meaning, and connection with others (Ryff & Singer 10), and thereby contribute to an improved sense of psychological wellbeing (Billington et al. 267-8; see also Davis et al., Literature 19) as tensions, uncertainties, and memories can be articulated, contextualised and, ultimately, integrated (McNicol 23–40). In that respect Shared Reading resonates with Vittersø’s reflection that “eudaimonic well-being is strange. It contains a kind of complex goodness that is not necessarily associated with pleasure – and it may be valued only after a bit of reflection” (Vittersø 254). As a practice, Shared Reading unfolds its full potential over time in accordance with eudaimonism, which defines wellbeing as “an active state ... that, while experiential, requires agency and ongoing activity” (Besser-Jones 187). Given the limited scope of this article, we want to focus on just some of the ways in which Shared Reading contributes to eudaimonic wellbeing by offering opportunities for self-growth and greater autonomy through a sense of connectedness, which may lead to a greater sense of overall liveness and a fuller experience of the amplitude of human life. Corcoran and Oatley note that “the interpersonal context in which to think about human challenges and complex, day-to-day human situations” in reading groups is “a luxury that is not typically afforded by pressured, busy and demanding lives, but which is invaluable as an underpinning life resource to enhance sustainable psychological wellbeing” (338). Throughout our exploration, we will draw on surveys and interviews with Shared Reading participants from a pilot study at La Trobe University, in which, together with Senior Lecturer Sara James, we ran five groups for eight weeks in a range of community settings in greater Melbourne. Three of these groups, at Yarra Libraries and the La Trobe University Library as well as the Warrandyte Neighbourhood House, were conducted face-to-face. Two more groups, one with outpatient cancer survivors at Ringwood Hospital and one with La Trobe University alumni, were held on Zoom. The study consisted of 27 participants – 20 female, 6 male, and one non-binary – ranging from young adulthood to elderly. All participants self-selected to join after advertising campaigns in conjunction with our partner institutions; participation in the research component of the project was entirely voluntary. All participants, whose statements we quote, have been de-identified. The positive effects on both a sense of personal autonomy and social connection are reflected in our research findings: 92.5% of the participants found they had grown more confident since joining the group. 92.6% of the participants reported that the groups helped them understand themselves better, while 77.7% found the sessions helped them relate to others in a deeper way. In Shared Reading the connection between reader and text expands into connections formed within the group. Recognising aspects of one’s own life in a story is powerful in “confirming that I am not entirely alone, that there are others who think or feel like me. Through this experience of affiliation, I feel myself acknowledged; I am rescued from the fear of invisibility, from the terror of not being seen” (Felski 54). In this way, even solitary reading has the capacity to normalise a broad range of individual experiences and to stave off loneliness. We find friends in books. In Shared Reading this moment of connection is intensified and multiplied by also offering recognition from others – groups bond quickly. Beth, a shy participant who struggles with anxiety, found “it was really, really special to find a way to really honestly understand someone else without judgement, which is hard to do”. She reported that the sessions had increased her confidence because she “felt seen” within the group. A number of participants commented on the depth and quality of the conversations and found the groups “nourishing” or “nurturing”. By focussing on the text, meaningful and even personal conversations spring up that are not easily had in other contexts. Such rich and intimate encounters with the text and others are predicated on the practice of joint “close” or “deep” reading. By immersing oneself in the text, the borders between self and text become porous. In “bringing the work into existence as an imaginary space within oneself” (Miller 38), we allow the text to “get under our skin” in an act of “compenetration” (Rosenblatt 12). This process holds significant transformative potential, as Radway notes: when reading, “‘I’ become something other than what I have been and inhabit thoughts other than those I have been able to conceive before” (13). Billington credits reading as a unique form of thinking in its own right (Literature 115–37). Thinking with the text collaboratively can deepen into self-reflection through our internal and external conversations with the voices of others (Archer 458–472). Self-reflexivity becomes a relational process in which individuals experiment with new modes of selfhood and ways of relating to others (Holmes 139–41). This resonates with research into Shared Reading, which suggests an “impact upon psychological wellbeing by improving a sense of personal growth through increased self-development” (Davis et al., Values 7). In fact, one of the strongest themes to emerge from the post-program interviews was how strongly participants appreciated the broadening of inner horizons through the group conversations. Reading itself offers “a literary rendering of how worlds create selves, but also of how selves perceive and react to worlds made up of other selves” (Felski 132). It involves exercising the imagination; it is the practice of “going out from one’s self toward other lives” and stimulates “sympathy, fellowship, spirituality and [the] morality of being human” (Donoghue 73; see also Charon). Shared Reading fosters self-growth as a relational activity, as group participant Ian describes: [Shared Reading] will open up a world to your own feelings and views ... and expand that beyond your expectations ... . As a group you have that cross-fertilisation of emotions, feelings, experiences. ... It is amazing what it will do for your own mental wellbeing, your own intellectual stimulation, and your sense of engagement with your fellow human being. Ian’s statement captures something integral to Shared Reading and to eudaimonic flourishing: a sense of “liveness” and vibrancy. Participants experience the literature freshly during the session, without preparation – indeed without warning – as to what will be encountered (Davis, Reading 4). Participant Anna notes: “you really have to be in the moment, present to the text”. Nina likens this quality of attention to that of “meditating and connecting at the same time”, which resonates with the mindfulness of a eudaimonic life (Ryan, Huta, & Deci 158). Literature can enliven us by disrupting habitual patterns of response, defences, pat attitudes and opinions; it nudges us, so to speak, out of the “insidiously lazy default language” (Davis, Reader 3) of familiar, well-worn conceptual and linguistic paths into unexplored territory. The reader may be caught off guard when a story abruptly triggers an emotion, a memory, or some other element of inner experience (Billington, Literature 91–93), which then emerges, often haltingly, into the light of conscious thought. Such ambushing is recognised by both facilitators and researchers when a participant’s normal fluency falters or breaks down into a “creative inarticulacy” (Davis et al. 11–14) as they actively, arduously attempt to express what the literature has summoned (Billington, Literature 91–2). Such linguistic groping signals the emergence of fresh insight; it is personal growth in action. Anna relates how Sharma Shields’s story “The Mcgugle Account” exhumed a long-buried memory: “it really disturbed me a lot. And it was not until a week or so later that I recognised what it was … that it summoned up in me, a memory of something that had happened … [that] I’d always felt a lot of shame about. And I’ve never, I’ve never really shared it with anybody”. She continues, “and it was so good to talk about it and process something I’ve not been able to [indistinct] for 30 years”. Anna experiences a moment of “recovery” or “awakening” (Billington, Literature 88) as a “second chance” (Davis, Reading 14) to return to an experience and reframe, maybe even redeem it. Davis notes that literature widens and enriches the human norm [by] accepting and allowing for trauma, troubles, inadequacies, and other experiences usually classed as negative or even pathological. It is a process of recovery – in the deeper sense of spontaneously retrieving for use experiences and qualities that were lost, regretted or made redundant. (Davis et al. Values, 33) Similarly, Beth describes what happened when another participant recalled an argument with his ex-wife: we all laughed, really, which is quite a tender moment and it’s really a vulnerable expression of something that was potentially really painful in someone’s past. But for some reason we all laughed, and it was fine. He was happy with us laughing too …. . I can’t remember many, many moments like that where we just – yeah , collectively kind of laughed about this. This life. Yeah. The laughter shared during such moments expresses relief, reassurance that we are not alone in the painful experiences of “this life”. These are moments of connection and of re-storying or recuperating a painful past. The sense of vitality is often palpable, manifesting sometimes as an alert stillness – a taut “leaning in” (Davis et al., Value 9) to what’s being read –, at others as an eruption into laughter as we have seen. In its embrace of the full spectrum of human experience it is “as though literature itself said implicitly ‘Nothing human is alien to me’” (Billington, Literature 3). Within this capacious, generous space, participants can grow into a more expansive self-awareness. Beth explains: I find it hard to understand what I’m feeling sometimes and articulate that, and through the stories and through the group and through the process, I found that easier. Which was such a surprise to me. Because that wasn’t what I thought would happen. … I can’t quite place what it is about the experience that had that catalyst for me … . And there was something in each of the stories that was really relatable, and I found that it just drew something out of me that I wasn’t expecting then. “Alive”, “enriched”, and “stimulated” are some of the participants’ descriptors for how they feel in Shared Reading sessions. As with any practice, these feelings deepen and spread into other areas of life over time. Tom, who describes “reading as a way of life”, explains its power: “to be an appreciator of the text is a practice in itself without being a writer of text or a critic. … And the more I appreciate, the better my life becomes”. After the program, Beth reported that she started exploring the library in more detail, and one of the groups started meeting at the pub to share reading tips, discuss “ideas”, and catch up. As has perhaps become clear, in Shared Reading the individual aspects of a eudaimonic life work together synergistically to promote a sense of eudaimonic wellbeing. The attentive and sincere engagement with literature and its representations of human complexity facilitates connection and reflection that may inspire self-growth and an overall sense of vitality. In the practice of reading together these aspects remain entangled and interdependent, reinforcing each other over time into a sense of eudaimonic wellbeing that can accommodate pain or negative affect and potentially transform them into something meaningful. The process of restoration, of unfolding, articulating, and reintegrating what was submerged, considered lost, or pushed aside is never linear, often surprising, and never complete, just as expressions of eudaimonic flourishing are unique to each individual and bear all the complexity of human experience. 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