Core Practices Research Articles

Five lessons from a mid-level health manager intervention to increase uptake of tuberculosis prevention therapy in Uganda: ‘it is a completely different thing to implement what you know.’

ABSTRACT Background Leadership skills are essential for middle-level healthcare manager efficacy. Capacity-building efforts may attempt behavioural change by filling ‘knowledge gaps’ while neglecting a sustainable application of that knowledge. Sustainable application of that knowledge, or implementation know-how, must resonate with local cultural patterns. When it is neglected, root issues like unclear decision-making space and local authority to interpret policy during implementation remain unaddressed. Particularly in decentralized healthcare systems, the impact can appear in implementation challenges, subjective decision-making, poor teamwork, and an absence of disseminating best practices. Objectives The SEARCH-IPT trial led a series of mini-collaborative meetings, which provided business leadership and management training for an intervention group of mid-level healthcare system managers in rural Eastern, East-Central, and Southwestern Uganda to see whether this would increase uptake of isoniazid-prevention therapy (IPT) for people living with HIV (PLHIV) in intervention districts. IPT is known to reduce active tuberculosis (TB), a leading cause of death among PLHIV, by 40–60%. Methods We performed a thematic analysis of six focus-group discussions from this intervention (held in May 2019, January 2020, September 2021) and 23 key informant interviews with control group participants (between February and August 2019 and September and December 2020). Results Analysis revealed five implementation skill sets District Health Officers (DHOs) and District Tuberculosis and Leprosy Supervisors (DTLSs) deployed to achieve sustainable implementation and realize their decision-making space. The five practices were as follows: data-based decision-making, root-cause analysis, quality assurance, evidence-based empowerment, and sharing best practices with colleagues. Conclusion These practices reached beyond outcome measures to address root problems around the DHO’s range of authority and elicit buy-in from district health workers. For successful capacity building at the mid-manager level, focusing on core practices as part of competency is objectively implementable and measurable at the system level and does not rely on DHO self-assessments.

The Essence of Salvation: Exploring Evangelical Perspectives And Practices

This article explores the core doctrines and practices of evangelical Christianity about salvation, highlighting the differences in viewpoints among evangelical theologians and believers. The theological tenets of salvation described are the idea of being “born again” and the significance of one’s faith in Jesus Christ. The idea that salvation is a life-changing event characterized by repentance and a deliberate choice to embrace Christ as Savior, resulting in a revitalized spiritual life, is fundamental to evangelical philosophy. The essay highlights contrasting opinions among evangelical circles regarding predestination, free choice, and the assurance of salvation as it further explores the roles of grace, faith, and works in salvation. Salvation-related customs, including baptism, altar calls, and public testimony, are addressed as manifestations of faith and social validation. It also examines the evangelical focus on evangelism as a moral obligation, with the need to spread the gospel to everyone. The article’s conclusion discusses the problems evangelical views of salvation are currently experiencing, particularly in light of social and cultural changes. It considers how these modifications may affect evangelical outreach and discipleship strategies.

Visions of sustainable development and the future of smallholder farmers in sub-Saharan Africa (and beyond)

Smallholder farmers are widely touted as essential to sustainable agricultural development in sub-Saharan Africa and beyond. But what exactly is meant by sustainable development, and how are smallholder farmers expected to contribute to it? In this perspective, we describe and assess two competing visions of sustainable development, namely Capital Theory and the Capabilities approach, paying special attention to the major yet divergent repercussions each approach implies for the future of smallholder farmers and the activities of their representative organizations. We present the core concepts, tools and practices stemming from each sustainable development perspective, and from a critique of these motivate the superiority of a capabilities approach as more conducive to smallholder farmers wellbeing now and in the future. In doing so, we bring to the fore the pivotal role smallholder farmer organizations and rural social movements, as collective vehicles for smallholder political agency, play in strategically advocating for the conditions that support sustainable and just smallholder agriculture in sub-Saharan Africa and beyond.

ASSESSMENT OF KNOWLEDGE REGARDING EVIDENCE BASED GUIDELINES ON VAP PREVENTION AMONG NURSES

Ventilator-associated pneumonia (VAP) is a serious healthcare-associated infection that increases morbidity, mortality, and healthcare costs, particularly in intensive care units (ICUs). In Pakistan, the high prevalence of VAP in ICUs underscores the importance of adherence to evidence-based preventive practices among nursing staff. However, knowledge gaps and inconsistencies in VAP preventive practices remain a challenge, largely due to limited training resources and high patient-to-nurse ratios. Objective: This study aimed to assess the knowledge of ICU nurses on evidence-based guidelines for VAP prevention at a tertiary care hospital in Lahore, Pakistan. Methods: A descriptive cross-sectional study design was utilized. Data were collected from 140 registered nurses working in the ICU of Sir Ganga Ram Hospital, Lahore, using a structured questionnaire consisting of 17 questions related to VAP prevention guidelines. Convenience sampling was employed to recruit participants who met the inclusion criteria. Data analysis was performed using SPSS, with descriptive statistics applied to summarize findings and identify knowledge gaps. Results: The study revealed varied levels of knowledge among ICU nurses regarding VAP prevention. While the majority demonstrated awareness of core practices, such as semi-recumbent positioning and regular oral care, there were notable gaps in understanding related to the frequency of ventilator circuit changes and the optimal use of suction systems. Approximately 67.9% of nurses were aware of general VAP guidelines, but only 47.1% correctly identified all recommended practices. Additionally, knowledge disparities were observed based on educational background and years of ICU experience.Conclusion: This study highlights critical knowledge gaps among ICU nurses regarding evidence-based VAP prevention practices. The findings underscore the need for targeted educational interventions and standardized training programs to improve adherence to VAP guidelines. Strengthening nurse education on VAP prevention can contribute to reduced infection rates, enhanced patient safety, and better utilization of healthcare resources in Pakistan’s ICUs.

Foundations and Frameworks of ELT and Applied Linguistics Research: Principles, Processes and Practices

This article offers a comprehensive analysis of the core principles, processes, and practices that characterize research in English Language Teaching (ELT) and Applied Linguistics. The article highlights the key distinctions between scholarship, aimed at personal knowledge acquisition, and research, which generates socially useful knowledge. Research in applied linguistics is problem-oriented, focused on addressing practical language-related challenges such as language acquisition, teaching methodologies, and multilingual communication. The paper emphasizes the interdisciplinary nature of applied linguistics, integrating insights from fields like psychology, sociology, and computer science to provide comprehensive solutions. Methodological diversity is a hallmark of this research, encompassing both qualitative and quantitative approaches, including case studies, surveys, and experimental studies. The research cycle, from identifying a problem to collecting and analyzing data, is systematically outlined. Key areas of ELT research-such as second language acquisition, curriculum development, and language assessment-are discussed, underscoring the field's contributions to both theory and practice. The article concludes by emphasizing the importance of applying research findings to improve language education, develop policies, and enhance communication across diverse linguistic contexts Int. J. Soc. Sc. Manage. Vol. 11, Issue-4: 126-135.

Unlocking school success: person-organisation fit between a principal and a successful rural school in Australia

ABSTRACT The more than six decades of research on school effectiveness and the two decades of research on school success demonstrates the importance of principal leadership in successful schools. However, the 30-year history of research on person-environment fit has not been robustly connected to the literature on successful school leadership. This study extends the literature on successful school leadership by presenting an analysis of a sub-field of person-environment fit, that of person-organisation (P–O) fit, between a principal and a successful school in rural Victoria, Australia. Multiple perspective, mixed method case study methodology was used. Data were collected through interviews with school leaders, teachers, students, parents, a school council president and a system leaders school observation, document analysis and a teacher survey. Results showed that the principal enacted the core practices of successful school leadership to secure school success. Further analysis of these practices highlighted the P–O fit between the principal and the school, especially as it related to the principal’s native connection to the community and the success of the school. The findings of this study offer important considerations to inform future investigations on the P–O fit between principals and successful rural schools in different contexts.

Climate-Smart Horticultural Practices: Building Resilience in a Changing Environment: A Scoping Review

Climate change disrupts weather patterns, intensifies water scarcity and exacerbates pest and disease pressures, posing a significant threat to horticultural production systems. This scoping review explores a range of climate-smart practices to enhance adaptation and resilience within the sector. Core practices like water-efficient irrigation, heat stress mitigation strategies, and adjustments to cropping patterns for altered rainfall are investigated. Integrated pest management is presented as a cornerstone for sustainable pest control. The review further explores the potential of precision agriculture, controlled-environment agriculture, and vertical farming to optimize resource use and mitigate climate risks. Beyond technical solutions, the review emphasizes continuous research and development for breeding climate-resistant varieties, refining existing practices, and exploring novel technologies. It advocates for an integrated approach, tailoring climate smart practices to specific contexts and socioeconomic considerations. Knowledge-sharing initiatives, training programs, economically viable technologies, and supportive government policies are identified as crucial for widespread adoption, particularly among smallholder farmers. The paper concludes with a call for collaboration among researchers, extension services, policymakers, and producers. By fostering knowledge dissemination, technology transfer, and financial incentives, stakeholders can empower farmers to adapt and thrive in a changing climate. Through collective action and unwavering commitment to innovation, the horticultural sector can ensure a secure and sustainable future for food production.

Digital Methods: An STS Challenge to Methodological Digitization in Social Science Research

ABSTRACT The integration of digital technologies into social science has catalyzed the development of fields such as digital sociology, digital humanities, and digital social sciences more broadly. This technological shift has significant methodological implications for social science research, which are being increasingly discussed. This discussion raises critical questions about the potential and limitations of merging traditional social research methodologies with digital innovations. Digitized and digital methods have brought about promises of a new era in social science research. However, some scholars have highlighted the challenges and limitations associated with this methodological transition, including data-relevant considerations, skill and expertise issues, and ethical concerns. From the vantage point of advancements in science and technology studies (STS) – a discipline that has engaged with the methods and practices of knowledge production for some decades – I will explore five additional methodological challenges posed by the digitization of social science research that has been largely overlooked or neglected in the literature of digital methods. Our analysis concludes that while digital methods can serve as valuable complementary tools, they are not sufficient to fully engage with the core practices and phenomena of social science research. Thus, digital and traditional methods can coexist, albeit not in a symmetrical manner.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers’ preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting tasks for differentiated teaching? To answer this question, we analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features. The teachers had to select eight tasks about the practice of fractions with respect to their differentiation potential—operationalizing their adaptive teaching competence from a mathematics educational perspective. To analyze the differences, we performed a cluster analysis of the task features that the teachers drew upon. Three groups of teachers could be identified with variations in their focus on directly or indirectly relevant, domain-specific or domain-general task features. Taking into account such variations may explain differences in teaching quality and student outcomes and may be relevant when designing teacher professional development programs.

Successful School Principalship: A Meta-Synthesis of 20 Years of International Case Studies

This meta-synthesis crosses international borders by analyzing successful principalship across nine countries. With careful, detailed, systematic, and analytic synthesis, it critically explores research-informed understandings of successful principal leadership over the last 20 years. The paper is an interim report of reviews of the 85 articles and 23 chapters produced by the International Successful School Principal Project (ISSPP), the largest, longest-running international research project in this field. In that project, success is defined as the principal’s ability to grow and sustain students’ academic, personal, and social developments and achievements over time. The results add to existing knowledge of how successful school principals achieve success by examining high-quality, published case study evidence from Australia, Cyprus, Israel, New Zealand, Norway, Sweden, Spain, the UK, and the US. Results suggest common sets of core values, qualities, and practices among school principals, regardless of national contexts, conditions, or cultures. Because the research design is multi-perspective and multi-layered, the case studies also show significant, context-informed differences in timing, pace, and extent of application of improvement strategies. Thus, the findings of this synthesis paint a thorough and cohesive picture of who successful principals are and what they do over time at the global level to achieve success, as they navigate values-led school success in different contexts and improvement phases within complex internal and external ecological chrono-, macro-, exo-, meso-, and microsystems.

Precision medicine in primary care: How GPs envision “old” and “new” forms of personalization

Visions of precision or personalized medicine (PM) are gaining currency around the globe. While the potential of PM in specialist medicine has been in focus, primary care is also considered to be a fruitful area for the application of PM. “Low-tech” forms of personalization and attention to individual patients are already central features of primary care practice, and primary care thus constitutes an area in which “old” and “new” forms of personalization (may) come together. Against this backdrop, we explore general practitioners' (GPs) views on PM and how they envision the future of personalization in primary care. We draw on 45 qualitative interviews with GPs from Austria, Denmark, and the United States. Along the lines of major “promises” of PM—tailoring treatment decisions, improving disease prevention, empowering patients—we show that in some areas GPs consider PM to be a continuation or extension of existing practices of personalization, while in other cases, GPs envision that PM may negatively disrupt current forms of personalization in primary care. We suggest that this ambivalent stance towards PM can be understood through the lens of GPs’ views on core values and practices of primary care.

Green lean six sigma practices: a scale development and measurement model from an engineer’s perspective

PurposeSince the advent of Industry 4.0, there has been a growing research interest in developing the Green Lean Six Sigma concept in the direction of achieving sustainable development, primarily aligned with Goal 12 of the agenda. Given that the concept is still in its early stages of exploration and requires further development through empirical validation, opportunities exist for innovative research. Yet, difficulties arise in adopting this green initiative due to an inadequate understanding of its strategic practices. Thus, this study aims to establish strategic practices facilitating its adoption in the Industry 4.0 era and develop a validated multi-item scale to measure the practices.Design/methodology/approachA three-phase methodological approach is designed to perform the techniques of exploratory and confirmatory analyses in the manufacturing context. To be a sound study, engineers have been involved since they play a pivotal role in the realm of manufacturing; however, the existing research on engineers' viewpoints on this subject is limited, emphasizing the need for further investigation.FindingsUpon validation of the ultimate fallouts, the analyses demonstrated a confirmatory model with eighteen scales determining five practices: strategic integrity, human resource management, technologies and tools, eco-production, and eco-networks. The findings further revealed robust correlations among these core practices within the model.Originality/valueThe contribution of this study entails depicting and discussing a measurement model for future research since there is currently no empirically validated model available to measure this multidimensional green initiative.

Building resilience of street-connected children during COVID-19: turning rights into practices through CINI method.

This article examines the methods and opportunities for SCC's meaningful participation that recognize their agency and are aligned with General Comment No. 21 (GC21) to the United Nations Convention on the Rights of the Child (UNCRC) on Children in Street Situations (UNCRC, 1989). This article explains the application of CINI's core practice models which explains the child centrality in development practices for "turning rights into practice for children" derived from the Sustainable Development Goals, principles of Human Rights, UNCRC, and General Comment No. 20 (2016). The Institutional knowledge was practiced through child-led action research with street- connected children which resulted in the development of agency among SCC, peer researchers, and child advocates for resilience building within their community during COVID-19. Child in Need Institute (CINI) has been working with SCC since 1989 and has derived a rich body of experience from the interventions. CINI applied participatory approaches to practice, research, decision-making, and policy development; thus, facilitating children in the process of systematically gathering information with their peers, identifying key issues and problems faced by SCC, and securing support from duty bearers that were required for the survival within their situations. Drawing on the approach undertaken and the tools used in the participatory research and advocacy, this article reflects upon the processes and strategies that worked out in facilitating SCC's ability to exercise agency and resilience through evidence generation and advocacy during COVID-19 and the associated lockdown and beyond. Through capacity building on research tools, leadership and communication skills, SCC can build concrete evidence of their vulnerabilities and the gaps that pose as barriers to their access to existing support mechanisms. This evidence helps them to prioritize the solutions that are required to bring changes in their lives and that of their peers, with which they can advocate at different platforms that promote dialogs and negotiations between children and duty-bearers. A participatory research project funded by Wellcome Trust focused on the vulnerabilities faced by street-connected young people and the access to services available to them. It revealed the lack of understanding regarding SCC and their invisibility in data and planning of support services, the gaps in access to healthcare services, the social determinants of health including safety, and their exclusion in platforms for dialogs with duty bearers. They took these issues to local government leaders, service providers, and national and international advocacy platforms; and suggested solutions to local and world leaders to bring changes in their situations. This resulted in a marked increase in the responsiveness of service providers toward SCC during the period of COVID-19, and the increased agency and negotiation skills of peer leaders to support their communities and demand solutions during the period of COVID-19 and associated lockdown.

Enacting Christian identities in Catholic colleges and universities: An organizational studies perspective on core practices, challenges, and discernments

It is not enough for Catholic universities to simply profess having a Christian identity. This identity needs to be enacted throughout the organization via students, faculty, staff, and administrators. Because identity has different foundations, such as groups, roles, material artifacts, and stories, there are a variety of ways a Christian identity can be lived out in a Catholic university. However, despite these many avenues for enacting identity, such enactment comes with several challenges. At the heart of most of these challenges is the fact that Catholic universities have other identities beyond a Christian one. This paper addresses not only how identity can be enacted, but highlights the challenges to such identity enactment and the trade-offs they present for discernment.

THE INFLUENCE OF AGILE PRACTICES ON PROJECT OUTCOMES: PERFORMANCE, STAKEHOLDER SATISFACTION, AND TEAM DYNAMICS

Agile methodologies have become a cornerstone in modern software development, promising enhanced project performance, improved stakeholder satisfaction, and positive team dynamics. This study investigates the influence of Agile practices on key project outcomes, focusing on performance, stakeholder satisfaction, and team dynamics. The primary objective is to explore the core principles and practices of Agile methodologies, such as Scrum, Kanban, and Lean, and how these frameworks are applied in diverse project settings. The research examines the direct impact of Agile practices on project performance, including time efficiency, cost management, and quality delivery. Additionally, the study assesses how Agile approaches enhance stakeholder satisfaction by fostering continuous communication, adapting to changes, and ensuring alignment with project goals. Furthermore, the analysis explores the effect of Agile practices on team dynamics, emphasizing collaboration, self-organization, and cross-functional teamwork. By synthesizing findings from case studies, interviews, and surveys across various industries, this study aims to provide valuable insights into how Agile methods influence overall project outcomes and contribute to improved performance, stronger stakeholder relationships, and enhanced team cohesion. The results are intended to guide organizations in effectively implementing Agile practices to maximize project success and foster sustainable growth in dynamic environments.

Reconsidering Leadership Development: From Programs to Developmental Systems.

We argue for reconsidering leadership development based on open systems theory and systems design principles. A primary advantage of open systems thinking is that it encourages holistic approaches to development and avoids episodic program-based training and piecemeal thinking. The latter approaches are both limited and limiting yet tend to be the preferred approach to leadership development in organizations. Open systems approaches to development offer numerous advantages both conceptually and pragmatically, especially through the incorporation of ongoing feedback cycles. Core practices that define a leadership development system are presented and implications are discussed.

Technical Assistance for Systemic Change: Lessons Learned From a National Technical Assistance Center.

Despite the millions of dollars awarded annually by the United States Department of Education to build implementation capacity through technical assistance (TA), data on TA effectiveness are severely lacking. Foundational to the operationalization and consistent research on TA effectiveness is the development and use of standardized TA core competencies, practices, and structures. Despite advances toward a consistent definition of TA, a gap still exists in understanding how these competencies are used within an operationalized set of TA practices to produce targeted outcomes at both individual and organizational levels to facilitate implementation of evidence-based practices. The current article describes key insights derived from the evaluation of an operationalized set of TA practices used by a nationally funded TA center, the State Implementation & Scaling Up of Evidence Based Practices (SISEP) Center. The TA provided by the Center supports the uptake of evidence-based practices in K-12 education for students with disabilities. Lessons learned include: (1) the need to understand the complexities and dependencies of operationalizing TA both longitudinally and at multiple levels of the system (state, regional, local); (2) the relative importance of building general and innovation-specific capacity for implementation success; (3) the value of using a co-design and participatory approach for effective TA delivery; (4) the need to develop TA providers' educational and implementation fluency across areas and levels of the system receiving TA; and (5) the need to ensure coordination and alignment of TA providers from different centers. Gaining an understanding into optimal TA practices will not only provide clarity of definition fundamental to TA research, but it will also inform the conceptual framing and practice of TA.

Developing core practices of social studies preservice teachers through critical historical inquiry

Developing core practices of social studies preservice teachers through critical historical inquiry

On heritage pharmacology: Rethinking ‘heritage pathologies’ as tropes of care

This article develops the concept of heritage pharmacology as an encompassing critical framework in order to radically recast the interactions and efficacies of heritage as a particularly potent pharmacology of care. I critically engage with Stiegler's philosophic reflections On Pharmacology, which builds on Derrida's work and recasts pharmacology – a term usually reserved for that branch of the biomedical sciences dealing with drugs and their interactions and efficacies – in order to draw out the ‘curative-toxic’ dimensions at play in wider care tropes. By placing core concepts and practices of heritage and pharmacology in critical dialogue, my aim as heritage critic is to gain mutual insights into ‘care’, as that which links together the two domains of heritage and health, as otherwise distinct discourses, concepts, technics, and practices. My specific intervention rethinks the crucial role of ‘heritage pathologies’ and the underpinning memory-work at play within these tropes while grounding these in a case study of Jerusalem Syndrome (JS). I argue that it is the dynamic of heritage pathologies, best crystallized in JS debates, that invests us in the wider Stieglerian quest/ion of ‘pharmacology’, as a concern with ‘what makes life worth living’. Such quests ultimately take this article into the realpolitik of Palestine.