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Gerontechnology design is often rooted in deficit imaginaries of frail ageing bodies, with little consideration given to the sociomateriality of older adults\' everyday lives, as shaped by complex social, political, historical and cultural forces. While co-design approaches have gone some way in supporting the participation of older adults, little attention has been given to how design processes can be responsive to the more-than-human lived materialities of older adults\' everyday lives. More generally, there is also a need for deeper ethical engagement with the more-than-human assemblages that shape the politics and practices of co-design. In response, this article sketches out a feminist posthuman praxis of care-full co-design, grounding it in our work co-designing digital cultural experiences with older adults who live along multiple axes of inequality. Drawing on the radically deconstructive and reconstructive commitments of posthuman feminism, the discussion tentatively presents three interconnected threads of care-full co-design. These threads explore our attempts to design in the \'thick present\', ground design in older adults\' more-than-human everyday lives, and negotiate care-full (re)arrangements in the collective doing of design. The threads call for response-ability to expansive timescales and structural injustices, and to the situated knowledges and multi-sensual lifeworlds of older adults. Design is understood as an emergent process of attentive experimentation and adjustment in a bid to find a suitable arrangement of bodies, knowledges, technologies, emotions, languages, design sites and objects. We focus on particular practice-ings, tensions and challenges that emerged as we negotiated our care-full praxis.

Patient demand for procedures has increased in the evolving landscape of cosmetic dermatology. This has been fueled, in part, by social media and the growing normalization of cosmetic enhancements; however, this has led some patients to have potentially unrealistic expectations, placing undue pressure on dermatologists to meet these often unrealizable demands. This pressure is further exacerbated by patients who are seen as difficult, demanding, and time-consuming and who may require extensive counseling. Physicians may adopt dynamic or differential pricing strategies to offset the additional time and effort these patients require. We discuss the ethical concerns surrounding these pricing strategies in the cosmetic sphere, highlight the importance of transparency in pricing, and offer suggestions to promote clarity and fairness in cosmetic dermatology practices.

At the University of Nebraska Medical Center College of Pharmacy, a longitudinal project is underway to assess how the college is functioning in terms of keeping Justice, Equity, Diversity, and Inclusion (JEDI) at the forefront of the institution. This study is intended to showcase areas of excellence within the college and as a quality improvement exercise to show the institution potential areas in need of improvement. This process was also initiated because such assessments may soon become a requirement for colleges of pharmacy to earn full accreditation. Upon analyzing the Justice component of JEDI and the 32 justice-related ideas that were recommended for exploration and discussion, and further sub-categorized under the terms representation, curriculum and education, policies and procedures, support and resources, and college climate, useful data were discovered. Overall, the information found on representation, policy and procedure, and college climate was difficult to quantify as much of the information was subjective; however, this does not automatically discount this information from being useful. Information relating to curriculum and education was more quantifiable but may be underrepresented. Analyzing information found relating to resources was made possible by identifying readily available support offered at the college for faculty, staff, and students. In identifying these resources, the college was able to take note of any missing support that needed to be implemented to ensure justice was being maintained. This longitudinal process not only allows the college to see areas where they thrive, but it also highlights any shortcomings of the college while providing the institution with information to spark innovative ideas to strengthen and further promote justice.

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Aim: This paper investigates the conditions for inclusive design of regenerative medicine interventions from a bioethical perspective, taking regenerative valve implants as a showcase.Methods: A value hierarchy is construed to translate the value of justice into norms and design requirements for inclusive design of regenerative valve implants.Results: Three norms are proposed and translated into design requirements: regenerative valve implants should be designed to promote equal opportunity to good health for all potential users; equal respect for all potential users should be shown; and the implants should be designed to be accessible to everyone in need.Conclusion: The norms and design requirements help to design regenerative valve implants that are appropriate, respectful and available for everyone in need.
Scientists in the field of regenerative medicine are developing a new type of heart valve implant. After implantation, the synthetic implant slowly breaks down and is replaced by a new living heart valve. These so-called regenerative implants promise a complete cure. However, they also raise ethical questions. For example, questions related to justice and inclusion. In this paper, we explore how regenerative implants can be designed to be inclusive, meaning suitable, respectful and available for everyone. We argue that the design of regenerative implants should be adapted to relevant differences between users. The implants should be affordable in the short and long term. The implants should be suitable for use worldwide. The implants should be designed by teams of diverse age, gender and ethnicity. Users should be engaged in the design. And the communication about the implants to researchers and users should be inclusive. Overall, this paper provides ethical guidance to researchers and clinicians developing regenerative implants.

Although youth-adult partnerships (Y-APs) have been linked to a wide range of positive youth and community outcomes, the possibility of Y-AP occurrence in spaces of racialized social control such as youth residential facilities remains unknown. Rooted in a social justice and rights-based ethos, Y-APs represent an innovative conceptual and practice model of youth engagement that challenges longstanding patterns of control that characterize adult-youth relationships in these settings. This study uses narrative thematic inquiry and counter storytelling to examine frontline youth care workers\' narratives (N = 21) of Y-AP enactment against the backdrop of anti-Black racism in youth residential facilities. Workers\' narratives include instances of both enhanced and diminished forms of partnership, and explanations for Y-AP diminishment depict an interplay of racist (anti-Black) ideologies and organizational processes, including selective racial cognizance in hiring practices, color-evasive and elitist training, and racialized blame-shifting. Importantly, workers\' narratives suggest that although flourishing Y-APs remain elusive, it is not a foregone conclusion that Y-APs cannot occur to realize youth development and social change in these extreme contexts.

UNASSIGNED: Individuals with communication disabilities encounter obstacles in attaining equal access to justice compared to others. Despite experiencing widespread violence and abuse, they come across as challenges in seeking remedies through the legal system. One barrier is the lack of awareness among legal practitioners regarding suitable accommodations that would facilitate effective participation in court for individuals with communication disabilities.
UNASSIGNED: This study explores the awareness of final-year law students concerning court accommodations available for individuals with communication disabilities, allowing them to testify in a South African court. The findings can serve as inspiration for expanding the current curriculum for law students.
UNASSIGNED: This qualitative study used a modified six-step nominal group technique whereby participants (six law students identified through snowball sampling) generated, discussed and reached a consensus on accommodations needed by individuals with communication disabilities, enabling them to provide testimony in court. Data were analysed using thematic analysis principles.
UNASSIGNED: The study found that although participants had not received any instruction on disability rights, access to justice or court accommodations during their legal training at the undergraduate level, they were able to perceive and learn about four main types of court accommodations for persons with communication disabilities to enable their testimony.
UNASSIGNED: Final-year law students are aware of court accommodations despite not having received formal instruction in disability law.
UNASSIGNED: The inclusion of disability rights and court accommodations is recommended at the undergraduate level to ensure that when in practice, lawyers have knowledge on ensuring access to justice for persons with communication disabilities.

The Justice, Equity, Diversity, Inclusion, and Belonging (JEDIB) committee formed in 2022 in order to support diversity and inclusion in the Health Humanities Consortium and to advance best practices for equity and inclusion in the field of medical and health humanities. This Forum Essay describes our first year of work, including participant-led commitment statement crafting and strategic planning. Health humanities-specific JEDIB work is described in detail in essays about disability justice; gender, sex, sexuality, and reproductive justice; and Indigeneity from a decolonial standpoint. The authors offer transferable techniques for other organizations and institutions with particular attention to heath care and health professions education. Another essay analyzes US institutional and demographic data to show that as an academic program, health humanities gives robust indicators of contributing significantly to student diversity and inclusive success in higher education and medical education. The Forum closes with a reflection on joining the work of equity and inclusion and what new priorities and awareness can emerge to inform health equity scholarship and epistemic justice.

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