Journal articles on the topic 'Courage – Anecdotes'
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1
Grosperrin, Jean-Philippe. "Faire d’incivilité vertu. Figures du duc de Montausier." Littératures classiques N° 111, no. 2 (October 23, 2023): 97–112. http://dx.doi.org/10.3917/licla1.111.0097.
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Exemple de rudesse voire de violence au rebours des usages de la civilité, Montausier (1610-1690) apparaît dans les anecdotes ou mémoires comme une figure transgressive de bizarrerie. Ses éloges posthumes construisent pourtant de ce personnage intempestif une autre image : courage de la vérité, vertu souveraine de sincérité, monument de l’esprit d’une ancienne noblesse. Son incivilité au bord de la folie se retourne alors en modèle empreint de nostalgie.
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Riofrío Martínez Villalba, Juan Carlos. "Juan Larrea Holguín y la universidad ecuatoriana (II)." Colloquia, Academic Journal of Culture and Thought 2 (July 5, 2017): 100. http://dx.doi.org/10.31207/colloquia.v2i0.25.
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Mons. Juan Larrea Holguín’s vision of the university will be analyzed here. This vision is specially gathered in four of the books he wrote and some anecdotes of his life which are the corpus of this study. The analysis’ structure is: (i) it starts with the delimitation of the objective and subjective ultimate ends of academic work, which will determine the ways to achieve these ends; (ii) considering universal truth as the mentioned ultimate end, first we study the “love for truth” and all the virtues it implies; (iii) afterwards we describe the visions of liberty, responsibility, pluralism and sense of the university labor according to Larrea’s mind; (iv) from here we analyze other virtues, such as order, discipline, exigency, magnanimity, fortitude, and courage for the propagation and defense of truth. The article ends with some conclusions.
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Trakhtenberg, Lev A. "The Polemics on the Russian Anecdote in 1805." Literary Fact, no. 32 (2024): 161–82. http://dx.doi.org/10.22455/2541-8297-2024-32-161-182.
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The paper views a literary debate of the early 19th century that has not yet received the due attention of specialists. The 1800s see emerging interest in original anecdotes that show the virtue and wit of Russians. The journal Drug Prosveshcheniia, which represents one of the influential literary factions of the time, the politically and stylistically conservative “Archaists” led by Alexander Shishkov, makes “Russian anecdote” a permanent section since its first issue. In 1805, the Russian anecdote becomes the object of a literary controversy. The discussion is initiated by a publication in the May issue of Drug Prosveshcheniia. It is followed by polemical replies of Severnyi Vestnik in June, Zhurnal dlia Pol’zy i Udovol’stviia in July, and Zhurnal Rossiiskoi Slovesnosti in September. The present paper traces the course of this discussion, deciphers the sub-texts, and analyses the participants’ positions. The research shows that the subject of the dispute is the nature of the anecdote as a genre. The discussion helps to outline the range of issues of its understanding: this includes the subject matter, volume, and style. During the polemics, the paradigm of genre variants is determined. In addition, this dispute acts as part of the polemic about language between the supporters of A.S. Shishkov and N.M. Karamzin, which intensifies in the summer of 1805. The article clarifies the positions of the parties on the material of this genre, demonstrating the diversity of opinions that cannot be reduced to two polar viewpoints.
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Griffin, Joan, and Basil Eldadah. "Advancing the Science on Unexpected Episodes of Clarity and Lucidity in People With Dementia." Innovation in Aging 5, Supplement_1 (December 1, 2021): 46–47. http://dx.doi.org/10.1093/geroni/igab046.176.
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Abstract People with late-stage Alzheimer’s disease and related dementias (ADRD) have been reported, largely by way of anecdote, to exhibit unexpected episodes of spontaneous, meaningful, and relevant communication or behavior. These episodes of lucidity (EL) are characterized by spontaneous mental clarity in people living with dementia (PLWD) who are assumed to have lost coherent cognitive capacity. Given the transient nature and limited understanding of underlying mechanisms responsible for this phenomenon, these episodes are frequently overlooked and have received little scientific attention. Few studies have documented EL among PLWD with precision; scientific understanding is limited to anecdotes and case studies, which have not operationalized EL. Thus, there is a critical need for an evidence-based understanding and systematic operationalization of EL. Precise and robust operationalizations of EL will allow future research to assess if EL has different effects on ADRD prognosis or alters how family members manage and adapt to ADRD progression in their care recipient. The National Institute on Aging (NIA) has funded six studies to advance the scientific understanding of EL in dementia. These studies use a variety of methodological approaches to capture EL experiences, and together, they will provide evidence-based operational definitions of EL, novel approaches for measurement of this phenomenon, and estimates of its prevalence. This symposium will provide an overview of the funded studies and three different methodological approaches that are being used to better operationalize and understand EL.
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Edgeman, Rick. "Excellence models as complex management systems." Business Process Management Journal 24, no. 6 (November 5, 2018): 1321–38. http://dx.doi.org/10.1108/bpmj-02-2018-0049.
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Purpose When appropriately implemented, excellence models such as the Shingo operational excellence model (SOEM), Baldrige performance excellence model and EFQM business excellence model aid enterprise quests for sustained superior results across varied dimensions. Evidence supporting this statement abounds in the literature and in practice. The models, however, tend to be driven by experience, rather than grounded in theory. The purpose of this paper is to explore theoretical underpinnings for such models, with the SOEM used for illustrative purposes. Design/methodology/approach Management theory, systems theory and excellence modeling are integrated to yield a complex management systems based operational excellence model. Correspondence of this model with the SOEM is explored. Key elements considered include contextual factors external to the enterprise, diverse stakeholders, mediating forces, enterprise culture and representative enterprise processes. Findings Understanding the theoretical underpinnings of excellence models—their elements and the interactions and synergies of these elements—enables more sure adaptation of such models to specific enterprise contexts, and more sure course corrections whenever corrections are needed. Originality/value Many excellence models exist, their usefulness largely validated by anecdotal or empirical evidence. Such validation is important, but falls short of theoretically grounding these models. The approach taken herein serves to unify theory, empirical evidence and anecdotes, thus placing excellence models on more solid ground.
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Steinkamp, Fiona. "Precognition." Think 1, no. 3 (2003): 15–22. http://dx.doi.org/10.1017/s1477175600000403.
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Do some people have a paranormal power to ‘see’ into the future? There are innumerable anecdotes of events foretold, of course. But is there any scientific evidence of the ability? Fiona Steinkamp, a leading investigator of the paranormal, believes there is.
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Heyn, Patricia. "TWO DECADES EVALUATING EXERCISE TREATMENTS FOR ALZHEIMER'S DISEASE: THE ANECDOTES OF AN EVIDENCE-BASED PATH." Innovation in Aging 6, Supplement_1 (November 1, 2022): 210. http://dx.doi.org/10.1093/geroni/igac059.838.
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Abstract The last 20 years have produced accumulative evidence supporting the benefits of regular exercise to improve cognition in older adults with cognitive impairments (OAwCIs). Thus, multiple systematic reviews, including meta-analyses, have contributed to the current literature. Although the field advanced significantly our understanding of the role of exercise on AD, still there is limited information on the overall prescription effectiveness. Thus, a novel overview review to evaluate the available meta-analysis studies from the randomized exercise trials for OAwCI will help in synthesizing the best evidence to generate prescription precision. Dr. Heyn will discuss her path, her studies, and the future of AD research and exercise prescription.
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Wyatt, Don J. "States Follow Their Sovereigns: Sign and Symbol in Song Huizong’s Migration into Jurchen Captivity." China and Asia 5, no. 2 (January 24, 2024): 155–76. http://dx.doi.org/10.1163/2589465x-05020003.
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Abstract No Chinese dynasty of the lengthy imperial era surpasses the Song in the amassed volume of oracular literature composed during its span that addresses its own predicted downfall. Much of what we now possess of this store of literature, which we can assume constitutes but a fraction of all that once circulated, derives from oral tradition. Most of this literature consists of prose anecdotes in the “brush jottings” (biji 筆記) vein and, through these as well as other sources, we can discern the outlines of at least three key contours of noteworthy consistency. First and foremost, we may observe that a preponderance of these oracular anecdotes foreshadowing the fall of Song either center on or otherwise involve the person and actions of a single individual—Huizong 徽宗 (r. 1100–1126), the ill-fated de facto last of the early or Northern Song (960–1127) emperors, who himself was physically transferred as a hostage and icon into enemy Jurchen captivity. Second, to the extent that they are really at all datable, most of these anecdotes postdate the extinction of the initial Song, suggesting of course that they are constructions composed after the fact as opposed to having ever been in any way definitively predictive. Third and finally, especially when contrasted with the comparatively fewer examples that augur the destruction of the Southern Song (1127–1279), this subgenre of predictive literature sheds valuable light even as it raises intriguing questions about how Chinese conceptions of sedition against and loyalism toward state and sovereign might have evolved between the distinctive times of the “two Songs.”
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VanScoy, Amy, and Megan J. Oakleaf. "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College & Research Libraries 69, no. 6 (November 1, 2008): 566–75. http://dx.doi.org/10.5860/crl.69.6.566.
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Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised.
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Berdes, Celia. "Intergenerational Documentaries Can Be Anecdotal, Descriptive, or Analytic." Journal of Intergenerational Relationships 12, no. 2 (April 3, 2014): 210–12. http://dx.doi.org/10.1080/15350770.2014.899015.
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Browar, Lisa, and Marvin J. Taylor. "EDITORS' NOTE." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 1, no. 1 (March 1, 2000): 11–12. http://dx.doi.org/10.5860/rbm.1.1.169.
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When we assumed the editorship of this professional journal we asked each other, “what's so special about special collections?” For that matter, “who cares about the rare books, manuscripts, and other artifacts that fall under the rubric of ‘cultural heritage’?” We had a hunch that these seemingly disingenuous questions, when put to a cross-section of scholars, students, booksellers, archivists, collectors, artists, authors, curators, publishers, photographers, filmmakers, performance artists and, of course, librarians, would provoke thoughtful anecdotes, lively discourse, and passionate disputation. We were not wrong. The responses we received yield evidence of a broad constituency. Despite differing approaches to cultural . . .
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Yassif, Eli. "Entre culture populaire et culture savante. Les exempla dans le Sefer Hassidim." Annales. Histoire, Sciences Sociales 49, no. 5 (October 1994): 1197–222. http://dx.doi.org/10.3406/ahess.1994.279320.
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Le Sefer Hassidim (ou Livre des Dévots) est l'un des documents religieux, sociaux et littéraires les plus importants que nous aient légués les juifs du Moyen Age. Il apparaît chez les Achkénazes, en Europe centrale, à la fin du XIIe et au début du XIIIe siècle. On le considère généralement comme le fruit d'un courant de pensée connu sous le nom de Hasidout Achkenaz (piétisme achkénaze).Les quelque quatre cents histoires incorporées dans le Sefer Hassidim sont traditionnellement classées en deux catégories principales : contes démonologiques, généralement longs et relativement élaborés, et exempla, qui sont pour l'essentiel « des instructions morales sous forme d'historiettes », de brèves anecdotes sans structure narrative cristallisée ni intrigue.
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Brooks, Charles I. "Superiority of Women in Statistics Achievement." Teaching of Psychology 14, no. 1 (February 1987): 45. http://dx.doi.org/10.1207/s15328023top1401_13.
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Contrary to Buck's (1985) recent report, in my introductory statistics course, female students make higher grades than male students. This article compares my experience with Buck's and mentions some of my anecdotal observations concerning the women's superior performance.
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Mason, Jonathan. "Name dropping: A brief opinion on why changes in a client’s name might be significant." Clinical Psychology Forum 1, no. 202 (October 2009): 37–39. http://dx.doi.org/10.53841/bpscpf.2009.1.202.37.
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Anecdotal observations, backed up by a small amount of research evidence, suggest that a significant minority of people detained under the Mental Health Act change their name during the course of treatment. The significance of this is discussed.
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Gravestock, Pamela, Emily Greenleaf, and Andrew M. Boggs. "26. The Validity of Student Course Evaluations: An Eternal Debate?" Collected Essays on Learning and Teaching 2 (June 13, 2011): 152. http://dx.doi.org/10.22329/celt.v2i0.3220.
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Student evaluation of courses and teaching at universities remains a highly contentious and divisive topic. Emotions and anecdotal evidence can overrule conclusions drawn from research on the validity and design of course evaluations. However, even amongst researchers, there is significant disagreement on the efficacy of course and teaching evaluations. This paper explores this ongoing dialogue through the medium of a parliamentary debate drawing from the breadth of current research on course evaluations.
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Chen, Jack W. "Blank Spaces and Secret Histories: Questions of Historiographic Epistemology in Medieval China." Journal of Asian Studies 69, no. 4 (November 2010): 1071–91. http://dx.doi.org/10.1017/s0021911810002883.
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Historiography has long been concerned with the problem of determining standards for evidence. For traditional Chinese historians, it was Confucius who provided the model for historical writing. As the attributed author of the Springs and Autumns, Confucius demonstrated qualities of narratival restraint, historical factuality, moral profundity, and a refusal to engage in idle speculation. Of course, his model was not an easy one to emulate, and later historical writings have drawn on both the factual records of the imperial court (which were not always factual or free of ideological interests) and nonofficial sources, such as private accounts, anecdotal literature, and hearsay. The present essay focuses on this intersection between anecdotal sources and historiography. This is precisely the point when historiography must reflect on its narrative condition, as narrative has interests other than factuality or moral truth. The author shows how the historiographic anxiety over unreliable sources has often coexisted with a fascination with anecdotal stories and gossip.
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Kern, Darcy. "Roman Exempla in the Early Tudor Period." English: Journal of the English Association 68, no. 261 (2019): 112–25. http://dx.doi.org/10.1093/english/efz020.
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Abstract Roman exempla, or moralizing anecdotes, appear frequently in the English literature of the early Tudor period. Textual, authorial, and historical exempla offered a language people could use to counsel the king and their fellow Englishmen and women. As a teacher of individual virtue, Roman exempla remained fairly stable throughout the period, though translators themselves became more conscious of their role as counsellors and more visible in their texts through their prefatory material. As a political guide for England, Roman exempla became more problematic over the course of the early Tudor period. Authors increasingly discouraged kings and nobles from heeding popular counsel and encouraged them to rely more on printed Roman exempla and the translators who wrote them.
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Marran, James. "Nash, Jeffery, Et Al., The American People - Creating A Nation And Society." Teaching History: A Journal of Methods 22, no. 2 (September 1, 1997): 106–7. http://dx.doi.org/10.33043/th.22.2.106-107.
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With the canons of the revisionists booming across the landscapes of American history, it is especially challenging these days to prepare a textbook that joins the old interpretations with the more recent emphasis on social history without compromising the integrity of the discipline. Written for the college market for the introductory course, this "brief" account provides a fair, balanced, and comprehensive account of how the United States came to be. The authors bring a stylish verve to their writing and provide the reader with anecdotes that are both engaging and memorable. Their purpose is to personalize the American experience by showing how it has been shaped by ordinary as well as extraordinary people.
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Sokol, Randi G., David C. Slawson, and Allen F. Shaughnessy. "Teaching evidence-based medicine application: transformative concepts of information mastery that foster evidence-informed decision-making." BMJ Evidence-Based Medicine 24, no. 4 (June 17, 2019): 149–54. http://dx.doi.org/10.1136/bmjebm-2018-111142.
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Information mastery is an approach to applying the methods of evidence-based medicine to everyday practice. The aim of this research is to describe concepts identified by clinicians attending a 3-day course on applied evidence-based medicine that led to ‘transformative learning’, in which they experienced a deep, structural shift in the basic premises of thought, feelings and actions in their approach to making medical decisions. We used a qualitative approach to capture the lived experience of 12 current and 9 prior attendees of the ‘information mastery’ course through individual interviews, focus groups and observation. Data were thematically analysed and themes were reported. We found that current and previous attendees who seemed to undergo transformative learning identified eight concepts that constitute an information mastery approach to medical decision-making, which we grouped into two general themes. Some participants attending this course underwent transformative learning, resulting in an alternative decision-making process no longer relying on the anecdotes or guidance of others (what ‘ought to work’) and instead on incorporating patient-oriented outcomes based on the best evidence (what ‘does work’).
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Gerasymchuk, L. "Ethical experiments with children." Ukrainian Religious Studies, no. 36 (October 25, 2005): 171–72. http://dx.doi.org/10.32420/2005.36.1666.
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President of Ukraine Viktor Yushchenko at a roundtable meeting on the theme "With love and concern for children" set the task for Ukrainian educators: to create a special course on religious ethics by the end of August. The head of state popularly explained that “it is about God, faith in one form or another: it does not aim to unilaterally cover this issue. The general approaches of all churches should be taken. " Of course, the accomplishment of such a task will turn into another anecdote about the "crossroads" of current humanitarian policy. It seems that distinguished economists, politicians, etc. have already solved all their professional issues, and now have decided to express a "couple of thoughts" on other sciences, including ethics.
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Walker, Laura Pruitt, and Kimberly D. Helms. "A Pilot Study: Promoting Understanding and Peer Success (PUPS) in the Campus Community." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 25. http://dx.doi.org/10.18061/bhac.v2i1.6408.
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Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.
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Thom, Michael. "Teaching public financial management: An integrated approach to a critical subject." Teaching Public Administration 37, no. 1 (November 9, 2018): 92–106. http://dx.doi.org/10.1177/0144739418810996.
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This article presents an integrated approach to teaching a graduate-level public financial management course. It stresses the importance of fundamental budgeting proficiencies (e.g., cost allocation; forecasting; operating within constraints; and using Microsoft Excel) and additional skills that tend to receive less attention in financial management courses (e.g., cost–benefit analysis and analyzing audited financial reports). It also links financial management with broader issues in public administration (e.g., accountability and civic engagement). The course design makes use of both case studies and interactive simulation assignments. Anecdotal and empirical evidence suggest this approach is well-received by students. The article includes several options for modifying the course to fit diverse programmatic needs.
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Huber, Jochen. "Multidisciplinary Column: Lessons Learned from a Multidisciplinary Hands-on Course on Interfaces for Inclusive Music Making." ACM SIGMultimedia Records 14, no. 2 (June 2022): 1. http://dx.doi.org/10.1145/3630653.3630656.
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This short article reports on lessons learned from a multidisciplinary hands-on course that I co-taught in the academic winter term 2021/2022. Over the course of the term, I co-advised a group of 4 students who explored designing interfaces for Musiklusion [1], a project focused on inclusive music making using digital tools. Inclusive participation in music making processes is a topic home to the Multimedia community, as well as many neighbouring disciplines (see e.g. [2,3]). In the following, I briefly detail the curriculum, describe project Musiklusion, outline challenges and report on the course outcome. I conclude by summarizing a set of personal observations from the course---albeit anecdotal---that could be helpful for fellow teachers who wish to design a hands-on course with inclusive design sessions.
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Starkey, Phyllis. "Change all around: The political view." Biochemist 29, no. 3 (June 1, 2007): 16–18. http://dx.doi.org/10.1042/bio02903016.
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As a scientist, albeit one who has been out of active science for a decade, I am of course well aware of the dangers of arguing from the particular to the general, and anecdotal evidence based on a sample of one is clearly not statistically significant. But looking back on my own scientific career does highlight a number of factors that are often cited in studies of women and science.
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Brabant, Sarah, and DeAnn Kalich. "Who Enrolls in College Death Education Courses? A Longitudinal Study." OMEGA - Journal of Death and Dying 58, no. 1 (February 2009): 1–18. http://dx.doi.org/10.2190/om.58.1.a.
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A major concern for the pioneers in death education at the college level was the need to recognize those students who enrolled in the course in order to get help with death related issues, primarily suicidal thoughts and unresolved grief. Despite anecdotal evidence of these at-risk students, this concern has yet to be addressed adequately. This may be due in part to the paucity of empirical evidence. The authors bring over 30 combined years of experience in teaching death education at the university level. They have their own anecdotal stories. They also have empirical evidence. This article addresses the question of why students take death education courses in college by examining data collected from death education classes over a span of 20 years and 3 decades (1985–2004). The results document the magnitude and consistency of the at-risk student. The authors discuss the precautionary steps they take and call for a renewed discourse on ethical considerations in death education.
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Spence, Sean A. "Roofless in a steel city: learning from the homeless mentally ill." Psychiatric Bulletin 33, no. 2 (February 2009): 64–69. http://dx.doi.org/10.1192/pb.bp.107.018994.
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A small, city-wide clinical outreach service for the homeless mentally ill in Sheffield, UK, attained its present configuration 6 years ago. This paper discusses the lessons learnt in the course of the service's existence.The homeless mentally ill identified by the service have disengaged from the ‘mainstream’ services and society. Most are from disturbed homes, nearly all have had prior contact with psychiatric services and as many as half have served prison terms. As service users, they must be actively sought out and engaged, which places specific demands upon a mental health team: flexibility of approach, patience and a willingness not to judge others' values.Though largely anecdotal, the inferences drawn in Sheffield may have parallels elsewhere, not least since individual lives can turn upon pivotal (‘anecdotal’) encounters and those evinced by the homeless tell us much about society, psychiatry and the values of contemporary healthcare providers. Also, most of the time, the proposed model has been successful.
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Wisecup, Allison K. "Take It or Leave It." Teaching Sociology 45, no. 1 (July 20, 2016): 73–79. http://dx.doi.org/10.1177/0092055x16658087.
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This study employs a cross-sectional design to explore sociology majors’ attitudes toward research methods. Survey data from a convenience sample of students enrolled in 16 departments are used to compare the attitudes of students who have and have not completed a research methods course. Despite consistent anecdotal claims that students harbor disdain or anxiety about research methods, the results indicate that students’ attitudes are lukewarm, at worst. Completion of a research methods course is associated with more positive affect toward research methods and feelings of greater cognitive competence in research methods knowledge and skills. The results also indicate that completion of a research methods course is not associated with being more interested in research methods or feeling the subject is less difficult.
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Gambetta, Diego. "Fragments of an economic theory of the mafia." European Journal of Sociology 29, no. 1 (May 1988): 127–45. http://dx.doi.org/10.1017/s0003975600005610.
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We know much and understand little about the Italian mafia. The amount of factual information surrounding it—whatever that ‘it’ may be—is disproportionately and dramatically greater than our theoretical understanding of this elusive entity. We do not know everything it might be interesting to know, of course, yet in the monumental quantity of scholarly and judicial sources devoted to the mafia, we can find far more information than scholars have been able to make good, cogent sense of. Facts and anecdotes are not only numerous, but of the most diverse and seemingly irreconcilable kinds, and theoretical and analytical shortcomings have made it impossible to accomplish two fundamental and related operations: first, to discriminate between relevant information and contingent ethnographical detail, and between reliable and distorted evidence; second, to find a coherent thread linking whatever disparate pieces of information remain after the first screening operation.
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Miner, Emily J., Michael Gurven, Hillard Kaplan, and Steven J. C. Gaulin. "Sex difference in travel is concentrated in adolescence and tracks reproductive interests." Proceedings of the Royal Society B: Biological Sciences 281, no. 1796 (December 7, 2014): 20141476. http://dx.doi.org/10.1098/rspb.2014.1476.
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Sexual selection theory suggests that the sex with a higher potential reproductive rate will compete more strongly for access to mates. Stronger intra-sexual competition for mates may explain why males travel more extensively than females in many terrestrial vertebrates. A male-bias in lifetime distance travelled is a purported human universal, although this claim is based primarily on anecdotes. Following sexual maturity, motivation to travel outside the natal territory may vary over the life course for both sexes. Here, we test whether travel behaviour among Tsimane forager–horticulturalists is associated with shifting reproductive priorities across the lifespan. Using structured interviews, we find that sex differences in travel peak during adolescence when men and women are most intensively searching for mates. Among married adults, we find that greater offspring dependency load is associated with reduced travel among women, but not men. Married men are more likely to travel alone than women, but only to the nearest market town and not to other Tsimane villages. We conclude that men's and women's travel behaviour reflects differential gains from mate search and parenting across the life course.
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Yurasov, I. A., and O. A. Zyablikova. "Socio-Semiotic Specificity of the Orthodox Joke and Its Impact on Religious Identity." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 5 (June 14, 2023): 36–41. http://dx.doi.org/10.26794/2226-7867-2022-12-5-36-41.
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Recently, the genre of Orthodox joke has become especially popular in the Russian Internet virtual space, in social networks that unite people of the Orthodox faith. This genre is at the intersection of philosophical and mythological discourses, basing on discursive research. It combines the features of a biblical parable and a fable. The rational component is a strong feature in the Orthodox joke, which brings it closer to the genres of philosophical treatises, although the anecdote as a more emotional and psychological orientation characterizes a genre. The combination of rational and emotionally expressive semantics forms a special pragmatics of the Orthodox joke, which makes it attractive among young and middle-aged Orthodox educated men. The purpose of the study is to identify the socio-semiotic specifics of the Orthodox joke as a genre that strengthens the modern form of urban rationalized normative-confessional religious identity. In the course of the discursive study of Christian humor, the authors carried out the structural, discursive, conceptual analyzes of the texts of the Orthodox joke. Also, they made in-depth and expert interviews, surveys of Orthodox believers, pilgrims and religious tourists in the traditional centers of the Russian Orthodox Church. Thus, the research revealed a pragmatic potential of the Orthodox anecdote, and it determined the comic verbalized in the joke based on the analysis of the morphological structure of the genre.
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Brunt, P. A. "Cicero's Officium in the Civil War." Journal of Roman Studies 76 (November 1986): 12–32. http://dx.doi.org/10.2307/300363.
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If great men were the driving force in historical development, the history of antiquity according to Beloch could not be written; our knowledge of their actions is incomplete and their personalities are virtually unknown. ‘In the best case we have only a couple of anecdotes of altogether dubious value, but almost never a line from their own hand; the first and nearly the last of whose character we can form a picture in some degree adequate is Cicero; apart from him we may perhaps count Julian, who already stands on the threshold of a new age.’ In this judgement there are obvious exaggerations, but its truth in many instances is beyond question, and those historians who feel obliged to hold that the course of history is not entirely determined by impersonal factors, which may also be no better known, must acknowledge that any reconstruction of developments in the ancient world is speculative to a greater degree than for some more recent periods.
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Leamer, Edward E. "A Flat World, a Level Playing Field, a Small World After All, or None of the Above? A Review of Thomas L. Friedman's The World is Flat." Journal of Economic Literature 45, no. 1 (February 1, 2007): 83–126. http://dx.doi.org/10.1257/jel.45.1.83.
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Geography, flat or not, creates special relationships between buyers and sellers who reside in the same neighborhoods, but Friedman turns this metaphor inside-out by using The World is Flat to warn us of the perils of a relationship-free world in which every economic transaction is contested globally. In his “flat” world, your wages are set in Shanghai. In fact, most of the footloose relationship-free jobs in apparel and footwear and consumer electronics departed the United States several decades ago, and few U.S. workers today feel the force of Chinese and Indian competition, notwithstanding the alarming anecdotes about the outsourcing of intellectual services. Of course, standardization, mechanization, and computerization all work to increase the number of footloose tasks, but innovation and education work in the opposite direction, creating relationship-based activities—like the writing of this review. It may only be personal conceit, but I imagine there is a reason why the Journal of Economic Literature asked me to do this review.
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Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (June 30, 2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.
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This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecdote, and News Item, are examined in the article. The principles and practices may be generalizable to similar situations, that is, places where English is taught as a foreign language.
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Porte, Joel. "Manners, Morals, and Mince Pie: Howells's America Revisited." Prospects 10 (October 1985): 443–60. http://dx.doi.org/10.1017/s036123330000418x.
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When lionel trilling delivered an important lecture on William Dean Howells more than thirty years ago at Harvard, he began with an anecdote that helps to move us directly into Howells country. Offering a course on American literature at Columbia College, Trilling “imagined that it might be useful to [his] students to have a notion of the cultural and social situation which Howells described,” and he therefore “spent a considerable time talking about [Howells's] books”; whereupon, Trilling reports, “I received the first anonymous letter I have ever had from a student-it warned me that the lapse of taste shown by my excessive interest in a dull writer was causing a scandal in the cafeterias.”
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Andersen, Angela. "The Anecdotal Archive: Building Design, Oral History, and the Notion of an Alevi Place of Worship." International Journal of Islamic Architecture 11, no. 1 (January 1, 2022): 25–43. http://dx.doi.org/10.1386/ijia_00063_1.
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Scholarly investigation of communities with oral teaching traditions and vernacular building designs must step beyond established research frameworks for Islamic religious architecture to challenge typological and document-based categorizations of monumental buildings. Alevism’s student-teacher based socio-religious structure and service-oriented approaches to community life and religious expression, both in Turkey and in other parts of the world, shape interpretations of ceremonial cemevis, the houses of the cem ceremony. Alevi discussions of this architecture must play a significant role in the scholarly analysis of these sites. In this article, I emphasize the role of oral history in architectural studies by conducting interviews with architects who have participated in design competitions and contributed to a dialogue on a nascent contemporary Alevi monumental idiom. The article also highlights the considerations that arise in the course of examining both traditional and modern Alevi spaces, and reflects on the role of engagement with Alevis when researching cemevis and ceremonial settings.
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Scruggs, Thomas E., Margo Mastropieri, Debra Tolfa Veit, and Russell T. Osguthorpe. "Behaviorally Disordered Students as Tutors: Effects on Social Behavior." Behavioral Disorders 12, no. 1 (November 1986): 36–44. http://dx.doi.org/10.1177/019874298601200107.
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Randomly assigned to tutor and control groups were 24 behaviorally disordered students. Tutoring condition students tutored lower functioning students in language and social play areas during four 5-week tutoring sessions. A variety of dependent measures were employed during the course of the intervention including absences, disciplinary referrals, change in targeted behaviors, behavior rating scales, continuous records, achievement test scores, and attitudes toward school. Although anecdotal reports strongly favored tutoring, all objective measures failed to indicate behavior change due to tutoring. Congruence with previous research and implications for special education are given.
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Rainforth, Beverly. "Preparing Teachers to Educate Students with Severe Disabilities in Inclusive Settings despite Contextual Constraints." Journal of the Association for Persons with Severe Handicaps 25, no. 2 (June 2000): 83–91. http://dx.doi.org/10.2511/rpsd.25.2.83.
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Inclusive education has been advocated for students with severe disabilities based on the least restrictive environment mandate of the Individuals with Disabilities Education Act Amendments of 1997, but remains an obscure practice. Some professional groups assert that preparing teachers to provide inclusive education is the sole responsibility of school districts. Teacher educators in colleges and universities must also assume this responsibility, even when the surrounding communities do not provide exemplars or even support this innovation. This article describes a course intended to prepare special education graduate students to educate students with severe disabilities in inclusive settings. Course methods are guided by the Concerns Based Adoption Model (Hord, Rutherford, Huling-Austin, & Hall, 1987) with emphasis on course participants applying course content in public school settings. Anecdotal data and a pre-/postcourse evaluation using the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986) suggest that the course effectively contributes to preparing teachers for inclusive education for students with severe disabilities and reduces teacher concerns related to managing this innovation.
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Jayatilleke, Buddhini Gayathri, Geetha Udayanganie Kulasekara, Malinda Bandara Kumarasinha, and Charlotte Nirmalani Gunawardena. "Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives." Open Praxis 9, no. 1 (March 31, 2017): 31. http://dx.doi.org/10.5944/openpraxis.9.1.461.
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This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants’ views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.
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Rutner, Stephen M., Scott R. Cox, and Maria E. Aviles. "A new approach to speaker relevence using a logistics executive in residence course." Journal of Transportation Management 25, no. 2 (January 1, 2015): 7–23. http://dx.doi.org/10.22237/jotm/1420070520.
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This article addresses a new method to bring real world relevance into the Logistics, Transportation and Supply Chain Management classroom. A different type of Executive in Residence course focuses on using multiple industry speakers to provide a unique learning environment for today’s Millennial majors. While the majority of the paper is a thought based overview, a statistical analysis of student responses was used to compare various types of relevant courses. A simple comparison of various appropriate items was examined to identify if the Executive in Residence course increased learning. Both the anecdotal and statistical evidence suggests that the Executive in Residence course increases interaction and improves learning with majors. It highlights a non-traditional type of approach to incorporating executives into the curriculum and results in a more robust learning environment. The inclusion of active executives also creates a number of practical benefits for the practitioners, students, faculty and university.
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Джанумов, C. А., and А. С. Джанумов. "LITERATURE STUDIES EVOLUTION OF RUSSIAN LITERATURE Original article THE MYTH ABOUT PUSHKIN AND ANECDOTAL SITUATION IN SERGEY DOVLATOV’S STORY “THE RESERVE”." Русистика и компаративистика, no. 15 (February 2, 2022): 7–29. http://dx.doi.org/10.25688/2619-0656.2021.15.01.
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В статье речь идет о художественной функции анекдота в повести Сергея Довлатова «Заповедник» (1983) и об отношении автора произведения к официозному пушкинскому мифу. В статье проводится мысль, что довлатовская деконструкция пушкинского мифа является в какой-то степени ироническим ответом на советскую канонизацию образа А.С. Пушкина и потому носит несколько сниженный, порой уни чижительный, анекдотический характер, что не отменяет искренней не притворной любви автора повести к великому русскому поэту. В «Заповеднике» черты мифологизации Пушкина проявляются почти везде и всюду. Один из таких мифов, имеющих отношение к культу поэта в Пушкинском музее-заповеднике, — мотив подмены настоящих вещей и раритетов, когда-то принадлежавших поэту, позднейшими подделками, копиями, как сейчас принято говорить, «новоделами». Рассказчика возмущает, что в заповеднике пушкинский колорит воссоздается только за счет внешних (и не всегда аутентичных) атрибутов и примет. В процессе анализа рассматриваются интертекстуальные связи повести «Заповедник» с произведениями русской классической литературы XIX в. Отмечается также, что в повести ощутимо присутствие автора не только как рассказчика, повествователя, но и как основного персонажа, что придает достоверность, правдивость изображаемым событиям и характерам. The article deals with the artistic function of the anecdote in the story “Reserve” (1983) by Sergei Dovlatov and the attitude of the author of the work to the official myth about Pushkin. The article suggests that Dovlatov’s deconstruction of the myth about Pushkin is to some extent an ironic response to the Soviet canonization of the image of A.S. Pushkin and therefore bears a somewhat reduced, sometimes derogatory, anecdotal character, which does not negate the author’s sincere unfeigned love to the great Russian poet. Throughout his relatively short life, S. Dovlatov repeatedly turned to the works of Pushkin, to his judgments about literature. Dovlatov’s understanding 8 Comparative Literature Studies of the goal and purpose of literature is often in solidarity with Pushkin’s. So, in the story “Reserve” Dovlatov notes: “His (Pushkin. — S. D., A. D.) literature is higher than morality. It conquers morality and even replaces it. His literature is akin to prayer, nature ... ” [Dovlatov 2019: II, 237]. Dovlatov was also attracted by Pushkin’s idea that “the goal of poetry is poetry”. Thus, in a letter dated May 31, 1968, Komarovo to the prose writer, journalist L. Ya. Shtern Dovlatov categorically asserts: “As for auto declarations about my stories, remember once and for all: literature has no purpose (Dovlatov’s italics. — S. D., A. D.). <…> For me, literature is an expression of decency, conscience, freedom and pain of soul” [Little-known Dovlatov: 294]. In the “Reserve”, the features of mythologization of Pushkin are manifested almost everywhere. One of these myths related to the cult of the poet in the Pushkin Museum-Reserve is the motive of replacing real things and rarities that once belonged to the poet, later forgeries, copies, as they say now, “remakes”. The narrator is outraged that in the reserve, the Pushkin flavour is recreated only due to external (and not always authentic) attributes and features. At the same time, the autobiographical hero cannot or does not want to oppose anything to this cult of Pushkin in the museum-reserve. And hence the mockery and grumbling of the author of the story, an addiction to individual (albeit memorable) anecdotal situations and episodes that do not form a coherent and detailed plot. In the course of the analysis, the intertextual links between the story “Reserve” and the works of Russian classical literature of the 19th century are considered. It is also noted that the author’s presence is tangible in the story not only as a narrator, but also as the main character, which gives credibility and veracity to the depicted events and characters.
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Harding, Courtenay M., Rodney V. McCormick, John S. Strauss, Takamaru Ashikaga, and George W. Brooks. "Computerised Life Chart Methods to Map Domains of Function and Illustrate Patterns of Interactions in the Long-Term Course Trajectories of Patients Who Once Met the Criteria for DSM-III Schizophrenia." British Journal of Psychiatry 155, S5 (July 1989): 100–106. http://dx.doi.org/10.1192/s0007125000296062.
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The research question of which mediating factors influence the long-term course of schizophrenia was not asked until recently because the expectation has been of uniformly poor outcome (Kraepelin, 1902; American Psychiatric Association, 1980). However, anecdotal clinical knowledge about heterogeneity in the long-term course of this severe illness has been firmly supported in the last 15 years by six recent longitudinal studies in Europe, Asia, and the USA (Blueler, 1972; Ciompi & Müller, 1976; Huber et al, 1979; Tsuang et al, 1979; Harding et al, 19876; Ogawa et al, 1987). Each of these studies, more methodologically rigorous than those of the past, has found multiple indices of wide heterogeneity in the long-term outcome of schizophrenia with trends toward significant improvement or recovery demonstrated in over half of each cohort.
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Dücker, Marie. "Coming of Age in the Context of Hyperemotional Listening and Cognitive Mapping: Navigating the Emotional Landscape in Jay Asher’s Thirteen Reasons Why." aspeers: emerging voices in american studies 11 (2018): 77–99. http://dx.doi.org/10.54465/aspeers.11-06.
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Jay Asher’s debut young adult novel Thirteen Reasons Why is comprised of thirteen transcriptions of the late Hannah Baker’s anecdotes which she recorded onto tapes before committing suicide, interspersed by Clay Jensen’s reactions to said recordings. The novel is presented in the form of a dual narrative, switching back and forth between the points of view of the two protagonists. In addition to the represented medium of audio, the cartographic plays a dominant role in mapping the emotional landscape Clay experiences in the course of listening to Hannah’s tapes and assessing his own role in her story. This essay explores to what degree the covertly intermedial interface of the novel contributes to the creation of narrative meaning, assessing the media-emotion nexus underlying the narrative. This article highlights the challenges of assessing the tracing and translating of the aesthetics of audio into text. Additionally, Marie-Laure Ryan’s concept of cognitive mapping is applied to Asher’s novel, thereby examining the interplay between the media of audio and the cartographic to establish the emotional landscape that characterizes this contemporary young adult suicide novel.
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A. Khattab, Ezzat. "Transcending Cultural Barriers: An Approach to Paradise Lost." International Journal of Arabic-English Studies 2, no. 1 (January 1, 2001): 75–82. http://dx.doi.org/10.33806/ijaes2000.2.1.5.
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This is a paper of exploration: after presenting my experience of teaching Paradise Lost to graduate majors in English I hope I get some interesting and illuminating feedbacks. Paradise Lost is the kind of work that does not fail to generate a wide variety of responses. However, let me begin by relating three anecdotes, two of which are directly relevant to my topic and the third is not far off the track. Some years ago at the beginning of term, one of my female students ( I delibertely refer to gender for reasons that will be clear later) had great scruples about reading this religiously charged epic. How could she bring herself to read and interpret a work in which God, Christ and angels the Omniscient and Omnipresent be brought before us upon the stage to spea ' to argue and, of all matters, defend his \Visdom? To_ her this is totally sacreligious, in fact tanta..'llount to blasphemy. She was about to leave the course, perhaps even drop out. With great difficulty I was able to convince her to continue. .
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John, J., JH Kuiper, and CP Kelly. "Learning Assessment at Shoulder Surgical Skills Course." Annals of The Royal College of Surgeons of England 90, no. 2 (March 2008): 120–22. http://dx.doi.org/10.1308/003588408x242097.
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INTRODUCTION Surgical skills courses are an important part of learning during surgical training. The assessments at these courses tend to be subjective and anecdotal. Objective assessment using multiple choice questions (MCQs) quantifies the learning experience for both the organisers and the participants. MATERIALS AND METHODS Participants of the open shoulder surgical skills course conducted at The Royal College of Surgeons of England in 2005 and 2006 underwent assessment using MCQs prior to and after the course. RESULTS The participants were grouped as non-consultants (14) and consultant orthopaedic surgeons (8). All participants improved after attending the course. The average improvement was 17% (range, 4–43%). We compared the two groups while adjusting for the association between pre-course score and score gain. We found a strong correlation between pre-course score and score gain (r = 0.734; P = 0.001). Adjusted for pre-course score, we found that the score gain (learning) for the non-consultants was slightly larger than for the consultants, but this did not reach statistical significance (P = 0.247). CONCLUSIONS All participants had a positive learning experience which did not have a significant correlation to the grade of surgeon.
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Tucker, Peter. "The Burn Victim—A Review of Psychosocial Issues." Australian & New Zealand Journal of Psychiatry 20, no. 4 (December 1986): 413–20. http://dx.doi.org/10.3109/00048678609158894.
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Over recent decades, with the introduction of specialist units for the treatment of severely burnt patients, a volume of literature on psychological aspects of burns has accumulated, containing anecdote and opinion as well as research of varying quality. This literature is reviewed under three headings: epidemiology and prevention; reactions following acute hospitalisation; and long-term outcomes. Adverse personal, health, and social factors may predispose to burn injury. In hospital, the psychological course of the patient proceeds in stages that can be related to the well-recognised reactions to loss and overwhelming stress, modified by the major physiological insult. Reactions of family and staff are of great significance. In the longer term, rehabilitation prospects are generally good, although recovery may be complicated by a gradually subsiding level of neurotic symptoms and relationship difficulties.
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Hall, Nancy E. "Emergence of Stuttering-Like Disfluencies During Therapy: An Exploratory Study." Perspectives on School-Based Issues 12, no. 1 (March 2011): 18–25. http://dx.doi.org/10.1044/sbi12.1.18.
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Anecdotal reports exist on the emergence of stuttering-like behavior during the course of language therapy, yet there is little empirical evidence of its occurrence. The aim of the present study is to address this lack of evidence by surveying school-based speech-language pathologists on their experiences with this phenomenon. Results show nearly 50% of the 324 respondents report observing the appearance of disfluencies in the speech of previously fluent children during language therapy. Findings are discussed from the perspective of interacting processes of language formulation and speech production. Cautions on data interpretation and recommendations for future research are presented.
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Nathie, Mahmood, and Mohamad Abdalla. "Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools." Religions 11, no. 12 (December 10, 2020): 663. http://dx.doi.org/10.3390/rel11120663.
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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.
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Little, Janine. "Tracks to Advocacy." Asia Pacific Media Educator 24, no. 2 (December 2014): 257–68. http://dx.doi.org/10.1177/1326365x14555287.
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This article considers the role of animal rights-based journalism and its connection to teaching media law and ethics to undergraduate students in an Australian university arts faculty. An anecdotal discussion of a reflective practice informing the teaching of an undergraduate course in a journalism major relates questions of ethics and law to broader considerations of the role of advocacy in and around journalism, and media practice. It is argued that animal rights-related stories have a role in training media professionals, and also in inspiring journalists to envision their own work as part of the democratic mechanisms of social and legal reform in Australia.
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Smith, William B. "PSXIV-29 Influence of prerequisite courses on performance of students in an animal nutrition course: A one-year summary." Journal of Animal Science 97, Supplement_3 (December 2019): 479. http://dx.doi.org/10.1093/jas/skz258.941.
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Abstract Anecdotes abound in departmental curriculum committees surrounding the purpose and necessity of prerequisite courses for major subjects. Some believe that a student should have as much exposure as possible to subject matter prior to attempting to gain a full understanding of the material. Others believe that prerequisite courses put an undue burden on students to take excessive coursework and that most of the students’ needs can be provided in a single course. The objective of this study was to ascertain the influence of prerequisite courses in animal science, biology, and chemistry on performance of students in an undergraduate animal science course. In the spring semester of 2019, students taking the animal nutrition course at Tarleton State University were enrolled in the experiment. On the second day of class, students were given a comprehensive exam resembling a final examination to assess knowledge on entry to the course. Subsequently, students completed an online survey to record demographics and educational background in relevant courses. Data were analyzed using PROC MIXED and PROC CORR of SAS v. 9.4. Females had an average score of 39 and males had an average score of 35 on the pre-test, but these numbers were statistically similar (P = 0.16). Student scores on the pre-tests were positively correlated the number of biology (r = 0.52; P < 0.01) and chemistry (r = 0.46; P < 0.01) courses taken, but showed no association (r = 0.14; P = 0.37) with the number of previous animal science courses. Similarly, the number of previously taken biology and chemistry courses were positively correlated (r = 0.70; P < 0.01). Results are interpreted to mean that prior experience in biology and chemistry, but not animal science, are major factors for student performance in animal nutrition and should be considered for prerequisite courses.
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Millward, Jordin, Kasidy McKay, John T. Holmes, and Christopher T. Owens. "Pharmacist Knowledge and Perceptions of Homeopathy: A Survey of Recent Pharmacy Graduates in Practice." Pharmacy 10, no. 5 (October 9, 2022): 130. http://dx.doi.org/10.3390/pharmacy10050130.
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Homeopathic products are available over the counter in many pharmacies in the United States and are popular among consumers, although there is no conclusive evidence of their therapeutic effects. Pharmacists are obligated to provide well-informed, evidence-based information on these products, but many graduates may not be receiving adequate training in this area. This report outlines the results of a survey assessing whether taking a focused elective course in complementary and integrative health (CIH) affects knowledge and perceptions regarding homeopathy. A 22-question survey was developed and distributed to graduates of Idaho State University College of Pharmacy. Responses on survey items were compared between those who had reported taking the CIH elective course and those who had not. Of the 475 pharmacists, 89 completed the survey (response rate of 18.7%). Pharmacists who had taken the CIH elective course reported being more comfortable answering patient questions (82% vs. 44%, p < 0.001), felt more able to make recommendations (75% vs. 36%, p < 0.001), and felt they could explain the proposed mechanism of action of homeopathic remedies to their patients (87% vs. 61%, p = 0.002). Those who took the elective course were also more likely to say that any benefits of homeopathy were due to the placebo effect (82% vs. 64%, p = 0.007). A significantly higher portion of respondents who had not taken the elective course indicated that they could benefit from further training on CIH topics when compared with those who had taken the elective course (85% vs. 51%, p = 0.02). There was no significant difference between groups with respect to their use of reliable resources (e.g., PubMed and Natural Medicines) vs. unreliable sources (other internet searches or personal anecdotes) when addressing CIH-related questions. These findings indicate that pharmacists with more focused training in CIH are more comfortable, confident, and knowledgeable when discussing homeopathy. Such education should be provided more broadly to students in colleges of pharmacy.