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PurposeThis paper aims to find a suitable structure for a practitioner's handbook that addresses the structural elements of the business continuity (BC) practice.Design/methodology/approachThe case study using the mixed method, quantitative with a questionnaire and conceptual research approach was what has been chosen. The four steps to the research process are outlined: one, choosing the topic, two, collecting relevant literature, three, identifying specific variables and four, generating a structure. The design brought on by years of experience, should be put into an organised system and handbook that can be reused, without having to reinvent the wheel.FindingsA BC handbook should be as relevant to the executives and management as to their employees. By adopting a BC practice in a government department, state-owned entity, agency or municipality. Assurance will be ascertained for reliable, improved service delivery and reputation with much less interruption. Therefore a handbook with a "cradle to the grave” BC approach should outline, with examples of standards, awareness, policy, BC programme plan, BC structures, business impact and risk analysis, strategy, budgets, scorecards, monitoring and evaluation, recovery and BC plans, together with the audit and an International Standards Organization (ISO) 22301 certification process.Research limitations/implicationsThe research was limited to literature, questionnaires and identified variables pertaining to BC management (BCM) in the South African Government.Practical implicationsThe implications of the case study is that out of the variables identified and the relevant literature and standards, a structure for a relevant post-COVID-19 government practitioner's handbook could be made available.Social implicationsThe use of a BCM handbook for government would assist in the continuation of services through manmade and natural disasters. The service to the citizen, including but not limited to water, electricity, sanitation, medical and health services, and the food supply chain are just a few areas that can be positively impacted upon by good BCM. By implication the reliance of government structure are treated most in time of disasters as experienced through the two year period of the COVID-19 pandemic.Originality/valueThe government departments in South Africa do not have or have not implemented BCM due to the lack of clear guidelines. The COVID-19 pandemic however had accelerated the requirement for a top down BCM approach. To ensure that the scope of BCM is not limited, the possibility of having a set handbook for the government practitioner will ensure that service quality remains intact. Such a handbook related to government BCM practice is long outstanding.
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Pope reviews Virtual Services in the Health Sciences Library: A Handbook edited by Amanda R. Scull.
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If you are looking for a book that practically promotes and elegantly advocates for library technical services employees undertaking remote or hybrid work into the future, look no further. Reading Mary Beth Weber and Melissa De Fino's Virtual Technical Services: A Handbook brings up a lot of memories and emotions from working as a technical services librarian employed throughout the course of the COVID-19 pandemic and at the epicenter of the 2020 uprisings. However, the scope of the book is much broader than that, touching on past crises (e.g., Hurricane Sandy, 9/11) and preparing for future crises.
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Considering how many materials and formats can fall under the rubric of "special collections,” it seems like a daunting endeavor to compile a single handbook which covers all their management and care, but Alison Cullingford has done so with great finesse. The book is patently a product of its time: in the introduction the author addresses the impact of the COVID-19 pandemic and how "the rapid digital pivot or shift meant remote access to collections and metadata became more important than ever, for staff and users” (xix). In addition, the "voices for Black Lives Matter” have made the special collections community reexamine practices where "Special Collections have been shaped by legacies of empire, colonialism and slavery” (xix). Throughout the text the impact of this zeitgeist can be seen.
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School closure: School closure is catastrophic to society, particularly children. Ronen is coauthor of The Hospital and Clinic Improvement Handbook: Using Lean and the Theory of Constraints for Better Healthcare Delivery (Oxford University Press, 2018).
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The demand for more efficient use of land and water resources to enable farmers to produce food using climate-resilient processes continues to grow in the face of a growing global population and the impacts of climate change and other shocks such as Coronavirus (COVID-19). Although irrigation has been widely promoted as important for productivity and resilience, it has not been sufficiently expanded. Large, well-established irrigation projects developed by public institutions and select private sector projects play an important role in providing access to irrigation, but they are insufficient to meet need. In parallel, farmers have been developing effective small-scale irrigation (SSI) options that include a range of technologies, financing methods, and operating models. International Finance Corporation (IFC) and the International Fund for Agricultural Development (IFAD) are global organizations focused on promoting resilient agriculture and food system transformation. This handbook takes a practical approach in guiding its target readers, which comprise policy makers, governments and government agencies, private sector actors, and development institution partners, on how to deliver effective design and operation strategies, combined with financing models, to implement and sustainably expand use of irrigation.
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This theme-based book review considers four recent titles related to the intersection of business and government: Outsourcing in the UK: Politics, Practices and Outcomes, by Janice Morphet;Public Financial Management in the European Union: Public Finance and Global Crises, by Marta Postula;Handbook of Business and Public Policy, edited by Aynsley Kellow, Tony Porter, and Karsten Ronit;and European Public Procurement: Commentary on Directive 2014/24/EU, edited by Roberto Caranta and Albert Sanchez-Graells.
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This study describes the need to develop and take steps to build Inquiry-Based Social Science Digital Books to improve vocational high school students' critical thinking. This type of research is a case study approach whose data sources are data from class X Vocational High School Students and History Teachers. The data collection methods used observation, interviews, and documentation. Data analysis used the interactive flow analysis technique, which consisted of data reduction, display, and verification. Based on the results of field observations, the study results showed that student learning outcomes through Distance Learning (PJJ) History during the COVID-19 pandemic were still low. Based on the initial comments in six vocational schools in Sukoharjo Regency, it was found that social studies teachers had difficulties delivering history social studies material to students. As a result, students have difficulty in understanding the subject matter, impacting low learning outcomes. From the interviews conducted, information was obtained that teachers were less skilled at integrating social studies learning using digital book teaching media. Hence, developing an inquiry-based historical, and social studies digital book is still necessary to improve students' critical thinking.
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[...]we end up with policies or practices that fail to fully address inequalities or, in the worst cases, actually amplify the inequalities and the resulting impacts to life outcomes. The takeaway of this quantitative research chapter is that the technology maintenance framework has profound implications for quality of life outcomes (i.e., academic achievement, careers, health, and social engagement) for users, and should be applied as scholars and policy-makers consider solutions. [...]in Chapter 6 Ellen Helsper concludes this section's discussion of space and place by introducing a network-theory inspired examination of how both geographic and social proximity impact digital inequalities. Gerard Goggin (Ch. 17) offers thoughts on the path forward in researching (and developing policy for) digital inequalities among those with health and disability concerns, while in the final chapter (Ch. 18) of Part 3 Kerry Dobranski and Hargittai mine current and historical data sets to understand how technicians and policymakers can best serve internet users with disabilities.
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ObjectivesKnowledge on the impact of heated tobacco product (HTP) use in pregnant women with associated maternal and neonatal risks for hypertensive disorders of pregnancy (HDP) and low birth weight (LBW) is limited. We aimed to assess the status of HTP use among pregnant women in Japan and explore the association of HTP use with HDP and LBW.DesignCross-sectional study.SettingData from the Japan ‘COVID-19 and Society’ Internet Survey study, a web-based nationwide survey.ParticipantsWe investigated 558 postdelivery and 365 currently pregnant women in October 2020.Primary and secondary outcome measuresInformation on HDP and LBW was collected from the postdelivery women’s Maternal and Child Health Handbooks (maternal and newborn records). We estimated the age-adjusted ORs and 95% CIs of ever HTP smokers for HDP and LBW and compared them with those of never HTP smokers in a logistic regression analysis.ResultsThe prevalence of ever and current HTP use were 11.7% and 2.7% in postdelivery women and 12.6% and 1.1% in currently pregnant women, respectively. Among currently pregnant women who were former combustible cigarette smokers, 4.4% (4/91) were current HTP smokers. Among postdelivery women, ever HTP smokers had a higher HDP incidence (13.8% vs 6.5%, p=0.03;age-adjusted OR=2.48, 95% CI 1.11 to 5.53) and higher LBW incidence (18.5% vs 8.9%, p=0.02;age-adjusted OR=2.36, 95% CI 1.16 to 4.87).ConclusionsIn Japan, the incidence of ever HTP use exceeded 10% among pregnant women, and HTP smoking may be associated with maternal and neonatal risks.
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Simple SummaryHow ferrets across sectors are housed and the environmental enrichment provided (e.g., toys, beds, exploration of new sights and smells) can directly impact their health and wellbeing. Through an online questionnaire reaching ferret caretakers from pet owner, laboratory, zoo, rescue, and working (e.g., pest control) sectors, we describe how ferrets are housed, the enrichment they receive, enrichment types that ferrets most enjoy and those which may be harmful or problematic. Of 754 responses, 82.4% were from pet owners. Most ferrets were housed with at least one other ferret, and the type of housing varied across sectors from single-level cages to free-ranging housing. Environmental enrichments most commonly reported were hammocks, tunnels and human interaction, with ferrets reported to most enjoy digging, tunnels, human interaction and exploration. Scent trails were also reported to be among the most enjoyable enrichments but were rarely provided, suggesting that they could be used more. Problematic enrichment included rubber items, such as Kongs®, which could be chewed and swallowed, narrow tunnels trapping ferrets, and fabrics catching claws. These items should therefore be avoided. Our results suggest that all sectors have room to improve both housing and enrichment to better ferret welfare.Ferrets (Mustela putorius furo) are kept and used in multiple sectors of society, but little is known about how they are housed and what environmental enrichment (EE) they may benefit from. We aimed to help guide caretakers about what housing and EE can be provided for ferrets. Through an online questionnaire of ferret caretakers, including pet, laboratory, zoological collection, rescue and working animal sectors internationally, we described ferret housing, opportunities for exploration, EE provision and caretaker opinions on ferrets’ preferred EE types, and problematic EE. In total, 754 valid responses from 17 countries were analysed, with most (82.4%) coming from pet owners. Most ferrets were housed socially, with housing varying across sectors from single-level cages to free-range housing in a room or outdoor enclosure;pet owners mostly used multi-level cages. The most commonly reported EE included hammocks, tunnels and tactile interaction with caretakers. Respondents reported that ferrets particularly enjoyed digging substrates, tunnels, human interaction and exploration. The most frequently reported problems were that ingestion of unsuitable chew toys and rubber items could cause internal blockages, narrow tunnels could trap ferrets, and certain fabrics that could catch claws. This suggests a need for increased awareness of the risks of these EE types and for more commercially available safety-tested ferret EE. Scent trails were relatively rarely provided but were reported to be enjoyed and harmless, so we recommend that these should be provided more commonly. Our results suggest that there is scope to improve ferret housing and EE provision to benefit ferret welfare across all sectors.
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[...]as she puts it, "once a dental assistant, always a dental assistant." Dental assisting instructor Betty Sindelar has dealt with those challenges firsthand, and in "Teaching Online During COVID-19 and Beyond," she describes some of her program's creative solutions to the dilemma of online teaching-and learning-in a field where hands-on experience is so vital. Reena Kuba, DDS, MS, has a passion for pediatric dentistry and a commitment to nurturing healthy oral health routines in children. Because good oral health habits lead to better lifelong oral health, in "Barriers to Children's Oral and Dental Health," Dr. Kuba offers some suggestions for dental professionals and parents on mitigating fears and overcoming the most common hurdles to good pediatric dental care.
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[...]the broad range of essays offer many suggestions for collaboration on research between disciplines. [...]they indirectly build their points around a series of shared events in recent Irish history such as the 2004 referendum on birth-right citizenship, the successful referendums on gay marriage and abortion, the recent uncovering of the full extent of the horror of mother and baby homes, and the struggles of growing wealth inequality from the austerity programs after 2007. Setting the baseline of Irish Studies as it existed before and during the Celtic Tiger period, this collection makes a collective argument that Irish Studies has pulled away from its historic focus on nationalism and church history.
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Bu çalışmada 2019-2020 bahar döneminde Ondokuz Mayıs Üniversitesi Eǧitim Fakültesinde yaşanan acil uzaktan eǧitime geçiş sürecinin öǧrenci görüşleri çerçevesinde deǧerlendirilmesi amaçlanmıştır. Çalışmanın birincil verileri araştırmacı tarafından geliştirilmiş "Süreç Deǧerlendirme Formu" ile toplanmıştır. Bu form kapalı uçlu ve açık uçlu sorulardan oluşmaktadır. Elde edilen nicel verilerin analizinde yüzde ve frekans gibi tanımlayıcı istatistikler kullanılırken nitel veriler içerik analizi ile analiz edilmiştir. Ayrıca gözlem notları ve ders kayıtları formdan elde edilen verilerin açıklanmasında kullanılmıştır. Çalışmanın örneklemi Ondokuz Mayıs Üniversitesi Eǧitim Fakültesinde Bilgisayar ve Öǧretim Teknolojileri Eǧitimi bölümünde öǧrenimlerine devam eden 60 bilişim teknolojileri aday öǧretmeninden oluşmaktadır. Araştırma sonucuna göre düzen, kullanılan yöntemler, öǧretim elemanının yetkinliǧi, düzenli bilgilendirme ve duyurular, kaliteli asenkron içerik, ders dışı aktiviteler, sürekli iletişim ve etkili canlı dersler acil uzaktan eǧitim sürecine katkı saǧlayan hususlar olarak ifade edilmiştir. Öte yandan yüz yüze etkileşim eksikliǧi, teknik sorunlar, motivasyon eksikliǧi, ödevler ve oluşan iş yükü acil uzaktan eǧitim sürecinde öǧrencileri zorlayan hususlar olarak öne çıkmıştır. Son olarak, öǧrencilerin acil uzaktan eǧitim sürecinden katkı saǧlamalarına raǧmen geleceǧe yönelik tercihlerini yüz yüze eǧitimden yana kullandıkları, ancak bazı derslerin çevrimiçi verilmesini de destekledikleri görülmüştür.Alternate :The aim of the study is to find out the experiences of pre-service teachers in Ondokuz Mayis University during the emergency remote teaching process. The study was designed as a case study. Data was collected using an "Evaluation Form" which was developed by the researcher. This form is a survey which was consisted of both open-ended and closed-ended questions. Additionally, observation notes and course records were used to verify the survey data. Quantitative data was analyzed with descriptive statistics including frequency and percentage. Qualitative data was analyzed with content analysis. Participants were 60 pre-service teachers attending Computer and Instructional Technology Teacher Education Program offered by the Faculty of Education. Based on the results, organization, methods, competency level of the instructor, regular announcements/information, qualified asynchronous content, asynchronous course activities, continuous communication and effective live courses were the issues that support the emergency remote teaching. On the other hand, deficiency of face-to-face interaction, technical problems, deficiency of motivation, homework and courseload were the issues that obstruct the emergency remote teaching. Finally, although the students mentioned that they learned effectively during the emergency remote teaching, they preferred to continue with faceto-face education. Moreover, they preferred to continue with distance education only for some of the courses.
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This article discusses about Covid-19 and its implications for the provision of tourist services, as it presents the pandemic actions that have been developed and promoted by the Ministry of Tourism, the governments of the Midwest of Brazil, and the class associations of tourism service. The study is exploratory, and bibliographic and documentary research was carried out for collection purposes. Decrees and laws were published to regulate/guide consumer and labor relations during the pandemic;there was the preparation of booklets and manuals to direct the conducts of consumption and work and among other actions/strategies to cope with the pandemic in Brazil, promotion took place and encourages the rebooking and non-cancellation of the services already purchased.
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This article aims to explore the challenges associated with providing digital resources to stakeholders and identifying the obstacles and barriers to the successful design and exploitation of digital resources in the classroom and a wider learning environment. As a direct consequence of Covid-19 and the physical closure of schools we can now identify three specific content-producing cultures emerging within the educational community (Marcus-Quinn, A., T. Hourigan, and S. McCoy. 2019a. “‘The Digital Learning Movement: How Should Schools Respond?’.” Economic and Social Review 50 (4): 767–783). On the top tier we can see the independently developed resources by private educational companies that have been designed with accessibility hardwired into the resources. Such accessibility caters to the widest range of user needs. The second tier provides digital materials that have been produced by teachers in schools that have a ‘tech-driven’ agenda;such schools do not make it mandatory for teachers or students to use privately produced books. The third tier comprises teachers, outside of a formal community of practice, who use privately produced resources but modify them to suit their student needs better. There has been a rapid migration to digital learning as a direct response to the challenges posed by Covid-19 in schools (Mohan, G., S. McCoy, E. Carroll, G. Mihut, S. Lyons, and C. Mac Domhnaill. 2020. “Learning for all? Second-level education in Ireland during COVID-19.” ESRI Survey and Statistical Report Series 92 June 2020.). As schools have scrambled to adapt to this ever-changing environment, digital inclusion has never been more critical as school communities now navigate these new learning experiences (Hall, Byrne et al. 2021;Marcus-Quinn, A., and T. Hourigan. 2021. Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice. Cham: Springer.;Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021a. “Exploring the Ripple Effect of ‘Always On’Digital Work Culture in Secondary Education Settings.” In Handbook for Online Learning Contexts: Digital, Mobile and Open, edited by A. Marcus-Quinn and T. Hourigan, 339–353. Cham: Springer, Murphy, C., A. Marcus-Quinn, and T. Hourigan. 2021b. “Technostress in Secondary Education Settings.” Coping with COVID: Advancing Education. The Naace Journal 89: 17–23). To comply with European legislation passed in 2019, public sector organisations and private companies and organisations need to check the accessibility of their websites, mobile apps, and media content (Oncins, E., and P. Orero. 2021. “Let's put Standardisation in Practice: Accessibility Services and Interaction.” Hikma 20 (1): 71–90. https://www.pdsttechnologyineducation.ie/en/Planning/Digital-Learning-Framework-and-Planning-Resources-Post-Primary/Digital-Learning-Framework-for-Post-Primary-Schools.pdf). The educational publishing sector should also adhere to these common accessibility standards ensuring that digital content conforms to digital equity, diversity, and inclusion principles (Mihut, G., S. McCoy, and B. Maître. 2021. “A Capability Approach to Understanding Academic and Socio-emotional Outcomes of Students with Special Educational Needs in Ireland.” Oxford Review of Education.). During the Covid-19 pandemic it became clear that there is an appetite for high-quality open-access digital teaching and learning materials (Eivers, E., J. Worth, and A. Ghosh. 2020. Home Learning During COVID-19: Findings from the Understanding Society Longitudinal Study. Slough: National Foundation for Educational Research.). To improve the consistency and reusability of such resources the education community would benefit from easy access to shared quality templates that are professionally designed and usability tested. Such an initiative is unlikely to happen without buy-in from publishers in conjunction with the Department of Education. Such collaboration was behind the successful establishment of Scoilnet: Ireland’s national repository for shared digital teachi g and learning materials. During the pandemic Scoilnet compiled a list to highlight the Open-access resources available to stakeholders and requested that teachers make recommendations and upload such resources to the Scoilnet portal. It is clear that such resources need to be designed and developed, and this requires professional time and resources. We cannot expect this to happen without cost.
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PurposeThis conceptual paper relates disparate evidence on the factors influencing reading format choice and preference, whether print or digital, in order to inform educational practice and scholarship.Design/methodology/approachThe authors propose a reading event analysis model (REAM) to help guide practitioners and scholars through a consideration of relevant factors, as evidenced by empirical research, to predicting whether print or digital formats will best support the reading and/or learning objectives of a reader in a given reading event in the current technological era.FindingsThe evidence synthesized and communicated by the REAM model reflects complex interactions between reader characteristics, task characteristics and text characteristics that influence the effects and outcomes of reading in print or digital format.Research limitations/implicationsThis model serves to guide scholars in the design of future empirical studies that account for critical performance variables related to reading comprehension and user preference.Practical implicationsIn examining the effects of reading format on learning and the relationship of learning to overall reader format preferences, this model will help educators, educational administrators, industry practitioners, technologists and interface developers transfer current findings to practice, make decisions and determine developmental priorities to meet the needs of readers and learners across a variety of contexts and support the pursuit of equity in education.Originality/valueThis model is necessary and contributes important original synthesis and to an area of scholarship that in recent years has yielded results that at times appear contradictory. The model provides possible resolutions to these apparent contradictions in a construct that lends translational value for practice.
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Many healthcare facilities now have limited clinical education contracts with local nursing programs (Organization of Nurse Leaders & Massachusetts/Rhode Island League for Nursing [ONL], 2020). According to Gubrud (2016), the clinical environment allows affective skill development. [...]preceptors must understand how limited clinical education experiences by the graduate nurse may affect the preceptor role. 1ШЗ REFERENCES Bloom, B.S. (1956).
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[...]we developed a conceptual scheme that encompasses six dimensions defined by the traditional questions that shape the information process: Theoretical framework From a media perspective, disasters break professional newsroom routines and challenge their members to work under extreme conditions (Ewart & McLean, 2018;Potter & Ricchiardi, 2006;Puente et al., 2013a;Quarantelli, 1996, 2005). Practical/professional approach To date, approaches to the subject have dealt mainly with practical issues, and it is easy to find a considerable number of manuals, guides, or handbooks, but very few approaches include an academic analysis of the items included in them. [...]information is often disaggregated and presented under different points ofview, making its follow-up a real challenge sometimes. [...]journalists must be aware of the need for specific information control, and content, images, and sounds must be thoroughly reviewed and verified (Handout, 2014;Hight & Smyth, 2003;Institute for War & Peace Reporting, 2004;Linkins, 2011;Otieno, 2006;Panamerican Health Organization [PAHO], 2011;Ross, 2004;Scanlon, 2011;Silverman