This paper explores the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn these perceived requirements. In-depth interviews with 24 global leaders were recorded, transcribed and analyzed using consant comparative and content analysis. The findings presented in this paper are part of a larger study on the meaning of global leadership and mindset. The framework for this research was guided by the Global Leadership Mindset (GLM) model developed by the authors and their colleagues. The GLM model has three dimensions (knowledge, orientation and behaviour) integrated by the learning process. The leaders indicated that knowledge related to cross-cultural issues, the global environment and self-knowledge with greater self-awareness related to willingness and enthusiasm for learning were essential components of the requirements for global leadership. Five different types of orientations, including transcendence, plasticity of the mind (flexible, thinking differently; rebalancing; open; multiple frames), mindfulness, curiosity, and change-orientation were also considered essential by the leaders. Knowledge and orientation were in turn tied to a set of behaviors exhibited by these global leaders. These included being interpretive/appreciative, communicative, self-regulative, ethical, and active learners; negotiators effectively building support and networks, managers of change and innovation, and having the right people strategies. These behaviors were an enactment of global leaders" existing repertoire of orientation and knowledge. The findings also indicate that global leaders are continuous learners. In fact, they view global leadership through the lens of learning. To them it is about learning more, seeking more knowledge and then sharing that knowledge with others on a broad scale. The personal learning journeys of these leaders to develop their global mindset showed evidence of mainly informal learning (only in very few cases workshops and courses were mentioned), during everyday work and life experiences. Learning and being learners are fundamentally central to these global leaders. They exhibit humility and surround themselves with people they can learn from on a continuous basis. In this context differences encountered by global leaders from all sectors were subjects for "celebration" and viewed as opportunities for learning. They argued that global leadership is driven by a desire to learn and share learning. The stories of these leaders could inform HRD practitioners in their quest to create learning cultures and spaces for discovery in similar contexts.

HIV patients' health-related quality of life may be substantially affected by clinically relevant patient-, disease-, and treatment-related factors, such as injection drug use, disease status, food/drink restrictions, and AEs.

Many cancer survivors experience physical and/or psychosocial side effects, which can be severe, debilitating, and sometimes permanent. These NCCN Guidelines for Survivorship provide screening, evaluation, and treatment recommendations for common consequences of cancer and cancer treatment for health care professionals who work with survivors of adult-onset cancer in the posttreatment period. These introductory sections of the guidelines include the panel’s definition of cancer survivors, a discussion of the effects of cancer and its treatment, general principles and standards for survivorship care, and guidance regarding screening for problems that require further assessment.

This paper addresses the rising suicide rate in Greece since the economic crisis began in 2008. By 2011, Greek and international media were reporting the Greek suicide rate as the fastest rising in Europe; dozens of “spectacular” public suicides were taken as symptoms of an “epidemic.” In this paper, I explore different accounts of this “epidemic”: statistical studies and press reports on suicide since the crisis; notes written by people who committed or attempted suicide in public during the crisis; and narratives of suicidality from psychiatric patients before the crisis, in dialogue with local psychiatric epidemiologies. These accounts summon three axes of comparison around suicide in Greece: historical difference, defined by the economic crisis and the time before; locale, contrasting the public sphere of media coverage and consumption with a particular region distinguished by its “suicidogenic” features; and evidence, moving from the public discourse on suicide to clinical ethnographic research that I conducted in northeastern Greece a decade ago. I show that each way of accounting for suicide challenges the epistemologies and evidence at work in the others; the tensions and the interactions among them are signs of indeterminacy in suicide itself, taken as an object of inquiry. In the public discourse on the Greek crisis, the many meanings of suicide have been condensed and fixed as a politics of protest. Yet, I argue, comparison among epistemologies of suicide and recognition of its indeterminacy generate a space for thinking about suicide beyond the publicity of the crisis.