Yellow Brick Road Research Articles

Follow Your Yellow Brick Road: Sage Career Advice for Success from the Wizard of Oz

No abstract available.

“Trying to follow the Yellow Brick Road, where the dogs of society keep on howling”

The Wizard of Oz (1939) is one of the most often referenced, if not the most often referenced, text within US popular culture. The MGM classic starring Judy Garland has largely eclipsed L. Frank Baum’s vast universe of Oz and original book, as the songs (“Somewhere Over the Rainbow”), phrases (“We’re not in Kansas anymore”), and visual iconography (ruby slippers) of the film are regularly alluded to – and have taken on a life of their own. This not only raises The Wizard of Oz to mythic status, but it also allows for these references to serve as signifiers immediately understandable to a US-American audience, in what can be called “palimpsestic transmediality,” building on the theories of Gérard Genette, Marie-Laure Ryan, and Henry Jenkins. To illustrate this phenomenon, the article provides a close reading of the Apple TV+ series Ted Lasso (2020–23), where The Wizard of Oz is used to illustrate the titular protagonist’s journey of personal growth, and thus connects it to a televisual fantastic.

The yellow brick road to understanding the RyR2signalosome.

The yellow brick road to understanding the RyR2signalosome.

Goodbye Yellow Brick Road: Nostalgia and mobility perceptions of informal dementia carers

Worldwide, there is an increased prevalence of dementia and consequently informal dementia carers. Given the everyday responsibilities of informal dementia caring, the mobility of the informal carer is inextricably connected to the mobility of the one they care for. The mobility changes associated with informal dementia caring may foster feelings of nostalgia for past mobility, which may play a role in perceptions of present mobility. Therefore, the aim of this article is to better understand how nostalgia shapes mobility perceptions of informal dementia carers. Using remote graphic elicitation and telephone interviews, this article offers three key findings. Firstly, both reflective and restorative nostalgia are felt by the participants concerning their perceived past mobility, with the type of relationship with the care recipient playing a role how their nostalgia is experienced. Secondly, carers reflected very positively on their past mobility compared to their present mobility, which they considered mundane and care-centric. Thirdly, participants felt uncertain about their future mobility due to their reflections on past mobility and the unpredictability of dementia and care. Thus, the underlying feelings and sensations associated with nostalgia are key to understanding how carers experience their everyday lives and how this contributes to their sense of wellbeing.

Yellow Brick Road Leads to the ED

Yellow Brick Road Leads to the ED

Unexpected Energy Applications of Ionic Liquids.

Ionic liquids and their various analogues are without doubt the scientific sensation of the last few decades, paving the way to a more sustainable society. Their versatile suite of properties, originating from an almost inconceivably large number of possible cation and anion combinations, allows tuning of the structure to serve a desired purpose. Ionic liquids hence offer a myriad of useful applications from solvents to catalysts, through to lubricants, gas absorbers, and azeotrope breakers. The purpose of this review is to explore the more unexpected of these applications, particularly in the energy space. It guides the reader through the application of ionic liquids and their analogues as i) phase change materials for thermal energy storage, ii) organic ionic plastic crystals, which have been studied as battery electrolytes and in gas separation, iii) key components in the nitrogen reduction reaction for sustainable ammonia generation, iv) as electrolytes in aluminum-ion batteries, and v) in other emerging technologies. It is concluded that there is tremendous scope for further optimizing and tuning of the ionic liquid in its task, subject to sustainability imperatives in line with current global priorities, assisted by artificial intelligence.

The yellow brick road: challenges and suggestions for producing more transparent qualitative research

Resumo: Por que e como produzir trabalhos qualitativos mais transparentes? Um sólido conjunto de trabalhos sobre pesquisa empírica sugere que pesquisadoras disponibilizem informações sobre procedimentos e decisões tomadas durante a sua construção. Nosso levantamento bibliográfico de 5.934 artigos, entre 1984 e 2020 no Brasil, identifica, através de análise automatizada de texto, uma prevalência dos estudos com abordagem qualitativa na Ciência Política e Relações Internacionais (CPRI) brasileiras, porém uma discreta discussão sobre transparência e ciência aberta na área. A fim de contribuir nesse debate, discutimos as dificuldades de implementar práticas de transparência nos estudos qualitativos e sugerimos um caminho comum para a criação de pesquisas qualitativas mais transparentes. Nosso objetivo foi mostrar para as pesquisadoras como colocar a transparência como um aspecto fundamental na pesquisa e onde buscar apoio para entender de que forma fazer uma pesquisa transparente de qualidade.

Goodbye, Yellow Brick Road

Goodbye, Yellow Brick Road

Follow the Yellow Brick Road... an Unusual Case of an "Angulated" Bowel

Follow the Yellow Brick Road... an Unusual Case of an "Angulated" Bowel

Practicing in a time of covid loss and threat: Parallel processes on the yellow brick road of trauma, healing, trust and belonging

ABSTRACT We are always practicing in a time of threat and loss, but what changes is the nature of the threat and the loss: is it shared or not shared, known, or not known, disclosed by force or disclosed by choice? This paper explores the themes of trust and belonging as the essence of the psychoanalytic frame and the parallel processes of how our own traumas, as psychoanalysts, warp and weave through our relationships with our patients over time. The pandemic has gifted us with a perfect storm of shared traumas and created new opportunities for navigating, negotiating, rupturing and repairing, and healing, as the frame was forcefully bent, broken, and rebuilt in the context of this global crisis. The pandemic has emphasized the importance of lifting the veil of secrecy and bringing those of us who live these complex lives of service, as both healers and suffering strangers, into community and dialogue. To illustrate these themes, this paper explores the parallels between “Jennifer” my patient of 14 years and my own journey through life and analysis.

Designing a ‘yellow brick road’ for the archaeometric analyses of fired and unfired bricks

Designing a ‘yellow brick road’ for the archaeometric analyses of fired and unfired bricks

Dear Dear

Dear Dear Reuben Gelley Newman (bio) 1. The dog-eared copy of Autobiography of Redseemed like something archival to him,smudged with the fingerprints of who knows how many boysand perhaps some charcoal and semen,so of course he lingered in the library with the Hershey’s Kissesleft over from Valentine’s Day and the vague reminiscesof the potatoes he parboiled and roasted for dinnerwith a smattering of cumin and paprika,all doused in maple syrup and some mundanebrand of Argentinian olive oil,a few carrots thrown in for luck, roasted to the point of burning,because burning is what every boy wants,especially when they are aloneand it is winter. 2. He is cooking meatfor the first time. Initiallythere is nothing much to it:tossing the boneless thighsinto the pot to braise,then waiting until the fleshabsorbs the memoriesof kale striving in someindustrial farm underacres of mechanized sunlight.Next time he will dig his hands [End Page 77] into the chicken, marinate itin lemon juice and olive oilwith spices, or lay wings to crackleon a sheet pan. He was nevera vegetarian but nowhe eats meat like a man.After all, he has grown.He has grown up. 3. His brain marinates marvelouslyin the winter air, as if there isa bubble of thought brimming with glimmersof ice haloing him.He decides to live against desire.He decides to make a snow angeland freeze for hours in the absenceof desire. Then he goes to his job at the library where he retrievesbook after book from the stackswith dry titles he can’t remember. Exceptsomebody asks for Coraline. 4. Living against desire is a joke.Or so he thinks, one afternoon,when deer prints garnishthe fresh snow as he goes outto do the laundry. Havingmasturbated. Having showered.Having not done the laundryfor two weeks. He still thinks of himselfas a boy even though by all rights and purposeshe is a man. If the poem is a diary,he is a princess. If the poem [End Page 78] is an elegy, he is a monk. If the poem is a mask,he is a goddamn faggot and he does his nailsin brilliant purple before plucking a penfrom perfectly coiffed hair. 5. As a kid he dressed up. Or played dress-up.Played at being that princess. Cinderella was his favorite.The purple silk skirt, tattered hem, his grandmother made him.Fucking nostalgia. The prerogative of queers.The past is mythic. You’re on the yellow brick road,following breadcrumbs to Troy. 6. He is alone. It is winter. He walks through the forestin old sneakers after the thaw, having failedto realize the slush is still married to the ground.His shoes get soaked, drunk on the earlyarrival of spring. False, assuredly.Yet fifty-degree weather does a happy fairy make.The yellow birches continue peeling poemscomprised of their skin. The beech woods loiter,bemused in youthful arrogance. A reticentvolcano lurks beyond the next hilltop.A dragon lives inside it. A deer flashesthrough the maples and the fairy burnswith desire. He can’t wait for roast venisonat the dragon’s Sunday brunch.He supposes he has a crush.Will the dragon eat him for breakfast?Will the dragon make love to him at night?So many exciting possibilities! [End Page 79] 7. He climbs to the top of Vesuvius, sifts through pumice stone.He is with his Latin class. It is his junior year of high school.Spring. He has so much left to learn about love. 8. The chicken stew grows bones.A ghost chicken rises from burntsplatters between the stovetop spirals.When he cuts off its head, it goes runningamok in the griddle garden. Invisible blood.Two heads grow back. He takes the chicken asa present to the dragon. Here, he says, a two-headedghost chicken. Isn’t that exciting? (More exciting thanroast venison!) Cluck, cluck, goes the chicken. Meh,I’ve seen better...

The Endovascular Management Approach to Carotid Artery Injuries: Are We Going Down the Yellow Brick Road?

The Endovascular Management Approach to Carotid Artery Injuries: Are We Going Down the Yellow Brick Road?

The yellow brick road to nuclear membrane mechanotransduction.

The nuclear membrane may function as a mechanosensory surface alongside the plasma membrane. In this Review, we discuss how this idea emerged, where it currently stands, and point out possible implications, without any claim of comprehensiveness.

On the “yellow brick road” of scientific dissemination

On the “yellow brick road” of scientific dissemination

Follow the Yellow Brick Road: Teaching Strategy for Learning the Nursing Process.

Follow the Yellow Brick Road: Teaching Strategy for Learning the Nursing Process.

Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education

ABSTRACT Inspiring learning and teaching are a matter of growing importance in today’s marketised higher education sector. To date, much research in this area has a focus on reviewing literature or adopting a single-stakeholder perspective – typically that of staff or students. This paper reports on the findings of a qualitative study adopting a multi-stakeholder perspective on inspiring learning and teaching. The study sought to address the following questions – what is inspiring learning and teaching, and what are the conditions under which universities might achieve it? Thirty-two participants from three English universities took part in the study including heads of learning and teaching [n = 4], academic staff [n = 13], and students [n = 15]. Adopting a phenomenological position using interviews and focus groups, the study found that rather than being a tangible ‘something’, inspiring learning and teaching is the outcome of a complex interplay between all relevant stakeholders, requiring an authentic commitment to learning. Drawing on the findings, the authors propose a model that captures the multi-faceted and multilateral nature of inspiring learning and teaching, demonstrating the inter-relatedness of the following factors: authentic relationships, partnership and collaboration, student reciprocity, and pedagogical leadership. The authors conclude by exploring the necessary institutional conditions required to apply the framework in practice in order to foster inspiring learning and teaching, such as recognising and rewarding inspiring teaching; providing professional development opportunities for staff who are keen to develop inspiring teaching; and having time and space to nurture authentic and trusting relationships with students in learning and teaching.

We’re not in Kansas anymore: Reimagining a new yellow brick road for treating youth and their families in the peri- and post-pandemic periods.

We’re not in Kansas anymore: Reimagining a new yellow brick road for treating youth and their families in the peri- and post-pandemic periods.

The Musical Language of Rock

The Musical Language of Rock

The Broken Yellow Brick Road: A Narrative Exploration of the College-Going Decisions and Trajectory of a Low-Income Single Mother of Color

Communities frequently treated as ‘have-nots’ in higher education are a window into the condition of postsecondary education access, exclusion, inequities, and outcomes. This reality is no more evident than with the college-going trajectories of low-income single mothers of color. Evoking the possibilities of narrative inquiry in general, and life history method in particular, the author explores the college-going ecology, decisions, and trajectory of a 35-year-old low-income Filipina single mother. Through this empirical undertaking, particular attention is paid to the challenges present within the informant’s context of information, time, and opportunity—the three dimensions of the Iloh Model of College-Going Decisions and Trajectories. Findings of this narrative include prolonged and disjointed experiences; poor navigational structures and asymmetries of information; and institutional constraints, barriers, and disregard. In addition to insights that reflect decision-making challenges and buyer’s remorse of minoritized students; this study situates new directions for addressing concerning contexts of time, information, and opportunity for single mothers pursuing college.