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Background and Purpose Women's representation in medicine has increased over time yet the proportion of women practicing neurointervention remains low. We conducted an anonymous online survey through which we could explore the gender gap in neurointervention, identify potential issues, difficulties, or obstacles women might face, and evaluate if men encounter similar issues. Methods An online questionnaire was designed in SurveyMonkey®. Invitation to participate was emailed through national and international neurointerventional societies as well as directly through private mailing lists to men and women working in neurointervention. Responses were collected from 10 May 2019 to 10 September 2019. Results There were 295 complete responses, 173 (59%) male and 122 (41%) female. Most respondents (83%) fell within age categories 35–60 years, with representation from 40 countries across five continents. In all 95% were working full time, 73% had worked as a neurointerventionalist for >6 years, 77% worked in University-affiliated teaching institutions. Almost half of the respondents indicated no female neurointerventionalist worked in their center. Female respondents were younger and age-adjusted analysis was undertaken. Significantly fewer females than males were married and had children. Significantly fewer females held supervisory roles, held academic titles, and significantly less had a mentor. Females were less satisfied in their careers. More females felt they receive less recognition than colleagues of the opposite sex. Males had a greater proportion of work time dedicated to neurointervention. Similar proportions of both genders experienced bullying in work (40%–47%); however, sexual harassment was more common for females. There were no differences between genders in how they dealt with complications or their effects on mental well-being. Conclusion There are many potential reasons why women are underrepresented in neurointervention, however, the literature suggests this is not unique to our specialty. Multiple long-term strategies will be necessary to address these issues, some of which are discussed in the article.

Resumo O presente artigo se refere a uma pesquisa proveniente de uma dissertação de mestrado em que analisamos as práticas corporais desenvolvidas na educação integral em tempo integral de duas escolas públicas, numa perspectiva não salvacionista, tensionando suas contribuições e (des)compassos nas vidas dos estudantes. A expressão “formar pessoas melhores?” questiona a concepção reducionista e salvacionista por vezes encontrada em programas sociais que lançam mão das práticas corporais apresentando-as como solução aos estudantes das camadas populares. Compreendemos neste estudo que esta perspectiva é comutada pelo sentido de direito social e acesso a diferentes práticas corporais enquanto elementos da formação humana. A educação integral, contudo, apresenta também limites que por vezes as distanciam das suas perspectivas, como a naturalização das questões de gênero, a fragmentação curricular e as condições de trabalho distintas entre professores e oficineiros. Abstract This article refers to research from a master’s thesis in which we analyze the bodily practices developed in full-time education of two public schools, in a non-salvationist perspective, stressing their contributions and mismatches in the lives of students. The expression “to form better people?” questions the reductionist and salvationist conception sometimes found in social programs that use bodily practices, presenting them as a solution to students from the lower classes. We understand in this study that this perspective is changed by the sense of social right and access to different bodily practices as elements of human formation. Full-time education, however, also has limits that sometimes distance it from its perspectives, such as the naturalization of gender issues, curricular fragmentation and different working conditions between teachers and workshop workers. Resumen Este artículo se refiere a una investigación realizada a partir de una disertación de maestría en la que analizamos las prácticas corporales desarrolladas en la educación a tiempo completo de dos escuelas públicas del estado de Rio Grande do Sul, desde una perspectiva no salvacionista, tensionando sus contribuciones y escollos en las vidas de los estudiantes. La expresión “formar personas mejores” cuestiona la concepción reduccionista y salvacionista que a veces se encuentra en programas sociales que utilizan las prácticas corporales presentándolas como solución para los estudiantes de las clases bajas. Entendemos, en este estudio, que esta perspectiva es conmutada por el sentido de derecho social y acceso a diferentes prácticas corporales como elementos de la formación humana. La educación integral, sin embargo, también presenta límites que a veces las alejan de sus perspectivas, como la naturalización de las cuestiones de género, la fragmentación curricular y las condiciones de trabajo distintas entre los profesores y los que participan en los talleres.

s Background Patient-facing health care workers (HCW) experience higher rates of COVID-19 infection, particularly at the start of the COVID-19 pandemic. However, rates of COVID-19 among front-line home health and hospice clinicians are relatively unknown. Methods Visit data from a home health care and hospice agency in New Jersey early in the pandemic was analyzed to examine COVID-19 infection rates separately for clinicians exposed to COVID-19-contagious patients, and those without exposure to known COVID-19 contagious patients. Results Between March 5 and May 31, 2020, among home health clinicians providing in-person care, clinicians treating at least one COVID-19 contagious patient had a case rate of 0.8% compared to 15.7% for clinicians with no exposure to known COVID-19 contagious patients. Among hospice clinicians providing in-person care, those who treated at least one COVID-19 contagious patient had a case rate of 6.5%, compared to 12.9% for clinicians with no known exposure to COVID-19 contagious patients. Non-White clinicians had a higher COVID-19 case rate than White clinicians (10.9% vs 6.2%) Discussion Lower rates of COVID-19 infection among clinicians providing care to COVID-19-contagious patients may result from greater attentiveness to infection control protocols and greater precautions in clinicians’ personal lives. Greater exposure to COVID-19-contagious patients prior to patient diagnosis (“unknown exposures”) may explain differences in infection rates between home health and hospice clinicians with workplace exposures. Conclusion Clinicians providing in-person care to COVID-19-contagious patients experience lower rates of COVID-19 infection than clinicians providing face-to-face care with no known exposure to COVID-19 contagious patients. Our findings suggest there was a low incidence of potential workplace infections

Background: Returning to work can impact breastfeeding duration; limited data exist on how this may impact a lower income population. Methods: Data from U.S. Department of Agriculture's longitudinal study WIC Infant and Toddler Feeding Practices Study-2 were used to assess breastfeeding duration ( 1 to 3 months after birth had lower odds of breastfeeding ≥12 months. Conclusions: Returning to work within 3 months after birth had a negative impact on breastfeeding for ≥12 months, particularly for those who returned full time. Efforts to support maternity leave and flexible work schedules could prolong breastfeeding durations among a low-income population. This study was a registered study at clinicaltrials.gov (NCT02031978).

This study examines whether working long hours alters the motherhood earnings penalty in the context of the United States. The author uses data from the National Longitudinal Survey of Youth (1979–2014) to model the annual earnings penalty mothers incur per child in the United States. The results support that working long hours (50+ hours per week) reduces the negative effect of motherhood on earnings for white women. Once we control for human capital and labour supply, however, there is no difference in the effect of children on earnings between full-time workers and overworkers. For Black full-time workers and overworkers, having an additional child has little effect on earnings. The findings suggest that although overwork appears to attenuate the earnings penalty for white mothers, white mothers who work long hours exhibit a smaller penalty because they already have high levels of human capital and supply a great amount of labour.

This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data were analyzed by employing a general analytical strategy for developing a case description (Yin, 2018). The results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy, and the unique features of online courses. Implications for practice and research are discussed.

Although distinctions between full-time and part-time work are vital for understanding inequalities at work and home, consensus and critical reflection are lacking in how employment status should be defined. Full-time and part-time work are often represented as a binary split between those working under or over a specific number of hours. However, this paper, using exploratory mixed methods, evidences problems with assumptions based on working-hour thresholds and highlights the importance of workplace culture and household contexts. Using the UK Labour Force Survey we reveal ambiguities in the reporting of employment status for 12% of workers when comparing definitions based on number of working days, working hours and self-assessment. Ambiguities are particularly prevalent among working mothers with almost a third, who would be regarded as working full-time using hour-based measures, classified as ambiguous according to the measures used here. In-depth interviews with parents who self-classify as part-time workers, despite working over 35 hours a week, reveal mechanisms behind ambiguity within this group linked to organisational norms, previous working hours and divisions of household labour. The paper therefore argues workplace and household contexts are crucial to understanding employment status and recommends this should be taken into account in new multidimensional measures.

This article refers to research from a master’s thesis in which we analyze the bodily practices developed in full-time education of two public schools, in a non-salvationist perspective, stressing their contributions and mismatches in the lives of students. The expression “to form better people?” questions the reductionist and salvationist conception sometimes found in social programs that use bodily practices, presenting them as a solution to students from the lower classes. We understand in this study that this perspective is changed by the sense of social right and access to different bodily practices as elements of human formation. Full-time education, however, also has limits that sometimes distance it from its perspectives, such as the naturalization of gender issues, curricular fragmentation and different working conditions between teachers and workshop workers., Este artículo se refiere a una investigación realizada a partir de una disertación de maestría en la que analizamos las prácticas corporales desarrolladas en la educación a tiempo completo de dos escuelas públicas del estado de Rio Grande do Sul, desde una perspectiva no salvacionista, tensionando sus contribuciones y escollos en las vidas de los estudiantes. La expresión “formar personas mejores” cuestiona la concepción reduccionista y salvacionista que a veces se encuentra en programas sociales que utilizan las prácticas corporales presentándolas como solución para los estudiantes de las clases bajas. Entendemos, en este estudio, que esta perspectiva es conmutada por el sentido de derecho social y acceso a diferentes prácticas corporales como elementos de la formación humana. La educación integral, sin embargo, también presenta límites que a veces las alejan de sus perspectivas, como la naturalización de las cuestiones de género, la fragmentación curricular y las condiciones de trabajo distintas entre los profesores y los que participan en los talleres., O presente artigo se refere a uma pesquisa proveniente de uma dissertação de mestrado em que analisamos as práticas corporais desenvolvidas na educação integral em tempo integral de duas escolas públicas, numa perspectiva não salvacionista, tensionando suas contribuições e (des)compassos nas vidas dos estudantes. A expressão “formar pessoas melhores?” questiona a concepção reducionista e salvacionista por vezes encontrada em programas sociais que lançam mão das práticas corporais apresentando-as como solução aos estudantes das camadas populares. Compreendemos neste estudo que esta perspectiva é comutada pelo sentido de direito social e acesso a diferentes práticas corporais enquanto elementos da formação humana. A educação integral, contudo, apresenta também limites que por vezes as distanciam das suas perspectivas, como a naturalização das questões de gênero, a fragmentação curricular e as condições de trabalho distintas entre professores e oficineiros.

The present study assessed factors associated with maternal preferences for their children’s educational format (i.e., completely in-person, completely online/remote, or hybrid of in-person and online/remote) for return to school during the COVID-19 pandemic and whether these associations differed between full-time employed mothers and mothers who were not employed. Participants were 911 mothers of school-aged children from the United States (full-time employed, n = 650; not employed, n = 261). Recruitment took place online via social media during Summer 2020. Questionnaires on school modality preference, maternal work status, and demographic characteristics were filled out online through Qualtrics. Compared to mothers who were not employed, full-time employed mothers were more likely to endorse a preference for a hybrid in-person and online/remote educational format for their children and less likely to endorse a preference for a completely online/remote educational format for their children. The factor most strongly associated with maternal preferences for their children’s educational format for return to school in both groups of mothers was being worried about my child getting COVID-19 and their health being severely impacted (rs’s ranged from −56 to −58; p < .01). Regardless of maternal employment status, this factor continued to have the strongest association with a maternal preference for a completely online educational format in the polynomial regression analysis after controlling for relevant demographic variables (Odds Ratios ranged from 3.63 to 37.64; p < .01). These findings highlight that concerns about child health during the COVID-19 pandemic influence maternal preferences for their children’s educational format, regardless of maternal employment status.

This study is the result of a master's thesis carried out in the Graduate Program in Management and Curriculum of the Basic School at the Federal University of Pará. It analyzed conceptually the policies of Full Time and Extended Day in the organization of pedagogical work. Methodologically, this is a qualitative approach, in which we used bibliographic research, supported by the contributions of Arroyo (2012), Cavaliere (2009), Moll (2012), among others. The results revealed that these experiences are presented discontinuously and with interruptions in the administrative management. The reflections on the organization of the pedagogical work in the extended day bring concern about the planning of educational actions: despite the legal advances, the reality shows difficulties in the implementation of full-time schools due to the need for investments that have not yet been made by the federated entities. We conclude that there is an urgent need for pedagogical planning in full-time schools in order for them to meet the new significant needs of the school community. Este estudio es el resultado de una tesis de maestría realizada en el Programa de Posgrado en Administración y Currículo de la Escuela Básica de la Universidad Federal de Pará. Se analizó conceptualmente la política de Tiempo Integral y Jornada Ampliada en la organización del trabajo pedagógico. Metodológicamente, se trata de un enfoque cualitativo, en el que utilizamos la investigación bibliográfica, apoyada en los aportes de Arroyo (2012), Cavaliere (2009), Moll (2012), entre otros. Los resultados revelaron que estas experiencias son discontinuas y con interrupciones en la gestión administrativa. Las reflexiones sobre la organización del trabajo pedagógico en el camino ampliado traen preocupación con la planificación de las acciones educativas: a pesar de los avances legales, la realidad demuestra dificultades en la implementación de la escuela de tiempo integral debido a la necesidad de inversiones aún no implementadas por las entidades federativas. Concluimos la urgencia de una planificación pedagógica a tiempo integral para que la escuela satisfaga las nuevas necesidades significativas para la comunidad escolar. Este estudo é resultado de dissertação de mestrado realizado no Programa de Pós-Graduação em Gestão e Currículo da Escola Básica da Universidade Federal do Pará. Analisou-se conceitualmente a política do Tempo Integral e Jornada Ampliada na organização do trabalho pedagógico. Metodologicamente, trata-se de uma abordagem qualitativa, em que utilizamos a pesquisa bibliográfica, apoiada nas contribuições de Arroyo (2012), Cavaliere (2009), Moll (2012), entre outros. Os resultados revelaram que essas experiências se apresentam de forma descontínua e com interrupções na gestão administrativa. As reflexões sobre a organização do trabalho pedagógico na jornada ampliada trazem a preocupação com o planejamento das ações educativas: apesar dos avanços legais, a realidade demonstra dificuldades na implantação da escola de tempo integral devido à necessidade de investimentos ainda não efetivados pelos entes federados. Concluímos a urgência de um planejamento pedagógico no tempo integral para que a escola atenda às novas necessidades significativas para a comunidade escolar.

Esta pesquisa teve como objetivo identificar e problematizar o papel do professor de Educação Física dos anos iniciais do Ensino Fundamental, nas escolas do estado de São Paulo de Ensino Integral. Trata-se de uma pesquisa documental, com abordagem qualitativa. Identificou-se que o professor de Educação Física possui, além de suas atribuições específicas, um papel mais interdisciplinar com o de Arte, com a responsabilidade ainda de acompanhar os alunos no horário da saída e no almoço, e de participar das assembleias e dos agrupamentos. Para complementar a carga horária, deve atuar como apoio docente. Conclui-se que os documentos oficiais determinam a este profissional um papel disciplinador, de recreador, de auxiliar (portão e refeições), com multifunções, inclusive a médica, conforme a própria história da área nos identifica., The purpose of this research was to identify and problematize the role of the Physical Education teacher during the initial years of the elementary schools in full time schools of São Paulo state. It regards a documentary research with a qualitative approach. It was identified that the Physical Education teacher has, in addition to his specific duties, a more interdisciplinary role with Art, with yet the responsibility to accompany the students at the time of leaving and at lunch, and to participate in assemblies and groupings. To complement the timetable, has to act as a teaching support. It is concluded that the official documents determine to this professional a disciplinary role, a recreator, an assistant role (gate and meals), with multi functions, including the medical one, as the history of the area itself identify us.Key-words: Integral Teaching; Physical school education; professional performance., Esta investigación tuvo como objetivo identificar y problematizar el papel del profesor de Educación Física de los años iniciales de la Enseñanza Fundamental, en las escuelas públicas de São Paulo de Enseñanza Integral. Se trata de una investigación documental con enfoque cualitativo. Se identificó que el profesor de Educación Física posee, además de sus atribuciones específicas, un papel más interdisciplinario con el de Arte, con la responsabilidad de acompañar a los alumnos en el horario de la salida y en el almuerzo, y de participar de las asambleas y de las agrupaciones . Para complementar la carga horaria, debe actuar como apoyo docente. Se concluye que los documentos oficiales determinan a este profesional un papel disciplinario, de recreador, de auxiliar (puerta y comidas), con multifunciones, incluso la médica, conforme la propia historia del área nos identifica.Palabras clave: Enseñanza Integral; Educación Física escolar; Actuación profesional.

ObjectiveWe examined whether teleworking preference and frequency were associated with work functioning impairment.MethodsThis online cross-sectional study was conducted using a self-administered questionnaire among 27,036 full-time Japanese workers. The Work Functioning Impairment Scale was used to measure work functioning impairment, and we performed multilevel logistic regression analysis.ResultsHigher odds ratios for work functioning impairment were observed among employees who preferred to telework compared with those who preferred working in the workplace. A similar trend was observed among employees who teleworked 4 or more days a week compared with those who almost never teleworked. When teleworking preference and frequency were adjusted, only teleworking preference was associated with work functioning impairment.ConclusionsA preference for teleworking was associated with work functioning impairment and one factor that increased the teleworking frequency.

The majority of male workers spend full-time hours in the labour market while part-time employment is heavily female dominated. A decade of economic unrest in the UK following the recession of 2008–2009 was accompanied by a considerable expansion in the numbers of men working part-time. Growing male part-time employment is a significant phenomenon, with potential for narrowing gender inequalities in ways of working, inside and outside the home. Applying a gendered lens to men’s working lives, the article focuses upon the ramifications of this growing male work-time diversity. Unsettled times can create the circumstances for opening up acceptable behaviours, for ‘undoing’ gender roles. The financial circumstances of male part- and full-timers, and men’s engagement in unpaid domestic work, are compared. Part-time jobs are associated with more financial hardship than are full-time, but they offer up the potential for narrowing gender inequality in the sharing of core domestic work tasks.

Background The Australian wine industry is a valuable part of the wider Australian economy worth approximately A$45 billion annually and employs 163,790 people either full time or part time. Australian agricultural industries are amongst the nation’s most dangerous workplaces with joint, ligament, muscle and tendon injuries being commonplace along with wounds, lacerations and musculoskeletal diseases. It is therefore important to try and minimise the risk of injuries to workers. The aims of this study were to (1) identify whether lower limb problems occur in the Australian wine industry and (2) identify the types of safety footwear worn. Methods Participants were recruited from the Australian wine industry. The study was a cross-sectional anonymous survey of 82 questions with n = 207 respondents. Questions related to job role performed, types of lower limb problems experienced, level of pain, restriction of activities, types of footwear worn, general health and physical health. Results The main working roles were winery (73.4%), vineyard (52.2%), laboratory (39.6%), cellar door (32.4%) and office (8.2%), with 63.3% of participants working in more than one role. Lower back pain was the most commonly reported problem at 56% followed by foot pain (36.7%), knee pain (24.6%), leg pain (21.3%), ankle pain (17.9%), hip pain (15.5%), toe pain (13%) and heel pain (11.1%). The most popular footwear used by participants were elastic sided safety boots, followed by high cut lace up safety boots with side zip. Overall, although the pain experienced was moderate, it did not impact the workers ability to perform their duties and the majority self-reported as being in very good general and physical health. Conclusion To date no data have been published on the types of lower limb problems or the types of safety footwear worn in the Australian wine industry. This study is the first to demonstrate that elastic sided safety boots were the most popular amongst respondents and that lower limb problems occur with workers. Therefore, further research into the safety footwear used in the Australian wine industry is needed to better support workers health while working in their varied roles and conditions.

A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão a ser estudado discute a implementação da política de Educação Integral e Integrada de Minas Gerais, na Escola Estadual Rosa Vaz de Araújo. Para o norteamento da pesquisa desenvolvida, buscou-se responder aos seguintes questionamentos: de que forma uma análise dos planejamentos de atividades dos professores pode auxiliar na compreensão do processo de implementação de políticas de Educação (em tempo) Integral em uma escola pública do centro-oeste mineiro? Em que medida essa compreensão mais apurada auxilia na proposição de ações gestoras voltadas para a implementação de políticas públicas, como é o caso da Educação Integral e Integrada em Minas Gerais? De forma complementar, o objetivo geral da pesquisa foi o de avaliar como a percepção dos professores da escola-foco se revela em seus planejamentos (anuais e/ou aula a aula). Para buscar resultados mais detalhados com relação à pesquisa empreendida, foram estabelecidos como objetivos: (i) descrever o processo de implementação e operacionalização das políticas de Educação Integral na escola-foco da pesquisa entre 2017 e 2020, evidenciando de que maneira a instituição se organiza para atender a demanda de formação (em tempo) integral; (ii) analisar os documentos que orientam as ações educacionais neste contexto escolar para a formação integral dos alunos ligados ao Programa de Educação Integral e Integrada, verificando em que medida a escola compreende e acolhe esta proposta; e (iii) propor estratégias que se configurem como instrumento de apoio para a gestão alcançar os objetivos propostos no programa estadual de Educação (em tempo) Integral. No embasamento teórico, foram utilizadas obras de autores como Gouveia (2006), Freire (1997), Gadotti (2018) e Cavaliere (2002), organizadas a partir de dois eixos, sendo o primeiro uma reflexão acerca da Educação Integral e o segundo uma problematização do currículo. Como recurso metodológico, a pesquisa utilizou a análise documental, a partir de 14 planos de aula dos anos 2017, 2018, 2019 e 2020. A análise dos dados coletados em pesquisa levou à reflexão sobre (i) momentos insuficientes de formação para os professores atuarem na Educação Integral; (ii) alternância das normativas que regem o programa que, sobrepostas, propunham orientações divergentes e de difícil acompanhamento para a equipe escolar e (iii) alta rotatividade de professores que ministram as oficinas do projeto, que incide em uma dificuldade na continuidade das ações de formação empreendidas pela escola aos seus alunos. Tendo como base tais dados de pesquisa, propôs-se a construção de um Plano de Ação Educacional com ações focadas na relação dos planos de aula com os documentos orientadores e em formações de professores para a Educação (em tempo) Integral. Esse plano propõe basicamente a implantação de quatro ações estratégicas: criação de um formulário para a produção dos planos de trabalho, desenvolvendo diretrizes sólidas e embasadas em documentos oficiais que possam auxiliar o corpo docente na elaboração de seus planos; realização de reuniões de colaboração entre os docentes responsáveis pelas atividades do projeto e a equipe gestora; organização de uma oficina para os docentes, com a participação da equipe gestora, de maneira que possam se mobilizar e entender melhor a importância de uma diversificação metodológica para o desenvolvimento de suas atividades; e projeto de formação continuada para a escola que atendam a essas duas necessidades abordadas na pesquisa de campo. This dissertation was developed within the Professional Master in Education Management and Evaluation (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAED/UFJF). The case of management to be studied discusses the implementation of the integrated and integrated education policy of Minas Gerais, at Rosa Vaz de Araújo State School. For the guidance of the research developed, we sought to answer the following questions: How an analysis of teacher activity planning can assist in understanding the process of implementing education policies (in time) in a public school of the Center- West Mineiro? To what extent does this accurate understanding helps in the proposition of management actions aimed at implementing public policies, such as integral and integrated education in Minas Gerais? In a complementary way, the general objective of the research was to evaluate how the teachers' perception of the focus school is revealed in their planning (annual and/or class by class). To seek more detailed results regarding the research undertaken, they were established as objectives: (i) describe the process of implementation and operationalization of integral education policies at the research school between 2017 and 2020, showing how the institution is organized in what way is to meet the demand for full (in time); (ii) analyze the documents that guide the educational actions in this school context for the integral formation of students linked to the Integral and Integrated Education Program, verifying to what extent the school comprises and welcomes this proposal; and (iii) propose strategies that are configured as a management support instrument to achieve the objectives proposed in the (in time) state education program. In the theoretical basis, works by authors such as Gouveia (2006), Freire (1997), Gadotti (2018) and Cavaliere (2002), organized from two axes, being a reflection on Integral Education and the second one a second one. Curriculum problematization. As a methodological resource, the research used document analysis, from 14 class plans of the years 2017, 2018, 2019 and 2020. The analysis of the data collected in research led to reflection on (i) insufficient moments of training for teachers to act In Integral Education; (ii) alternation of the regulations governing the program that, overlapping, proposed divergent guidelines and difficult to follow up for the school team and (iii) high teaching turnover that teach the project workshops, which focuses on a difficulty in continuing actions training undertaken by the school to its students. Based on such research data, it was proposed to build an educational action plan with actions focused on the relationship of class plans with guiding documents and teacher training for full-time education. This plan basically proposes the implementation of four strategic actions: creation of a form for the production of work plans, developing solid guidelines and based on official documents that can help the faculty in the elaboration of their plans; holding collaboration meetings between the teachers responsible for the project activities and the management team; Organization of a workshop for teachers, with the participation of the management team, so that they can mobilize and better understand the importance of methodological diversification for the development of their activities; and continuing education project for the school that meet these two needs addressed in field research.

This article examines the link between terms of employment (full time, part time and casual) at an Australian regional university and women’s career progression. The literature identifies lack of transparency in recruitment, promotion and retention; mobility and location; and management perceptions of women’s choice to work flexibly as factors impacting on career progression. However, the voices of women working in regional universities and particularly those of professional staff are often not present in current research. This study moves towards addressing this research deficit. Feminist institutionalism is used to analyse the relationship between national legislation, university policies and informal institutional practices in relation to women’s career progression In early 2020, twenty-one women provided written responses to questions on the link between terms of employment and career progression. The main findings tend to support other research about women working in universities; that is, carers need flexible work arrangements. But there are particular differences for women in regional universities who have to travel between dispersed campuses, which brings an added dimension of complexity to career progression. Their choices about terms of employment and fulfilling carer responsibilities resulted in insecure employment for some participants which had an impact on wellbeing and confidence. In addition, care/household responsibilities and the choice to work flexibly had a negative effect on career progression, and managers did not necessarily support flexible work options (despite national legislation that enables employees with child care responsibilities to negotiate flexible work arrangements with managers, and institutional gender equality policies).

For obstructive sleep apnoea (OSA), few mechanical treatment options are available and no pharmacotherapy is approved [1–3]. However, safe and efficacious pharmacotherapy would have substantial appeal for many people with OSA., BAY 2253651 is a nasally applied genioglossus muscle activator via pharyngeal mucosal receptor stimulation (potassium channel blocker) aimed to treat obstructive sleep apnoea. Although well-tolerated and safe, there was no significant therapeutic effect. https://bit.ly/3zDbyia

IntroductionThe impact of the COVID-19 pandemic has disrupted training during the initial peak and partial recovery. Gastroenterology higher speciality training (HST) is reaching an inflection point with a reduction from five years to four. The potential compound impact is a source of concern for HSTs. The BSG Trainees Section biennial survey 2020 aimed to delineate the impact of COVID-19 and opinions on changes to training.MethodsAn electronic survey allowing for anonymised responses at the point of completion was distributed to all gastroenterology HSTs over a three month period from September to November 2020.ResultsIn total, 349 trainees completed the survey (response rate of 51% of 687 HSTs) with representation across all regions. 89%(307/344) of responders were full time trainees and 39%(136/349) female. There was a reduction in access to clinics;48.4%(169/349) reported due to general internal medicine (GIM) duties and 26.6% (93/349) due to reduction in available clinics. Reduction in experience in gastroenterology referrals were also mainly limited by GIM commitments (42.4%) (148/349). No endoscopy training occurred for 88.5(170/192)% of trainees at the peak. Recovery of training lists was reported by 67.3(175/260)% of responders in late summer yet 20.6(72/349)% reported training lists were still ‘not allowed’ in their trust. 71.0 (206/290)% of responders reported their time was predominantly taken by GIM, with 42.1 (110/261)% considering the need to extend their CCT date to compensate for this. 49.0%(128/261) of respondents were considering time out of programme or fellowships and 28.3 (74/261)% considering it in the future. The majority of responders reported virtual or online teaching was provided during the peak of the pandemic.Considering future training;96.8%(245/253) of respondents stated gastroenterology HSTs should have 1 year experience on a GI bleed rota, however only 21.3 (55/258)% reported having experience of this formally during training. 68.8%(174/253) of responders supported the idea of blocks of GIM training during HST to protect gastroenterology training. The majority of trainees (84.2%)(213/253) reported they would not feel ready to be a consultant after 4 years of HST. 46.7(122/261)% of responders would stop GIM training if given the opportunity.ConclusionsIn all aspects of gastroenterology training surveyed, more than half of training time was lost during the pandemic. This included training beyond endoscopy to other aspects of GI work including clinics and referrals. This is mirrored in anticipated concerns about completion of training and the perceived future competence as a consultant at the end of a 4 year higher training programme. Work is now required to ensure training trajectories are restored following the COVID-19 pandemic.

Background It is widely recognized that individuals’ health and educational attainments, commonly referred to as their human capital, are important determinants for their labour market participation (LMP). What is less recognised is the influence of individuals’ latent resilience traits on their ability to sustain LMP after experiencing an adversity such as a health shock. Aim We investigate the extent to which resilience is independently associated with LMP and moderates the effect of health shocks on LMP. Method We analysed data from two consecutive waves of a Norwegian prospective cohort study. We followed 3,840 adults who, at baseline, were healthy and worked full time. Binary logistic regression models were applied to explain their employment status eight years later, controlling for age, sex, educational attainment, health status at baseline, as well as the occurrences of three types of health shocks (cardiovascular diseases, cancer, psychological problems). Individuals’ resilience, measured by the Resilience Scale for Adults (RSA), entered as an independent variable and as an interaction with the indicators of health shocks. In separate models, we explore the role of two further indicators of resilience; locus of control, and health optimism. Results As expected, health shocks reduce the probability to keep on working full-time. While both the RSA and the two related indicators all suggest that resilience increases the probability to keep on working, we did not find evidence that resilience moderates the association between health shocks and LMP. Conclusion Higher levels of resilience is associated with full-time work as individuals age.

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

Previous research has shown social inequality in type 2 diabetes prevalence and that socially vulnerable type 2 diabetes patients benefit less than average from health services. Based on ethnographic fieldwork carried out between February 2017 and March 2018 in a Danish specialized outpatient clinic, this article focuses on patient work among socially vulnerable type 2 diabetes patients. Through attending to the border zone between formal health care and self-care, we show that patients do a lot of work requiring skills, resources, and initiative, to access and benefit from formal care. This work is complex and implicit in the organization of care. Patients’ social situations, especially their employment situation, complicate getting patient work done. Attending to patient work and implicit tasks in care organization may help us to see how social inequality in type 2 diabetes outcomes develops, and may be combated.

The World Health Organization states that essential, cost-effective surgical care should be delivered at district hospitals. In South Africa significant skills gap exist at district hospitals, particularly in the area of surgery and anaesthesia. These small to moderate sized hospitals are too small to support a range of full time specialists even if they could be recruited and were cost-effective. Family physicians (FPs) are trained in the clinical skills required for district hospitals and primary health care. Clinical associates have also been introduced to perform procedures at district hospitals. This report illustrates the contribution of a FP to surgical care at Zithulele Hospital in the Eastern Cape. Family physicians not only bring the necessary clinical skills set but also increase the confidence and capacity of the whole team. Outreach and support by surgeons, as well as continuing professional development, are important. Surgical and anaesthetic skills must be developed together. Family physicians also bring leadership and clinical governance skills that ensure the inputs to support surgery, such as equipment and information systems are available. The contribution of FPs to surgery and district hospitals is overlooked in both policy and practice. Human resources for health policy should recognise their contribution and increase the numbers available and FP posts at district hospitals. There is also a need to update the package of emergency and essential surgical procedures in policy.

Objectives The caregiving experiences and unique health needs of male caregivers of children and youth with special health care needs (CYSHCN) are not well described. This study seeks to understand potential unmet health needs and attitudes toward supportive resources from the perspective of a sample of male caregivers of CYSHCN. Methods This mixed-methods study recruited a convenience sample of 30 men with CYSHCN who receive care for a chronic medical condition from primary care medical homes in Pennsylvania. We conducted semi-structured interviews (SSI), administered quantitative surveys to caregivers, and produced a thematic analysis. The SSI explored the health needs of male caregivers, assessed attitudes toward and preferences regarding supportive resources, and garnered their advice to other caregivers regarding parenting and health care system navigation. Results Participants' median age is 41 years (IQR: 33, 44), and most (80%) reside full time with their CYSHCN. Most male caregivers deprioritized their own emotional, mental, and physical health needs to support the needs of their families. Many male caregivers articulated interest in seeking emotionally supportive resources (not time-intensive). They advised other male caregivers to remain involved in the medical care and wellbeing of their CYSCHN and to openly seek and receive emotional support despite the daily challenges they face. Conclusions for practice Male caregivers of CYSHCN experience intense daily stress and express the need for emotionally supportive resources. Programs designed to facilitate such support may benefit from flexible formats (time and location) and involve male caregivers of CYSHCN as both facilitators and participants.

Backgroundthe RCPCH published a charter in 2019 outlining the what a trainee should expect from their training across 7 domains:Educational supervision.RotaFatigue, rest facilities, breaks.Less than full time training (LTFT)Training environmentTraining programme’s.The Wales deanery has signed up to comply with this charter. Until this study adherence to this charter has not been evaluated.The Covid-19 pandemic has had an impact on training in Wales. Many trainees have been redeployed within paediatrics or moved to support adult services under pressure.AimsTo evaluate adherence to the trainee charter from the perspective of trainees in wales across domains 1–5.To asses what primary role trainee’s undertook during the pandemic.ObjectivesTo evaluate adherence to the trainee charter from the perspective of trainees in wales across domains 1–5.To asses what primary role trainee’s undertook during the pandemic.MethodsWe designed a questionnaire using google forms and sent it by e-mail to all trainees in wales.We asked trainees about each point from 5 domains of the charter and asked whether in their current role they: strongly agreed, agreed, were neutral, disagreed or strongly disagreed. We categorised strongly agree/agree as a positive response and disagree/strongly disagree as a negative response. We also asked which hospital site they were based in allowing us to compare experiences across the country.A further question we asked was during the pandemic did they remain in acute paediatrics, were they redeployed to adult services, did they shield, or would they rather not say.ResultsWe received 22 responses from trainees across 12 hospital sites. For each domain overall the results were:Educational supervision: 68% positive. 16% neutral. 17% negative.Teaching: 47% positive, 12%neutral, 41% negativeRota: 33% positive, 16% neutral, 40% negativeFatigue, rest facilities and breaks: 36% positive, 15% neutral, 48% negativeLTFT: 78% positive, 6% neutral, 17% negative.Regarding redeployment during the initial Covid-19 spike March- June 2020: 68% remained in clinical paediatrics. 23% were redeployed to adult services, 4% shielded, 4% did not wish to say.ConclusionsWe received mixed results across the domains assessed. This highlights opportunities for improvement in the adherence to the charter and hopefully improvements for the experiences of trainees. By looking at the results from specific questions put to trainees we can target areas for improvement. We believe that the trainee charter provides a framework for trainees to thrive in their training and by addressing key points raised by this study we can improve the experience of trainees.

Background: The undergraduate program in Public Health of Saint Catherine University is the second most popular major of the institution, drawing students from diverse racial, economic, cultural, and educational backgrounds. This has presented significant opportunities and challenges with regard to providing students and faculty with the needed academic and professional development to ensure graduates embody the skills needed for Public Health workforce of today. The objective of this study was to identify potential structured institutional supports to graduate Public Health professionals from diverse communities to advance health equity. A secondary objective was to determine whether the needed supports for Public Health students might differ from peers in other health programs, specifically Nursing.Methods: Using a mixed methods approach and a convenience sample, data were gathered from Public Health students, nursing students, faculty, and staff from November 2019 through July 2020. The survey assessed stress, grit, and demographic factors. Focus group topics included: academic resilience and professionalism, supports and gaps in the current institutional structure with respect to mitigating student stressors, and opportunities for programmatic solutions.Results: In total, 53 Public Health and 32 in Nursing students completed the survey. Nursing students tended to be farther along in their undergraduate careers, less likely to have failed a class, and more likely to have recently been laid off from a job. Public Health students reported more support from parents, but less support from friends and classmates than their Nursing peers. Most Nursing and Public Health students reported unmanaged stress, and similar average grit scores (3.51 vs. 3.41, p = 0.43), respectively. In focus groups, students described a series of stressors including working full time while attending school, family expectations, difficulty with time management, and learning how to acclimate to college norms. University staff and faculty identified financial pressures as a primary student stressor in addition to complex lives including managing family crises.Conclusions: Study findings are being used to identify or adapt professional development supports in undergraduate Public Health programs. Through supporting a diverse undergraduate student population in Public Health, a future workforce from communities most impacted by health disparities will emerge.

This study used a parallel, convergent, mixed-methods design with TribalCrit theory and intersectionality as analytical frameworks to identify how the identities of American Indian men intersect with broader structures and systems in shaping their eating and physical activity choices and behaviors, and in eliciting recommendations for a men’s lifestyle intervention. American Indian men were recruited in Minneapolis, Minnesota, and Portland, Oregon, between March and December 2017, and in Phoenix, Arizona, in December 2019 to participate in a survey and focus groups. The survey included questions on demographics and physical and cultural activities men engage in, perceived social support for lifestyle behaviors, masculine characteristics, and values important to American Indian men. The six-item Kessler Psychological Distress Scale was used to assess psychological distress. Focus groups were audio recorded and transcribed for a phenomenological analysis. Descriptive statistics and correlations were computed for survey data. We conducted 15 focus groups with 151 adult American Indian men in three urban sites. The mean age of participants ranged from 36 to 51 across the sites; 7–32% were college graduates; 13–22% were currently married, and 28–41% were working full time. The most important values reported by participants were being strong mentally and emotionally, a good parent, responsible, spiritual, and a good spouse or partner. On the K6 psychological distress scale, 63–70% scored ≥5 but

As a novice teacher, I often journaled about my experiences with the complexities and nuances of teaching pedagogy, administrative conflicts, failure to fit it, and difficulty with student engagement. My writing served as an anchor as I continued to develop, learn, and teach in my own classroom. After my first year in the classroom, I was not sure if I would return due to political and bureaucratic complaints that I had formed over a year working full time in the education system. I felt voiceless, as if my identity as an educator was being erased. When I made the transition to public school in my second year as an English Language Development teacher, I struggled with the same voicelessness I had at the beginning of my career. So, I flipped everything I knew about teaching and engagement and tossed the lesson plan out of the window and shared power with my students. The process of writing and actively engaging with lived experience was something I began to teach my own students and to instill in them as they became advocates and storytellers of their own. This is their story.

Introduction In 2009 the Third Sector Strategy Group (government departments, the Council of Voluntary Organisations representatives of the faith groups), instructed a Development Officer to conduct a gap analysis in the south of the Isle of Man. The objective of the analysis to develop a project that would fill the gaps in current provision and demonstrate good working practices between the above parties, within 6 months. Practice change implemented Community initiatives were co-produced in conjunction with local residents to reduce social isolation. A local version of Men in Sheds was set up as well as 3 social groups. Eight years later, “The Hub” has a timetable of creative, games, fitness, food and drop in sessions with approximately 152 weekly participants. Timeline Meetings with health professionals, local politicians, local authorities, teachers, police, 3rd sector and voluntary and social groups, mums and tots, 6th form students and 100 local residents were held over a 4 month period. Each group was asked the same questions –what works well in the south, what does not, what do we like/dislike, what could we do better. Additional efforts were made to engage men since they were not present in the first round of consultation. A steering group was set up to transform a space for the hobbies Shed and by October 2011, a part-time paid coordinator was hired and 38 regular members. A further facility was provided to set up a community hub that would tackle the wider issues of isolation and loneliness. Highlights Three main elements came out at every gathering: 1. Isolation/loneliness 2. Lack of relevant/up to date information on local services (government or community) 3. Not enough relevant facilities for youth if not sporty or artistic A number of issues were raised by the men: 1. Since retiring felt obsolete 2. Unless played golf or had specific hobby there was very little do to 3. Since retiring/moving/changing jobs/widowed had lost contact with former work mates, social groups and found it difficult to join things, felt shy. 4. Wife/partner organized the socialising 5. Since retiring there were a lot of little jobs to do round the house but this meant they were not getting out enough. 6. A full time carer for a wife with a long term illness. Sustainability Costs are kept to a minimum by utilizing volunteers and donations. The project required modest start-up funding provided by the Manx Lottery Trust. Transferability Each community will want something that is tailored to their particular needs. Conclusions No assumptions should be made about what communities need; good research, communication and public gatherings are essential. There is a clear benefit for people and organisations of working together across sectors. “Coming into the Hub is like having a warm blanket put around me.” Discussion Consultation and collaboration can lead to reduced isolation and loneliness. Lessons learned Don’t be afraid, be thorough but be prepared to make mistakes, make sure you have some funders who are there for a bit of duration, do lots of promotion.