Primary Role Models Research Articles

Membangun Karakter Siswa Melalui Keteladanan Guru

Character formation in students is a crucial aspect of modern education, with teachers serving as primary role models. This study aims to analyze the impact of teacher exemplarity on student character development and identify effective strategies for its implementation. Using a qualitative approach, the study combines literature analysis with in-depth interviews of 15 teachers and 30 students from various educational levels. Results indicate that teacher exemplarity significantly impacts student character formation, particularly in aspects of integrity, discipline, empathy, and work ethic. Effective strategies include consistency between words and actions, positive attitudes in facing problems, and respectful interactions. Key challenges include social pressure and time constraints. The research concludes that teacher exemplarity plays a vital role in creating a conducive learning environment and shaping positive student character. These findings imply the need for enhanced teacher professional development programs focusing on exemplarity aspects and the integration of character values into school curricula.

Actualization Of Parenting and Teacher Collaboration in Instilling the Character of Early Childhood Responsibility

This study aims to analyze more deeply about the actualization of parenting collaboration between parents and teachers in instilling the character of responsibility in children. A phenomenological approach was utilized to delve into the perspectives of the participants involved. Data were analyzed using the model proposed by Milles, Huberman, and Saldana, encompassing data collection, data condensation, data presentation, and drawing conclusions. The research findings indicate that collaboration between parents and teachers in instilling a sense of responsibility in early childhood can create an environment conducive to the formation of responsible values in children. Through close cooperation, children can comprehend the importance of being accountable for their actions and decisions, with parents serving as primary role models at home and teachers reinforcing these values in the school environment. Keywords: parent and teacher collaboration, character education parenting, responsibility, early childhood

Selected outcomes from the study The Youth and Parents Risk Factor Behavior Survey in Bratislava

Abstract Background The cross-sectional study of behavioural risk factors in adolescents and adults in Slovakia comes from a bilateral American-Slovak project aimed to evaluate the impact of selected behavioural, psychological, and socioeconomic factors on the health of adolescents/young adults and their parents/caregivers. Methods The questionnaires for students and parents were developed according to the studies designed by CDC and adapted to national specificities. A total of 2,384 questionnaires were distributed to a sample of students aged 15-19 years from eight secondary schools and to their caregivers (798 + 1,586). The survey was anonymous and voluntary, approved by the Ethical Committee of the Faculty of Medicine Comenius University and University Hospital in Bratislava. Results The study found a high prevalence of behavioural risk factors among adolescents, including smoking (19.9 %), alcohol consumption (39.7 %), substance abuse (27.3%), and suicidal thoughts (41%), particularly at a younger age. The excessive use of IT was also found, mainly over the weekend. The study revealed a significantly lower age of first alcohol consumption and first sexual intercourse among adolescents than among their parents. Additionally, the study confirmed a significant relationship between maternal and child smoking (p = 0.043; OR = 1.84 95% CI 1.02-3.34), while the proportion of children who drank at least once in the last month increased significantly with the intensity of the father's drinking (p = 0.013). Similarly, statistically significant relationship was found between children's and mothers’ drug use (p = 0.008; OR = 2.77 95% CI 1.28-5.99). Conclusions The study identified various forms of risky behaviour among adolescents and highlighted the significant influence of parents’ risky behaviour on their children. Parents/caregivers serve as primary role models for their children, and their behaviour significantly impacts adolescent development. Supported by KEGA 015UK-4/2022 Key messages • The study assessed behavioural risk factors in adolescents, revealing high prevalence of smoking, substance abuse, suicidal thoughts. • Parental/caregiver behaviour was found to significantly impact adolescent development.

Parental practices and children's lifestyle correlates of childhood overweight/obesity in Europe: The Feel4Diabetes study.

Parental influences on children's eating and physical activity (PA) and consequently on their weight are fundamental. The present study aimed to identify the predominant correlates of childhood overweight/obesity among a variety of parental practices and children's lifestyle indices in a large sample of children in Europe. Families from low socio-economic status regions were recruited through schools, located in six European countries (Belgium, Finland, Greece, Spain, Bulgaria and Hungary). Seven thousand three hundred ninety-seven children 4-12 years old and their parents were selected using the FINDRISC-questionnaire. Parental practices assessed included parental role modelling, permissiveness and reward. Children's dietary intake and lifestyle behaviours were assessed through parent-reported questionnaires. Regarding parental practices, it was revealed that being sometimes (odds ratio [OR] = 1.26; 95% confidence interval [CI] = 1.10-1.43) or rarely (OR = 1.43; 95% CI = 1.21-1.69) physically active with the child was associated with greater overweight/obesity risk, whereas rare permission of computer/mobile/tablet (OR = 0.81; 95% CI = 0.67-0.98) and sometimes (OR = 0.77; 95% CI = 0.68-0.88) or rare (OR = 0.77; 95% CI = 0.66-0.91) reward with PA were associated with lower risk. Regarding children's lifestyle factors, consuming > 3 cups/week fresh fruit juices (OR = 1.28; 95% CI = 1.13-1.45), skipping breakfast (OR = 1.37; 95% CI = 1.17-1.61), absence of 1 h of daily PA (OR = 1.40; 95% CI = 1.24-1.58) and increased daily screen time (ST) (OR = 1.23; 95% CI = 1.09-1.39) were associated with greater overweight/obesity risk. All the variables were adjusted for maternal education, child's sex and age. These findings emphasize the necessity of family-centered approaches in health promotion and obesity prevention programs for children. Such programs should focus on parents as the primary role models in exerting positive influence and encouraging healthy eating habits, PA, and ST behaviors in their children, which in turn, may have a substantial impact on children's overall weight status.

The impact of parental oral health behaviors on the oral health of children

This review underscores the crucial role of parental oral health behaviors in shaping the oral health of children. It highlights the significance of parental knowledge, attitudes, and actions in influencing children's oral hygiene practices and overall well-being. Mothers, in particular, play a pivotal role in guiding their children's oral health habits. Parental oral health behaviors encompass a wide range of practices, including regular dental check-ups, proper oral hygiene routines, diet choices, and the avoidance of harmful habits like smoking and excessive sugar consumption. Active parental involvement in their children's oral care routines during their formative years is instrumental in establishing strong oral hygiene habits. Parents serve as primary role models and educators for their children, leading by example in maintaining good oral health practices. Encouraging parental engagement in oral health promotion programs is crucial for better oral health outcomes in future generations. Public health initiatives should emphasize the importance of parental involvement and provide resources and education to help parents instill sound oral health practices in their children. Recognizing the interconnectedness of oral health with overall well-being, it becomes evident that parental involvement is critical, especially for children who are vulnerable to oral health issues. Parents not only nurture and educate but also shape their children's oral health habits and attitudes. Additionally, contextual factors such as social, cultural, environmental, and economic conditions significantly influence family life and, consequently, oral health attitudes and behaviors.

Meet-Ex : The Exploratory Study of Sustainable Business Strategy Model Initiation in Improving MSMEs Capability to Meet Consumer Expectations

Objective: Consumers expect MSMEs to adopt sustainable strategies but realizing there is a gap between business sustainability practices and consumer expectations. This research aims to identifies sustainable business strategies to be integrated into business practices. Research Design & Methods: This research uses exploratory qualitative methods. The data collection technique uses an interview method. The sampling design used non-probability sampling (snowball). The analysis technique is through data collection, data reduction, data presentation, and concluding because it can explain, assess, and visualize superior MSMEs empowerment modeling. Findings: The results of this study indicate the technology-based sustainable business strategy must be the primary role model to increasing the MSMEs competitiveness. A successful sustainable business strategy has four core dimensions: innovation, collaboration, communication, and commitment. Digital businesses can be used as a medium to achieve their vision of sustainable practices in competitive advantage, brand loyalty, risk mitigation, and cost reduction. Researchers prove that the sustainability can lead to an increase in the market value of MSMEs. Implications & Recommendations: MSMEs who proactively make the core of business strategy sustainability will encourage innovation and generate enthusiasm and loyalty from employees, customers, suppliers, communities, and investors. Implementation of integrated digital business strategy should include guidelines for understanding consumer behavior, accessing market data more easily, and using social media as a form of continuous communication that shows the proximity of MSMEs to customers. Contribution & Value Added: Empirical research to measure the relationship between proposed sustainable business practices and consumer expectations holds excellent opportunities for future research.

Stimbut: Initiation of a Sustainable Business Strategy Model in Improving MSME Capability to Meet Consumer Expectations

A sustainable business strategy is inevitable for 21st-century businesses. Consumers expect MSMEs to adopt sustainable strategies but realizing one's needs is the only impetus for any consumer. Thus, there is a gap between business sustainability practices and consumer expectations. This research identifies strategic sustainable business strategies to be integrated into business practices. This type of research uses exploratory qualitative methods. The type of data is primary data which is a direct answer from the informant. The data collection technique uses an interview method. The sampling design used non-probability sampling (snowball). The analysis technique is through data collection, data reduction, data presentation, and concluding because it can explain, assess, and visualize superior MSME empowerment modeling. The results of this study indicate that four strategies can be applied by MSMEs, including New vs. returning visitors, Bounce rate, Abandonment rate, and cost per conversion. The results of this study can contribute to the development of a technology-based sustainable business strategy which is expected to become the primary role model in increasing the competitiveness of MSMEs. Keywords:business strategy, competitiveness, capability, digital, sustainability

HomeStyles-2: Randomized controlled trial protocol for a web-based obesity prevention program for families with children in middle childhood

BackgroundParents are children's primary role models, are food and physical activity gatekeepers, and create the home structure/lifestyle environment. Thus, parents strongly influence children's weight-related behaviors and have the opportunity to cultivate a “culture of health” within the home. Yet, there is a dearth of evidence-based obesity prevention intervention programs, especially for families with children aged 6–11 years, commonly called middle childhood. MethodsThe aim of the HomeStyles-2 online learning mode RCT is to determine whether this novel, age-appropriate, family intervention enables and motivates parents to shape home environments and weight-related lifestyle practices (i.e.,diet, exercise, sleep) to be more supportive of optimal health and reduced obesity risk in middle childhood youth more than those in the control condition. The RCT will include the experimental group and an attention control group. The participants will be parents with school-age children who are systematically randomly assigned by computer to study condition. The HomeStyles intervention is predicated on the social cognitive theory and a social ecological framework. The RCT will collect sociodemographic characteristics of the participant, child, and partner/spouse; child and parent health status; parent weight-related cognitions; weight-related behaviors of the parent and child; and weight-related characteristics of the home environment. Deliverables Enrollment for this study will begin in 2022. DiscussionThis paper describes these aspects of the HomeStyles-2 intervention: rationale; sample eligibility criteria and recruitment; study design; experimental group intervention theoretical and philosophical underpinnings, structure, content, and development process; attention control intervention; survey instrument development and components; outcome measures; and planned analyses. Trial registrationClinicalTrials.gov, Protocol #NCT04802291, Registered March 14, 2021.

The effect of electronic and printed module about drug abuse prevention on teachers' beliefs in Indonesia.

Background: Drug abuse is a serious global health problem. Globally, 269 million people or 5.3 percent of the population aged 15‒64 years used drugs in 2018. Evidence shows that most drug addicts start using drugs in adolescence (<15-years-old). Adolescents need role models who are able to guide them; teachers have important roles as they are primary role models for students. Therefore, teachers should have positive beliefs to guide students effectively, i.e. they should have good awareness about the threat of drug abuse and high confidence to implement required prevention. This research developed an alternative electronic delivery method of learning material to empower teachers in preventing drug abuse. This study aimed to compare the effect of the electronic and a printed teaching module on teachers' beliefs about drug abuse prevention. Methods: 260 junior high school teachers were selected randomly. These teachers were split into two groups. Before intervention, a questionnaire was completed by both groups. The teachers then completed the learning material: electronic module in the first group and printed module in the second group. One month later, data was collected from both groups using the same questionnaire to assess the beliefs of the teachers Results: There was significant positive effect on teachers' beliefs, both in electronic module and printed module groups. All categories of beliefs at one month after intervention were significantly higher than those at baseline (P<0.001). Based on between group comparison analysis of mean changes, perceived susceptibility in electronic module group was significantly higher than printed module group (P<0.001), while perceived severity, benefits, barriers and efficacy were not significantly different (P>0.05). Conclusions: Electronic and printed module intervention significantly increased teachers' beliefs in drug abuse prevention. The printed module was still effective to be used as learning media, while the electronic module was an alternative with some advantages.

The existence kiai of the islamic boarding school in the community

Many consider that Islamic boarding schools are lagging behind the times and are unable to meet the needs of the community. In contrast, Islamic boarding schools are considered as social education institutions, where Kiai plays a central role in uniting boarding school and community. Therefore the purpose of this study is to explore how the part of Kiai in the community. This study uses qualitative approaches and descriptive methods. The data in this study obtained through participant observation, interviews with Kiai, administrators, principals, surrounding communities, and documentation. The results of this study indicate that Kiai can establish strong relationships without stopping with people who are far from religious understanding. Kiai is an influential figure who can integrate all existing social institutions with the institutional boarding school he leads. Further, Kiai is used as a primary role model in thinking, acting, and behave. So that the community recognizes the existence of the Kiai, Kiai can answer every problem that the society faces and accommodate every aspiration of the community.

Pediatric Emergency Medicine Attending Perspectives on Maintaining Professionalism

Attending physicians are the primary role models of professionalism, but little is known what their perspective is on the maintenance of their professionalism. This study characterizes the pediatric emergency medicine (PEM) attending perspective on maintaining professionalism during their career. Two qualitative methods were used: field observation and semi-structured interviews. Field observations were conducted in one pediatric emergency department (ED) based on a framework for professionalism education. Semi-structured interviews were conducted with a purposive sample of PEM attendings from across the country. Interviews were transcribed and themes analyzed using an iterative, inductive process. The two differing methods allowed for data triangulation. Forty-five hours of ED observation were completed with thematic coding of observations. Seventeen interviews were conducted with PEM physicians around the country with a wide variety of demographic characteristics. Observations and interviews revealed several themes describing the PEM attending’s perspective on professionalism. Challenges to professionalism include: patient related factors (such as high volume and acuity, difficult medical situations and dissatisfied families), staff interactions (RN, ancillary, etc), trainee education and interaction, ED environment, academic pressures, and personal factors. By understanding the PEM attending perspective on professionalism, resources and education can be better targeted for professional development and interventions to solve the challenges that PEM physicians identify. Understanding the PEM attending perspective may also be useful in developing assessment tools for attendings and may provide deeper insight into the impact of role models on trainee professionalism education.

The effect of an electronic module about drug abuse prevention on teachers’ beliefs in Indonesia

Background: Drug abuse is a serious global health problem. Globally, 210 million people use illicit drugs each year, of which 200,000 die from drugs. Evidence shows that most drug addicts start using drugs in adolescence (&lt;15-years-old). Adolescents need role models who are able to guide them; teachers have important roles as they are primary role models for students. Therefore, teachers should have positive beliefs to guide students effectively, i.e. they should have good awareness about the threat of drug abuse and high confidence to implement required prevention. This research developed an alternative electronic delivery method of learning material to empower teachers in preventing drug abuse. This study aimed to compare the effect of the electronic and a printed teaching module on teachers’ beliefs about drug abuse prevention. Methods: 260 junior high school teachers were selected randomly. These teachers were split into intervention and control groups. Before intervention, a questionnaire was completed by both groups. The teachers then completed the learning material: electronic module in intervention group and printed module in control group. One month later, data was collected from both groups using the same questionnaire to assess the beliefs of the teachers Results: There was significant positive effect on teachers’ beliefs, both in the intervention and control groups. All categories of beliefs at one month after intervention were significantly higher than those at baseline (P&lt;0.001). Based on between group comparison analysis of mean changes, perceived susceptibility in the intervention group was significantly higher than the control group (P&lt;0.001), while perceived severity, benefits, barriers and efficacy were not significantly different (P&gt;0.05). Conclusions: Electronic and printed module intervention significantly increased teachers’ beliefs in drug abuse prevention. The printed module was still effective to be used as learning media, while the electronic module was an alternative with some advantages.

Integrating Character Education on Physics Courses with Schoology Based E-learning

Aim/Purpose: This study intends to find out the difference between the use of Schoology-based e-learning and conventional learning by integrating character education in the learning process Background: E-learning has a high contribution to change learning process positively, but it is a big challenge to conduct character education through e-learning, because of the reduced intensity of face-to-face with lecturers as the primary role model. Methodology: The research sample consisted of 55 students of Electrical Engineering Faculty of Engineering, Universitas Muria Kudus. This study involved two variables: the experimental variable and the dependent variable. Experimental variables are treatment variables for the experimental class, namely physics learning through Schoology-based e-learning, and treatment variables for the control class used as a comparison, namely, conventional learning. The dependent variable is ANEKA-based character education. Indicators of ANEKA character values are integrated into the learning process and are measured using a Likert scale, which is given at the beginning and end of learning in the control and experimental classes. The normality testing use the Kolmogorov-Smirnov method; the homogeneity test use Levene’s test; and hypotheses testing use F-ANOVA test and paired samples t-test. Contribution: Contributions of this study are character education for students that could be done through e-learning by integrating character value (such as ANEKA) into the way they learn. Findings: The results of the study show the student learning outcomes of Schoology-based e-learning platform users by 16% higher compared to conventional learning. The character values of students using e-learning also higher 20% compared to conventional learning. So it can be said that learning physics by using Schoology-based e-learning, which is integrated with ANEKA-based character education, can improve character values and student learning outcomes. Recommendations for Practitioners: Findings from this research can convince the lecturer to integrate character values of ANEKA to their subject through e-learning Recommendation for Researchers: For researchers, it is necessary to develop more scope including the use of other subjects and other study program students as respondents in the further study Impact on Society: ANEKA character values could be integrated into the learning process, which can improve students’ attitudes in their daily life Future Research: Research on practicality and effectiveness in developing Schoology-based e-learning in other courses by integrating character values

An Ethnographer Goes to Career Day

As a working mother it's important to me that my 5 year old knows what I do. This isn't just so that she understands where mommy goes all day. It's also because I feel that it is critical that I provide her as many examples as possible of women who are taking leadership roles and making an impact in the world. And I know that, as her primary role model, it's important to both of us that I include myself among those impactful women. So without any hesitation when the form came home from my daughter's elementary school asking for volunteers for career day, I filled it out. In the field for occupation I wrote “Ethnographer.” A few weeks later I received a formal invitation telling me that I would be giving a half hour presentation to two classes about what I do for a living.That is when panic struck. Everyone in this room knows how difficult ethnographic praxis can be to explain. In fact, sometimes I feel like I've spent my entire professional career as a researcher trying to explain–mostly unsuccessfully—what I do for a living. And I'm not only an ethnographer, I'm also head of experience research at an innovation agency. I have a hard time explaining what that means to educated 45 year olds. So here I had set myself up to do this impossible thing in front of five‐year‐olds and fifth graders. What was I thinking? And how was I going to compete with the police officer who was bringing his real live squad car?

Occupation-Focused Family Intervention and Expanding the Role of Occupational Therapy in Childhood Obesity

Childhood obesity is a serious public health concern in the United States. Primary role models for children are their parents as they are the ones who can work to prevent their child from becoming ...

The Influence of Sex Difference on Self-Reference Effects in a Male-Dominated Culture

52 secondary school students from the Chaoshan, China, area, where males are highly valued, were examined for self-reference, mother-reference, and father-reference effects. Because the father is the primary role model in Chaoshan culture, it was predicted that male participants would demonstrate a father-reference effect while females would show a mother-reference effect. The results confirmed that females showed significant self-, mother-, and father-reference effects in terms of memory performance, while males showed only a significant father-reference effect and a marginally significant self-reference effect. This study highlights the importance of researching subcultures such as the Chaoshan subculture to gain a comprehensive understanding of self-construct.

The subtle curriculum: What are we really teaching our students?

“Of the many cues that influence behavior, at any point in time none ismore common than the actions of others” (Bandura, 1986, p. 45). In addition, Bandura's theory postulates that the most important learning takes place through behavioral observation. These are not new words or ideas to any nurse educator. However, do we actively keep this important truth in mind on a day-to-day, class-by-class, student-by-student basis? Social learning theory has a long history in nursing education. In truth, I would go so far as to suggest that there is no 20th or 21st century nursing text that does not include aspects of social leaning theory. Although nursing education has a long history of this theory's application to our practice, scholarship, and teaching, I often wonder if we are consistently mindful and respectful of its tenets. Gray and Smith (2000), Kenny, Mann, and MacLeod (2003), and Wiseman (1994) all agree that faculty are the primary role models for students and that role modeling occurs continuously through our actions, our words, our spirit, our emotions, our relationships, and our attitudes. With this said, how many of us would pass the role modeling “quiz”? Ask yourself.

Towards happiness: Experiences of work-role fit, meaningfulness and work engagement of industrial/organisational psychologists in South Africa

Orientation: The work of industrial/organisational (I/O) psychologists presents an interesting and relevant context for studying meaning and engagement as components of happiness.Research purpose: The aim of this study was to determine how I/O psychologists experience the meaning of their work and to investigate the relationships between their experiences of work-role fit, meaning of work, psychological meaningfulness and work engagement, utilising the happiness framework proposed by Seligman (2002).Motivation for the study: I/O psychologists spend more than 88% of their working day with people, and they are primary role models for happiness in the workplace. Information about their work engagement and experiences of meaning is therefore needed.Research design, approach and method: A survey design was used. A convenience sample (n = 106) was taken of I/O psychologists in South Africa. A biographical questionnaire, the Work-Role Fit Scale, the Work-Life Questionnaire, the Psychological Meaningfulness Scale, the Work Engagement Scale and a survey measuring the actual and desired time spent on six broad categories of work were administered.Main findings: Work-role fit predicted psychological meaningfulness and work engagement. The calling orientation to work predicted both psychological meaningfulness and work engagement. Work-role fit mediated the relationship between the meaning of work and psychological meaningfulness. Work-role fit partially mediated the relationship between a calling orientation to work and work engagement.Practical implications: A calling orientation to work should be fostered in I/O psychologists because it contributes to experiences of work-role fit, psychological meaningfulness and work engagement.Contribution/value-add: The results of this study contribute to scientific knowledge about work-role fit, engagement and meaning as components of happiness of I/O psychologists.

Reflecting upon the entrepreneurship initiatives in new emerging African nations: zooming the cultural lens on education systems in two former German colonies

This paper seeks to explore and develop an understanding why there are significant differences in terms of entrepreneurial development amongst the West African nation of Ghana and the Southern African nation of Namibia. More importantly, this paper aims to create understanding as to why Ghana which was the first African nation to receive independence in sub-Saharan Africa from colonial rule; a country which was a primary role model for many African states has such a low level of literacy which could hinder entrepreneurial development, in comparison to Namibia which is one of the last nations to gain its independence. This is a continuing debate, and this paper is only one of the few experiments which were conducted among African nations. Any changes which occurred in Ghana and Namibia after colonisation should be viewed within the cultural context within which each of these nations and the cooperation which exist amongst the citizens of each nation.

Seeking Common Ground Between Medical Humanities and Basic Sciences

In Reply: Dr. Koepke makes valuable points: that basic science faculty’s often uninterested and even unsympathetic attitudes toward the medical humanities further complicate the already challenging task of establishing “common ground” between clinicians and humanities scholars, and that, during the initial two years of medical school, basic scientists serve as students’ primary role models. In our experience, although medical students (rightfully) respect achievement in biological science and, in this sense, “look up to” basic science faculty, most first- and second-year students see the clinical faculty whom they encounter—more now, fortunately, than in the past—as their more substantial role models. That having been said, basic science lecturers do exert substantial influence on students in terms of the attitudes and behaviors demonstrated in the classroom. This influence is compounded at schools where the basic science faculty exercise virtual control over the first two years of the curriculum, creating the perception of prestigious “insider” status. Even in so-called integrated curricula, humanities scholars do not begin to approximate this level of legitimacy. Regarding the certitude with which many of our basic science colleagues rely on the logico-scientific perspective (what they might term Truth), we agree that this stance makes meaningful intellectual exchange difficult at times. Here, the fable of the blind men feeling the elephant comes to mind. The point of that classic tale is that the sum is necessarily greater than its parts. This would seem to be especially true about the complex art and science of doctoring. No one, not scientist, not humanist, not even clinician, possesses enough “truth” to fully encompass the intricacies involved when one person tries to heal another. As Koepke astutely notes, the most pressing concern is that, in the medical education hierarchy, certain voices are prioritized over others. In the first two years of medical education, these dominant voices often belong to basic scientists. In the last two years, the clinicians hold sway, especially those from high-status specialties. The humanists, alas, remain mostly on the sidelines. When ideas, perspectives, and values can fairly compete in the intellectual and affective marketplace, we have confidence that challenges from basic science colleagues can only enrich the dialogue about how to better teach future physicians. But when humanities scholars must engage in such conversations not only within the context of a shared blindness but with a piece of tape over their mouths, then the disadvantages confronting the humanities will never be overcome. Johanna Shapiro, PhD Professor, Department of Family Medicine, and director, Program in Medical Humanities, University of California Irvine School of Medicine, Irvine, California; ([email protected]). Jack Coulehan, MD, MPH Senior fellow, Center for Medical Humanities, Compassionate Care, and Bioethics, Stony Brook University Health Sciences Center School of Medicine, Stony Brook, New York. Delese Wear, PhD Professor of behavioral sciences, Northeastern Ohio Universities College of Medicine, Rootstown, Ohio. Martha Montello, PhD Associate professor, History and Philosophy of Medicine, University of Kansas School of Medicine, Kansas City, Kansas.